[ATTW-L] CFP: Special issue of Open Words on "Grant writing, Access, and Empowerment“

[Christopher Andrews]

Hi, everyone. I'm writing to circulate a call for submissions for a special
issue of *Open Words: Access and English Studies* on the subject of grant
writing.

Please circulate widely; if you have questions, please contact the guest
editors, my wonderful colleagues Catherine Quick Schumann and Charles
Etheridge (emails at bottom of call)

Best,
Chris
---

We invite submissions for possible inclusion in a special issue of *Open
Words: Access and English Studies* on the subject of grant writing.



Grant writing speaks directly to issues of access and to ways in which
writing can empower students.  Grant writing courses prepare students to
analyze communities critically, using data (Census reports, CDC statistics,
FDA bulletins) that many English majors have little exposure to.  Grant
writers work with community agencies to develop solutions that will meet
the needs their research has identified, and students learn to write for
very specific audiences (funding agencies) that have specific needs and
requirements.  When successful, grant writing draws resources to
communities that have unmet needs, providing access to services and
resources that can address or ameliorate the need.  Grant writing literally
can be a bridge between those with resources and those who need access to
those resources.  Students are the builders of those bridges, and the
process of writing grants helps students see themselves in the role of
advocates and potential change agents.*



Areas of interest for this special journal issue include, but are not
limited to, the following topics:


   - In what ways can we connect grant writing to issues of access?
   -  How is grant writing a constructed experience? What constructs,
   constraints, opportunities, etc. are in operation?
   - What aspects of teaching grant writing need “debriefing”? How can we
   “take into account what interactions with students teach us about the
   broader, democratic goals of open-access and English studies”?**
   - Do online and/or f2f teaching modalities have implications for access
   in grant writing courses?
   - How does grant writing meet the *Open Words *stated goal of English
   studies, “to empower students’ critical and creative endeavors”?**

We are especially interested in submissions that explore issues of grant
writing at MSIs (Minority Serving Institutions).

IMPORTANT DATES:


   - 500-word proposal submitted to editors (see below): March 15, 2022
   - Decision Deadline and Invitation to submit full manuscript:  April 1,
   2022
   - Full Version: August 1, 2022
   - Final Version (submitted to *Open Words *Editorial Board for peer
   review approval): November 1, 2022

Submit manuscripts in digital format (Microsoft Word) via email addressed
to both:

Catherine Quick Schumann, Associate Professor of English

catherine.schumann at tamucc.edu

            (361) 825-3025


Charles “Chuck” Etheridge

charles.etheridge at tamucc.edu, Professor of English

(361) 825-5755



*OPEN WORDS: Access and English Studies *is an online, peer-reviewed
journal, published by WAC Clearinghouse



Prospective contributors should prepare manuscripts in MLA or APA style
with all identifying references to the author(s) deleted. Submissions
should include a cover page, giving the name, address, and institutional
affiliation of the author(s) as well as any bios not to exceed 300 words.

We consider longer works, but submissions to *Open Words* should try to
stay within 6000-7000 words.



*Jones, Natasha N. “Modified Immersive Situation Service Learning: A Social
Justice Approach to Professional Communication Pedagogy.” *Business &
Professional Communication Quarterly*. 80 (2017): 6-28.

***Open Words, *“About the Journal.”
https://wac.colostate.edu/openwords/about/

Dr. Christopher D. M. Andrews
Assistant Professor, Department of English
Texas A&M University - Corpus Christi
Managing Editor, *Kairos,* http://kairos.technorhetoric.net/
<http://kairos.technorhetoric.net/>
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