Welcome to the WAC Clearinghouse Conferences and Events Listings. You can view upcoming and past conferences and events. If you are a member of the WAC Clearinghouse, you can recommend that a conference or event be added to this list.
Writing Research Across Borders (WRAB) IV
International Society for the Advancement of Writing Research - ISAWR invites you to the Fourth World Conference on Writing Research
15th - 18th February, 2017
Bogotá, Colombia, Pontificia Universidad Javeriana
Call for proposals Proposal Deadline 1st April, 2016
The International Society for the Advancement of Writing Research (ISAWR) is composed of researchers from all over the world interested in writing across all education levels.
ISAWR's Writing Research Across Borders conference is currently the most important global research meeting on writing research and is aimed at discussing topics related with writing and knowledge production across different levels of education. In seven years, the WRAB Conference has promoted the exchange of approaches, the regular updating and the creation of networks to carry out research and international projects. In order to share experiences and research on reading and writing from all over the world, more fully with the work in Latin America and the Caribbean, the next Conference will be held in Bogotá, Colombia, February 2017.
Previous WRAB conferences were: Writing Research Across Borders (2008) – University of California, Santa Barbara, California, USA Writing Research Across Borders II (2011) - George Mason University, de Fairfax, Northern Virginia, USA Writing Research Across Borders III (2014) - Université Paris-Ouest Nanterre La Défense, Paris, France
The Conference Organizers invite proposals for presentations, symposia, round tables, and posters from all perspectives and methods, as well as directed to all levels of writing development.
Deadline for submission of proposals: April 1, 2016
Proposal acceptance notices sent: June 2016
Proposers must accept the invitation and register for the conference in order to appear on the program: of October 31, 2016.
The three co-directors of The Meaningful Writing Project were the recipients of the Best Poster Award at the 2015 Conference on College Composition and Communication. Their research was supported by a 2010-2011 CCCC Research Initiative Grant. Their book, The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education will be published by Utah State University Press in 2017.
· Full-Time Faculty: Full conference, $300; Saturday only, $150
· Part-Time Faculty: Full conference, $150; Saturday only, $75
· Graduate Students: Full conference, $100; Saturday only, $50
Register online: https://www.applyweb.com/public/register?s=quinwrit
Registration deadline: Friday, November 11, 2016
Friday Evening Conversation: Following protocols developed for the Meaningful Writing Project, QUWAC will facilitate live interviews with Quinnipiac students and faculty who have agreed to share their experiences with writing. The students are majors in biology, education, and engineerng; their complementary faculty members teach biology, education, and first year writing.
Consultations: The keynote speakers will be available during the concurrent sessions to meet with individuals and groups interested in discussing the challenges faced by their programs. To make an appointment, contact the Research and Writing Institute Director: Paul.Pasquaretta@Quinnipiac.Edu
Accommodations: Rooms are available at the Clarion Inn and Suites on Whitney Avenue in Hamden for a conference rate of $104 plus tax/night. Frequent and free shuttle service will be provided from the hotel, which is three miles from Quinnipiac's Mount Carmel campus. For reservations, call 203-288-3831. Reservation may also be made online: https://www.choicehotels.com/connecticut/hamden/clarion-hotels/ct067?source=gyxt
We are near Bradley International Airport (1hr) and Tweed New Haven Airport (20 minutes). International travelers arriving at Kennedy Airport should expect at least a two hour commute to the campus. We may also be reached via Amtrak, Metro-North Railroad, and Shore Line East Railroad, which provide service to Union Station, New Haven.
Connecticut Limousine provides ground transportation from Bradley to Union Station in New Haven. The cost for a shared ride is about $47 one way/$94 round trip: https://ctlimo.com/
Metro Taxi provides service from Union Station to the hotel or conference. Expect to pay about $36 for a 18 minute ride: http://www.metrotaxict.com/index.htm
Our Theme: Connectivity in its diverse and expanding forms – technological, institutional, global, social, neurobiological, linguistic, and textual - has a profound effect on the way we process, comprehend and apply what we learn. The exponential growth and complexity of knowledge, along with our virtually unlimited access to it, have enhanced the need to make meaningful connections between what we know and what we seek to understand. In an educational environment that is increasingly dependent on the ability to forge connections, how are meaningful connections made? By whom and for whom are they made? How is the need for creative connectivity evidenced in the classroom? What role does connectivity play in the achievement of learning outcomes?
What is the Meaningful Writing Project?
The intent of the Meaningful Writing Project is to understand how students across three very different institutions--a private, urban Catholic university (undergraduate enrollment: 14,000); a private, urban university known for experien- tial learning (undergraduate enrollment: 15,600); and a public R1 institution (undergraduate enrollment: 20,000)--make meaning from their writing.
We found that meaningful writing projects offer students opportunities for agency; for engagement with instructors, peers, and materials; and for learning that connects to pre- vious experiences and passions and to future aspirations and identities. Students described the power of personal connection, the thrill of immersion in thought, writing and research, and the satisfaction of knowing the work they produced could be applicable, relevant, and real world. Faculty who taught courses in which meaningful writing took place often deliberately build these qualities into their teaching and curriculum, expressing their goals and values for writing through specific practices.
Michele Eodice is the Associate Provost for Academic Engagement and director of the OU Writing Center at the University of Oklahoma. Michele’s current research explores creative knowing in engineering and doctoral student writing experiences. Among her publications, two books are the products of important collaborations: (First Person)2 : A Study of Co-Authoring in the Academy (2001), written with Kami Day, and The Everyday W riting Center: A Community of Practice (2007), written with Anne Ellen Geller, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet. In 2013 she published W orking with Faculty W riters with Anne Ellen Geller as co-editor.
At St. John’s University in Queens, New York, Anne Ellen Geller is Associate Professor of English and Director of Writing Across the Curriculum, which was awarded a 2013 Conference on College Composition and Communication (CCCC) Writing Program Certificate of Excellence. She teaches undergraduate and graduate English courses, directs a writing fellows program and works with faculty across the disciplines. Anne’s research and published writing, twice recognized with the International Writing Centers Association Outstanding Scholarship Award, focuses on writing cen- ters, writing across the curriculum, support for faculty and student writers, co-authorship, and National Endowment for the Humanities funding of writing programs.
Neal Lerner is Associate Professor of English and Director of the Writing Program at Northeastern University in Boston, MA, which was a 2014 recipient of the Conference on College Composition and Communication (CCCC) Writing Program Certificate of Excellence. He has published on the history, theory, administration, and practice of teaching writing in classrooms, laboratories, and writing centers, and is a five-time IWCA Outstanding Scholarship Award recipient. His book The Idea of a W riting Laboratory won the 2011 NCTE David H. Russell Award, and he is also co-author of Learning to Communicate as a Scientist and Engineer: Case Studies from MIT, winner of the 2012 CCCC Advancement of Knowledge Award, and co-author of The Longman Guide to Peer Tutoring, 2nd ed.
Engaging Multiple Perspectives in and about Writing Program Administration
CWPA 2016 Call for Proposals
Raleigh, North Carolina
July 14-17, 2016
Recent calls for proposals in our journals and professional conferences in rhetoric and composition have highlighted the growing need to pay attention to a wider range of perspectives in our work. Professional organizations, conferences, writing programs, and writing courses have not always been welcoming and relevant to many who have also found their work, perspectives, and histories excluded from scholarly conversations.
Our work as writing program administrators is, and should be, impacted by the multiplicities of who we are and by the subjectivities of our students, colleagues, and staff. Therefore, we need a broad range of voices at the table when we make decisions about our curricula and assessment practices, our programs, and our profession. The field, as well as individual programs and classrooms, needs to encourage an environment that respects the necessity of a variety of perspectives that are both present and absent.
The annual conference gives us a space to invite multiple perspectives and to learn from each other. At our 2016 conference in Raleigh, North Carolina--a space of recent political tension, local activism, and persistent racial inequality--I ask that we examine through a critical lens who has been included in and excluded from conversations about writing programs and how we can encourage a broader dialogue. The following questions offer suggestions for topics you might address, but please do not feel limited by them:
? What concerns should writing programs be engaged in addressing at this moment?
? What does it mean to be a WPA?
? Who identifies as a writing program administrator? Why might people choose to identify (or not to identify) with this professional community?
? What does it mean to “belong” to this community of writing program administrators?
? Where does WPA work occur? What are the locations of writing program administration?
? What are the frames/lenses/terms that can help us examine our work in important ways? For example, would the frames of intersectionality, assemblage, belonging, inclusion, and/or diversity help us rethink assumptions about WPA work?
? Who have we included, and who have we excluded, in the scholarship we have conducted, the policies we have enacted, and the statements we have made?
? How has writing program administration research excluded investigations of (dis)ability, race, sexual orientation, culture, and other important social dimensions that construct difference in our world?
? What proactive, real actions can WPAs take--or have you taken--in writing courses, programs, and/or the profession so that we invite a range of voices and perspectives to the table, especially those who critically challenge current directions?
? How can we effectively mentor and provide relevant professional development and support to a range of students, faculty, staff, and WPAs?
? What are the shifting demographics at our institutions, and how should writing programs respond to those changes?
? What curricular designs and assessment models are most inclusive of a range of abilities, orientations, and perspectives? What can we learn about our current curricular and assessment assumptions? What work in other disciplines might inform the work of WPAs?
? What is the status of working conditions in writing programs on our campuses, and how can we work to improve those conditions for all instructors?
? What proactive steps can we take to include the perspectives, needs, and goals of writing teachers from a range of ranks and positions (e.g., graduate student, non-tenure-track, staff, tenure-track) in decision-making and planning?
? What outreach, activism, and advocacy work could writing programs engage in?
CWPA is eager to welcome those who participate in "writing program administration" writ large. This could include work with: writing centers; multiple sections or instructors of writing courses; professional and technical writing programs; community writing programs; ESL writing programs; WAC and WID programs; course and program assessment; or any other work that is related to writing instruction or program direction.
OPPORTUNITIES AT THE 2016 CONFERENCE
There are three parts to the annual conference that you might participate in:
? The pre-conference workshop for writing program administrators (July 10-13) with workshop leaders Sheila Carter-Tod, Heidi Estrem, Peggy O’Neill, and Chuck Paine. We will offer two workshops this year to accommodate more participants.
? The pre-conference institutes (July 14). New this year: instead of pre-determining the three institutes we will offer, we invite proposals for full-day institutes on topics of relevance for WPAs. See proposal information below.
? Conference (July 14-17): we invite proposals for full panels, individual presentations, and interactive workshops as part of the conference schedule. See proposal information below.
PROPOSING A CONFERENCE PRESENTATION OR INSTITUTE
You can propose up to two speaking roles, whether an institute and a conference presentation or two conference presentations.
A. Conference Presentations
1. 15-minute individual presentations
Presenters may submit individual paper or presentation proposals; these will be combined into panels/sessions of three or four speakers on the program.
2. Full session panel of multiple presentations
These may take any form you choose. Two popular formats have been:
Conversation Starters: panels in which a number of speakers give six-minute presentations on a particular topic and then open the floor to a conversation about that topic. Proposals should address (a) the question/topic you want to address or point you want to make; (b) the exigency for your question—why is this important/significant for WPAs? (c) the issues you’d like participants to take up in conversation. Plan to allow at least 30-45 minutes for conversation among the participants.
Panel Sessions: These would consist of three or four 15-minute individual presentations connected by a particular theme. Plan to allow at least 15-20 minutes for questions and discussion.
If you are proposing a full session panel, please clearly indicate in the proposal description which of the above categories your proposal falls into; if you are doing something different, please explain that, too.
3. Interactive workshop
A full session (75-minute) workshop designed to address a particular issue of relevance to WPAs. Workshops might address how to revise one’s work for publication, how to put together a promotion and tenure dossier, how to prepare for a program review, how to lead as a new WPA, and so on.
B. Pre-Conference Institutes (Thursday)
New this year! In the spirit of welcoming a range of voices and perspectives, we invite proposals for full-day pre-conference institutes. We will offer three institutes on the program. Institutes are interactive and practical spaces for WPAs to learn about topics such as program assessment, preparing for the job market, conducting administrative research, working with various student populations, writing grant proposals, writing as a WPA, leading effective professional development activities in a writing program (to name a few). Independent of how many co-leaders participate in the institute, institutes chosen for the program will be given:
? two free registrations for the conference (for two of the leaders)
? a $1000 honorarium (to be divided among the leaders)
? two rooms at the conference hotel for Wednesday night
? $60 toward a planning meal on Wednesday night
SHOULD YOUR SESSION BE LISTED IN A STRAND?
At the 2016 CWPA conference, we will feature three strands of sessions, and you can indicate your desire to be featured in one of the strands in your proposal:
A. Mentoring Strand Sessions
A strand of sessions at the 2016 conference in Raleigh will again be devoted to professional development and mentoring issues. If you are submitting a proposal in any format to talk about mentoring (broadly defined), please indicate so in the proposal; it will be directed to Joe Janangelo, chair of the CWPA Mentoring Project, for review. Also feel encouraged to email firstname.lastname@example.org to let him know that you have submitted a proposal intended for the mentoring strand. For more details, please visit the CWPA Mentoring Project on the CWPA website.
B. People of Color Caucus Sessions
CWPA's People of Color Caucus will offer a strand of sessions at the 2016 conference devoted to issues of racial and ethnic diversity in writing program administration related to scholars, teachers, students, and administrators of color. If you are submitting a proposal in any format that relates to issues appropriate for this strand, please indicate so in the proposal; it will be directed to Genevieve Garcia de Mueller, chair of the CWPA POC Caucus, for review. Also feel encouraged to email email@example.com to let her know that you have submitted a proposal intended for the POC Caucus strand.
C. Two-Year College Caucus Sessions
CWPA's Two-Year College Caucus will offer a strand of sessions at the 2016 conference devoted to topics related to, involving, and discussing the contexts of two-year colleges. If you are submitting a proposal in any format that relates to issues appropriate for this strand, please indicate so in the proposal; it will be directed to Daniel Cleary, chair of the CWPA Two-Year College Caucus, for review. Also feel encouraged to email firstname.lastname@example.org to let him know that you have submitted a proposal intended for the Two-Year College Caucus strand.
SUBMITTING YOUR PROPOSAL
We will begin to receive submissions for the 2016 conference on November 15, 2015. Visit http://wpacouncil.org/cwpa-2016-proposal-instructions at that time to submit a proposal.
? January 1, 2016: final deadline for Institute Proposals; expedited review deadline for Conference Proposals
? March 1, 2016: final deadline for Conference Proposals
For local Raleigh, NC questions email: Jessie Moore (email@example.com)
The Sweetland Center for Writing at the University of Michigan is pleased to announce that the 2016 International Writing Across the Curriculum Conference will be held June 23-26 in Ann Arbor. The Call for Proposals is life and the deadline for proposals is November 1, 2015.? You can learn more at https://iwac2016.org/cfp/.
Conference Theme: “Writing Across Difference”
Does writing across disciplinary differences risk writing over other kinds of differences? IWAC 2016 will focus on situating the cross-disciplinarity of WAC/WID within a pedagogy of inclusivity by asking how our pedagogy can broaden ideas of difference within and beyond the classroom to include social, cultural, linguistic, modal, and media differences, among others. In WAC/WID scholarship, writing ideally circulates among these differences, establishes connections and highlights points of conflict, and potentially situates WAC/WID scholars and teachers as agents of change. We welcome proposals that explore ways in which WAC/WID can promote a dialogue on difference and inclusivity and encourage representatives of different WAC/WID populations to offer their multiple voices and perspectives on WAC/WID today.
This year’s theme focuses on graduate writing, especially the intersection of Writing Studies/Composition/Writing Across the Curriculum/writing center and ESL/ELT/EAP as we consider ways to support all graduate writers.
In this 2-and-a-half-day retreat for graduate communication specialists, we will hear from experts in the field, share ideas and experiences, and work in groups to develop graduate writing programs, courses, and research agendas. Building on our successful 2015 colloquium in Toronto, the CGC Summer Institute is an opportunity for us to roll up our sleeves and pursue our goals of supporting graduate writing skills across disciplines, across types of degree programs, and across diverse groups of graduate students.
Participants are encouraged to attend the Institute to develop a specific project in program, course, or research design for their local contexts. Keynotes, discussions, and working groups will provide ideas and opportunities for collaboration and writing.
Michelle Cox, Cornell University
Mary Jane Curry, University of Rochester
Christine Feak, University of Michigan
Karyn Mallet, George Mason University
Talinn Phillips, Ohio University
Steve Simpson, New Mexico Tech
Sponsored by University of Michigan Press.
