We are less than one week away from the September 30th deadline for all calls for papers at the Northeast Modern Language Association.
Submit abstracts about composition pedagogy!
The 47th annual meeting of NeMLA will be held in Hartford, Connecticut, March 17 to 20. The full list of more than 400 CFPs is available at CFP List (https://www.cfplist.com/nemla/Home/CFP), and I have advertised some sessions my peers and I are organizing (and posted some advice for writing abstracts and on one topic).
I also wanted to advertise two sessions organized by my colleague, Heather Urbanski at Fitchburg State University. Both sessions focus on composition classroom practices directed to successful student writing. I have included both CFPs with direct links for submitting abstracts. Both NeMLA members and non-members may submit to as many sessions as desired, with a free CFP List NeMLA account that can be created here.
Please forward these CFPs to anyone you know who would be interested in submitting.
Evaluating Student Writing (Roundtable)
Have you ever wondered, “How on Earth can I grade this poem? Can creativity even be quantified?” Or, “how should revision fit into the overall course grade?” In this roundtable, writing instructors from a variety of fields (rhetoric and composition; technical writing; creative writing; and more) will discuss their systems for assessing and evaluating student writing in the college classroom. Both conceptual and pragmatic concerns will be addressed for making the evaluation and feedback process an integral part of our writing pedagogy.
Writing instructors from various fields (rhetoric and composition; technical writing; creative writing; and more) are invited to share their systems for assessing and evaluating student writing in the college classroom at both conceptual and pragmatic levels.
The Student as Writer: Embodiment, Mindfulness, and Disability in the Composition Classroom
In this session, we review ways to approach the First Year Composition and other writing classrooms by focusing on the students as embodied writers, taking student-centered pedagogy to a new level. Areas of interest for papers include, but are not limited to, mindfulness, yoga, meditation, and disability studies. A combination of theoretical and practical perspectives will be employed to locate the student as embodied writer within the disciplinary tradition.
Taking student-centered pedagogy to a new level, presenters review both theoretical and practical perspectives on students as embodied writers in the classroom. Topics include meditation, disability studies, and mindfulness, among others. A combination of theoretical and practical perspectives will be employed to locate the student as embodied writer within the disciplinary tradition.