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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">As you are planning for your winter break writing projects, Jenn Fishman and I hope you will consider crafting a proposal for
<i>Telling Stories: Perspectives on Longitudinal Writing Research</i>. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">We have been lucky enough to hear early positive response to the collection, but we wanted to send a reminder of our desire to hear from all areas of the field in relationship to your longitudinal research experiences. Feel free to send
us any questions, and the CFP is provided here (and here: <a href="https://tinyurl.com/TellingStories-LongWriting">
https://tinyurl.com/TellingStories-LongWriting</a> ). <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">January 10<sup>th</sup> is the deadline for your proposal with a manuscript deadline of accepted chapter of June 30, 2019.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">All best,<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Amy<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">+++++++++++++++++++++++<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b><span style="font-size:12.0pt;font-family:"Arial",sans-serif;background:white">FULL CFP FOR
<i>TELLING STORIES: PERSPECTIVES ON LONGITUDINAL WRITING RESEARCH</i></span></b><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:12.0pt"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="font-size:12.0pt;font-family:"Arial",sans-serif;background:white">For at least three consecutive generations, researchers have been conducting longitudinal studies of writing. Some have taken an
ethnographic approach, following a single writer or a cohort of writers over an extended period of time; others have spent semesters or years tracking the impact of specific writing pedagogies or practices within and beyond formal educational settings. Whatever
the case, researchers from all quarters of rhetoric and composition/writing studies have sought to better understand, explain, and support the literate practices and language development of students, professionals, and community members.</span><span style="font-size:12.0pt;font-family:"Arial",sans-serif"><br>
<br>
<span style="background:white">For all the differences that manifest in (and are made manifest by) longitudinal projects, the researchers who do this work share a deep commitment to writers and to writing education, understood in the broadest sense. By design,
longitudinal inquiries reflect the idea that writers’ perceptions of themselves and their writing matter; that both writing and literacies develop and change over time in relation to local as well as global cultural material contexts; and that our ability
to support writers—through formal and informal instruction, policy making, and the creation and circulation of resources of various kinds—benefits from research that illuminates such changes.</span><br>
<br>
<span style="background:white">This collection aims to increase our cache of stories about longitudinal writing research in order to fill gaps in our shared and documented knowledge while increasing dialogue across areas of disciplinary specialization, including
basic writing, composition studies, literacy studies, professional and technical communication, L2 and ESL writing, and rhetorical studies. We invite prospective contributors to consider the categories and questions below, and to submit proposals that either
address them or add to them in compelling ways:</span><br>
<br>
<b>Reflection/Big Picture/Past</b></span><o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo1">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">How have longitudinal studies of writing changed—or not changed—over the last 30 or 60 years?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo1">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">What have longitudinal studies of writing been (used) for over the last decades, and how might we discern or measure their impact<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo1">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">What can we learn—about writing, writing research, writing studies, writing education—by telling histories of longitudinal writing research or by telling histories of our field that draw on longitudinal
research findings?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo1">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">Over time, how should we work with different kinds of longitudinal research data, and what strategies for archiving and accessing "historic" longitudinal data do we need?<o:p></o:p></span></li></ul>
<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="font-size:12.0pt;font-family:"Arial",sans-serif"><br>
<b>Praxis/Nitty-Gritty/Present</b></span><o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo2">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">How do longitudinal studies inform writing instruction, including pedagogy, curricula, and instructional resources?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo2">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">How are longitudinal studies of writing helping us understand the ways in which race, gender, class, sexuality, physical ability, and salient aspects of writers’ identities shape their engagement
with writing and their perceptions of it?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo2">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">How are longitudinal researchers responding to the range of technologies, media, and modalities currently associated with writing, both with regard to methods and methodologies and in relation to
the writers and writing they study?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo2">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">What are the politics of longitudinal studies: how do they reflect, reinforce, refuse, or resist different dynamics of power in play wherever writing research takes place, including specific sites