We look forward to seeing you at Yale in June!
Nigel Caplan & Michelle Cox, Co-Chairs
Jim Tierney, Local Chair (Yale University)
Steve Simpson & Talinn Phillips, Organizing Committee
You are Invited to Attend the International Network of Writing-across-the-Curriculum (WAC) Programs Special Interest Group at the Conference on College Composition and Communication
Thursday, April 7, 6:30-7:30pm (see conference program for room number)
This will be the 36th annual SIG meeting of the International (formerly National) Network of Writing-across-the-Curriculum (WAC) Programs at CCCC. Since 1981, this CCCC SIG has offered a unique opportunity for those who lead WAC/WID efforts at schools, colleges, and universities or those who wish to begin or re-start such initiatives. Aside from a few announcements of upcoming events of interest at the beginning of the session, the SIG meeting takes place in small discussion groups facilitated by members of the Network Consultants Board (highly-experienced program leaders). These groups address questions and concerns of the participants in regard to any aspect of the development and sustaining of WAC/WID initiatives and programs. In addition, occasional discussion groups in recent years have considered such efforts as writing of the CCCC-endorsed Statement of WAC Principles and Practices in 2012-14.
Over the past ten years, this SIG has consistently drawn 35, 50, or more participants. Since the SIG was renamed "International" in 2005, approximately one quarter to one third of participants each year have come from institutions outside the U.S. Moreover, attending the SIG serves as an important step for those just beginning initiatives at their institutions, with approximately one half of participants each year self-identifying in this role.
The names listed in the proposal, in addition to the chair, are the members of the Board who will lead the discussion groups. They are not "speakers," but "facilitators" or "discussion leaders."
The International Conference on English Across the Curriculum will be held December 14-15, 2015, at the Hong Kong Polytechnic University. This two-day conference will bring together academics from different disciplines and language teaching units to explore ways to enhance students' English in discipline content subjects.
Building Bridges through Academic Writing: Research, Policy, and Practice: Third International Conference on Academic Writing in Israel
June 27-28, 2016
Conference Venue: MOFET, The Institute of Research,
Curriculum and Program Development for Teacher Educators, Tel Aviv, Israel
Academic writing has long been considered to be a bridge to learning in school and in higher education. We believe that in the 21st century academic writing should be a bridge to promoting current issues in other areas as well. We would like to invite you to share your knowledge and experience in all of these areas with both our local and international audiences.
The following topics will be addressed, as will any others related to the conference theme.
Research, policy, and practice of academic writing
? as a bridge to learning in school and in higher education.
? as a bridge to advancing professional, social, economic, technological, and political issues.
Call for papers: June 7, 2015
Deadline for submission of abstracts: October 31, 2015
Notification of acceptance by: December 31, 2015
Conference: June 27-28, 2016
Further information about the conference (e.g., call for papers, registration, accommodation) will soon be available on our new conference website. For the programs and abstract books of our previous conferences see our current website:
Questions can be addressed to The Unit for Conferences and Study Days at The MOFET Institute.
The WAC SIG at CCCC
The International (formerly National) Network of Writing-across-the-Curriculum Programs has met at the CCCC convention each year since 1981. The popular small-group format continues to draw each year 40-70 participants, including program planners from a range of countries. In the small groups, each led a member of the INWAC Board of Consultants (all very experienced program leaders from a broad range of institutions within and outside the US), participants ask and receive answers to their questions regarding any aspect of beginning, sustaining, re-starting, or expanding their WAC/WID initiatives. The meeting also provides a short amount of time for announcement of conferences, research opportunities, and publications of interest to WAC program developers.
The WAC SIG will take place on Friday, 3/20, from 6:30 PM - 7:30 PM in the Tampa Convention Center, Room 1, First Floor.
Registration Open through Wednesday, November 19th
Fifth Biennial International Critical Thinking and Writing Conference:
Thinking and Writing Beyond Two Culture: STEM, WAC/WID, and the Changing Academy
Friday, November 21st and Saturday, November 22nd
Quinnipiac University, 275 Mount Carmel Avenue, Hamden, CT 06518
Hosted by QUWAC and the RWI, with support from the College of Arts and Sciences and the Office of Academic Affairs.
In 2008 The Times Literary Supplement included the publication of C. P. Snow’s 1959 Rede Lecture, The Two Cultures and the Scientific Revolution, on its list of the 100 books that have most influenced Western public discourse since the Second World War. Although Snow’s lecture prompted a dustup between scientists and literary elites over who could lay claim to the superior form of knowledge, over time the sides and tenor of the “Two Cultures Debate” have changed. As the debate has expanded throughout the natural sciences, humanities, and social sciences to include various disciplinary groups and the beliefs, attitudes, and perspectives with which they are bound together as “cultures,” it has evolved into a conversation about how knowledge is recognized, valued, and taught across the cultures of the university. The 2014 conference aims to advance this conversation through presentations that attend to the unfolding legacy of the Two Cultures Debate as well as those that revisit and challenge Snow’s original formulation.
The conference will be organized into three categories, each focusing on a different dimension of the debate: Philosophy and Politics; Pedagogies, Programs, and Curricula; Critical Thinking and Writing. The conference intends to promote, across categories, a multidimensional conversation that addresses the following questions (and perhaps others):
Friday Evening Conversation:
Vaughan Turekian, Chief International Officer, American Association for the Advancement of Science
“Science Diplomacy: Critical Thinking and Writing across the Academy and the World,”
Dr. Vaughan Turekian is the Chief International Officer for the American Association for the Advancement of Science (AAAS). In this role, he leads, develops and coordinates the broad range of AAAS’s international activities. He is also the Director of AAAS’s Center for Science Diplomacy and Editor-in-Chief of Science & Diplomacy, a quarterly publication from the Center. Both the Center and the publication aim to bring together stakeholders from the scientific and foreign policy communities to identify better ways to apply science cooperation to building relationships between and among nations.
On Friday evening, Turekian will discuss the work of the Center, which takes place in countries where diplomats do not or cannot normally go—Cuba, North Korea, Burma, Syria—to address problems in foreign policy by engaging partners in a process to develop a shared understanding of science issues and the language that defines them. Building upon this concept of science diplomacy, the conversation will explore how academics from across the disciplines and with widely divergent views understand “science,” as well as other common terms and practices, such as "research,” "diplomacy," and "critical thinking.” This exchange is intended to elicit attitudes, beliefs, and perspectives in order to consider how they might interact with the disciplines to form cultures, and to reflect on how the various cultures of the university can meet continuously shifting global challenges.
Saturday Morning Keynote:
Kathleen Blake Yancey, Kellogg W. Hunt Professor and Distinguished Research Professor at Florida State University
“Concepts and Practices in Flux: Critical thinking and Writing across the Disciplinary Cultures of the Academy.”
An elected leader of many scholarly organizations—including the National Council of Teachers of English; the Conference on College Composition and Communication; and the Council of Writing Program Administrators—Kathleen Blake Yancey is Editor of College Composition and Communication and Co-Director of the Inter/National Coalition for Electronic Portfolio Research. She has focused much of her research on writing across the curriculum and writing assessment, especially portfolios, authoring or co-authoring over 70 articles and book chapters and authoring, editing, or co-editing eleven scholarly books—among them Portfolios in the Writing Classroom, Reflection in the Writing Classroom, Assessing Writing across the Curriculum, and Portfolios 2.0. Her co-authored Writing across Contexts: Composition, Transfer, and Sites of Writing, a study of the role that content and reflection play in students’ transfer of writing knowledge and practice from first-year composition into multiple sites of writing across the university, will be published in spring 2014. Her numerous awards include the Florida State University Award for Graduate Teaching, the WPA Best Book Award, and the Donald Murray Writing Prize.
On Saturday morning, Yancey will present “Concepts and Practices in Flux: Critical Thinking and Writing Across the Disciplinary Cultures of the Academy.” Much like a big city with multiple neighborhoods—each with its own practices and rituals—college is a world with multiple cultures, which we think of as disciplines, each of which has its own language, its own problems, acceptable evidence, and genres. One important task for faculty, therefore, is to help students understand how a given culture is both similar to and different from other cultures within the academy. Doing so makes the implicit features of the discipline explicit and therefore available and helpful to our students. And because each student brings with him or her unique prior knowledge and experiences, it is critical that students are asked to map—for themselves—these similarities and differences and to articulate what they mean for thinking and writing in a given discipline. Drawing from experiences of both students and teachers in various disciplines, this talk will outline how such articulation and reflection can support student learning.
Yancey will be available on Saturday to consult with individuals and groups that wish to discuss the challenges faced by their departments and programs. To arrange a meeting, contact the conference coordinator: Paul.Pasquaretta@Quinnipiac.Edu.
Presenters are invited to submit their work for review for publication in the 2015 edition of Double Helix: A Journal of Critical Thinking and Writing: http://qudoublehelixjournal.org/index.php/dh/index
The cost of the conference is $300 for Friday and Saturday, and $150 for Saturday only, inclusive of meals.
For more information about “Thinking and Writing Beyond Two Cultures,” including a look at the full program, visit our website or contact Paul Pasquaretta, coordinator of the Quinnipiac University Research and Writing Institute, at 203-582-8509; firstname.lastname@example.org.
With my conference co-chair Brian Fallon, I am pleased to announce the 2014 joint conference of the National Conference on Peer Tutoring in Writing and the International Writing Center Association. Our conference will take place from Thursday October 30th to Saturday November 1st at Disney's Coronado Springs Hotel Resort at the Walt Disney World Resort.
Our keynote speaker will be Beth Boquet, author of such works as "Our Little Secret: A History of Writing Centers, Pre- to Post- Open Admissions" and Noise From the Writing Center, as well as co-author of The Everyday Writing Center: A Community of Practice.
12th IWAC Conference: June 12-14, 2014Call for ProposalsSubmission begins: August 1, 2013Submission deadline: November 4, 2013Conference website: http://www.cce.umn.edu/iwac2014
? disciplinary and interdisciplinary discourse communities and conventions
? location, focus, and pace of WAC, WID, and CAC programming
? understanding of literacy development and transferability
? multimodal reading and writing
? methods used to access and attribute intellectual content (formerly known as reading and citing)
? current influence of professional writing upon academic writing and writing instruction
? global languages and translingualism in the writing-enriched classroom
? course venues, class sizes, and instructor roles triggered by flipped classrooms, e-learning,
? writing assessment theory and practice
? approaches to assessing and sustaining WAC, WID, and CAC programming
? graduate student mentoring and professionalization in WAC
Pre-conference workshop (180 minutes)
Proposals for these Thursday morning sessions will include session choreography and a set of participant outcomes. If desired, sessions can be scheduled into wired, active-learning classrooms.
5 X 10 talks
Five slides, ten minutes. This innovative alternative to the poster session provides a venue suited for brief, general-audience talks accompanied by visual props. The 5 X 10 is particularly well-suited for profiling institutional programs or drawing attention to a single issue or innovation. Presented live, 5 X 10s will be also videorecorded for looped airing later at the conference.
Individual presentations will be grouped into three-person panels by shared topic, and a session chair will be assigned. Individual presenters are asked to limit presented segments to 15 minutes in order to allow for substantial discussion at the end of the panel.
Multi-presenter panel or discussion
Proposals for structured discussions (or full panels) will identify sequence of activity, opportunities for interaction, session timing, and a session chair. Possibilities here include point-counterpoint discussions, choreographed roundtables, fishbowl discussions, and intentionally sequenced panels.
Teaching demonstrations (20 minutes)
Brief, interactive demonstrations of writing instruction from any academic discipline. These will be grouped by discipline or strategy, and a session chair will be assigned.
? clarity of purpose, content, and design
? situatedness within WAC theory, research, and practice
? contribution to and engagement with conference theme
? potential to foster constructive interaction
? potential interest to a diverse cross-section of conference attendees
Meeting of the International Network of Writing-across-the-Curriculum Programs at the Conference on College Composition and Communication
This annual meeting is intended to give leaders of new and established WAC/WID programs at any level and in any locale the opportunity to ask questions and share information about any aspect of WAC/WID program development and operation. Having met annually at CCCC since 1981, we have averaged 40-60 attendees each of the past ten years, always about half of these representing new WAC/WID initiatives. The members of the Network's consultants board serve as small-group facilitators during the meeting.
This will be the 33rd annual SIG meeting of the International (formerly National) Network of Writing-across-the-Curriculum (WAC) Programs at CCCC. Since 1981, this CCCC SIG has offered a unique opportunity for those who lead WAC/WID efforts at schools, colleges, and universities or those who wish to begin or re-start such initiatives. Aside from a few announcements of upcoming events of interest at the beginning of the session, the SIG meeting takes place in small discussion groups facilitated by members of the Network Consultants Board (highly-experienced program leaders). These groups address questions and concerns of the participants in regard to any aspect of the development and sustaining of WAC/WID initiatives and programs. In addition, occasional discussion groups in recent years have considered such topics as a member-endorsed Statement of Principles for WAC/WID Programs.
Over the past ten years, this SIG has consistently drawn 40, 50, or more participants to its 6:30 PM Friday slot. Since the SIG was renamed "International" in 2005, approximately one third of attendees each year have come from institutions outside the U.S. Moreover, attending the SIG serves as an important step for those just beginning initiatives at their institutions, with approximately one half of participants each year self-identifying in this role.
The names listed as participants, in addition to the chair, are the members of the Board who will lead the discussion groups. They are listed as "respondents," not "speakers," because they will respond to topics brought up in discussion.
||Riviera Hotel, Capri 116, First Floor|
||Friday 3/15 6:30 PM - 7:30 PM|
Our fourth biennial conference on critical thinking and writing will be framed around the effects WAC and WID programs have upon the teaching of critical thinking and writing in first-year composition, general education cores, and major programs of study. In focusing on these effects, we hope to create a forum to consider two related questions: If the responsibility for critical thinking and writing is no longer located solely in English and Composition and Rhetoric departments, where does the work of writing specialists and disciplinary faculty meet? Where and how might we work together in ways that support the global aims of undergraduate education and stronger learning outcomes in the majors?
Deadline for registration is Friday, November 9th, at 5pm. For more information about New Vistas, contact Paul Pasquaretta, Director of the Quinnipiac University Research and Writing Institute, at 203-582-8509, or Paul.Pasquaretta@Quinnipiac.
The schedule of presentations is available at http://www.quinnipiac.edu/prebuilt/pdf/institutes/wac/WAC2012NewVistasProgram.pdf
Our keynote speaker, Barbara Walvoord, has generously offered to meet with individuals and small groups on Saturday, November 17th. To schedule a meeting, contact Paul Pasquaretta, Research and Writing Center Director, at Paul.Pasquaretta@Quinnipiac.Edu,; 203-582-8509. Appointments will be made on a first come first served basis.
The cost of the conference is $300 for Friday and Saturday; $150 for Saturday only. Friday includes a wine and cheese reception, formal dinner, and presentation. Registration is online: https://www.applyweb.com/public/register?s=quinwrit
For all other queries, including information about travel and hotel accommodations, visit the QUWAC Conference website: http://www.quinnipiac.edu/institutes-and-centers/writing-across-the-curriculum/conference
“Writing and the Visual Contact Zone: A Conversation with Khanlar Gasimov, Sculptor and Artist”
Following the meeting of NEWACC (Northeast Writing Across the Curriculum Consortium) from 2pm-5pm, New Vistas will host a reception and art show featuring works by Khanlar Gasimov, an Azerbaijani sculptor and artist working in the United States and Europe. His work, which combines the visual arts with writing, the spoken word and performance, is well suited to the New Vistas theme, which reflects the desire to see not only new things, but familiar things in a new light. A conversation with the artist and his work will be featured at the conclusion of the formal dinner, which begins at 7pm. “We feel extremely fortunate to have Gasimov participate in this event,” says Paul Pasquaretta, the Research and Writing Institute director. “Our visitors will enjoy the opportunity to reflect on their work from a different, if not transformative, perspective.”
