Rhetorics for Community Action: Public Writing and Writing Publics (Cultural Studies/Pedagogy/Activism)

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To this end, we invite proposals that address but which are not limited to the following:. The conference welcomes individual proposals as well as proposals for panels, roundtables, and posters. Conference sessions will be concurrent, lasting minutes per session. Individual proposals will be grouped into conference sessions by topic.


  1. Content Types.
  2. Published Course Design.
  3. Announcements.
  4. Seminar in Rhetoric: Rhetoric, Political Discourse, and Civic Action.

Presenters may also propose panels of 3 to 4 presenters, roundtables of 5 or more presenters, and poster presentations. Faculty, graduate students, and undergraduate students may submit proposals. Also, please indicate whether you are full-time faculty, part-time faculty, graduate student, or undergraduate student. Presenters will be notified of the status of their proposal by June 20, Proposals may be submitted by email to rhetwriting gmail. Bibliography Conrad, Kendon J. Development in Education , vol 27, no. Lowenkamp, Christopher T.

Journal of Criminal Justice , vol. Saxon, Andrew J. Our printer files are with the publisher Parlor Press and issue Perry, Lyudmyla Ivanyuk, Sarah Tham. Subscribers can read the full issue online. Made available online PDF from the publisher at no cost to readers:. To create alternative literacy opportunities that work to educate and empower underserved populations. The Center supports university literacy research and outreach that promotes community action and social change.

Session MW. Sponsored by the Conference on Community Writing, this workshop responds to the desires expressed by the hundreds of attendees at the first Conference on Community Writing CCW in October of for a hands-on opportunity for teachers, scholars, and community organizers to dialogue with and receive mentorship and feedback from senior scholars in community-based writing, which includes genres such as service-learning, community-based research, community literacy, ethnography, community publishing, advocacy, and activist writing.

The CCW will launch a national mentoring network of teachers and scholars via this workshop. For info, email Veronica House: Veronica. House colorado. Whether they are abolitionist, suffragist, or underground presses; little magazines or chapbooks; countercultural posters or catalogues; zines or comix — the history of self-publishing has long been both a constitutive counter public activity and the primary means for documenting political struggle.

Likewise, archives of self-published corpora are found in a variety of community spaces, from formal institutions like our universities to everyday garages and attics, providing researchers with the broader contexts that help us understand the aspirations and challenges facing public authors, as well as the tools they used to share them. While the development of digitally-networked technology has emboldened efforts to preserve and spread these texts, they have also complicated the definition of publishing for contemporary authors who produce and circulate them in the 21st century.

Public Pedagogy in Composition Studies: Studies in Writing and Rhetoric

Moreover, do-it-yourself rhetoric has individualized politics in ways that can seem empowering, but often limit the ability for writers looking to build sustained movements. Readers should be receiving issue In recent decades, many US colleges and universities have embarked on ambitious projects abroad in an effort to enhance their work in an increasingly globalized world. These efforts are fueled by both idealist and pragmatic motives. Some institutions seek to develop a global brand that brings prestige and perhaps even a pipeline of international students to the U.

Toma, ; Pon and Ritchie, Others seek to immerse students in diverse cultural contexts and thus realize college-wide learning goals pertaining to global awareness Hovland, ; Starr-Glass, Yet others develop initiatives that afford students and faculty opportunities to practice civic engagement on a global scale Bringle, Hatcher, and Jones, ; McIlrath and MacLabhrainn, Examples of such efforts include the development of satellite campuses in foreign countries; collaborative projects between schools in the US and abroad to address local and global challenges; writing projects embedded within foreign study; and so forth.

In almost all of these efforts, writing and literacy practices remain crucial to the efficacy and ethics of the projects. Thus, writing programs and service learning programs are particularly well-positioned to contribute meaningfully to global civic engagement in higher education. However, the complexities of this work remain under-theorized in a number of important ways.

