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<p class="MsoNormal">Dear colleagues,<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Just as a quick reminder, the proposal submission deadline for the planned edited collection
<i>Writing for and about the Classroom: Pedagogical Documents as Rhetorical Genres</i> is next
<b>Sunday, April 15</b>. The full CFP is below, along with an attached PDF copy.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Feel free to email me (<a href="mailto:sneader1@kent.edu">sneader1@kent.edu</a>) if you have any questions or ideas you’d like to discuss before submitting!<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Sincerely,<o:p></o:p></p>
<p class="MsoNormal">Stephen Neaderhiser<o:p></o:p></p>
<p class="MsoNormal">Department of English<o:p></o:p></p>
<p class="MsoNormal">Kent State University at Stark<span style="color:#1F497D"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:14.0pt;font-family:"Times New Roman",serif">Call for Proposals, Edited Collection<o:p></o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center"><i><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Writing for and about the Classroom: Pedagogical Documents as Rhetorical Genres</span></i><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p></o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Edited by Stephen Neaderhiser (</span><a href="mailto:sneader1@kent.edu"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">sneader1@kent.edu</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif">)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Genre plays a fundamental role in the act of teaching. Even before students begin engaging with the various genres that will reflect their own learning in a classroom setting,
they are presented with genres of the classroom itself, such as the syllabus, course description, or grading rubric. As Bawarshi and Reiff (2010) note, these pedagogical genres allow teachers to give shape to a classroom, “transforming the physical space of
a classroom into a socially bounded, ideological space” (p. 80). However, it is not uncommon for pedagogical genres—those genres taken up by teachers to facilitate, enable, and reflect the act of teaching itself—to be treated as primarily functional documents
of the classroom, rather than the complex rhetorical genres that they are, both in the classroom and outside of it.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">This collection is motivated by John Swales’s (1996) call for the analytical study of occluded academic genres: those genres within academia that are typically less visible
than traditional public (or published) academic genres like journal articles, monographs, or conference presentations, but are still “seriously invested with demonstrated scholarship and seriously concerned with representing their authors in a favourable professional
light” (p. 46). While Swales’s call has led to scholarship on occluded academic genres, the focus has been almost exclusively on genres linked to an academic’s identity as a researcher and scholar, such as manuscript submission letters, conference abstracts,
and grant proposals. What has been lacking in scholarship is how that same analysis can be applied to the genres that support an academic’s identity as a
<i>teacher</i>. Just as a manuscript submission letter might promote an academic’s scholarly reputation and contribution, a syllabus constructs an academic’s pedagogical authority and expertise in the classroom. Moreover, genres related to an academic’s teaching
are often read outside of the classroom as well, and therefore necessitate a rhetorical awareness extending to “non-student” audiences: a university curriculum board may review a course proposal and description before a class is even created, a hiring committee
may ask for a teaching statement or “examples of teaching excellence” to gauge an individual’s teaching ability, and reappointment/tenure reviews may require samples of assignments and peer teaching observations to assess a teacher’s continued faculty status.<o:p></o:p></span></p>
<p class="MsoNormal"><i><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></i></p>
<p class="MsoNormal"><i><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Writing for and about the Classroom</span></i><span style="font-size:12.0pt;font-family:"Times New Roman",serif"> seeks to emphasize how and why pedagogical genres warrant
serious scholarly study and analysis as rhetorical genres, rather than being seen exclusively as pragmatic documents produced and used by individual teachers in isolation. While some scholars have explored the rhetorical nature of certain genres associated
with teaching, such as the syllabus (Baecker, 1998; Fink, 2012), assignment prompt (Clark, 2005), end comments (Smith, 1997), or teaching statement (Neaderhiser, 2016), there is much more that can be done to expand the attention paid to the rhetorical analysis
of pedagogical genres.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">To that end, this collection invites chapter submissions on a wide variety of pedagogical genres, preferably focused on one of the three following areas of inquiry:<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:.5in"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1">
<![if !supportLists]><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><span style="mso-list:Ignore">1)<span style="font:7.0pt "Times New Roman"">
</span></span></span><![endif]><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Investigations of classroom-based genres, such as syllabi or assignment prompts, in order to consider how those documents’ rhetorical construction shapes student
expectations and classroom dynamics.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1">
<![if !supportLists]><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><span style="mso-list:Ignore">2)<span style="font:7.0pt "Times New Roman"">