New Vistas will resume Saturday morning with a keynote address from Barbara Walvoord, whose ground-breaking work as a teacher, scholar, consultant, and program director, has made her one of the leading figures in WAC/WID. Walvoord will be available throughout the day to meet with individuals and small groups who wish to discuss with her the particular challenges faced by their departments and programs. To arrange a meeting, contact Paul Pasquaretta at 203-582-8509
Quinnipiac University's fourth biennial international conference on critical thinking and writing will be framed around the effects WAC and WID programs have upon the teaching of critical thinking and writing in major programs of study, general education cores, and first-year composition. To advance a collaborative dialogue about writing across and within the disciplines, we invite disciplinary faculty and writing specialists to share their experience engaging WAC and WID programs and strategies. In addition to investigating theoretical concerns, presenters are encouraged to provide practical, research-based techniques and strategies that promote critical thinking and writing in a variety of contexts across the spectrum of liberal arts and sciences, business, health sciences, communications, and education. In focusing on these effects, organizers hope to create a forum to consider several related questions:
Presenters will be invited to submit their papers for review for publication in the inaugural edition of Double Helix: A Journal of Critical Thinking and Writing: http://qudoublehelixjournal.org/index.php/dh/index
Keynote speaker: Barbara Walvoord, professor emerita, Notre Dame University
Walvoord has consulted or led workshops at more than 350 institutions of higher education throughout the U.S. on WAC, WID, assessment, teaching, and learning.
Deadline for Proposals: June 29, 2012
Send your 250-300 word abstract to Paul Pasquaretta, Director the Research and Writing Institute:email@example.com. We welcome both individual proposals and panel proposals. Individual papers/presentations will be held to 20 minutes in length; panels will be held to 90 minutes total, with time left at the end of every session for questions.
Registration and Housing
The registration fee for the full conference (Friday and Saturday) is $300 and includes receptions, dinner, and all meals; keynote address, and all presentations. The cost for Saturday only is $150.
Rooms are available at the Clarion Hotel and Suites on Whitney Avenue in Hamden for a conference rate of $109/night. Frequent shuttle service will be provided from the hotel to the conference site at no extra charge. For reservations, call the Clarion directly at 203-288-3831; or email Falisha Smith at fsmith@Clarion-Hamden.com.
For more information about New Vistas, contact Paul Pasquaretta, director of the Quinnipiac University Research and Writing Institute, at 203-582-8509, or firstname.lastname@example.org.
The SoCal Writing Centers Association invites you to attend the 2012 IWCA Conference in San Diego, October 25-27, 2012. We are now accepting proposals: the call appears below.
Like lines drawn in the sand, Writing Center work is continuously recast by ever-changing policies in higher education, innovations in technology, outsourced alternatives to student services, increased diversity of student populations, and progressions in writing center praxis. With the tides, we must be willing to shift within our philosophies and our policies in order to best support the communities with whom we work.
For our 2012 International Writing Centers Association conference in San Diego, we invite you to consider the centers where you work and write: What lines do you draw? How do those lines shift? How do shifting lines provide a chance for new definitions of yourselves and your work? How do the disappearing lines of work that you thought finished reappear as issues you must revisit and re-vision? How can the writing center community adapt to the tide so that it is second nature for us to live with the shifting sands? And how do we encourage others within our institutions to shore up student writing for/in the 21st century?
The deadline for proposal submission is April 23, 2012. For more information, visit http://www.socalwritingcenters.org/iwca2012/index.html.
CALL FOR PROPOSALS
The Department of Writing and Linguistics in the College of Liberal Arts and Social Sciences and the Division of Continuing Education at Georgia Southern University are proud to announce the call for proposals for the 11th International Writing Across the Curriculum Conference to be held in the Coastal Georgia Center in the Historic District of Savannah, Georgia on June 7-9, 2012.
The Future is WAC
In recent years, we have seen many changes in our institutions, from the increasing importance of digital communication technologies to challenging economic climates and changing demographics. "The Future is WAC" will focus on the ways in which WAC programs and professionals may need to expand their efforts in response to these challenges and how these initiatives can lead the way for our institutions to be self-sustaining and proactive in meeting the changing needs of our students and the communities of which we are a part. It will welcome presentations, interactive workshops, and posters that explore the ways in which WAC has been sustained and enhanced its presence in K-12 schools, colleges and universities, and around the globe. We hope that the conference will include multiple voices and a variety of perspectives on WAC today.
Call for Proposals
Each concurrent session at WAC 2012 lasts 75 minutes, allowing 60 minutes for presentations and 15 minutes for discussion. Conference chairs Randall McClure, Michael Pemberton, and Janice Walker welcome proposals for engaging, interactive
In addition to proposals for presentations, panels, and workshops that respond to the conference theme, topics may include the following: administration, assessment, curriculum, economics, faculty development, history of WAC, interdisciplinary collaboration, student learning, politics, research, school/college collaboration, sustainability, teaching, technology, theory, writing, and other forms of communicating across the disciplines. We particularly encourage collaborative projects among contributors from varied disciplines.
Individual presentations will be grouped by shared topic, and a session chair will be assigned; all multi-presenter proposals should identify a session chair among the presenters. Proposals will require a short, one- or two-sentence description of the presentation along with a 250-word abstract (and another 250-word abstract of the entire session in the case of panels) and may be edited until the deadline date of November 1, 2011.
To Submit Proposals & For More Information
Proposals must be submitted via the conference website. Details on the conference and the website will be available soon. Please check http://ceps.georgiasouthern.edu/conted/conferences.html for updates.
For more information, contact Randall McClure at email@example.com
On Saturday, March 3rd, the Research and Writing Institute at Quinnipiac University will host a writing in the disciplines symposium. The event will feature WID case studies from the Yale University Writing Center, Southern Connecticut State University Writing Across the Curriculum committee, University of Connecticut Writing Center, and Quinnipiac University Writing Across the Curriculum committee. The keynote speaker will be Neal Lerner, Directorof the Writing Center at Northeastern University. WID workshops will be hosted by the co-presenting schools. Theevent is sponsored by a Davis Educational Foundation grant. For more information and event registration contact the RWI director at Paul.Pasquaretta@Quinnipiac.Edu or 203-582-8509.
I hope you’ll join us for the 14th Spilman Symposium on Issues in Teaching Writing to be held at Virginia Military Institute in Lexington on Saturday, October 1, 2011.
Presentations by Sondra Perl (City University of New York), Kathleen Blake Yancey (Florida State University), and Doug Hesse (University of Denver) will provide a foundation for discussions of this year’s theme, The Reflective Learner: Exploring Multimodal Assignments and ePortfolios in Teaching Writing. We’ll explore different kinds of reflection—how to recognize, invite, and respond to it from our students. We’ll think about how reflective learning might be facilitated by multimodal assignments and ePortfolios. What theoretical, pedagogical, and practical concerns inform and shape our choices of assignment and modes of response? And more. The topic provides an ideal opportunity to bring together again our regular group of college writing instructors, faculty from across the disciplines who are committed to writing as a way of learning and of expressing knowledge, and a growing audience of high school teachers.
The Spilman Symposium is a one-day, annual event created to bring teachers of writing together for conversations with some of the major scholars in rhetoric and composition studies. Providing a forum for active engagement of timely issues, the symposium is designed as a think-tank for all faculty who are interested in the teaching of writing, including those involved with writing across the curriculum. Participation is limited to the first 80 registrants. Registration is $40, which includes lunch, and forms are available on-line at www.vmi.edu/iwp. The deadline for registration is September 19.
I hope you’ll join us and share this announcement with others who might like to participate. If you have questions, please contact me by e-mail firstname.lastname@example.org or by phone 540-464-7240.
Call for Proposals
The Role of the Student Experience in Shaping Academic Writing Development in Higher Education
Wednesday 29th June to Friday 1st July 2011
The University of Limerick (UL), Limerick, Ireland
Hosted by the Regional Writing Centre in conjunction with the Centre for Teaching and Learning, UL
Deadline for submission of proposals: January 10th, 2011
The European Association for the Teaching of Academic Writing (EATAW) is pleased to
announce the Call for Proposals for its 6th biennial conference. EATAW is a scholarly forum
which seeks to bring together those involved or interested in the teaching, tutoring, research,
administration and development of academic writing in higher education in Europe. EATAW
membership is free and open to individuals from all over the world.
The 2011 EATAW conference invites all those interested in academic writing development in
higher education to contribute to the discussion on enhancing the quality of the student
experience through writing. Enhancing the student experience is central to the vision and
mission of most higher-education institutions in Europe and beyond. How both undergraduate
and postgraduate students experience academic writing has a major impact on the students’
participation in academic and disciplinary environments and on the development of their
identity. Writing programmes and initiatives that actively engage students in the practices of
their academic communities can enhance the quality of the student learning experience.
We invite teachers of academic writing, staff and administrators of writing centres and writing
programmes, academic-writing researchers, and administrators and politicians in the field of
higher education to attend the conference. The conference is open to anyone who has a
professional interest in the role of the student experience in shaping academic writing
development in higher education.
Call for Proposals
Contributions addressing writing developments which attempt to respond to the student
experience will be welcome. The conference will be a place to reflect on practices that aim to
enhance the learning experience of both undergraduate and postgraduate student writers
across and within the disciplines (for example, Writing Across the Curriculum and Writing in
Disciplines initiatives). Such reflections may also extend to programmes which aim to
enhance staff/academics’ writing development as a means of supporting student writing
SAVE THE DATES and PLAN TO JOIN US!
WAC Institute for Community Colleges 2011
"Creating a Culture of Writing: What Works"
On June 22-24, 2011, MCC-Longview will host a Writing Across the Curriculum Institute for Community Colleges, a focused, collegial opportunity for community college WAC directors, discipline faculty, and administrators to learn practical strategies for starting and sustaining a WAC program in a community college or two-year college setting.
The institute offers two threads, one for those seeking to design or launch a WAC program and another for those who have established a program and want to keep it energized and plan for its continued growth.
This highly interactive gathering of community college personnel includes panels of experienced faculty and administrators discussing issues critical to WAC and provides a mix of plenary, workshop, and discussion sessions on these topics:
Who should attend? WAC directors, instructors from any discipline, administrators. Colleges are encouraged to send teams of two or more.
Where will the institute be held? On Longview's campus in Lee's Summit, MO, a suburb in the Kansas City metro area with convenient lodging and amenities available near campus. Lodging is available at the Lee's Summit Hampton Inn at a conference rate of $89 per night plus tax.
When? The institute will run from 9:00AM, Wednesday, June 22, through noon on Friday, June 24.
Registration: Early registration fee is $250 per person. Fee for each additional person from the same institution is $225. After March 15, registration fee is $300. (Note: NEW EARLY REGISTRATION DATE: MARCH 15!)
Fee includes participation in all sessions, conference materials, 3 continental breakfasts, two lunches, and light refreshments. Cancellations must be made in writing prior to May 1 to be eligible for a refund (less a $30 administrative fee).
Click here for Registration Form.
Check our blog, The Lake Effect: A WAC Blog for additional information on registration, fees, and details on travel and lodging as they become available.
Signal interest or ask questions: Mary.McMullen-Light@mcckc.edu.
I am writing to invite you to attend what we believe to be the first National Symposium on Assessment in the Humanities, which will be held at Miami University, Oxford, Ohio, on February 23 and 24. Registration is $40 per day, a miniscule amount for a conference of enormous value.
The nine featured speakers include Carol Geary Schneider, President of the American Association of Colleges and Universities; Gerry Graff, past president (2008) of the Modern Language Association; and Peggy Maki, a nationally prominent consultant who served as a Senior Scholar and Director of Assessment at the American Association for Higher Education.
This conference is sponsored in part by a generous grant from the Teagle Foundation. Teagle Vice President Donna Heiland is one of the featured speakers.
WHAT WAC PROGRAMS CAN GAIN
The assessment movement, which has been gaining strength for the past two decades, requires that student learning be assessed by systematically examining student work. As a WPA, you can help your institution address these demands by sharing your expertise in developing efficient, reliable, and valid ways of evaluating student writing in terms of students’ general writing abilities and their mastery of disciplinary genre, conventions, and knowledge.
Your help will be especially welcomed when offered to humanities programs, which are the focus of the Symposium. If you are affiliated with an English department, you probably realize that many humanities faculty are apprehensive about the national, state, and institutional imperatives for assessment. They ask how the truly distinctive humanities learning outcomes can be evaluated using the quantitative methods that assessment seems to demand. Attempts to measure these qualitative educational outcomes, they fear, are more likely to eviscerate than to enhance their programs. The Symposium will address these practical and theoretical concerns from the perspective of humanities scholars who advocate assessment. It will also provide you and your institution with new ways of conceptualizing assessment in the humanities.
As you know, the humanities are not the only disciplines where faculty face the challenges of assessing student writing. The many professional accrediting agencies (e.g., AACSB, ABET, and NCATE) include communication in writing among the areas of student learning to be assessed. Perspectives and strategies discussed at the Symposium will be useful in your work with faculty in nonhumanities disciplines as well.
By supporting academic programs as they address the challenges of assessment, you can broaden understanding of the centrality of your program to institutional mission. The relationships you build can be long lasting. The goal of assessment is to highlight strengths in a program and specific areas in which the programs might be made even better. In most cases, especially in the humanities, the most effective strategies for improvement will be the writing-across-the-curriculum and writing-in-the-disciplines pedagogies you can help faculty understand and implement.
Additional information about the conference, transportation, and lodging is provided at the Symposium website: http://www.muohio.edu/aihc/.
Writing Research Across Borders II
The program for the international writing research conference Writing Research Across Borders II is now available online at http://www.writing.ucsb.edu/wrconf11/ The program features over 600 presenters from 38 countries. The early registration deadline is November 30th. Please note there are discounted rates for early registration and for adjunct faculty and K-12 educators. Information regarding travel and hotels is also available at the conference website. If you have any questions please contact us at email@example.com
Conference Steering Committee
Terry Myers Zawacki
Theme: Situating, Sustaining, and Serving
MENA Writing Centers are maturing and regional conversation is shifting from starting up to quality service, situating ourselves as a key academic component on campus and sustaining an excellent level of support to student writers.
Conference Dates: February 17-18, 2011
Abstract Submission Deadline: December 1, 2010 (extended)
Call for Proposals: http://www.aus.edu/conferences/wca2011/proposals.php
Call for Proposals: Writing Research Across Borders II
George Mason University
February 17-20, 2011
Proposal Deadline May 3, 2010
As societies become more knowledge-intensive and communication technologies draw us more closely together, the importance of writing in economic, scientific, civic, personal, and social development becomes more apparent. Correspondingly, the imperative to conduct research on writing in schools and the workplace, in relationship to learning and development, and in all aspects of our lives has invigorated work among scholars in all regions of the world. The conference Writing Research across Borders II will provide an opportunity for researchers to share their findings and set research agend as for the coming years.
Continuing the success of the three previous international research conferences held at the University of California, Santa Barbara, the 2011 Writing Research Across Borders II will be held at George Mason University in the Washington D.C./Northern Virginia area. We invite proposals that will continue to deepen the cross-disciplinary, international dialogues across the many different domains of writing research.
As in past years, this conference will focus on writing development across the lifespan, including the impact of new technologies on learning to write, early acquisition of writing, writing across grade levels (K-20), writing in the disciplines and professions, and writing in the workplace or other community and institutional settings. We invite proposals presenting research in these areas. We also invite proposals on any other areas of writing use and practice, such as writing in progressive or large scale educational programs, or proposals that link writing research and policies. We welcome papers raising methodological issues about researching writing. We invite work from any research tradition that is grounded in the tradition’s previous research and pursues the methodical gathering of qualitative or quantitative data appropriate to its claims.
Proposals should identify the format preferred (panels, roundtables, individual presentations, and poster presentations). Individual or poster proposals should be a maximum of 500 words. Proposals with multiple presentations (panel20and roundtable) should contain a short overview statement and then no more than 400 words per speaker. Proposals should specify the relevant research literatures, research questions, methods, data, and findings, as well as the scope and duration of the research projects.
The deadline for proposals is May 3, 2010. Please submit proposals in .doc or .rtf format by email attachment to <firstname.lastname@example.org>. Also, be sure to include a title for your proposal and each speaker’s individual talk, as well as contact information for each individual presenter.
Professor Charles Bazerman
Department of Education
Gevirtz Graduate School of Education
University of California, Santa Barbara
Santa Barbara, CA 93106
--Karen Lunsford, Assistant Professor of Writing
Writing Program, South Hall 1520
University of California, Santa Barbara
Santa Barbara, CA 93106-3010
Quinnipiac University's College of Liberal Arts and Sciences Presents Crossing the Great Divide: Critical Thinking and Writing in the Majors Third Biennial International Conference Friday, November 19th and Saturday, November 20, 2010 Quinnipiac University, Hamden CT.