For example, civic engagement is often tied with US neoliberal attitudes toward democratic ideologies: to engage in service learning, for example, is to become aware of ourselves as members of a democratic society that is often locally and globally defined. However, this looks and acts fundamentally different in countries and societies, especially those with fundamentally different socio-political systems. This collection examines the role of writing, rhetoric, and literacy programs and approaches in the practice of civic engagement in global contexts. Further, these programs compel student writers to attend to audience needs and rhetorical exigencies as well as reflect on their own subject positions.

Thus, they are particularly well-positioned to partner with other units on college campuses engaged in global partnerships. With this in mind, we invite scholars who work in international civic engagement and service learning to consider the following questions:. The above is not an exhaustive list; however, the questions point to the power that politics, culture, partnerships, institutions, and individuals have in affecting civic engagement and service learning in international contexts.

If you are interested in contributing to this collection, please send queries or submit a word abstract by January 15th, to either Jim Bowman at jbowman sjfc. Final drafts are due August 30th, This poster session is organized by a team of faculty and graduate students involved with the Writing Democracy project writingdemocracy.

Attendance at each of these annual events has been strong and grows stronger every year. This year, we invite new voices to join our conversation about the role writing can play in a participatory democracy. To be considered for this poster session, please submit a word proposal that:. Include contact information for all proposal authors in the body of the email. Proposals will be reviewed by the Writing Democracy Team identified below, and applicants will be notified by January 30th. To help accepted presenters prepare for the poster session, the planning team will share strategies for designing posters.

Accepted presenters also will be invited to participate in a peer review of poster drafts in late February. The Program for Writing and Rhetoric at University of Colorado Boulder is proud to host the first Conference on Community Writing — a space for scholars, teachers, program administrators, and community leaders to share scholarship and examine the theories, technologies, and best practices shaping Rhetoric and Composition, related disciplines, and the communities that house our institutions.

Leadership Tip: Good Writing by Mark Harris

We call together innovators who push a range of social boundaries in their uses of writing and rhetoric in community settings and who encourage students to approach the act of composing as participatory members of publics beyond the classroom. The conference theme, Building Engaged Infrastructure, challenges attendees to build strong and durable community-university partnerships through teaching, research, and community writing, simultaneously challenging faculty who do community-engaged work to find support within university departments. The theme also explores how to build institutional support for departments themselves as they become more engaged and committed to community-engaged instruction and scholarship across the curriculum, an essential infrastructure if the work is to be sustainable.

For community members who work outside of the university, the conference is an invitation to share expertise and experiences with writing and discourse as a means toward social change. The Conference on Community Writing will bring together academics and community innovators to explore the relationships between communication, writing, and action as attendees work together to build engaged departments and sustainable communities. In addition to traditional panel presentations, workshops, and keynote sessions, we will foster collaborative, action-oriented working sessions, DeepThink Tanks, facilitated by community and disciplinary leaders, which address critical questions about writing and rhetoric in relation to social, environmental, and economic movements.

Service-learning scholarship in TESOL has not only increased our collective understanding of engaged teaching and learning in diverse settings, but also demonstrates increased theoretical maturity by systematically applying empirical methods to examine a range of assorted research phenomenon. Key articles in the existing research base tell us powerful stories about language, culture, race, nationality, and contribute to public discourse on immigration, globalization, education, and civic engagement, to name a few of the issues to which English Language Learners and their teachers can contribute.

Proposals for innovative applications of service-learning TESOL research and practice are encouraged. Topics may include, but are not limited to:. Prospective authors should email proposals up to words in length not including citations in. PDF, or. RTF format to James M. Selected authors will be invited to submit full-length manuscripts by Jan. The collection will be published by Common Ground Publishers in fall, Through their collaborative slam poem, we are reminded of the many ways in which young people experience ordinary spaces as threatening and how educational contexts can fail to be inclusive spaces of meaningful learning.


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  • These poets use statistics about LGBTQ suicide together with the names of young people who have died by suicide — numbers and stories — to call attention to the mundane nature of everyday harassment and everyday violences. Sammy and Zack are illuminating the intolerance that prevails in a climate where normative expectations restrict sexual and cultural literacies.

