All posts by aolinger

CFP for WAW sponsored panel – CCCC 2019

The Writing About Writing (WAW) Standing Group and the WAW Steering Committee invite proposals for the 2019 WAW Sponsored Panel. The sponsored panel is guaranteed to be accepted to the CCCC program when the Standing Group submits it, and we are reaching out to the WAW community to identify potential presenters.

What kind of proposal fits the WAW Sponsored Panel’s goals?

We are interested in interactive panels as well as individual proposals. We are interested in proposals that help us extend the practice and impact of WAW pedagogy or research, particularly proposals authored and co-authored by new and emerging scholars in WAW. We are also hoping to include panels reporting on ongoing research into WAW programs and courses. We especially invite proposals that connect WAW to the 2019 conference theme of performance-rhetoric and performance-composition.

How will the WAW Sponsored Panel selected proposals be submitted to CCCC?

Sponsored Panels will be submitted by the WAW Sponsored Panel Committee through the regular CCCC proposal system, which is why we are asking for the same information as the online program proposal system.

To be considered for the WAW Sponsored Panel, proposals must be received before April 23 at 11:59pm. Please send your proposal and relevant presenter/panel information through this form.

To be considered for the Sponsored Panel, please follow 4Cs guidelines when writing your proposal. Please describe the focus of the proposed session: 1000 words or less for a concurrent panel, 250 words or less for an individual proposal. Please also clearly select three area clusters for your proposal.

Be sure that your proposal considers the conference themes and the five main criteria as listed on the guidelines page: 1) how the proposal is situated in the field, 2) its main focus, 3) what is innovative and new, 4) how it is audience-oriented and performative, 5) how it is inclusive, aware of social justice concerns, and/or engaged with political aims, discourses, and ideas, and 6) how it adds new or underrepresented voices or texture to the discussion.

If you have questions and/or concerns, feel free to email Lisa Tremain at: lisa.tremain@humboldt.edu.

 

WAW Standing Group – Dr. Sam Looker-Koenigs on her new book, Language Diversity and Academic Writing

At our CCCC Standing Group meeting this year, we were thrilled to have Dr. Sam Looker-Koenigs talk about her new Bedford Spotlight Reader, Language Diversity and Academic Writing. Her handout from the presentation is attached; it shares her rationale for the course, chapter summaries, and a selected bibliography.

WAW Standing Group Meeting – Fri., 3/17

Please join us for the Writing about Writing Standing Group meeting at Cs!

WHEN: Friday @ 6:30-7:30

ROOM: C126
WHO: All are welcome, from newbies to experts

WHAT: Come exchange ideas about teaching, research, leading WAW programs, and other topics. And if you’ve attended any WAW-related panels at Cs so far, there will be time to share what you’ve learned. Afterwards, we’ll head to dinner at a nearby restaurant.

*More detailed agenda*

1. Updates on attendees’ WAW-related research and publishing projects

2. Small-group breakouts on topics the room will identify (e.g., teaching WAW to multilingual writers, WAW in STEM, What is WAW?, developing WAW-related research projects)

3. Elections of at-large members for Steering Committee
4. Discussion of ideas for developing our website

5. Attendees report on insights from WAW-related sessions at Cs

Hope to see you there!

-Andrea Olinger and Doug Downs, Co-Coordinators
https://writingaboutwriting.net/

What is Writing about Writing?

This post comes from a September 2014 conversation on the WPA list about WAW pedagogies. With her permission, we have excerpted Elizabeth Wardle’s response here. Addressing the question, “What is Writing about Writing?”, she writes:

[…]

I’ll start by saying what I *don’t* mean.

I don’t mean the textbook I wrote with Doug.
I don’t mean a particular curriculum.
I don’t mean a particular method, or set of activities, or set of readings.
I don’t mean first-year writing that uses either our textbook or a particular curriculum.

What I *do* mean is a basic philosophical approach to teaching writing that assumes that declarative and procedural knowledge about writing cannot be separated in a useful way in a writing class. I do mean a basic belief that we as a field have studied writing and thus have declarative knowledge that can help writers of all kinds if we share that knowledge explicitly, and encourage students to explore their own questions and concerns about writing as active, empowered rhetors.

[…]

At base, all of us who are making an argument that “there is declarative knowledge about writing that should inform writing classes” are  really just saying that we are a discipline and we know useful things that can help our students (and colleagues and policy makers). HOW you use that declarative knowledge, what you do with it in your particular context, varies so, so widely–as it should.

The methods and curricula and textbooks are not the philosophy. They are all simply ways to try to enact the philosophy, and we’ll be forever trying to figure out more effective and creative ways.

Either we are a discipline or we aren’t. And if we are, let’s act like it.

Elizabeth

Elizabeth Wardle
Professor & Department Chair
Department of Writing & Rhetoric
University of Central Florida

**

(excerpted from her 9.4.14 post to the thread “WAW: What’s different and the pleasures of the text (was thematic and multi)”

Downs, “Teaching first-year writers to use texts: Scholarly readings in Writing-about-Writing in First-Year Comp”

Downs’ article provides great suggestions for helping students navigate scholarly articles.

Downs, Doug. “Teaching First-year Writers to Use Texts: Scholarly Readings in Writing-about-writing in First-year Comp.” Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy (2010): 19-50.

New to WAW? Start here.

Welcome! If you are new to Writing about Writing, we recommend doing the following:

  • Read about some sample courses. For instance, Barbara Bird describes her WAW-themed basic writing course at Taylor University in this article.
  • Take a look at the kinds of writing projects students in WAW courses might develop by browsing Stylus, UCF’s Journal of First-Year Composition.
  • For some basic scholarship on WAW and its effectiveness, see Doug Downs’s (2010) annotated bibliography.

If you like what you see, make sure you subscribe to the WAW Network email list as well as to site updates (so you can be notified when there is a new post)!

Image credit: “It’s time to get started” by The fixerupperz (Own work), CC BY-SA 3.0, via Wikimedia Commons.

Interview with a Writer (Betsy Sargent)

This assignment, developed by Betsy Sargent for WRS 101: Exploring Writing (U of Alberta), tasks students with the following:

You are going to interview an individual in that field or line of work about the writing they do every day and how they go about doing it. Interviews with individuals who have more work and writing experience than you do—or experience of a different kind—can generate rich material to help you, your colleagues, and your instructor get a better sense of the wide variety of writing that gets done in the world.

Image credit: “Job Interview” by nuggety247 on Pixabay, CC0 license.