At the end of the first decade of the 21st century, more and more educators have come to realize the importance of academic writing programs both in and beyond academia. The view that those entering higher education are able to cope with their writing tasks without guidance has been widely challenged. The need for quality writing ability after leaving higher education is clear. Beyond the academy, with globalization in today’s worlds of business, research, and culture, writing skills are a necessity for all who wish to advance professionally. Especially in multicultural societies where students come from many different cultural and linguistic traditions and are often expected to write in more than one language, supporting student writers at all levels of study and preparing them for writing after their studies are pedagogical imperatives.
Two years ago, the Israel Forum for Academic Writing held its first meeting at Tel Aviv University. Its purpose was to connect people engaged in the teaching and research of academic writing in Israel. Instructors in academic writing in Hebrew and English from colleges and universities throughout the country attended this meeting. Since then, our organization has grown – we now have over 150 members on our mailing list. Visitors from abroad as well as local members have addressed issues such as responding to and assessing student writing, the use of technology in the teaching of writing, and how to gain administrative support for our programs. We have been fortunate in finding a home and support for our organization through the MOFET Institute.
In keeping with the intercultural and multi-linguistic nature of today’s societies, invited speakers at the first international conference on academic writing in Israel will address current issues in first language, second (third, fourth, etc.) language and foreign language writing. We are also planning to present a panel of writers in English, Hebrew, Arabic, and perhaps other languages on the topic, “Universals and Specifics of Academic Writing across Languages”. Participants will address the question of what it means to write in their various languages. Parallel sessions will include individual presentations, round table discussions, and workshops.
The program is designed to engage all those interested in academic writing programs and the writers they educate. Keynote and plenary sessions will be delivered in English. Papers and small group presentations may be given in Hebrew, English, or Arabic. Research-based contributions, as well as practical approaches to the teaching and learning of academic and professional writing are welcome.
Deborah H. Holdstein, PhD
Dean, School of Liberal Arts and Sciences, Columbia College Chicago
Editor, College Composition and Communication
Dr. Holdstein has published widely in such areas as film, literary studies, and rhetoric and composition; until December, 2009, she continues her term as Editor of the premier journal in rhetoric and composition, College Composition and Communication. As Editor, she is also an Officer of the international organization, the Conference on College Composition and Communication.
Before her arrival at Columbia, Holdstein served as a member of the graduate faculty at Northern Illinois University, where she was Chair of the PhD-granting Department of English. For twenty years, Holdstein taught and advised graduate and undergraduate students at Governors State University, where she also led the program in English, chaired the Graduate Council, and served as Faculty Associate for Graduate Studies and Research in the Office of the Provost. From 1997-2000, she also led GSU's university-wide North Central Association re-accreditation effort.
Dr. Holdstein's books include On Composition and Computers; Rhetorical Choices (with Charles Schuster and Keith Gilyard); The Prentice-Hall Anthology of Women Writers; and her most recent volume, Judaic Perspectives in Rhetoric and Composition (edited with Andrea Greenbaum). Deborah Holdstein also serves as a consultant to colleges and universities (and directs the Consultant-Evaluator Program of the Council of Writing Program Administrators), and is a regular speaker at major scholarly conferences.
Christopher M. Anson, Ph.D.
University Distinguished Professor of English; Director, Campus Writing and Speaking Program; North Carolina State University
An avid writer, Chris has published 15 books and over 90 journal articles and book chapters and is on the editorial or reader's boards of ten journals, including CCC, CE, RTE, Across the Disciplines, Written Communication, Assessing Writing, and The Journal of Writing Assessment. He has recently co-authored a new book on digital literacies, Teaching Writing Using Blogs, Wikis, and other Digital Tools (Christopher-Gordon Publishers, 2009).
Chris has given over 425 conference papers, keynote addresses, and invited lectures and faculty workshops across the U.S. and in 21 foreign countries.
Chris served as President of the Council of Writing Program Administrators from 2002-2005 and spent seven additional years on the WPA Executive Board. He has also served on the CCCC Executive Committee (1993-96), the CCCC Outstanding Book Award Committee (2008-9), the CCCC Resolutions Committee (2002 and 2005), the CCC Editor Search Committee (2003-4), the CCCC Committee on Professional Standards (1990-93, co-chair 1993), the CCCC Committee on Issues in the Profession (2004-present), the CCCC Nominating Committee (1988 and again as chair in 1999), the CCCC Exemplar Award Committee (1996), the NCTE/CEE Nominating Committee (1987), the NCTE Committee on Language Across the Curriculum (1988-91), and the NCTE Board of Directors (1985-99). He chaired the NCTE Assembly for Research in 1992-3 and was program co-chair of the NCTE Global Conference on Language and Literacy (2000, Utrecht, Netherlands) and the Sixth Conference of the National Testing Network in Writing (1987). He chaired the WPA Task Force on Plagiarism and the WPA Task Force on Internationalization. He formed and chaired the MMLA's WAC Section (1989-1994).
Otto Kruse, Ph.D.
Director of ZHAW Center for Professional Writing at Zurich University of Applied Sciences, School of Applied Linguistics; Board Member of European Association of Teachers of Academic Writing
More detailed information to come.
Deadline for submission of abstracts
January 15, 2010
Notification of accepted abstracts
March 1, 2010
July 28-29, 2010
In the midst of busy everyday lives, sometimes it’s hard to find a quiet place to contemplate with friends our directions and opportunities. CWPA is eager to welcome the voices of people who participate in "writing program administration" writ large and who engage in myriad ways in the work associated with it. This could include work with writing centers; multiple sections or instructors of writing courses; work with community writing programs; course and program assessment; considering how to effectively make connections with others in the classroom, on campus, and beyond; or any other work that is related to writing instruction or program direction.
We invite four types of proposals to foster conversation that will bring together the multiple and varied voices of those with an interest in developing and directing writing programs. These voices include writing instructors (part- or full-time, graduate or lecturer, tenure-track or tenured); 2- and 4-year instructors; department chairs; writing center directors; institutional researchers; teaching and learning center directors, and others. These are described in sections 1, 2, 3, and 4 below under "Proposal Types." Please review the information here about the different session types, then proceed to the Instructions for Submitting Your Proposal to WPA 2010 to submit one or more proposals.
Final proposals are due no later than Wednesday, April 21.
Submit by Wednesday, March 24 for expedited review.
1. 6-minute individual presentations: Conversation Starters
6-minute presentations are opportunities to share information, questions, and/or ideas quickly, then to facilitate vigorous and lively dialogue among session attendees.
These very short presentations should include three elements:
The focus in the session is on short presentations and lots of talk among participants.
Proposals should include a very brief (150 word or fewer) description that addresses:
For instance, a 6-minute presentation could focus around:
2. 10-minute individual presentations: Extended discussions
10-minute presentations are opportunities to share ongoing research intended to lead to action. Attendees should share a research project with an emphasis on design, evidence/outcomes, and actions based on the research. Presentations should be 10 minutes. We strongly encourage interactive, non-reading presentations.
Proposals (150 words or fewer) should include a description of the focus of the presentation and strategies for engaging attendees in discussion about the presentation’s subject such as questions that will be posed for audience discussion.
For instance, a 10-minute extended discussion could focus around:
Proposals would summarize these and include discussion strategies -- for example, posing 2-3 questions for participants to discuss; asking attendees to turn to the person next to them after your presentation/the conclusion of the session to share questions the session raised for them, or other strategies to foster conversation.
3. Full sessions: Panel discussions (75 minutes total)
A full panel can consist of several linked 6-minute presentations (maximum 7 presenters), or fewer linked 10 minute presentations (maximum of 4 presenters). Of the 75 minute session, allocate at least 20 minutes for discussion.
In these sessions, attendees will present very brief subjects for whole-group discussion, including questions related to the subject of the panel discussion.
Proposals should include a (300 word or fewer) description of the panel's focus and strategies for audience participation.
4. Mentoring Project Sessions
In response to the interest generated by the Mentoring Project sessions at the 2009 WPA Conference in Minneapolis, as well as feedback from the Mentoring Project Survey, several sessions at the 2010 WPA Conference in Philadelphia will be devoted to professional development and mentoring issues. To shape the focus of these sessions, though, we need your input! Please complete this to let us know:
If you are interested in facilitating or presenting as part of a mentoring project session, you can indicate your willingness to do so via the Mentoring Project CWPA 2010 Conference Survey . You do not need to submit a full proposal to participate in a mentoring project session.
If you're ready to submit a proposal, go to the Instructions for Submitting Your Proposal to WPA 2010 .
We look forward to receiving a variety of lively, engaging submissions from a range of participants, and to a fantastic conference!
Questions about proposal formats or WPA 2010 should be directed to Linda Adler-Kassner, conference chair and/or Eli Goldblatt, local chair. Questions about mentoring project sessions should be sent to Joe Janangelo or Sheldon Walcher.
Crossing national boundaries and linguistic borders:
(Re)Thinking and (Re)Situating the
May 24 – 28, 2010
Keynote speakers: Muriel Harris,
Anne-Marie Picard, the American
This conference will celebrate the EWCAs 12th birthday and our 7th international gathering of a community of scholars, professors, administrators, students, writing center tutors and
professionals. We sincerely hope our 2010 conference will offer each of you significant opportunities for shared research and common action across social divides, educational disciplines, languages and cultures. Central to our conference theme will be to
rethink the connection between writing across the curriculum (WAC) programs and Writing Centers and the role they play (individually and collectively) in nurturing and advancing the culture of writing in Europe and beyond; what kinds of programs are succeeding in
· examine the pedagogical, institutional, and political implications of formal writing instruction in European colleges and universities.
We hope this conference will be of interest to people who are concerned with using writing to improve teaching and learning—faculty, administrators, and students from post-secondary institutions, as well as faculty and administrators from secondary schools.
The EWCA executive board welcome proposals on topics such as
· establishing, administering and assessing WAC programs;
· theorizing writing instruction in a European context;
· developing writing centers and training tutors for them in widely different institutional settings;
· the mutual challenge of writing research and the teaching of writing: translating research into classroom practice;
· the idea of a
· writing and the new media;
· social, cultural, political, historical influences on writing in
· faculty development;
· interdisciplinary collaboration and communication;
· problems and prospects of the Bologna Convention;
· creating opportunities for shared research and common action across national, linguistic, and cultural divides;
· The link between thinking and writing on European campuses;
· Theories of academic discourse
We particularly encourage collaborative projects among contributors from varied disciplines, nationalities, university writing programs.
- Individual presentations (20 minutes with 10 minutes Q/A): You may wish to present work in progress or results.
- Workshops (60 minutes)
- 60-minute multi-presenter panels
- Poster Presentations and Exhibits: You may provide a visual overview of your work (either research or teaching interventions in progress or results) and stimulate individual conversation.
More information about the conference will be available by the end of October on our conference website.
Deadline for proposal submissions: January 10, 2010
Notification of acceptance: February 20, 2010
Registration fee: 150Euros
35 Euros students and
165Euros late fee, after April 1, 2010
70Euros day fee
Deadline for registration: April 1, 2010
Monday, May 24: Pre-conference workshop, late afternoon; off campus in the Marais
Tuesday, May 25: Registration: 2:00 – 4:00pm (14h – 16h)
Opening Session: 4:15 – 6:15pm (16h15 – 18h15)
Champagne reception : 6:30 – 8:00 pm (18h30 – 20h00)
Wednesday, May 26 : concurrent sessions/workshops/panels 9:00 – 5:00 (9h00 – 17h00)
Coffee breaks – mid morning, mid afternoon
Buffet lunch hosted by AUP
Early evening group activity:
Bateau Mouche boat ride on the
Thursday, May 27: concurrent sessions/workshops/panels 9:00 – 5:00 (9h00 – 17h00)
Coffee breaks – mid morning, mid afternoon
Lunch on your own at local cafes or bistros
Evening group activity:
Group Dinner = approximately 45 Euros per participant
Friday, May 28: concurrent sessions/workshops/panels
Closing session = 9:00 – 12:00
Wine and Cheese reception = 12:15 – 1:30 (12:15 – 13:30)
Student Success in Writing Conference, February 4, 2011, hosted by the Department of Writing and Linguistics and the Division of Continuing Education, Georgia Southern University
Keynote Address: Dr. Michael Pemberton, Georgia Southern University
Conference organizers seek both individual and panel proposals from professional writers and teachers (full-time, adjunct, and teaching assistant) that address any aspect of student success in writing at the high school or college level. Possible topics include the following:
Please complete theonline submission form
by November 1, 2010. Questions can be directed to Dr. Nancy Dessommes email@example.com
or Dr. Randall McClure firstname.lastname@example.org
Mid-Atlantic Writing Centers Conference 2010
Call for Proposals
Northern California Writing Centers Association Conference 2010
Saturday, February 6, 2010
Mercy High School
Burlingame, CA 94010
Co-hosted by Mercy High School and the University of San Francisco
Join our conference Ning: http://norcalwca.ning.com/
Conference Theme: The Sustainable Writing Center
Keynote Speaker: Dr. Ben Rafoth, Indiana University of Pennsylvania,
Author of A Tutor's Guide: Helping Writers One to One and co-editor of ESL Writers: A Guide for Writing Center Tutors.
It seems like you can’t walk five feet in Northern California without hearing or seeing the word “sustainable.” We have been at the epicenter for the “sustainability” movement, sharing our vision for preserving resources we are lucky to have around us for future generations. However, sustainability doesn’t just apply to our natural resources, but our educational ones as well. For many Northern California writing centers, the current economic climate and ongoing education budget cuts, the changing needs of student populations, including those that historically haven’t been well served by writing centers, and the concerns about our environmental impact have brought a new urgency to discussions of sustainability.
We invite you to the Northern California Writing Centers Association Conference in 2010, co-sponsored by Mercy High School Burlingame and the University of San Francisco, in order to share what it means to dream, direct, tutor in, or benefit from centers that will continue to flourish for years to come. We welcome proposals that might address, but certainly are not limited to, the following questions:
Proposal formats include:
In addition, NCWCA 2010 will feature a “Poster Potluck” during which all presenters are invited to share a poster (with handouts to share) featuring exciting thing(s) going on in their writing center! Presenters will be able to give their presentation as well as participate in the “Poster Potluck.”
Proposal Submission: Please submit a description of your proposed presentation/panel/roundtable/workshop as a MS Word or RTF by December 15 to NCWCA2010@gmail.com. Acceptance notices will be sent by January 1. In your proposal, please include:
Questions? Please email Jennifer Wells at email@example.com.
We look forward to sharing the day with you!
NEWCA @ 25:
Revisit, Reflect, Renew
University of Hartford, W. Hartford, CT
Saturday, April 4, 8:30 am to 5:30 pm and Sunday, April 5, 8:30 am to 11:00 am
During this, our silver anniversary, we will explore writing center histories,
present(s), and futures. The twenty-fifth year benchmark provides us with an
opportunity to revisit, reflect, and renew—to consider the dynamic nature of
writing center work as well as the importance of knowing, sharing, and learning
from our histories. We hope that you join us!
! Dr. Harvey Kail, University of Maine, Orono, keynote speaker
! NEWCA’s 25th Birthday Celebration, with historical presentation by Dr. Neal
! Interactive Panels, Workshops and Roundtables
Three concurrent sessions will be held on Saturday, April 4, presented by
writing center tutors and administrators in the NEWCA region and beyond.
! National Archive for Composition and Rhetoric Exhibit
Be sure to bring documents that illustrate the history or daily work of your
writing center to donate to this collection. Refer to the NEWCA website for more
! NEWCA Book and Media Exhibit, Saturday, April 4, 10:30am-5:30pm
! NEWCA Special Interest Groups, Sunday, April 5, 9:00am-11:00am
! NEWACC Workshop on Writing Across the Curriculum Program Assessment,
Sunday, April 5, 9:00am-11:30am
For more information on NEWACC (the Northeast Writing Across the
Curriculum Consortium), please contact Dr. Michelle Cox, Assistant Professor of
English and WAC Coordinator at Bridgewater State College, at
firstname.lastname@example.org or (508) 531-2183.
Conference Registration Information
You may register for the NEWCA 2009 conference online until March 27. Please
refer to the NEWCA website at http://www.newca-conference.com/ for registration
forms, methods of payment and more!
Conference registration rates:
Full-Time Faculty/Professional at $110 (includes meals and NEWCA membership)
Part-Time Faculty/Professional at $75 (includes meals and NEWCA membership)
Student at $40 (includes meals and NEWCA membership)
NEWCA membership at $15 (to maintain membership if not attending the conference)
NOTE: For those registering after the March 27th deadline, lunch is not
NEWCA 2009 Conference Hotel Information
Book by Tuesday, March 17th to get the special NEWCA rate: $109 at the Crowne
Plaza Hotel, at 50 Morgan Street in Hartford, only 3 miles from campus. Call
866-539-0036 and reference the “NEWCA Conference” or the three-letter code “NTW”
when making reservations..