    The Tucson Youth Poetry Slam advocates literacy, critical thinking and youth voice through poetry competitions, workshops and community showcases. Founded in , the program regularly collaborates with diverse organizations across Tucson. Crowds at the TYPS regularly top people. Poetry and community are part of Sammy's history, present drive, and future ambitions. He has been competing and winning slams since and is a core member of the TYPS staff. Zack plans on attending the University of Arizona in Fall Sheridan, University of Louisville.

    Call for Manuscript Proposals:. Lykes and R. Participatory action research, social justice, community engagement, service learning — these are just a few of the pedagogical and scholarly traditions currently in vogue. Within these community-based academic projects, feminist research and solidarity-building stances are foundational, yet often overlooked in programmatic and research design.

    This special issue of Feminist Teacher wants to examine this tension the hope of sharing tactics and strategies that can open up new possibilities for students, faculty, administrators and community partners. To this end, we seek contributions that provide project-specific attempts to connect with—or interrupt—community engagement work as a way to generate meaning in the lives of students, faculty, administrators and community partners. Our late-to-press issues 5. Print copies will be in the mail to subscribers and authors within the next two weeks.

    We invite previously unpublished essays that challenge earlier work and claim new paradigms for discussing the literacy beliefs and practices of Appalachians. We actively seek pieces that represent Southern, Central, and Northern Appalachia, as well as diverse cultures within the region, including but not limited to Affrilachians, Latinos, Melungeons, and gays and lesbians. We would like to include work from a variety of disciplinary perspectives, such as composition and rhetoric, literacy studies, education, sociology, anthropology, and linguistics.

    Possible approaches include, but are not limited to, the following:. Please submit a CV, an abstract of no more than words, and complete contact information to Sara Webb-Sunderhaus by May 26, , at webbsusa gmail. Feel free to contact the editors with any questions you may have about the project. NEW deadline for proposals : January 15, , with notification soon after. For expedited review, submit by January 7. You'll receive notification before January 15! Writing Democracy: A Rhetoric of T Here For the Federation Rhetoric Symposium, we invite proposals for panels presenters , individual papers, poster presentations, video presentations, or other formats that address any aspect of the conference theme, especially with respect to the shifting dimensions of the local rhetorical landscape in an increasingly global world.

    Please note conference updates for details about confirmed speakers and other items of interest. March , Commerce, Texas. The term of appointment will be three years, beginning in March I feel confident that my teaching has already allowed me to do these things. But it is my more recent understanding of the notion of praxis that has allowed me to name them, and to see how these goals can be accomplished through an active and enacted pedagogy in which students, together with their teacher, work towards authentic writing and learning.


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    • I invoke praxis in the tradition of Paulo Freire and Hannah Arendt, to indicate a socially meaningful and rhetorically conscious method of active response to and within actual social cultures, one that bases such action on careful reflection of the ways writing mediates social realities and hierarchies. Praxis is the understanding and enacted practice of writing to effect social action, to establish relationships, to construct our selves and others in the world. It is what makes us human, in the words of Freire, and what makes us capable of making responsible, critical and reflective meaning in our daily lives.

      Praxis takes shape in my classroom in multiple ways. My goal is to make critical learning and thinking come alive through creative, innovative, and consequential assignment projects. But they also learn valuable critical thinking and writing skills. As de facto global reference source in this post-Britannica moment, Wikipedia is often seen especially by students as a neutral compendium of information.

      Phyllis Mentzell Ryder | The George Washington University - tymawevyjuce.ml

      When they begin to consider how imbalances in the editor demographic in terms of gender, yes, but also in terms of race, class, and nationality influence content, they can also begin to realize how important it is to consider Wikipedia from a critical stance that questions its print-centric, rationalist epistemology.

      Allowing students to accomplish writing and digital media production that effects social change also provides them opportunities to assume authority. My experience as a teacher has enabled me to realize the value and means of authorizing writers. To gain authority, students need to come to an understanding of both discourse and reality as deeply rhetorical and constructivist, and of writing as the tool with which they can participate in the rhetorical situation.

