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<p style="margin-top:0; margin-bottom:0">Colleagues: Please find attached a call for proposals for the 7th International Conference on Writing Analytics, to be held in St. Petersburg, FL, in January, 2019. I’m also pasting it in below in case the attachment
doesn’t convey. Sorry for the scrambled re-formatting and apologies for cross-postings.</p>
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<p class="x_MsoNormal">Best,</p>
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<p class="x_MsoNormal">Susan</p>
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<p class="x_MsoNormal"><img id="x__x0000_i1047" alt="The Ohio State University" tabindex="0" style="width:2.3333in; height:.4687in" width="224" height="45" data-outlook-trace="F:1|T:1" src="cid:image019.png@01D45B22.32EDADC0"></p>
<p class="x_MsoNormal">Susan M. Lang, Ph.D.</p>
<p class="x_MsoNormal">Director, Center for the Study and Teaching of Writing</p>
<p class="x_MsoNormal">Associate Professor</p>
<p class="x_MsoNormal">4132C Smith Lab</p>
<p class="x_MsoNormal">174 W. 18<sup>th</sup> Ave.</p>
<p class="x_MsoNormal">Columbus Ohio 43210</p>
<p class="x_MsoNormal">614.688.4464</p>
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<p class="x_MsoNormal">_____________________</p>
<h3 style="text-align:center" align="center"><strong><span style="font-family:"inherit",serif; color:#333333" lang="EN">The 7</span></strong><strong><sup><span style="font-size:13.5pt; font-family:"inherit",serif; color:#333333" lang="EN">th</span></sup></strong><strong><span style="font-family:"inherit",serif; color:#333333" lang="EN">
International Conference on Writing Analytics</span></strong><span style="color:#333333" lang="EN"></span></h3>
<h4 style="text-align:center" align="center"><span style="color:#333333" lang="EN">Conference Theme: Broadening the Community</span></h4>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">The conference will explore innovation in writing analytics, with special attention to broadening our community. We invite presentations on present research findings and
new directions for research.</span></p>
<p><strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Where:
</span></strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">University of South Florida, St. Petersburg</span></p>
<p><strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">When:</span></strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"> January 25 and January 26, 2019</span></p>
<p><strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Conference Hotel:</span></strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"> Downtown St. Petersburg (TBA)</span></p>
<p><strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Registration:
</span></strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">$150.00 ($200.00 after November 16, 2018); Graduate Students: $50.00</span></p>
<p><strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Proposal Deadlines:</span></strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"> Presentation Proposals due October 26,
2018 (see the <a href="https://writinganalytics.colostate.edu/proposals/" id="LPlnk610610" class="OWAAutoLink" previewremoved="true">
call for proposals</a>).</span></p>
<p><strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Notification of Acceptance:</span></strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"> November 2, 2018</span></p>
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<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">The conference will explore innovation in writing analytics, with special attention to broadening our annual conference community. We invite presentations on present research
findings and new directions for research. This year, the conference especially invites presentations on the following themes:</span></p>
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<li class="x_MsoNormal" style="color:#333333"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"" lang="EN">How may the stakeholder community of writing analytics be better understood?