East Central Writing Centers Association 2009 Conference
April 3-4, 2009
Purdue University, West Lafayette, IN
Writing Center Ecologies: Developing and Sustaining Our Resources
The term "ecology" has many associations, from nature and the
environment, to more recent applications of information ecology and
media ecology in rhetoric and composition. The metaphor of ecology can
be applied to the relationships among various projects and working
groups within writing centers, and to the relationships among writing
centers, writing programs, English Departments, WAC initiatives,
strategic plans, etc. Tutors, writing center administrators, and others
involved with writing center work are invited to submit proposals
related-but not limited to-the following topics:
* Consider the politics of ecology and the idea of ecologies as
systems. How does your writing center function as an ecological system?
What are the ecologies of your department and your campus?
* How do you ensure the sustainability of your writing center?
How will you address challenges to ensure sustainability?
* What kind of partnerships, relationships and/or infrastructure
have you used to develop and enrich your resources? How can you extend
existing partnerships and cultivate new ones? What does your writing
center bring to these partnerships?
* How do writing center theories sustain both in-house
environments and larger, public spaces? How do writing centers perform
"public scholarship" that sustains us and the community?
* How do you build a self-sustaining ecology in your writing
center through policies, practices, and relationships?
* What are the environmental issues facing your writing center?
How can you develop a "green culture" in your center? What are some
creative solutions you have for making your writing center greener? Why
should writing center tutors and administrators be concerned with
* How does technology fit into your ecology?
* In what ways can globalization and diversity affect the ecology
of your writing center?
Presentations: Single presentations will be 15-20 minutes in length. If
you submit your proposal alone you will be placed with like
presentations for a session.
Panels: Consist of 3-4 presenters who are coordinating their
presentations around a central theme. Each presentation will be 15-20
minutes in length.
Roundtables: Round tables are talks designed around a specific theme and
are often highly audience interactive. Several speakers will address a
central question from a variety of angles, and then open the question to
the audience and answer audience questions.
Workshops: These sessions are designed to be fully interactive with the
audience and facilitate the audience in gaining material, hands-on
knowledge around the given topic.
Posters: These presentations are designed to be stand alone posters
which are informative and meant to be viewed at anytime during the
conference. There will also be a dedicated time and space for the
authors of the poster to answer questions and interact with conference
goers about their topic.
Proposals should be submitted online using the webform which will be
available at http://owl.english.purdue.edu/ecwca. The online submission
system should be ready shortly, but this gives you a chance to plan your
proposals in advance. The deadline for proposals is Monday, December
For questions or comments, please contact:
Linda Bergmann, Writing Lab Director
The 2009 MAWCA Conference will be held at York College of Pennsylvania in York, PA, March 27-28, 2009. The theme for the
conference is "`A Firm League of Friendship: Declaring the Interdependence of Writing Programs and Writing Centers." Muriel Harris will be the keynote speaker. Deadline for paper proposals is December 20. To find the call for papers and other information about the conference, please visit the conference website:
Denver Grand Hyatt Hotel
July 10-13, 2008
Deadline for proposals: March 15, 2008
The conference will begin Thursday evening, July 10, and continue through Sunday morning, July 13. We invite proposals for individual presentations, panels, workshops, forums roundtables and other sessions addressing the conference theme, "Writing Program Administration and/as Learning."
We also invite attendees to prepare poster presentations or other exhibits of their programs' special initiatives, research projects, or signature areas.
To allow conference attendees to begin planning as soon as possible, review of proposals for individual presentations, concurrent session panels, roundtables, poster sessions, and multimedia presentations will occur on a rolling basis after February 15, with notifications also sent on that basis. Proposals received after March 15 will be considered on a space-available basis only.
Our goal is to examine WPAs as learners - as teachers – and as learned contributors to students’ lives, to knowledge, and to higher education. We will come together in Denver to work toward a better understanding of WPA work as an intellectual and a pedagogical activity with a rich and complicated history. I invite you to think about some of the following topics and questions. --Joe Janangelo, Program Chair
This list is suggestive. You are welcome to propose any ideas not explicitly tied to the conference theme but important to writing program administration. WPA work occurs in multiple and intersecting spheres and arenas. Hence, these questions are meant to be generative, not exhaustive. We welcome your ideas and approaches!
Once again, this list is suggestive. You are welcome to propose any ideas not explicitly tied to the conference theme but important to writing program administration.
Open Call for Proposals
(please also see http://cattw-acprts.mcgill.ca/conference2008/en/cfp.htm)
[La version française suivra bientôt.]
The Canadian Association of Teachers of Technical Writing (CATTW)/L'Association canadienne de professeurs de rédaction technique et scientifique (ACPRTS) is inviting proposals for its interdisciplinary international conference "Writing Beyond Borders—Writing Studies Across Disciplinary and National Borders," to be held in Vancouver, British Columbia, Canada, from June 1-3, 2008 in collaboration with the 2008 Congress of the Federation for the Humanities and Social Sciences (FHSS).
Rationale for the Conference
In line with the Congress theme of "Thinking Beyond Borders—Global Ideas: Global Values," the conference addresses recent changes in writing as a multifaceted knowledge-making practice across diverse academic, workplace, and national communities —changes that result from the recent shift toward a more digitally-mediated globalized community. Global ideas are very much created and maintained through written arguments, and they are intimately connected with global values—the values and beliefs that form the warrants for arguments about global issues such as sustainability, human rights, international trade, and the environment. Since writing studies is one of the key fundamentally interdisciplinary areas of study, research in writing is crucially important to efforts to understand global discourse.
Our conference theme—"Writing Beyond Borders—Writing Studies Across Disciplinary and National Borders"—points to the ways in which writing is used to mediate and construct discourse about the global ideas and values. It also encourages conference participants to examine the metaphorical borders of research in writing studies: rhetoric, composition, discourse analysis, cognitive psychology, writing across the curriculum and writing in the disciplines, linguistics, and English studies.
For this purpose, the conference organizers invite proposals for papers, panels, roundtables, or workshops that examine how writing practices have changed in varying academic, workplace, and global communities. Proposals are also encouraged to examine the implications of these changes for the study and teaching of academic and professional writing and communication.
We encourage presenters to propose papers that extend beyond those borders to connect ideas from outside the disciplinary (writing studies) and national territories. Suggested themes and questions include, but are not limited to the following:
Presentation and Proposal Formats
The conference organizers value diversity in approaches, perspectives and presentation formats, including 15-20 minute individual papers, 90-minute panels of 3 - 5 speakers, roundtables, or 90-minute workshops.
For individual presentations and panels, we are interested in both research reports and state-of-the-art papers that engage the literature and theories to derive new research questions, agendas, and directions. In either case, proposals should include the research question to be addressed, its significance for advancing research in the field, the conceptual framework and methods or approach used to address the question, and key findings or directions as well as their implications for practice, teaching, or future research. Proposals for individual papers should not exceed 150 words (+references). Panel proposals should include a brief (<100 words) description of the panel, its rationale and objectives, as well as brief descriptions of up to 150 words (+ references) of each paper to be presented and discussed on the panel.
Roundtable proposals should raise a provocative, but critical question for the study and teaching of writing, specify the names and contributions of at least 5 individuals who have agreed to participate in the roundtable. Proposals should also outline the rationale for the roundtable, its objectives, and the suggested discussion points. Proposals should not exceed 150 words (+references).
Workshop proposals should provide a 150-word description (+references) of the workshop, its rationale, objectives, research base, facilitators, procedures, and logistical requirements (e.g., computer labs, software, hardware, etc.).
Opportunities for submitting papers to peer-reviewed scholarly publications will be available (more information to follow).
We plan to apply for SSHRC funding for travel grants. If you would like to apply for reimbursement for travel funding, please send your proposal to us by September 20, 2007. If you do not need travel funding, please send your proposal to us by September 30, 2007.
Where to Submit Proposals
Please email proposals with your complete contact information to the program co-chair, Heather Graves, at email@example.com.
Ninth Bi-annual 2008 International Writing Across the Curriculum Conference
The University of Texas at Austin is proud to host the 2008 International Writing Across the Curriculum Conference. The event will feature panelists and speakers from around the world (TBA).
This year’s conference will focus on how WAC professionals articulate theories and practices, the benefits of inter-disciplinary work, and the translation of our work for students, academic staff, administration, and those outside the academy. Read the Call for Papers for more details. Proposal deadline is Friday, September 28, 2007.
WAC 2008 will be held in the Radisson Hotel and Suites on the shores of the Colorado River in downtown Austin. History, nature, scholarship, fine arts, warm weather, the world’s largest urban bat colony, and any kind of music you can think of are all within a short walk or bus ride.
Register before March 7, 2008, for lowest rates. Registration opens end of January, 2008.
Call for Proposals
Pacific Northwest Writing Centers Association
Fifth Annual Conference
Everett Community College, Washington
April 25 and 26, 2008
Are We Having Fun Yet? Cultivating Daily Joy in our Writing Centers
Keynote Speaker: Shanti Bruce
Let's gather in Everett to explore ways to make or keep our work fun, for ourselves and the student writers we work with daily. The conference's simple title masks many contradictions and complexities:
"Are" – This verb's sole function here is to help another. Whom are we helping?
Are we learning as we are serving?
What everyday choices are we making?
How are we balancing service and support for others with service and support for ourselves – as peer students trying to get our own work done, as administrators and faculty with competing responsibilities, as writers outside of work also, and as individuals with full personal lives that may or may not intersect with what we are doing in the writing center every day.
"We" – Who are we?
What brings us to the center? What brings students here?
Who are we in terms of ethnicity, age, gender, experience, etc.?
How many diverse voices are truly heard? How do we reach every writer?
Where are we located – in our departments, on our campuses, and in our communities?
What messages do we convey through the names we use for ourselves: tutors/consultants/assistants … administrators/directors/coordinators … students/clients/customers/writers … center/lab/resource/office?
"Having" – This present participle reflects a moment-by-moment reality. How do we support each other?
What do we gain from our daily experiences? What do student writers gain?
How are we empowering ourselves and all student writers to be heroic: to take risks and experience joy?
In what ways are we meeting our own expectations? What resources do we have to accomplish these: time, money, staff, training, professional development, our own wisdom, etc.?
How do we use our resources?
How do online and other technologies truly bring us closer together?
What is our institutional footprint? Which side are we on? Do we have or have not?
"Fun" – This is the bottom line. How do we stay alive?
What is fun about writing? About writing consulting? How do we fall in love, or back in love?
How do we balance fun with expectation, learning to be productive in less enjoyable contexts?
How are we bound or supported by the rules and conventions of our discipline, or our institution?
In what ways do we reject the notion of play?
How do we make conscious choices to enjoy the ride?
"Yet" – Time spans past, present, and future. What got us into this? Why we are still here?
How do we encourage scholarship, as individuals, as a region, and as a discipline?
What will our careers look like one, five, ten years from now?
How are we inspiring both ourselves and the students we tutor to expand the scholarly conversation?
We need to reflect honestly, with perspectives both short and long. How are we negotiating the
present? How will we continue to experience the joy of writing center work?
Northeast Writing Centers Association
2008 Call for Proposals
University of Vermont, Burlington
Saturday, April 12, 8:30 am to 5:00 pm and Sunday, April 13, 8:30 am to 11:00 am
Proposals due by December 31, 2007
Keynote Speakers: Dr. Anne Ellen Geller, Dr. Michele Eodice, Dr. Frankie
Condon, Dr. Meg Carroll, and Dr. Elizabeth Boquet, the celebrated authors of The Everyday Writing Center: A Community of Practice, will collaborate to kick start the twenty-fourth
meeting of the NEWCA conference. Individually, these scholars, harkening from
St. John's University, the University of Oklahoma, University of
Nebraska-Lincoln, Rhode Island College, and Fairfield University, have each
displayed ongoing commitment to writing center scholarship and the wider writing
center community, as well as ongoing support of NEWCA. Together, they have
written a book that pushes us to think more deeply about the unique situation of
the writing center, using the metaphor of the trickster to explore the fluidity
of writing centers, the compelling contradictions of the spaces writing centers
occupy both figuratively and literally, and the opportunities for using the
dynamic nature of writing center work to enhance the possibilities of writing
centers as multidisciplinary centers for learning and community.
Conference Theme: CTRL/ALT/DEL
Ctrl/Alt/Del is a combination of computer keystrokes used to restart an
operating system. As such, the term "Control-Alt-Delete" evokes not only the
influence of technology but also themes of regeneration and persistence-recurring
themes for writing center administrators, peer tutors, and student writers.
This term speaks to the dynamic nature of writing center work and raises
questions about how much the writing center is a controlling force or opens
space for alternative discourses, how vulnerable writing centers are to deletion
while also flexible enough to accommodate change and the many forms of
rebooting/restarting, how technologies inform writing center work with differing
amounts of visibility and influence, and how collaborative learning, talking,
and writing continue to center and empower writing center work.
NEWCA is using Ctrl/Alt/Del and its distinct components control, alternative,
and delete as rhetorical frames for examining writing center research and
practices. We invite proposals that investigate questions such as:
(Ctrl) What types of control do writers have over their academic writing?
How do material, technological, or institutional forces control the work of
To what extent is the writing center is a controlling force, a force that
normalizes student discourse and writing?
(Alt) How are alternative and normalized discourses negotiated through writing
What alternative tutor or administrator practices enhance the work of writing
(Del) What must be deleted-put aside-in order to rewrite, revise, re-center?
How vulnerable are writing centers or writing center missions to deletion?
(Ctrl/Alt/Del) How do writing centers restart their missions to foster even
more effective collaborations?
This year we would like to continue to reach out to community college and high
school writing centers in order to include more voices and perspectives in our
ongoing discussion. We also highly encourage tutors and first-time presenters to
send in proposals. Your proposed panel, discussion, presentation, or workshop
should actively involve the audience. We welcome presentations of original
scholarship and research in formats that foster active dialog with conference
participants. Historically, successful panels are dynamic exchanges between
audience members comprised peer tutors, graduate students and other writing
center professionals and faculty.
Please prepare a 250- to 500-word proposal and a 75-word abstract for either a
20-minute individual presentation or a 75-minute panel/roundtable.
Please include the following information in your proposal:
* Proposer's name, position (i.e. tutor, director, etc), institution,
institutional or home address, telephone number, and email address
* Presenters' names with title and contact information, as above
* Title of presentation, one-page description of presentation, and a 75-word
abstract for inclusion in the conference program
* Type of session (i.e. panel presentation, roundtable discussion, individual
* Specific audiovisual and technical requests
Proposals will be evaluated on the basis of relevance to the conference theme
and its application to a broad audience of writing center tutors and administrators. Submissions will also be reviewed on the basis of originality (novel perspectives, approaches, and methods), interactivity (audience participation vs. oral delivery of an essay), and clarity.
Submit your proposal by December 31, 2007, either electronically or by mail.
* Electronic submissions should be sent as an MS Word attachment or included
in the body of the email to the chair of the NEWCA Proposal Reading Committee,
Pat Morelli, at firstname.lastname@example.org.
* Mailed submissions should be sent to: Pat Morelli, Director, Center for
Reading and Writing, University of Hartford, 200 Bloomfield Avenue, West
Hartford, CT 06117
If you need more information about submitting proposals, please contact Pat
Morelli at email@example.com or (860) 768-4139.
MAWCA 2008: Mid-Atlantic Writing Centers Association 19th Annual Conference
"Liberty and Literacy"
Saturday, April 12th, 2008
Temple University, Philadelphia, PA
WRITING RESEARCH ACROSS BORDERS
AN INTERDISCIPLINARY CONFERENCE
2008 Santa Barbara Conference on Writing Research
University of California Santa Barbara
February 22-24, 2008
Call for Proposals:
Theme: Writing Research Across Borders
Due Date: May 1
Length: under 300 words
The Gevirtz Graduate School of Education and the Writing Programs at the
University of California, Santa Barbara and the University of
California, Davis invite proposals for their interdisciplinary
conference, "Writing Research Across Borders," to be held February
22-24, 2008 in Santa Barbara, California.
