Category Archives: Submissions

Call for Papers: Learning, Literacy, and Knowledge at the Community College

Call for Papers:  Learning, Literacy, and Knowledge at the Community College

Submissions are sought for a collection of essays that explores the intersections of literacies and the building of knowledge in the
community college classroom. The collection will look at the various ways knowledge is acquired through writing and how that learning is acknowledged/reflected upon by students and used for further knowledge building.

Questions contributors may want to consider include, but are not limited to:

  • In what ways is the acquisition of knowledge different at a community college from a four-year institution? What accounts for those differences? If there are no differences, how can this be demonstrated?
  • How does the use of technology (or the restricted use of technology) affect student learning? What innovative ways have community colleges adapted technology in an effort to engage students?
  • How do material challenges (e.g. the need to work, lack of study space, limited computer access, etc) affect knowledge acquisition?
  • How do community college students engage with the community while learning? Does this occur more than for students at 4-year institutions?
  • How do community college composition teachers adjust their pedagogy to meet the needs of a student body less often prepared for college-level work?
  • What types of knowledge emerge in the community college classroom (examples of subjugated/situated/emergent/etc.) and what are the intersections with writing?
  • What kinds of writing assignments encourage the demonstration of non-traditional concepts of knowledge?  What kinds of writing assignments or classroom-based activities build on prior knowledge students bring to the community college classroom?
  • How are instructors using reflective practice in the community college classroom? What challenges are met? What unexpected successes have been encountered?

Please submit abstracts of no more than 500 words to Heather Ostman (Heather.Ostman@sunywcc.edu) and Heidi Johnsen (hjohnsen@lagcc.cuny.edu) by September 30, 2010.

Completed essays will be due January 3, 2011.

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Call for Papers: Multimodal Composing: Opportunities and Challenges in Basic Writing Contexts

Multimodal Composing: Opportunities and Challenges in Basic Writing Contexts

  • Basic Writing Electronic (BWe) Journal
  • Guest Editor: Barbara Gleason
  • Traditional print essays (8-15 pages) and webtexts & other multimodal/digital compositions are welcome.
  • Submission Deadline: October 15, 2010 Send inquiries to bgleason@ccny.cuny.edu
  • Submit manuscripts to bwespecialissue@gmail.com

For the upcoming issue of BWe, we seek essays on multimodal writing in college and pre-college composition and rhetoric classes. As Cynthia Selfe argues in the June 2009 issue of College Composition and Communication, our profession’s continuing tendency to focus primarily on print literacy limits our understanding of rhetoric, discourages students from “identify[ing] their own communication needs” and needlessly limits individuals who have developed expressive identities in a digital age (“The Movement of Air, The Breath of Meaning: Aurality and Multimodal Composing” in CCC, June 2009, 618). By widening the possibilities for composing in their classrooms, instructors may establish more compelling and inclusive learning environments for students of diverse races and cultures, language backgrounds, ages, and communication interests. Teachers also may also create classes that can better serve the needs of students who have learning differences, e.g., in the areas of vision, hearing, or attention.

Along with the potential advantages of incorporating multiple modes of composing into their curricula, instructors may well experience challenges that can obstruct curricular change or dampen enthusiasm of both instructors and students. Integrating new technologies into classes sometimes creates unwanted hurdles. Access to technology and digital literacies can sometimes encumber students. Instructors may experience new technologies as more burdensome than beneficial, especially when faculty are not rewarded for integrating new communication technologies into their curricula. In addition, educational institutions are increasingly demanding that digital texts and multimodal composing options be integrated into their curricula–sometimes before they have acquired the funds or the staff to support these efforts.

We already know that we are experiencing a major transformation in communications that is permeating both our daily lives and our institutional realities. Most of us are struggling to develop our own expertise in multimodal composing while simultaneously teaching others to compose in digital environments. We encourage prospective authors to consider both opportunities and challenges associated with teaching/learning multimodal composing. We hope to receive submissions that focus on one (or more than one) of these roles/perspectives: writer, student, teacher, tutor, program administrator. We also welcome reviews of books & web sites that enhance instructors’ knowledge of teaching with new technologies OR that facilitate adult learners’ expertise in multimodal composing. Finally, since basic writing instruction is moving into new venues (e.g., as test-preparation courses in for-profit companies or in adult education programs), we welcome submissions that explore uses of multimodal composing in a variety of institutional environments.

  • All submissions must be submitted electronically. Both multimodal texts and traditional print essays are welcome.
  • Print essays should be saved in Word or in Rich Text Format before being emailed as attachments.
  • Citation Style: Submissions should be formatted in MLA style. Manuscript Submission
  • Deadline: October 15, 2010
  • Email inquiries to Barbara Gleason at bgleason@ccny.cuny.edu.
  • Submit manuscripts to bwespecialissue@gmail.com.

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Submit to the Upcoming Issue of BWe! 5/15/09 Deadline!

We seek submissions in the following categories:

Students’ Stories What stories do students tell in their essays for our basic writing courses? What stories do we tell about our students enrolled in basic writing? What do these stories reveal about practices and theories of basic writing in the 21st century—and about the intersections of local and global concerns? Narrative, creative nonfiction, and theoretically focused essays welcome. Multimodal/multimedia and traditionally-formatted submissions encouraged.

Professional Encounters What sessions, workshops or other conversations did you see/hear/encounter at CCCC that hold significant implications for theories and practices of Basic Writing? What additional CCCC encounters carry important intersections for Basic Writing theory and practice? Subjects may include (but are not limited to) race/ethnicity/class/gender studies, ESL, international perspectives, writing centers, community engagement, service learning, institutional histories—the list is endless! Multimodal/multimedia and traditionally-formatted submissions both encouraged.

Book Reviews What books have you discovered lately that impact the theory and practice of basic writing? Subjects may include (but are not limited to) race/ethnicity/class/gender studies, ESL, international perspectives, writing centers, community engagement, service learning, institutional histories—the list is endless!

Multimodal/multimedia and traditionally-formatted submissions encouraged.

Please send your submissions to the editors:

Shannon Carter
Texas A&M University-Commerce
PO Box 3011
Commerce, Texas 75428
Shannon_Carter@TAMU-Commerce.edu

Susan Naomi Bernstein
LaGuardia Community College, City University of New York
31-10 Thomson Avenue
Long Island City, New York, 11101
susan.naomi@gmail.com

Electronic submissions preferred. Multimedia submissions welcome.

DEADLINE: MAY 15

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