</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"" lang="EN">This theme will be devoted to the kinds of disciplinary knowledge and multidisciplinary collaborations that are needed to expand the body of knowledge associated with our community.</span></li><li class="x_MsoNormal" style="color:#333333"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"" lang="EN">Who are the stakeholders of writing analytics?</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"" lang="EN"> Traditionally,
we think of key educational stakeholders as the following: advisory boards, administration, faculty, parents, professional organizations, students, and the public. These groups, however, may need to be expanded when we think of information use and research
impact.</span></li><li class="x_MsoNormal" style="color:#333333"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"" lang="EN">How might writing analytics be more widely communicated to stakeholders?</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"" lang="EN">
Conference presentations, peer-reviewed articles, and book chapters are common ways to distribute research findings. Yet these vehicles are limited to academic stakeholders. Needed is a new communication taxonomy for writing analytics.</span></li><li class="x_MsoNormal" style="color:#333333"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"" lang="EN">How may we better understand the consequences of our research for student learning?</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"" lang="EN">
Many web-based platforms are now using archival and real-time analytics for feedback. Little is known however, regarding the impact of these platforms and the information they contain diverse student groups.</span></li></ul>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Accepted conference presentations will be invited to work with the editors of
<em><span style="font-family:"Helvetica Neue"">Journal of Writing Analytics</span></em> to propose and develop manuscripts for publication in Volume 3.</span></p>
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<p style="text-align:center" align="center"><strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Workshop</span></strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">This year, the conference will feature a workshop for those new to writing analytics. With tools such as Voyant, AntConc, and Provalis’ QDA Miner, analysis of student behavior
and texts is more user-friendly than ever before. Included as part of the conference fee, this workshop will address both software packages and design issues in writing analytics. The workshop will be led by Susan Lang, The Ohio State University, and her colleagues.</span></p>
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<p><b><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333"><img id="x_Picture_x0020_8" alt="https://writinganalytics.colostate.edu/WritingAnalytics/assets/Image/SusanLang(1).jpg" tabindex="0" style="width:1.052in; height:1.1145in" width="101" height="107" border="0" data-outlook-trace="F:1|T:1" src="cid:image020.jpg@01D45B22.32EDADC0"></span></b><strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Featured
Speakers</span></strong><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
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<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"> Susan Lang, The Ohio State University </span></p>
<p style="text-align:center" align="center"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Writing Analytics for the Agile WPA</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">What does it mean to be an agile WPA? Elsewhere, I've argued that to innovate is not the hardest task for a WPA--sustaining that innovation is much more challenging. This
talk will discuss what data is likely available to many WPAs and how one might leverage it, along with textual and numeric data unique to your programs, to sustain innovative and sound practices or to advocate for change</span></p>
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<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333"><img id="x_Picture_x0020_7" alt="https://writinganalytics.colostate.edu/WritingAnalytics/assets/Image/Cary%20Moskovitz.jpg" tabindex="0" style="width:1.0312in; height:1.2916in" width="99" height="124" border="0" data-outlook-trace="F:1|T:1" src="cid:image021.jpg@01D45B22.32EDADC0"></span><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Cary Moskovitz, Duke University </span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333"><img id="x_Picture_x0020_6" alt="https://writinganalytics.colostate.edu/WritingAnalytics/assets/Image/IanAnson.png" tabindex="0" style="width:1.0104in; height:.927in" width="97" height="89" border="0" data-outlook-trace="F:1|T:1" src="cid:image022.png@01D45B22.32EDADC0"></span><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Ian Anson. University of Maryland, Baltimore County</span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333"><img id="x_Picture_x0020_5" alt="https://writinganalytics.colostate.edu/WritingAnalytics/assets/Image/Chris%20Anson.png" tabindex="0" style="width:1.2083in; height:.9583in" width="116" height="92" border="0" data-outlook-trace="F:1|T:1" src="cid:image023.png@01D45B22.32EDADC0"></span><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Chris Anson. North Carolina State University</span></p>
<p style="text-align:center" align="center"><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"><br>
<em><span style="font-family:"Helvetica Neue"">Adapting Writing Analytics to a Study of Text Recycling in STEM Disciplines</span></em></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Text recycling is the unidentified reuse of textual material from existing documents in a new text. Text recycling (or “self-plagiarism”) is most often discussed in reference
to authors using verbatim or nearly verbatim passages from their previously published research papers in a new paper. While certain uses of text recycling have long been common practice in STEM research writing, the recent adoption of digital plagiarism detection
tools by scientific journals has made text recycling the subject of increasing controversy and ethical debate. As part of an NSF-funded study of text recycling, we are conducting a corpus analysis of published scientific papers to learn how scientists across
a broad range of disciplines actually use recycled materials in their published work. In order to examine a suitably large data set, we have created a text-analytic method for locating recycled material in scientific papers. While this work draws on techniques
used in plagiarism detection, developing an appropriate corpus and accurately identifying recycled material both involve novel challenges. In this presentation, we describe the challenges involved, report on how we built an appropriate corpus, describe the
development of our text-analysis tool, and share some key findings of the study to date.</span></p>
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<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333"><img id="x_Picture_x0020_4" alt="https://writinganalytics.colostate.edu/WritingAnalytics/assets/Image/MariaElenaOliveri.png" tabindex="0" style="width:1.1041in; height:1.3437in" width="106" height="129" border="0" data-outlook-trace="F:1|T:1" src="cid:image024.png@01D45B22.32EDADC0"></span><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Maria Elena Oliveri, Educational Testing Service</span></p>
<p style="text-align:center" align="center"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Writing Analytics and English Language Learners:
</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p style="text-align:center" align="center"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Evaluating Text Complexity when Developing Technology-Enhanced Items</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p class="x_MsoNormal"><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">When developing content-based assessments, text that is unduly complex may reduce access to the text to diverse populations. In cases when the text
is too difficult due to construct-irrelevant language, it can be a source of construct-irrelevant variance and bias. In cases when it is due to content-related vocabulary, scaffolds may need to be integrated in the task to support diverse learners’ skill acquisition.