This is an exciting time where research on writing is having many
births, rebirths, and growing spurts in many nations, with foci on many
levels of schooling and development across the lifespan. At the 2008
Santa Barbara Conference on Writing Research we hope to foster dialogues
across different writing research traditions, located in varied
national, disciplinary, and programmatic venues. We have invited a
premier panel of plenary and featured speakers to represent the
diversity of writing research in the world and to open the door for
further broad participation from researchers of all nations interested
in exploring writing across all life stages, institutional settings, and
This conference follows on the successes of the 2002 and 2005 Santa
Barbara Conferences on Writing Research, which had the themes of
"Writing as A Human Activity" and "Writing Research in the Making."
Information about the 2005 conference is available at
http://education.ucsb.edu/netshare/wrconf05/. Further information about
our upcoming 2008 conference is available at
We invite proposals for panels, roundtables, and individual
presentations that discuss works in progress, completed research, and
reflections on how writing research is conceived, proposed, funded,
carried out, published, and responded to. Conference proposals should
be submitted by May 1, 2007. Proposals should be under 300 words and in
English (for a fuller statement on language diversity at our
conference, please see
http://www.writing.ucsb.edu/wrconf08/language.html ). Please send
proposals via email (as a Microsoft Word attachment or in the email
body) to firstname.lastname@example.org or send paper copies to the address
TRAVEL ASSISTANCE FELLOWSHIPS:
In addition, through the generosity of the Writing Program of the
University of California at Davis and Chris Thaiss, the Clark Kerr
Professor of Writing at UC Davis, we are able to offer a small number of
fellowships to help support travel expenses for speakers. Fellowships
will be awarded based on financial need and proposal quality. If you
would like to apply for a fellowship, please submit a separate
fellowship application letter explaining your need for funding.
If you have questions about the fellowship application letter or other
aspects of the submission process, please feel free to contact Dr.
Charles Bazerman or Suzie Null, the Writing Research Across Borders
Conference Coordinators. Both can be reached at the address at the
bottom of the page.
Thank you for your interest in our conference. If you have any
questions please contact us at the above addresses below.
For the Organizing Committee,
Committee Contact Information:
Writing Research Across Borders Conference
c/o Charles Bazerman
Gevirtz Graduate School of Education
UC Santa Barbara
Santa Barbara, CA 93106-9490
2008 Conference: "Work in Progress, Destination Unknown"
February 7—9, 2008 | Savannah, Georgia | Armstrong Center | hosted by
Armstrong Atlantic State University
Call for Papers
SWCA's 2008 conference aims to provide a forum for ideas about new
directions in writing center practice.
Writing center theory—combining aspects of administration,
communication, hermeneutics, language, pedagogy, psychology, rhetoric,
semiotics, etc.—lies at the heart of writing center practice. Theory, we
contend, should be thoughtfully deliberated before new practices are
We are open to conference proposals articulating theories spanning the
entire range of practices relevant to writing center operations. We have
so many things to think about. For instance, how might we anticipate and
counter institutional challenges to what we do? How might we enhance our
tutoring by incorporating advanced technology or multimedia applications
into our sessions? How might movements within contemporary literature
inform the ways in which we tutor? How might we expand our services by
launching satellite locations? How might we find and allocate resources
to meet our projected needs? How might we promote the establishment of
writing centers in non-university settings, such as high schools, police
academies, seminaries, business schools, and so on? These questions
highlight only a few of the theoretical and practical concerns
Proposals will be evaluated on the basis of theoretical importance,
originality, clarity, and relevance to a broad audience. Interactive
presentations, discussion panels, and poster displays are especially
encouraged. Proposals may address tested theories as well as those still
being tested, with an emphasis on novel perspectives, approaches, and
Please forward your proposals/abstracts by Friday, October 12, to Dr.
Deborah Reese at email@example.com.
Respondents will be notified of acceptance Monday, October 29—Friday,
| URL: http://www.llp.armstrong.edu/swca/swca2008cfp.html
Literacies of Hope: Making Meaning Across Boundaries
China-U.S. Conference on Literacy
Beijing, People's Republic of China
July 23-26, 2007
Please submit abstracts by January 22, 2007
Print Literacy / Media Literacy / Oral Literacy
Technology & Literacy
Creative & Critical Thinking
Social & Cultural Literacy
For additional information, please contact:
Global Interactions, Inc. | 14 West Cheryl Drive, Phoenix, AZ 85201
Phone: 602.906.8886 | Fax: 602.906.8887
The MAWCA 2007 committee is happy to announce it's registration time!
The Mid-Atlantic Writing Centers Association will hold its 18th Annual Conference at Eastern University in St. Davids, PA on March 30-31. This year's theme is Growing More Attentive to the Manner of Writing: Looking at the Writing Center through the Spectacles of Franklin.
If we look at our writing centers through the lens of Benjamin Franklin’s career, what will we see? How are we, like Franklin,
Keynote speakers Jon Olson and Corinne Thatcher explore the possibilities of "Benjamin Franklin's Writing Center." Other key events:
Join us in suburban Philadelphia, a region shaped by Franklin’s vision, as we celebrate his 300th birthday and our work in writing centers.
2007 NCWCA 14th Annual Conference
Creativity and the
The Northern California Writing Centers Association is pleased to announce a call for proposals for its 2007 annual conference on March 3, 2007, “Creativity and the Writing Center,” to be held at Sacramento State University. We are delighted to present Dr. Sondra Perl, Professor of English,
Creativity may not be the first association that tutors, faculty, students, and administrators make when thinking of writing centers, but creativity is important in every aspect of writing center life, from tutor training to working with writers to running the writing center. We encourage proposals that discuss creative approaches to writing center theory and practice and the role of creativity in the day-to-day life of a writing center.
To submit an individual or panel proposal, send a title and abstract of 150-300 words to Professor Cherryl Smith, conference chair, at firstname.lastname@example.org. Please include presenter(s) name, institutional affiliation, and contact information, including email.
The submission deadline is
The CCCC Committee on Computers in Composition and Communication
is pleased to announce the site of the 2008 annual Computers and
Writing Conference, May 21-24 at the University of Georgia in Athens.
Congratulations to Christy Desmet, Nelson Hilton, and Ron Balthazor
for submitting the winning proposal. For more information, including
the proposal, please see:
and direct all inquiries to Christy Desmet, email@example.com.
For more than two decades, the biennial Penn State Conference on Rhetoric and Composition has been an important forum for scholars interested in rhetoric and the teaching of writing. This year the conference is celebrating its twentieth anniversary of providing participants with the opportunity to share ideas with leading scholars and to enjoy the intimate and informal setting of The Nittany Lion Inn on the Penn State University Park campus.
Rhetorical activities have always taken place in technological contexts of one sort or another, whether a scriptorium, a traditional classroom, a state-of-the-art cybertorium, or other work space, private as well as public. In this day and age those contexts have become ever more visible because they have multiplied in number and influence, ever more involved because they increasingly encompass literate activity, and ever more contested because they embody values and aspirations. For these reasons (and a few others), technological contexts have moved toward the center of disciplinary conversations and encouraged people to think expansively and sometimes untraditionally about their practices and perspectives. The 20th Penn State Conference on Rhetoric and Composition will address this ongoing state of affairs. Its theme will be "Rhetorics and Technologies."
The conference theme operates out of three fundamental assumptions about the nature of technological contexts. First, technological contexts encompass more than just physical devices like computers and books. They also involve systems, techniques, and methods for rationalizing work and society. As Walter Ong taught, language itself is something of a technology. Second, technological contexts are overdetermined: multiple forces and factors—historical, political, cultural, institutional, economic, and so on—shape the directions and priorities of technological projects. In other words, there is no one-to-one correspondence between technology and change, innovation, or social transformation. Third, and perhaps ironically, technological contexts bring to the surface human problems rather than technical problems, problems that inevitably draw in crucial questions of subjectivity, identity, agency, materiality, methodology, pedagogy, representation, and interdisciplinarity. As these assumptions suggest, technological contexts are decidedly rhetorical in character.
The 11th WDHE Conference: Challenging Institutional Priorities, May11-12, offers a forum for participants to explore the implications of developing approaches to supporting student writing against the backdrop of wider HE and institutional agendas.
Rob Pope Professor of English Studies, Oxford Brookes University
Roz Ivanic Professor of Linguistics in Education, University of Lancaster
Leverhulme Debate with Sally Mitchell, Thinking & Writing Project, Queen Mary, University of London, and David Russell Professor of Rhetoric & Professional Communication, Iowa State University
Higher education is in a constant state of flux, resulting in changing and increasing demands being made upon universities and their academic and learning support staff. Universities are required to respond to widening participation agendas at the same time as making sure that the curriculum prepares students for the workplace in what is commonly referred to as the ‘knowledge economy’.
At the same time, outcomes and skills based education has taken precedence over other approaches to delivering the curriculum. Funding initiatives around teaching and learning are increasingly linked to these agendas and to the implementation of new technologies.
Although student writing is at the very heart of many of these its significance for learning is often overlooked and sidelined in terms of the mainstream curriculum.
WDHE 2006 will provide participants with the opportunity to explore how they can best support student writing in this present climate; an environment where initiatives around student writing often appear marginalised in the face of other institutional priorities and policies. It will also address the question of how to support students in the light of research in the field which continues to provide evidence for the complex relationship between writing and learning and the construction of disciplines and subjects.
| Important dates and deadlines
Call For Proposals
Computers and Writing 2006 invites proposals for its May 25-28 conference. Hosted by
While each year brings new research questions to the field, scholars and instructors still wrestle with many enduring issues. In addition to our quest to understand more about writing, writing instruction, and training new writing instructors, we wish to examine the use of datagogy in our field, the continued search for valid and reliable visual and socially-networked writing environment assessment methodologies, the exploration of communication through wireless and mobile technologies, the developed integration of open-source tools with system-wide electronic performance support system services, and the increased influence of technical communication on composition. We encourage submissions in response to the following:
We look forward to seeing you in
- The TTU Technical Communication and Rhetoric Faculty and Graduate Students
Northeast Writing Center Assocations
Souhegan High School, Amherst, New Hampshire
Saturday, April 8, 8:30 am to 5:00 pm
The Northeast Writing Center Association (NEWCA) is a regional affiliate of the International Writing Center Association (IWCA). This annual conference is a full-day event providing writing center tutors, staff, faculty, administrators, and scholars with opportunities to interact with colleagues from other writing centers in the Northeast. This conference includes workshops, panel presentations, and presentations on writing center research, plus a luncheon, and a pre-conference open-mic coffeehouse. During the conference, NEWCA members will also vote on issues relevant to the functioning and governance of the association. We look forward to seeing you there.
Writing centers are proliferating in many different kinds of contexts—universities, two-year colleges, technical colleges and universities, high schools, middle schools, community centers, as well as virtual spaces. The NEWCA 2006 conference, hosted for the first time by a high school, highlights this diversity. This year’s conference will explore the conversations that take place within, through, among and in relation to writing centers. Sessions will explore the many kinds of conversations that are part of writing center work, as well as the many communities that are intertwined with writing centers, within academia and in the community at large.
Conference Registration Now Open! Please see www.umass.edu/english/WTTConf for forms and details.
New technology is providing new venues for writers and for teachers of writing, offering us all exciting possibilities and different perspectives on what writing is, can, or should be. As tech-savvy students post blogs and teachers engage with new software to organize their courses and share student writing, technology challenges our definitions and practices of writing instruction. The Conference on Writing, Teaching, and Technology, K-College, will be an opportunity for teachers from all grade levels to share ideas, methods, and projects on integrating technology effectively into the writing classroom, and to address the question, “How has technology affected writing and the teaching of writing?”
Kathleen Yancey, Professor of English,
Charles Moran, Professor Emeritus of English, The University of
About the Conference
The rapid development of computer capabilities is providing new venues for writing, for people of all ages: personal web pages, web diaries, and blogs make it possible for people to write and share their work around the globe. As technology facilitates writing, it also challenges our very notion of writing. Writers can compose not only with words, but also with images and sound. Software programs are moving far beyond spell-checking; some are being marketed claiming to evaluate writing. Finally, technology also provides new opportunities for teaching writing (for example, electronic writing portfolios; software, like WebCT, that organizes courses and facilitates sharing of drafts; distanced education platforms). This conference aims to allow teachers from different backgrounds and with different interests to share methods, ideas, and projects for using technology effectively in the writing classroom.
Questions we hope to consider include: What has technology done to the concept of writing? To what extent does technology privilege print and graphics over oral and aural modes of communication? What am I to teach when I teach “writing”? What are effective ways to incorporate existing and emerging technologies into writing instruction to serve specific teaching ends? How might new technologies assist in assessment? How do I assess software programs? What are the costs of differential access to technology?
Questions about the conference? See our website for more details (www.umass.edu/english/WTTConf), or email Mary Wilson and Corry Colonna, Conference Co-Coordinators, at firstname.lastname@example.org.
The Work at Hand: Investigation, Articulation, and Labor in the Center
The 28th Conference of the East Central Writing Centers Association
March 9-11, 2006
Mount Union College
One of the most persistent problems in writing center work is enabling
our institutions and campus communities to understand what we do, why we
do it, and how we do it-at least enough to trust the work we are doing.
As we struggle for this collective understanding, which can extend to
our sense of in/exclusion in/from the academic community and our sense
of how our work is valued there, we also fight for autonomy and
self-determination that other academic entities seldom enjoy. At times,
our field can seem at odds with itself in pursuing these seemingly
conflicting goals of inclusion and autonomy, and at a loss for
articulating in meaningful ways for others how we know what we do is
working. Somehow, we know that our work is very different and needs to
be so; others have not always understood that.
We can make this better-our field's emphasis on collaboration is one of
its greatest gifts. The question is how. This conference theme takes a
stab at that question with two premises that should be familiar to most
writing center supporters: we understand better when we communicate what
we know & how we know it, and we know more when we work through our
ideas with others. When we work toward deeper understanding of our own
work, together, we also facilitate greater depth in explaining and
exploring what we do with others. This conference is designed to provoke
and share that depth of understanding.
Potential conference topics should interest tutors as well as others,
and can include but are not limited to:
Writing center research work
Making tutoring work with your course load/major
Keeping work as a tutor manageable
Working with specific groups
Working with challenging peers/colleagues/writers
The intra-institutional work of the writing center
Integrating the working responsibilities/roles of the Writing Center
Working out (of) the history of (the) writing center(s)
Importing/exporting writing center work
Best practices/what works
Working with technology
The labor and workers in writing centers
Deadlines are as follows:
Proposals: Extended to December 15th, 2005
Early registration ends: February 1st, 2006
Please visit www.ecwca.org for further details.
South Central Writing Centers Associaiton
2006 Call for Proposals
Proposal deadline: November 15
Please join the South Central Writing Centers Association for “Looking Back, Reaching Forward: Writing Centers as the Center of WAC,” the 2006 annual conference hosted by the University of Arkansas at Little Rock on February 23-25. Dr. Joan Mullin, director of the WAC initiative for the College of Liberal Arts at University of Texas-Austin, former co-editor of The Writing Center Journal, and past president of IWCA, is the keynote speaker.
The nature of writing center work offers multiple opportunities for WAC initiatives, even in academic environments where WAC programs are not formalized. Historically, writing centers have been challenged to prove their effectiveness in improving writing across the curriculum in formal and informal ways. Our responses have been flexible, innovative, creative and sometimes unique to individual campus circumstances, while retaining unique writing center identities. Over time, writing center leaders have gained wider professional and academic recognition, tutors have experience enhanced training, and writing centers are now recognized as vital elements of campus-wide learning communities.
Share your experiences with and dreams for writing centers and WAC. Please join us for a lively, informative conference about our collective work. Suggestions for proposal topics are located under Call for Papers at www.scwca.net, the SCWCA website, along with Proposal and Registration forms and other conference information. The deadline for proposal submissions is November 15. Acceptance notifications will be sent out by December 30.
Suggested topics include, but are not limited to
§ unique writing center techniques developed to meet disciplinary needs
§ problems faced by writing centers when organized WAC programs do not exist on their campuses
§ methods developed to build mini-WAC between writing centers and academic programs
§ writing center administrator initiatives to create WAC environments on campuses where WAC is not formalized
§ methods of tutor training which enhance working with writers from across the curriculum
§ individual writing center histories which explore and demonstrate change and adaptation to meet WAC needs
§ creative tutor initiatives which enhance WAC services
§ writing center internal and/or external training initiatives used to reach individual faculty across the curriculum
§ the effectiveness of writing center theory in improving writing across the disciplines on campus
§ success stories of WAC and writing center collaboration
§ cautionary tales of misadventures in WAC and the effects on writing center work across the campus
§ creative, innovative problem-solving techniques for writing centers not yet involved in WAC initiatives
Allison Denman Holland, Conference Chair
University Writing Center--SUB 116
University of Arkansas at Little Rock
2801 South University
Little Rock, AR 72202
Office: (501) 569-8311 Fax: (501) 569-8279
The Southeastern Writing Center Association is pleased to announce an early call for proposals for its 2006 annual conference, February 16-18: “Let’s Research: Gathering Evidence to Support Writing Center Work.” Co-hosted by the University of North Carolina and Duke University, the conference venue is at the historic Carolina Inn in Chapel Hill. Neal Lerner, co-editor of the Writing Center Journal and co-author of The Allyn and Bacon Guide to Peer Tutoring, is the keynote speaker.
