Consider submitting to the 2017 Southern Regional Composition Conference. Details can be found below:
Theme: Access and Agency
Proposal Deadline: February 1, 2017
(Those who submit their proposals by December 1st will receive notification regarding their status by December 15)
Panel Length:Panels will be 50 minutes each
- Two person panel: 15-20 minutes each
- Three person panel: 10-12 minutes each
- Questions and Discussion: 10 minutes
Submission Details: Proposals should be emailed to srcc2017AState@gmail.com as an attachment
Proposals should include:
- The names, email addresses, and institutional affiliations of presenter(s).
- Title of panel/paper
- Abstract of 250-400 words (for panels, include a brief abstract for each paper).
The Campus Writing Program at Arkansas State University, in partnership with the Department of Rhetoric and Writing at the University of Arkansas at Little Rock , Department of Writing at the University of Central Arkansas, and the Department of English at University of Memphis is hosting a regional conference on the theory, practice, and pedagogy of first-year writing on Friday, April 14, 2017.
The conference features keynote speaker Dr. Aja Y. Martinez, Assistant Professor of Writing and Rhetoric at Syracuse University, co-editor of the collection, Code-meshing as World English: Policy, Pedagogy, and Performance, and author of “A Plea for Critical Race Theory Counterstory: Dialogues Concerning Alejandra’s ‘Fit’ in the Academy,” which was recently selected for inclusion in 2016’s Best of the Independent Journals in Rhetoric and Composition.
This year we invite proposals addressing the themes of access and agency as they pertain to writing instruction at the college and secondary level (i.e., concurrent enrollment and dual credit). While Composition scholars explore and wrestle with different issues of access, at the root of all of these discussions is agency and the ways access can empower or disenfranchise individuals.
We ask this year’s participants to consider the existing threads and develop new areas of inquiry created by issues of access, being sure to reflect upon their connection to agency.
Relevant proposals might explore:
- Strategies for ensuring traditionally marginalized groups access to the institution through First-Year Writing courses and Writing Centers
- How and to what extent First-Year Writing courses can/should provide students with access to writing in their disciplines and beyond
- Strategies for creating accessible classrooms, materials, and services for First-Year Writing students and faculty
- How access to archives and knowledge of institutional histories contribute to programmatic and personal agency
- How and to what extent we should reconsider First-Year Writing instruction and/or the discipline, at large, on account of emergent technologies and to whom these technologies extend or impede access
- How open-access texts have impacted First-Year Writing instruction at the college and secondary level, particularly in relation to students and faculty from rural areas
- The ways in which the CCC Policy on Disability meets or does not meet the needs of First-Year Writing students and faculty.
Please note that, though we certainly encourage conference participants to consider the theme, proposals are not obligated to explicitly mention the theme and can address a range of other topics pertaining to composition theory and practice, pedagogy, and rhetorical theory.
In line with the 2017 Conference on College Composition and Communication, we also encourage “think-tank sessions,” or “facilitated discussions around organizational, professional, or disciplinary issues or concerns, intended to generate concrete recommendations for how to ‘create change’” (“Cultivating Ideas for CCCC 2017”).