In either case, considerations regarding how to treat complex language in tests need to be made to support the learning of all students. This presentation describes considerations issued by the International Test Commission and Universal Design principles,
as well as the use of natural language processing methodologies to analyze text complexity of items and passages during the design of formative assessments. I will provide practical examples of text simplification when items contain construct-irrelevant language,
illustrate scaffolds and accommodations that can be integrated in an online task to support diverse learners’ acquisition of construct-relevant language, and propose strategies for researchers to develop scaffolds for diverse learners.
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<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333"><img id="x_Picture_x0020_3" alt="https://writinganalytics.colostate.edu/WritingAnalytics/assets/Image/MikePalmquist.png" tabindex="0" style="width:1.0416in; height:1.0416in" width="100" height="100" border="0" data-outlook-trace="F:1|T:1" src="cid:image025.png@01D45B22.32EDADC0"></span><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Mike Palmquist. Colorado State University</span></p>
<p style="text-align:center" align="center"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Pragmatics, Possibilities, and Potential Ethical Pitfalls:
</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p style="text-align:center" align="center"><em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">The Promise and Perils of Learning Analytics Writ Large</span></em><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Learning analytics—the analysis of data drawn from a wide range of sources including learning management systems, adaptive quiz tools, student information systems, communication
tools, and written work among others—has been a growing area of discussion and concern among faculty across the disciplines. Some scholars have pointed to the potential misuse of information produced by learning analytics tools, such as discouraging students
from pursuing programs of study in which they are likely (but by no means guaranteed) to fail and drawing inappropriate conclusions about the teaching effectiveness of faculty. Others have argued that learning analytics tools are too immature to be used without
a great deal of caution, citing reservations about privacy, the potential commercialization of student data, and the reductivism inherent in any analysis of “big data.” Yet many faculty and administrators see promise in the use of these tools, arguing that
it is far too early to draw strong conclusions about their effectiveness, and offering frameworks within which learning analytics can be used without compromising ethics or violating privacy concerns. This presentation will explore how we might pursue the
pragmatic and pedagogically beneficial use of learning analytics without falling prey to the ethical challenges it presents. The goal will be to support discussion of how we might better understand and foster the conditions under which learning analytics tools
might be used effectively and appropriately.</span></p>
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<b><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Special Guest</span></b><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333"><img id="x_Picture_x0020_2" alt="https://writinganalytics.colostate.edu/WritingAnalytics/assets/Image/ScottDeWitte.png" tabindex="0" style="width:1.0208in; height:1.375in" width="98" height="132" border="0" data-outlook-trace="F:1|T:1" src="cid:image026.png@01D45B22.32EDADC0"></span><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Scott DeWitt, The Ohio State University</span></p>
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<i><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Designing a Common Future for Writing Analytics</span></i><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p class="x_MsoNormal"><span style="color:#333333">This structured, generative session integrates the key conference questions with issues significant to future annual meetings: varied roles for the annual conference; relationships among known fields of research
in writing studies and emerging fields in writing analytics; building on existing strengths; multidisciplinary collaboration; making the conference more accessible to all; the role of technology in the annual conference; and co-sponsorship. Building on models
used in the Digital Media and Composition Institute over the past thirteen years, Scott will introduce conference participants to new ways of thinking about our common interests and collect information that will help in developing a strategic plan for future
conferences. </span><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
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<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333"><img id="x_Picture_x0020_1" alt="https://writinganalytics.colostate.edu/WritingAnalytics/assets/Image/Alaina%20Tackitt.png" tabindex="0" style="width:.9166in; height:.9166in" width="88" height="88" border="0" data-outlook-trace="F:1|T:1" src="cid:image027.png@01D45B22.32EDADC0"></span><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"></span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Alaina Tackitt, University of South Florida, Department of English</span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN">Conference Coordinator</span></p>
<p><span style="font-size:10.5pt; font-family:"Helvetica Neue"; color:#333333" lang="EN"> </span></p>
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