As writing centers, we are increasingly called upon to demonstrate our effectiveness and catalog our contributions to the communities we serve. While our institutions vary widely, we share a common need to investigate our theory and practice and convey our knowledge in measurable, convincing ways. We invite you to submit a proposal on any aspect of writing center work and to think creatively about what kinds of problems you’d like to solve, knowledge you’d like to gain, theories you’d like to investigate, and practices you’d like to test or measure. The early submission deadline is June 1 (acceptance notification by July 1) and the regular submission deadline is Sept. 15 (acceptance notification by Oct. 15). The conference web site is http://uwp.aas.duke.edu/wstudio/swca/.
The 23rd National Conference on Peer Tutoring in Writing will convene to address issues of power and authority as they play out in the specialized practice of peer tutoring. Participants will consider a variety of perspectives on how tutors can best balance their roles as authority and facilitator, as well as how, on an institutional level, writing centers negotiate the tension between personal and academic literacy.
Call For Papers:
The conference provides a forum to discuss ways in which communication skills (written, oral, visual, digital and numerical) are used to enhance the learning process in the disciplines. Competence in the various modes of communication empowers students to explore, assess and create knowledge, as well as bear the responsibility for its ethical dissemination. Thus, we hope, through interdisciplinary dialog and sharing of teaching/learning experiences, to foster a learning community where passion for knowledge is inspired, rhetorical skill promoted and civic responsibility instilled. Pedagogical issues that affect engagement, creativity, integrity, and evaluation are also addressed. Learning excellence, in all disciplines, can be cultivated and sustained.
Chris Anson, Director of the Campus Writing and Speaking Program at
Discipline-specific or cross-disciplinary areas of interest include, but are not limited to:
Discipline-specific or cross-disciplinary areas of interest include, but are not limited to:
To submit a proposal you need the following:
o A completed proposal form
o A 250-word abstract
o A 50-word summary for the program book
o A 35-word biography for each presenter
Deadline for proposals:
For further information contact the organizers at email@example.com
Northeast Writing Centers Association (NEWCA)
Proposals due by December 20, 2005.
Saturday, April 8, 8:30 am to 5:00 pm at Souhegan High School, in Amherst, New Hampshire
Plus a pre-conference Open-Mic Coffeehouse on Friday, April 7, 6 to 9 pm at the Dion Center Reception Room, Rivier College, Nashua, New Hampshire
About this Conference:
The Northeast Writing Center Association is a regional affiliate of the International Writing Centers Association (IWCA). This annual conference is a full-day event providing writing center tutors, staff, faculty, administrators, and scholars with opportunities to interact with colleagues from other writing centers in the Northeast. This conference includes workshops, panel presentations, and presentations on writing center research, plus a luncheon, and a pre-conference open-mic coffeehouse. During the conference, NEWCA members will also vote on issues relevant to the functioning and governance of the association. We look forward to seeing you there.
Keynote Speaker: Professor Cinthia Gannett
Cinthia Gannett is an Associate Professor of Writing at Loyola College in Maryland where she directs the Writing Across the Curriculum Program and the Loyola Writing Center. Previously, she was the Director of Writing Across the Curriculum and the Connors Writing Center at the University of New Hampshire. Her research interests include bringing translation theory to WAC and writing center work, exploring writing in the disciplines, currently Communication Sciences and Disorders and Zoology, and keeping the histories of writing programs alive, particularly through the creation of local archives.
Theme: “Making Connections: Conversations among Communities”
Writing centers are proliferating in many different kinds of contexts—universities, two-year colleges, technical colleges and universities, high schools, middle schools, community centers, as well as virtual spaces. The NEWCA 2006 conference, hosted for the first time by a high school, highlights this diversity. This year’s conference will explore the conversations that take place within, through, among and in relation to writing centers. We invite proposals that explore the many kinds of conversations that are part of writing center work, as well as the many communities that are intertwined with writing centers, within academia and in the community at large.
Proposals for panel presentations, roundtable discussions, individual presentations or interactive workshops are encouraged. Presentations may address topics such as:
We encourage submissions from professional staff, administrators, and faculty affiliated with writing centers at all educational levels. Moreover, since peer tutors constitute more than half of the participants at the conference, we strongly encourage proposals from peer tutors.
We encourage submissions from professional staff, administrators, and faculty affiliated with writing centers at all educational levels. Moreover, since peer tutors constitute more than half of the participants at the conference, we strongly encourage proposals from peer tutors.
Your proposed panel, discussion, presentation, or workshop should actively involve the audience. In addition to interactive panels, we invite proposals that present original scholarship, such as presentations developed for courses or for future publication.
In order to allow for broad participation, individual papers will be limited to 15 minutes and panel presentations will be limited to 75 minutes.
Please include the following information in your proposal:
Submit your proposal by December 30, 2005, either electronically or by mail.
If you need more information about submitting proposals, please contact Leslie Van Wagner at firstname.lastname@example.org or (603) 897-8580.
Reel Vision Filmmakers' Conference,
The International Writing Centers Association and the National Conference on Peer Tutoring in Writing are pleased to announce their 2nd joint conference. "Navigating the Boundary Waters: The Politics of Identity, Location, and Stewardship" October 19 - 23, 2005. The conference will be held at the Hyatt Regency Hotel in Minneapolis, Minnesota and hosted by the Midwest Writing Centers Association.
The Conference Theme
Minnesota's Boundary Waters stretch along the border of the United States and Canada and are one of the few remaining wilderness areas within the continental U.S. Although they are renowned for their primeval and pristine beauty, the history of the Boundary Waters is one of bounty and exploitation, the meeting, clash, and contestation of cultures and nations, the fluidity of borders, and the struggle for adaptation, preservation, and sustainability. This complex history challenges those of us who love the wilderness to examine who we are in relation to the region's natural and human history, what role we and our ancestors have played in that history, and how and to what extent we may better understand and sustain what is and transform what is to be.
Historically positioned in the margins of the Academy, the writing center's experience is also one of both bounty and exploitation. As a discipline, we have noted the heterogeneity of our institutions, organizations, philosophies and practices and, simultaneously, attempted to secure some measure of permanence and universality. We have sought a more stable sense of identity, institutional and disciplinary recognition, and an understanding of the ways in which the illusion of permanence co-opts as well as enables writing center theory and practice.
Like the history of the Boundary Waters, the story of writing centers has not yet been fully told. We have not yet explored the degree to which this fluidity of identities challenges and channels tutors' and directors' relationships with student-writers, with one another, and with the institutions in which we are located. We are only beginning to account for the impact of internationalism and globalization not only on individualized writing instruction, but also on the organizations in and through which we create our teaching, tutoring, directing, writing lives.
Writing Center tutors, directors, and staff are cordially invited to submit proposals that address one of the following questions or prompts. You may also choose to develop and propose your own topic. Proposals should include a fifty-word abstract and a 350-word description. Please consider a variety of formats as you write your proposals including, but not limited to workshops and mini-workshops, facilitated discussions, roundtable discussions, panels, and/or presentation of research at the research fair. Questions about the 2005 IWCA/NCPTW Conference and Call For Papers may be directed to Frankie Condon at email@example.com. Proposals may be submitted online beginning February 1, 2005. Please go to www.writingcenters.org and click on the 2005 conference link. Deadline for Submissions is March 1, 2005.
What follows are a list of questions or prompts that may be of use as you begin to develop a proposal. This is not intended to be an exhaustive or exclusive list, but to provide you with some potential points of entry into the conference theme.
Please be curious and critical, inventive and intellectual, creative and adventurous!
Calls for Papers/Panels
What is the New Rhetoric?
University of Sydney, Australia
September 2-4, 2005
The University of Sydney proudly announces its first conference on Rhetoric: What is the New Rhetoric? Featuring keynote speaker Professor Andrea Lunsford of Stanford University, the conference will focus upon new directions in Rhetoric. Since the 1950’s, the definition of the "New Rhetoric" has expanded to encompass a variety of theories and movements, raising the question of how the "New Rhetoric" is defined and understood in the twenty-first century.
Papers and panels are invited on any aspect of the New Rhetoric, including (but not limited to) writing theory and pedagogy; histories and theories of rhetoric; interdisciplinary approaches to rhetoric, communication, and writing; the significance of rhetoric in both educational and professional sectors, and the interrelatedness of rhetoric and other disciplines.
Please send 300-500 word abstracts to Susan Thomas at firstname.lastname@example.org by 25 February, including your text in the body of the e-mail rather than as an attached document.
Springtime in Sydney is magical, with plenty to see and do, so we encourage you to attend the conference and make a holiday of it.
3rd International Conference of the European Association for the Teaching of Academic Writing
"Teaching Writing On Line and Face to Face"
After two successful conferences (2001: The Netherlands, 2003: Hungary), the Writing Center of the
It is the 3rd Conference of the European Association for the Teaching of Academic Writing (EATAW), an organization with an international membership of teachers, researchers and students of the subject of teaching of academic writing (http://eataw2005.hau.gr/).
Writing program administrators, writing center staff, teachers, researchers and students interested in the teaching of academic writing are invited to attend and submit papers for presentation.
They will have the opportunity to:
The working language of the Conference will be English.
For more information and registration,
Tel. + 30
South Central Writing Centers Association
15th Anniversary Celebration and Conference
Baton Rouge, Louisiana
March 3-5, 2005
WRITING CENTERS AND TIME
“This time, like all times, is a very good one if we but know what to do
Ralph Waldo Emerson
“Time does not change us. It just unfolds us.” Max Frisch
“Time is a versatile performer. It flies, marches on, heals all wounds,
runs out and will tell.” Franklin P. Jones
"Time is the fire in which we burn." Gene Roddenberry
"Everything happens to everybody sooner or later if there is time enough."
George Bernard Shaw
“Time is an illusion. Lunchtime doubly so.” Douglas Adams
“In a minute there is time/ For decisions and revisions which a minute will
J. Alfred Prufrock
If you believe in the Japanese proverb, “Time spent laughing is time spent
with the gods,” then join us for the South Central Writing Center
Conference. You’ll enjoy creative energy, laughter and learning with
writing center colleagues.
Keynote speaker is Dr. Muriel Harris, Professor Emerita of English, Purdue
University, founder of the Purdue Writing Lab in 1976, originator and
editor of the Writing Lab Newsletter in 1976, founder of the Purdue OWL,
and the author of numerous books and articles on writing center work,
teaching writing, writing centers and WAC programs.
We encourage all members of your writing center staff, especially
undergraduate and graduate students, to attend and present at this
conference. Presentations that address one or more of the following
questions, as well as those that invite audience participation and
discussion, are especially encouraged. We are particularly interested in
your interpretations of the theme of time.
How has time dictated changes in your center?
How does time influence your decision-making in the center?
Can an investment of time compensate for the lack of finances? Whose
time and whose finances?
How can a center best allocate its resources in terms of time?
How has time affected theoretical approaches to writing center work?
How can we best use the time we have to prepare our consultants? To
work with writers?
How can a center keep pace in a time of rapidly changing technology,
campus policies, and curricula?
And is time really on your side, as the Rolling Stones claimed? Or
was Art Buchwald more accurate when he said, “Whether it's the best of
times or the worst of times, it's the only time we've got?”
Proposals should include a title, the names and contact information of all
presenters and a description of the presentation (250 words for
individuals; 500 words for panels, roundtables, and workshops) and a
50-word abstract. All presenters must be conference registrants.
Deadline for Proposals: All proposals must be emailed or postmarked by Dec.
Electronic submissions should be sent to email@example.com . If you prefer to
send your proposal by surface mail, send two copies to the LSU Writing
Center, B-18 Coates Hall, Louisiana State University, Baton Rouge, LA 70803
ATTN: J. Caprio.
In the 1970s as writing centers were developing across the country, Janet Emig argued that writing is a mode of learning. Since then this idea has been embraced by writing centers as well as WAC and WID programs around the globe. So now we, the Southeastern Writing Center Association, pause to ask how this idea is embraced as pedagogy and explored as ideology, especially within, through, and around the writing center.
We invite faculty, administrators, and students to explore this year’s theme, “Writing as Learning: Understanding and Promoting Intellectual Growth and Critical Thinking in the Writing Center,” and to submit proposals for individual and panel presentations, roundtable discussions, workshops, and poster sessions. Presentations that address one or more of the following questions, as well as those that invite audience participation and discussion, are especially encouraged:
§ How do we define critical thinking? How can we use writing as a tool to stimulate intellectual growth and critical thinking? How does the writing center foster such growth? How do we assess such growth?
§ How can the writing center impact cognition and behavior through significant learning experiences? How can we connect interactive writing/learning sessions, learning styles and writing conferences? How do we address motivation, organization, and self-directed learning in the writing center?
§ What is the role of the writing center and writing instructors in developing intellectual competence with issues of multicultural appreciation, social equity, communication and the complexities of their own lives?
§ How can we expand the boundaries and influence of the writing center program? How can we work with WAC/WID programs to implement effectively writing-to-learn techniques throughout the institution?
Proposals should include a title, the names and contact information of all presenters, the presentation format, a description of the presentation (250 words for individuals and posters; 500 words for panels and roundtables) and a 50-word abstract. We encourage you to submit proposals electronically at the SWCA Web site (www.swca.us). If necessary, proposals may be mailed to Trixie Smith, MTSU Department of English, P.O. Box 70, Murfreesboro, TN 37132 (postmarked by Oct 10). Questions should also be addressed to Trixie Smith at firstname.lastname@example.org. All presenters must be members of SWCA by the time of the conference.
Electronic proposals are due Oct 15, 2004.
The 10th annual Writers Conference at Penn kicks off Saturday, November 13th at with keynote speaker and award-winning author Paul Hendrickson.
The program, held at the
, offers two days of a la carte workshops and master classes that can be selected individually. There is a one time registration fee of $25. Universityof Pennsylvania
Saturday includes 54 workshops on fiction, non-fiction, screenwriting, freelancing, marketing, and business writing. You may select up to three of these 2 hour workshops which are priced at $65 each. Sign up for one, two or three based on your needs. At the end of the day, there will be a book signing and reception at The Penn Bookstore from to .
This year the conference is expanding to include 20 full-day Master Classes on Sunday, November 14 priced at $195. These intensive 4 hour courses involve advance submission of your
work and are limited to 8-10 students.
On Sunday X-Libris will be offering a self publishing seminar for $250 that includes the publishing of your book (this is a 50% underwriting off their standard self publishing package).
For a full listing of courses, please visit www.pennwritersconference.org where you can either enroll online or download a PDF with the 75 workshops and master classes. If you need to enroll over the phone or are unable to download the course listing, please call 215.898.6493 and we'll be happy to help you.
Midwest Writing Centers Association Conference
November 4 - 6, 2004 in St. Cloud, Minnesota.
The conference theme is "Talk Like a River: Discourses, Faith, Ethos, and Writing Centers." The keynote speaker, Min-Zhan Lu, will discuss ideas from her current essay, "An Essay on the Work of Composition: Composing English against the Order of Fast Capitalism." (Forthcoming in College Composition and Communication, September 2004). Sessions include such topics as "Contemplating Areas of Uncertainty in Writing Center Practice," "Interrogations of Local History and Institutional Context in a Writing Center's Practice," "Connecting Service Learning and Writing Center Work," "Diversity Issues and Advocacy," "Encounters with World Englishes," and "Responding to the New London Group Call for Multiliteracies Pedagogy." Please join us for this exciting conference!
Conference and travel information and the Conference Registration Page can be found at www.ku.edu/~mwca.
The National Conference on Peer Tutoring in Writing promotes the teaching of writing through collaborative learning. Peer tutors and NCPTW professionals help students to become self-sufficient writers. NCPTW professionals are leaders in collaborative approaches, respond to the challenges of creating and operating writing centers, develop innovative peer tutoring programs and promote the work of their peer tutors. The conference is being held from October 29 through October 31, 2004.