of data collection, our discipline and the academy, or society at this time?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo2">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">What are the most pressing ethical issues in longitudinal writing research, and how are longitudinal researchers addressing them? In particular, how is longitudinal research negotiate issues of privacy
and intellectual property connected to increasingly commonplace institutional practices (i.e., mandatory use of plagiarism detection software, required submission of e-portfolios), the rise of open access data repositories, the increasing availability of nominally
public writing (i.e., social media posts)?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo2">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">How should we teach longitudinal writing research and mentor longitudinal writing researchers, including undergraduate and graduate students; adjunct, alt-ac and non-ac colleagues; and researches
affiliated with underrepresented writers and communities?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo2">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">How should we disseminate, circulate, and publish longitudinal research and what are the policy and praxis implications of our work; what anticipated, or unanticipated consequence can come about
from the circulation of our work in particular venues, mediums, and cross-institutional contexts.<o:p></o:p></span></li></ul>
<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="font-size:12.0pt;font-family:"Arial",sans-serif"><br>
<b><span style="background:white">Anticipation/Next/Future</span></b></span><o:p></o:p></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo3">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">In general, what kinds of longitudinal writing studies do we need most and why?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo3">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">With regard to college writing, does longitudinal research have a specific role to play in the rise of writing majors and departments as well as the ongoing development of FYC and WAC? Can longitudinal
research help us sustain or reinvent writing education at colleges and universities where austerity measures are changing (or have already substantially changed) the infrastructure, delivery, and staffing of instruction as well as overall institutional stances
toward higher education?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo3">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">With regard to writing studies, how might longitudinal research support different subfields, including community writing, lifespan writing, and veteran studies?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo3">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">With regard to professional writing, where should we be conducting longitudinal research? What do we need to expand or change with regard to our methods and methodologies in order to conduct diverse
and successful workplace inquiries? And what steps should we take to ensure findings can inform writing instruction as well as workplace practices, including professional development?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo3">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">With regard to community writing, what role(s) should community members have in designing and conducting community-based longitudinal studies? What responsibility do researchers have to address social
justice issues alongside ethical concerns and matters of research rigor in community-engaged studies? <o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo3">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">With regard to public scholarship and policy making, how might longitudinal studies enable us to strengthen our ability to shape public discourse, counter harmful ideas, and advocate effectively
policies that support writing education as well as writers’ access to relevant writing resources?<o:p></o:p></span></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo3">
<span style="font-size:12.0pt;font-family:"Arial",sans-serif">What concrete steps can—and should—we take collectively to increase the rigor and sustainability of longitudinal research in writing?<o:p></o:p></span></li></ul>
<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="font-size:12.0pt;font-family:"Arial",sans-serif"><br>
<b>Submission procedures and schedule: </b><span style="background:white">Please email 500-750 word proposals in doc or pdf format to Jenn Fishman (<a href="mailto:jennfishman.phd@gmail.com"><span style="color:blue">jennfishman.phd@gmail.com</span></a>) and
Amy C. Kimme Hea (<a href="mailto:kimmehea@email.arizona.edu"><span style="color:blue">kimmehea@email.arizona.edu</span></a>). Please contact us if you have questions about your proposal.</span><br>
<br>
<b>Proposal Deadline</b><span style="background:white">: January 10, 2019</span><br>
<b>Notification of acceptance</b><span style="background:white">: February 28, 2019</span><br>
<b>Completed manuscript deadline for accepted proposals</b><span style="background:white">: June 30, 2019</span><br>
<br>
</span><o:p></o:p></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-family:"Times New Roman",serif;color:black">---<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="color:black">Amy C. Kimme Hea, PhD<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="color:black">Associate Dean, Academic Affairs & Student Success<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="color:black">College of Social and Behavioral Sciences<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="color:black">Douglass Building, Room 200W<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="color:black">PO Box 210028<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="color:black">University of Arizona<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="color:black">Tucson, AZ 85721.0028<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="color:black">520.621.1112<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
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