      To prepare them to use writing confidently, I also teach students to use technologies to help them accomplish their goals. They write their professional selves into existence and, in the process, begin to envision who those selves are and how they are qualified within a particular field or discipline.

      A writing praxis enables the creation of ourselves, and it enables our abilities to make meaningful impacts on the world around us through and with all forms of writing. But praxis also enables learning at the most fundamental level. If we want students to achieve conceptual writing knowledge, we must enact that knowledge through the provision of highly contextual and interactive writing tasks.

      If students are to come to an understanding of genre and rhetoric, for instance, we must allow them to see how those operatives function within a specific writing situation. It is this necessity that leads me to engage students in texts and situations in which they have experience and access, and which show and enact specific writing processes through their own constant and contemporary circulation. Digital genres such as visual memes, videogames, and social media provide these types of opportunities strictly because they are so readily active, enacted, and available to students. These are the genres that a large majority of students are already involved in.

      Examining this videogame as a text does more than engage students in a familiar genre; it also opens them up to new understandings of how racial essentialisms are mediated through visual, textual, and social gestures within a multimodal game environment. Because my students are working towards meaningful action through critical writing and thinking, I see myself in the classroom as a mentor and collaborator. My classroom practices also reflect this. I encourage open discussion and collaboration. I work to decenter my own authority in order to allow space for students to find their own.

      I meet students where they are in their writing skills in order to help them get to the next level. I encourage extended processes for major assignments and ask students to work toward larger assignments with informal writing tasks and participation. More than anything, I attempt to make my classroom a place where writing works to engage the world, where it accomplishes some social action, and where—through such engagement—my students themselves become critical, capable beings who understand writing and know how to use it in their everyday lives.

      Welcome to English d! Throughout the term, you will get the opportunity to study writing in at least two communities, one representative of academic writing, and one other community you choose yourself which could be recreational, professional, social, etc. Composition I: Habits of the Creative Mind is a course designed to introduce you to college-level reading, writing, and thinking through sustained practice of eight habits of mind: Curiosity, Openness, Engagement, Creativity, Persistence, Responsibility, Flexibility, and Metacognition. These cognitive habits have been identified by experts in English and Writing Studies as crucial components of becoming a successful writer in college.

      More importantly, these habits will help you to become a more thoughtful, creative, and curious writer and thinker beyond your college experience. Working to develop and refine these habits will influence nearly all of the work we do in this course, and I want to invite you to open your mind to these new ways of thinking and being in the world. A final central concept we will investigate will be the notion that writing conventions and expectations change as we, as writers, move across community and discipline.

      Welcome to Composition I.

      Research Areas

      I look forward to reading your work and to listening to your ideas in our classroom discussions. This course takes an innovative approach for learning about writing, rhetoric, and research in that the large majority of our work will revolve around reading, evaluating, and writing in Wikipedia. As part of this work, you will each become familiar with goals, policies, and practices for understanding and contributing to the Wikipedia community.

      Composition II — Research, Information Literacy, and Democracy in the Age of Fake News — responds to the fake news phenomenon that emerged in the fall of , at the height of a contentious presidential election and within a rapidly shifting media landscape. According to the Pew Research Center, more than half of U.

      This praxis is influenced by an acute awareness that visual rhetoric and digital technologies play an active role in shaping how we perceive, interpret, understand and interact with the world around us. Visual thinking, at its most simple level, can be defined as using images in the abstract and concrete sense to help solve problems, think through complex issues, and communicate effectively.

      I encourage visual thinking, or what I like to call visual play, throughout rhetorical production in physical and online spaces. Yet, I also teach visual production as a means to enact meaningful change. In this course, students adopt a civic ethos to observe how signs in their own communities attempt to shape public action and warrant further investigation.

      In my Writing, Public Culture and Viral Circulation course, on the other hand, students design and implement their own social campaigns in which they produce a variety of visual rhetorics blogs, videos, posters, websites, etc. Such work helps students realize that their writing and visual designs can actually matter to the communities of which they are a part. Visual play also helps students share their ideas and their attempts to rhetorically engage in civic action. Yet visual play as delivery is also a means for students to think through their topics of inquiry.



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