“Writing and Beyond” means to break out of the restrictions of common tutoring practices, settings, and pedagogies. Besides writing, some tutors may have specialties that include English as a Second Language, Learning Disabilities, literacy, numeracy, and technology, among others. What specialties should writing tutors become familiar with and what successes have tutors found when they expanded their training?
“Writing and Beyond” also refers to the location where tutors work. At colleges and universities, tutors may be placed outside the traditional center and tutor online, in classrooms, and at satellite locations. Writing Centers are also expanding into high schools, middle schools, and the surrounding communities. What locations and responsibilities should writing centers take on? Is it practical and advantageous to move out of the classical tutoring setting?
Finally, “Writing and Beyond” considers the pedagogy Writing Center Directors use to prepare tutors. Traditionally, Centers have used methods such as the inverted pyramid to lend structure to a session. Is this the best and only way to approach a session? What traditional training practices work best and what innovative practices should be adopted to meet the needs of our students?
Call for Proposals
This conference provides an opportunity for tutors and directors to discuss what they are doing as traditional writing tutors and what new ventures their center is attempting. Tutors and directors are encouraged to do a traditional conference paper or an imaginative presentation about what they see as the future of the Writing Center. These presentations could include debates, dramas, re-enactments, video presentations, discussions, digital stories, and other forms of expression.
Anyone wishing to present at the 2004 Conference must submit a proposal to be reviewed. Proposals may be in reflection of our conference theme, Writing and Beyond, or on other pertinent topics. It should consist of a 50 word abstract and a 200 word proposal. For more information, please see our online or hard-copy forms. The extended deadline for proposal applications is May 14, 2004. We hope to hear from you!
To attend the NCPTW Conference of 2004, please pre-register by September 13, 2004. After that date, there will be a late fee of $30. Refunds will be given until October 1, 2004, after which, refund requests will not be processed. Your pre-registration may be sent to us by mail or fax. On-site registration may be available but is not guaranteed.
Eight Concurrent Sessions
Keynote and Endnote address
Dinner and a Play
Trip to New York City
he National Conference on Peer Tutoring in Writing promotes the teaching of writing through collaborative learning. Peer tutors and NCPTW professionals help students to become self-sufficient writers. NCPTW professionals are leaders in collaborative approaches, respond to the challenges of creating and operating writing centers, develop innovative peer tutoring programs and promote the work of their peer tutors.
Ms. Connie Bowman, Administrative AssistantCampus Writing Program, 325 GCBUniversity of MissouriColumbia, MO 65211
The Legal Writing Institute will hold its 2004 Conference from Wednesday, July 21 through Saturday, July 24, 2004 at Seattle University in Seattle, Washington. The theme of this eleventh biennial conference is Horizons.
During this Conference, we will reflect on the challenges the legal writing community has met and embrace the challenges that lie ahead. The conference program will allow us to mentor new teachers, share ideas, examine our scholarship, and envision ways to expand our horizons to blaze new trails.
Newark is a charming college town with a lively main street offering coffee shops and pubs, burger and pizza restaurants, natural food and fine dining, and even an award-winning microbrewery. For attendees who want to combine the conference with an east coast vacation, Newark is in "the corridor" between Washington and New York, close to big city attractions, the historic sights of the Brandywine Valley, the natural beauty of the Chesapeake Bay, or fun in the sun on miles of pristine state park beaches. The conference itself will offer its own fun as well, with jazz at the Thursday evening reception by one of our own adjunct instructors (you’ll want her CD!), Friday cocktails with the Composition Blues Band before a night on the town, and dancing after the Saturday night banquet to the oldies band the Juveniles. In addition to the usual conference theme (see below), the local hosts are planning a kind of "site theme" centered on the idea of a "healthy conference." They've chosen menus that are a bit lighter in fat and calories than the food we usually eat at conferences, and they are making arrangements for use of a small on-campus gym and for optional jogs, bike rides, yoga, and pilates.
As always, the conference will bring together leaders of writing programs, WAC and WID programs, and writing centers; composition teachers; students of composition; publishers; and others from many institutions for the purpose of scholarly and social exchange. Two full days of concurrent sessions, roundtables, SIGS, and 2 1/2-hour workshops will complement plenary sessions and keynote addresses by leading members of the field. The week-long summer workshop, which will take place from July 11-15, will be led by Kathleen Blake Yancey and Bud Weiser. Susanamarie Harrington, Marlene Minor, and Dan Royer will lead the third WPA Assessment Institute on July 15, to be followed that evening by the opening session of the conference and keynote address.
This year’s theme is about change. Institutions of higher education have been characterized as slow to change, holding fast to tradition and passing down firmly held values and well established methods of governance. For those who joined faculties ten, twenty, or thirty years ago, the more things changed on our campuses, the more they seemed to stay the same. As new ideas have come and gone, the systemic core of our institutions, like an old boiler that generates the heat of our enterprise, has silently done its work, rarely entering the daily thoughts of those it serves.
But changes are taking place now on so many fronts, and so rapidly, that few people involved in higher education can go about their business and not be directly affected by the consequences of these changes. Consider a few:
Given the pace and nature of these changes and potential changes, it is essential for those of us who teach in or help administer writing programs to think proactively and creatively, imagining new possibilities that solve some of the problems now confronting us, and advocating our ideas in ways that lead change rather than reacting to (or against) it.
Precipitated by a number of recent national and campus-specific events relating to these changes, this year’s conference theme focuses on the possibilities of re-envisioning the administration of writing programs at all types of institutions: large research universities both public and private, small liberal arts colleges, two-year and community colleges, and others. Papers, panels, roundtables, posters, and workshops are especially encouraged that take up questions about the role of those working in writing programs or coordinating writing curricula and ancillary programs, the knowledge they need (or don’t need) to do so effectively, and the nature of their authority as leaders in contexts defined by multiple forms of leadership and multiple leaders.
As always, these questions–and the overarching theme that generated them–are merely suggestions for providing a sense of cohesion in the program. Proposals on many other topics-- research studies, curricular innovations, and other issues of concern or interest to WPAs (including those who work in WAC and WID programs, writing centers, technical or professional writing programs, and graduate programs)–are encouraged. The usual WPA emphasis on interactive, participant-centered sessions, with opportunities for hands-on work and discussion, will apply. We invite proposals in a range of formats, including standard papers, entire panels, double-session workshops, and roundtables. This year, we are also introducing a poster session. Considered in all respects the equivalent of a panel presentation (and described as such), poster sessions are especially well suited to descriptions of programs, courses, projects, and innovations. Further details about the nature of the poster session is available at the proposal link below.
The conference will open Thursday, July 15, in the late afternoon with a plenary address and a reception, and will close Sunday morning. Registration costs, in the range of $190, will include breakfasts, receptions, breaks, and a banquet.
To propose a paper, panel, roundtable, poster session, or workshop, please visit the following Web site and submit your proposal electronically: http://www2.chass.ncsu.edu/cwsp/mainprop.html. All proposals received by March 15, 2004, will receive highest priority, and invitations based on those proposals will be issued by the end of March or early April. You will receive an automated email response indicating that your proposal has been successfully transmitted.
For inquiries and questions, please contact Chris M. Anson, President and 2004 WPA Program Chair at::
a small, intensive, four-day workshop (attendance about 25) for newer WPAs
a one-day institute (attendance about 25) on assessment of writing and writing programs
a three-day conference (attendance about 200) with concurrent sessions, plenary speakers, and time to network on issues of writing program administration
The Twentieth Computers and Writing Conference will meet in Honolulu, Hawai'i from Thursday, June 10 to Sunday, June 13, 2004, hosted by the Department of Language Arts at University of Hawai'i Kapi'olani Community College and the Department of English at the University of Hawai'i at Manoa.
The conference theme, Writing in Globalization: Currents, Waves, Tides, points to the immense but sometimes unrecognized impact of globalization on the cultural, social, linguistic, and institutional contexts in which we work. Many people in the computers and writing community are incorporating perspectives on globalization into our research and teaching, trying to understand how global systems intersect with our local engagements with information technology, writing instruction, rhetoric, literary studies, distance learning initiatives, and our personal writing practices.
Call for Proposals
Submission deadline: Wednesday, October 15, 2003 via the electronic submission form on the conference web site <http://www.hawaii.edu/cw2004/
All proposals must be received by Wednesday, October 15, 2003. Submissions will be accepted beginning September 8, 2003, and must be sent through the conference web site at <http://www.hawaii.edu/cw2004>. Program participants will be selected through an anonymous peer review process.
The local organizers will host a discussion list to keep prospective attendees up to date on conference developments. Go to <http://www.hawaii.edu/cw2004/discussion.html> for details on how to subscribe.
The conference will include panels, poster sessions, roundtable discussions, and town hall meetings. As in the past, the conference will partner with the Graduate Research Network, the mentoring program, and the Computers and Writing 2004 Online Conference. Attendees will also have the opportunity to visit Hawai'i-based projects and schools that are integrating writing, computing, and community service in innovative ways.
The Southeastern Writing Center Association will hold its annual conference February 19-21, 2004. The conference will be sponsored by The Writing Center at Kennesaw State University, located in the northern suburbs of Atlanta. Peter Elbow, Emeritus Professor of English at the University of Massachusetts, will be the keynote speaker.
This year’s conference theme, “Getting Back to Writing,” puts the emphasis on the writing that our students bring to the tutorial and the interaction between the tutor and tutee as they respond to that writing. These activities are at the heart of the work we do in our writing centers. The year 2004 marks the 20th anniversary of Stephen North’s article, “The Idea of a Writing Center,” whose challenging ideas about the writing center tutorial were further complicated by North 10 years later in his article, “Revisiting ‘The Idea of a Writing Center.’” The conference theme and North’s thought-provoking reflections challenge us to look closely at the complex collaborative activity of the tutorial and its implications for our writing centers. Proposals are invited that examine the intersection of the tutorial with tutor training, writing center administration, faculty expectations, institutional missions, and administrative pressures. Some questions to consider are:
We welcome proposals that address these and related themes. We encourage submissions from staff, administrators, and faculty affiliated with writing centers at all education levels. We particularly want to encourage proposals from peer tutors, since their work is crucial to the success of many writing centers. We encourage you to consider ways in which your proposal will actively engage your audience.
For detailed submission guidelines, please go to the Southeastern Writing Center Association web site and go to the link for the 2004 conference.
The Spilman Symposium on Issues in Teaching Writing is a one-day, annual event created to bring teachers of writing together for conversations with some of the major scholars in rhetoric and composition studies. Providing a forum for active engagement of timely issues, the symposium is designed as a think-tank for all faculty who are interested in the teaching of writing, including those involved with writing across the curriculum.
To commemorate the 10th anniversary of the symposium, speakers and participants will revisit the topic with which the Spilman began ten years ago: Defining English 101: The Goals of Freshman Composition. This year participants will explore the trends-the questions, challenges, or debates-that have characterized the discipline's view of first-year composition during the last decade, paying special attention to the influence this evolution has had on the day-to-day work of teachers of writing.
Two of the featured speakers from the inaugural program, Erika Lindemann (UNC-Chapel Hill) and Gary Tate (TCU), will return to VMI to participate in the day's events. Anne Ruggles Gere (U of Michigan-Ann Arbor) will deliver the keynote address.
In the spirit of continuing the symposium's commitment to involvement, for the first time this year the program will include a panel of presentations selected from submissions by symposium participants.
Registration: Early registration is strongly encouraged. Participation in limited to the first 80 paid registrants. The conference registration is $40.00 and includes lunch, morning and afternoon refreshments, as well as conference materials. Registration must be postmarked by October 16, 2003 and cannot be accepted by phone, e-mail, or fax. A printable registration form is available electronically at: http://www.vmi.edu/show.asp?durki=1947.
For additional information, please contact: Christina R. McDonald, Institute Director of Writing, Department of English and Fine Arts, Virginia Military Institute (540-464-7240) or email@example.com
Who is the conference for?
Writing tutors (undergrad, grad, and secondary school)
Writing center directors
What events will take place at the conference?
Many presentations and interactive sessions
Endnote featured presentation
Evening reception, luncheon, 2 breakfasts
Tour of Chocolate World
Trip to Hershey Theme Park
Book and vendor displays
Trail walk or hike
What is the IWCA-NCPTW?
The International Writing Centers Association, an NCTE Assembly, was founded in 1983 to foster communication among writing centers and to provide a forum for concerns. Comprising directors and staffs of writing centers at universities, two-year colleges, and public schools, the IWCA is governed by an Executive Board that includes representatives from the regional writing center organizations.
The National Conference on Peer Tutoring in Writing promotes the teaching of writing through collaborative learning. Peer tutors and NCPTW professionals help students to become self-sufficient writers. Since the first annual conference at Brown University in 1984, NCPTW professionals have been leaders in collaborative approaches, responding to the challenges of creating and operating writing centers, developing innovative peer tutoring programs, and promoting the work of peer tutors.
Since this year's theme focuses on face, we are especially interested in panels that include tutors, tutees/clients/students who use our spaces, and historically under-represented "faces" of people of color, non-native English speakers, and other individuals often marginalized in writing centers and writing center scholarship.
Here are some questions to consider as you reflect on the rich possibilities of “face” and its relationship to writing center practice.
· Who are the faces of your writing center? How have they changed, and how are they changing? Do we wish to change them, and if so, how? Are there “traditional” writing center faces and, if so, are they the same faces of “traditional” students?
· How is the “face” of the writing center changing? What physical changes have occurred? Where is it located, geographically, politically, pedagogically within your institution and/or elsewhere? What are the possibilities for writing center collaborations (facing one another)? How do writing centers reach faces from departments across the curriculum?
· How do you face your own work? How do you do a better job of tutoring and/or help others to do a better job?
· What strategies do you use to manage face-time (publicity)? How do you construct and circulate your writing center image(s) to their fullest advantage? Within your center, how do you manage face-time? Consider tutors and tutees, directors and tutors, writing center staff and non-writing center administration.)
· What face-offs (conflicts) do you encounter and how do you manage them? How do you train tutors to negotiate face-offs?
NEWCA welcomes proposals for presentations, workshops, and panels that explore how our histories have informed our theories and practices in regard to clientele and staff, tutoring strategies, program assessment, research, technology, and design and location.
We encourage submissions from professional staff, administrators, and faculty affiliated with writing centers at all educational levels. Moreover, since peer tutors constitute more than half of those who attend our conference, we encourage proposals for presentations by peer tutors.
Your proposed presentation, workshop, or panel should actively involve the audience. In addition to interactive panels, we invite proposals that will present original scholarship (developed for courses or for future publication) in a way that benefits authors and engages audiences.
Proposal Submission Guidelines
Include the following information in your proposal:
· Proposer’s name, position (tutor, director, etc.), institution, address, telephone number, and e-mail address
· Presenters’ names plus all of the above
· Title of presentation, one-page description of presentation, and a 75-word abstract for inclusion in the conference program
· Type of session: 1) workshop – interactive session; OR 2) panel discussion – two or more presenters giving positions on a topic and then engaging the audience in discussion
· Specific audiovisual and technical requests.
To submit your proposal electronically:
· Send it as an MS Word attachment (no other formats acceptable, sorry) or include it in the body of the email;
· Send one complete copy to and another complete copy to firstname.lastname@example.org by
To submit your proposal by land mail:
· Send it to Meg Carroll,
If you need more information about submitting your proposal, contact Meg Carroll at (401) 456-8141 or (h) (401)884-5881.
How do writing tutors connect with communities that are very different than their own? How is a writing center community developed? How is literacy acknowledged and fostered in the center? How is writing across the curriculum supported in the center? What types of writing strategies are used in sessions to support various needs? What techniques are used to support writers with disabilities? How is the distance learner supported in the writing center? What approaches are used to connect and collaborate with faculty? Proposals on aspects of Writing Center practice and/or theory are also encouraged.We invite writing tutors and consultants, center directors and coordinators, and faculty to work together to cultivate the various communities that make up the center.
The conference theme “Getting Back to Writing” concerns what writing centers focus on, how we communicate our role to others, and our purposes for existing. In discussing “getting back to writing,” we question whether our theories should be based on commonalities or differences.
Since 2004 marks the twentieth anniversary of the Stephen North’s article on the idea of a writing center, proposals might play upon the themes of collaboration and intervention implied in his essays and the various reactions over the years.
Sessions might also explore to what extent our online emphasis fits our “true” purpose; our tutoring of ESL students; structure in the disciplines; teacher-tutor concerns; and administrative issues, such as numbers vs. improvement in writing.