</span></span></span><![endif]><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Explorations of how classroom-based genres can be understood as having an operative role in
<i>other</i> academic contexts beyond the classroom, such as faculty reviews, departmental policies, or curricular assessments.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1">
<![if !supportLists]><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><span style="mso-list:Ignore">3)<span style="font:7.0pt "Times New Roman"">
</span></span></span><![endif]><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Analyses of academic genres
<i>not</i> meant primarily for a student audience but that still support or facilitate an academic’s professional identity as a teacher, such as peer teaching observations, student evaluation questionnaires, or statements of teaching philosophy.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Ideally, contributions to the collection will cover a range of research methodologies, including case studies, empirical analysis, narrative or reflective accounts, or other
approaches. Possible pedagogical genres include (but are not limited to):<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Classroom Genres<o:p></o:p></span></b></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Syllabi<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Assignment prompts<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Grading rubrics<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Study aids, review sheets<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Genre modeling/teaching samples<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Class-specific workbooks<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Lecture notes, PowerPoint presentations<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">End notes, margin comments<o:p></o:p></span></li></ul>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Extended Pedagogical Genres<o:p></o:p></span></b></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Learning outcomes<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Departmental guidelines/handbooks<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Course proposals, class descriptions<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">CMS/Individual faculty teaching web pages<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Personal teaching narratives<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Teaching observation letters/reports<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Statements of teaching philosophy<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo2"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Teaching development funding/grant proposals<o:p></o:p></span></li></ul>
<b><span style="font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-language:EN-US"><br clear="all" style="page-break-before:always">
</span></b>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">The vision for
<i>Writing for and about the Classroom</i> is to provide a resource beneficial not only for the field of Writing Studies but also for the broader audience of teachers from all disciplines, by offering a view of pedagogical genres that moves beyond giving formulaic
“how-to” advice and instead recognizes the writing teachers do as playing a rhetorical role in their own professional identities as academics.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Proposal Guidelines<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Please submit a chapter proposal of 500 words, including a working manuscript title and abstract, as an email attachment (Word or RTF) to Stephen Neaderhiser (<a href="mailto:sneader1@kent.edu">sneader1@kent.edu</a>)
by <b>April 15, 2018</b>. Final chapter lengths should be <b>5,000-7,000 words</b>. Please feel free to email with any general questions or inquiries, as well.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Timeline<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Proposals submitted to
<a href="mailto:sneader1@kent.edu">sneader1@kent.edu</a> by <b>April 15, 2018</b><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Acceptance notifications sent by
<b>May 15, 2018</b><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Chapter manuscripts to be submitted by
<b>October 1, 2018<o:p></o:p></b></span></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">References<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Baecker, D. L. (1998). Uncovering the Rhetoric of the Syllabus: The Case of the Missing
<i>I</i>. <i>College Teaching</i>, <i>46</i>(2), 58–62.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Bawarshi, A. S., & Reiff, M. J. (2010).
<i>Genre: An Introduction to History, Theory, Research, and Pedagogy</i>. West Lafayette, IN: Parlor Press.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Clark, I. (2005). A Genre Approach to Writing Assignments.
<i>Composition Forum</i>, <i>14</i>(2). Retrieved from <a href="http://compositionforum.com/issue/14.2/clark-genre-writing.php">
http://compositionforum.com/issue/14.2/clark-genre-writing.php</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Fink, S. B. (2012). The Many Purposes of Course Syllabi: Which Are Essential and Useful?
<i>Syllabus</i>, <i>1</i>(1), 1–12.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Neaderhiser, S. (2016). Conceiving of a Teacherly Identity: Metaphors of Composition in Teaching Statements.
<i>Pedagogy</i>, <i>16</i>(3), 413–443.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Smith, S. (1997). The Genre of the End Comment: Conventions in Teacher Responses to Student Writing.
<i>College Composition and Communication</i>, <i>48</i>(2), 249–268.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Swales, J. M. (1996). Occluded Genres in the Academy: The Case of the Submission Letter. In E. Ventola & A. Mauranen (Eds.),
<i>Academic Writing: Intercultural and Textual Issues</i> (pp. 45–58). Philadelphia, PA: John Benjamins.</span><span style="color:#1F497D">
</span><o:p></o:p></p>
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