SAMLA 95: CFP
Thursday, November 9 – Saturday, November 11, 2023
Atlanta, GA

Rhetoric & Composition: TEACHING WRITING IN COLLEGE
The Teaching Writing in College section welcomes all submissions but is particularly interested in those that consider writing instruction in relation to the conference theme of “(In)Security.” The teaching of writing in college—from first-year composition to writing centers and intensive writing courses in the disciplines—provides a case study of the insecurities and sweeping structural changes impacting language and literature studies over the past two decades. Consider, for example, the demise of developmental reading and writing programs (with the rise of corequisite support courses), changes in placement metrics, precarious contracts for contingent writing faculty, increased class sizes/teaching loads, and new technologies like ChatGPT. College writing instructors have also seen growth in the number of high school, linguistically diverse, non-traditional, and neurodiverse students sitting in our classrooms. All of our students—like us—have lived the upheaval and uncertainty of Covid.
In the midst of upheaval, writing instruction and support remain critical for students across disciplines and programs. Students need rich opportunities to write, receive feedback, and revise; they need encouragement to approach writing critically and build a repertoire of transferable concepts, skills, and strategies to succeed across the range of writing tasks they will encounter in their majors and careers.
We seek papers that engage the issues of insecurities and/or possibilities inherent in writing instruction across contexts. Possible topics include but are not limited to the following:
• Pedagogies that cultivate and amplify student voices in the writing classroom
• Translingual pedagogies for writing development
• Explorations of reading/writing connections in composition pedagogy
• Alternative grading: labor or engagement-based grades, ungrading, portfolios, hybrid models
• Pedagogies foregrounding civic engagement, service-learning, or social justice
• Writing about writing pedagogy
• Writing across the curriculum or writing in the disciplines
• Collaborations with support structures: writing centers, writing fellows programs, supplemental instruction, or corequisite courses
• Valorizing the contributions and pedagogy of NTT and adjunct faculty in writing instruction
• Online, hybrid, and traditional classroom pedagogies for writing instruction
• Feedback practices or feedback literacy
• Incorporating multimodality in composition courses
• Successful strategies for teaching writing students in the 21st century classroom
• Conducting writing-focused research
• Strategic use of new technologies and tools in writing courses

The section encourages presentations that foreground student writing as well as interaction and collaboration with engage audience members.

By June 1, please submit an abstract of 300-500 words, a brief bio, and any A/V or scheduling requests to Miriam Moore, Co-Chair, at miriam.moore@ung.edu.