CFP || CASDW award nominations

CASDW welcomes nominations for its two annual awards:

The CASDW Annual Award for the Best Article or Chapter in Writing and Discourse Studies recognizes the best journal article or book chapter published during the 2017 calendar year by a CASDW member. Co-authored articles or chapters will be eligible as long as one of the authors is a CASDW member. The deadline for nominations is January 31, 2018. The winner of the award will be announced at the CASDW Annual Conference. Authors are invited to nominate their own publications as well as those of other CASDW members. In order to be eligible, nominees must have been CASDW members in both 2017 and 2018.

The assessment criteria for the award are as follows: (1) the overall quality of the writing and thinking; (2) the significance of the question(s) addressed in the research; (3) the importance of the new knowledge presented in the article; and (3) and methodological rigour and/or innovation.

The award includes a prize of $100 and a one-year CASDW membership for the following year.

Applicant/nominees should send a PDF of the journal article or book chapter, as well as a complete reference, to the committee listed below:
Ros Woodhouse:
Sarah Banting:
Margaret Clow Bohan:

CFP || EXTENDED – CASDW Conference

The 10th Annual Conference of
the Canadian Association for the Study of Discourse and Writing/ (CASDW/ACR)
The Diversity of Writing and Discourse
Saturday, May 26 to Monday, May 28, 2018
University of Regina – Regina, Saskatchewan, Canada

CALL FOR PAPERS Due Friday, January 19, 2018
For the 10th annual conference of CASDW/ACR, the largest gathering of writing studies scholars in Canada, we invite papers on all aspects of writing studies, especially those related to research, theory and pedagogy that connect with our theme, The Diversity of Writing and Discourse. This theme encompasses research and theoretical studies about the varied nature, place, role, and impact of writing and discourse, whether in the academy or other professional and public contexts. We ask that presenters share original material that has not been presented at CASDW or other conferences.

Papers might address topics relating to the diversity of writing and discourse such as the role of:
· writing and discourse in cultural and political debates from diverse perspectives
· writing and globalization and multilingualism
· writing in diverse institutional, professional, and cultural settings
· ethical issues related to writing and discourse and the teaching of writing and discourse
· writing in diverse digital places and in the context of multimodality
· writing development across the lifespan including in K-12, undergraduate and graduate curricula
· writing within and across different disciplines
· diverse approaches to writing assessment
· writing centres and teaching and learning centres
· student writing and diverse institutional approaches to plagiarism
· different approaches to the development of future writing teachers, scholars, and leaders

We welcome papers that draw on work in writing studies, genre studies, rhetorical theory, writing centre theory and practice, professional and technical writing research and practice, cultural studies, and faculty and TA development. We welcome papers that connect with CASDW’s heritage as a place for sharing research on technical and professional writing as well as those that connect with its more inclusive mission to examine all forms of discourse and writing and to explore pedagogical practices and innovations.

CFP || English for Academic Purposes Summer Conference, Norway

We invite you to participate at the 12th Norwegian Forum for English for Academic Purposes summer conference:

NFEAP 2018 – The Future of Genres

Second Call for Papers

We are pleased to announce the 12th annual NFEAP summer conference, which will take place on Thursday the 7th and Friday the 8th of June 2018 at Oslo and Akershus University College of Applied Sciences (Høgskolen i Oslo og Akershus), Oslo, Norway.

The theme for the 2018 conference is The Future of Genres.

Or, to put it another way, “The Futures of Genre” …

Genre is a vital concept and resource in EAP, and NFEAP 2018 offers opportunities to think about the ongoing, ever-developing relationship between genres, teaching, research and thinking. What are the key questions about genre, EAP and teaching at this moment in time, and what might they be in the future? How do concepts of genre affect and shape teaching and research in academic disciplines, and in EAP itself?

We welcome work that addresses genre(s) in relation to EAP theory and practice. This may include, for example, genre and voice or position; genre innovation (and innovative genres); genre analysis; the affordances of genres (and their limitations). Genre and its relationship to EAP may be understood broadly.

We invite proposals that explore genre in connection with EAP concepts; EAP training methods, principles, practices and research; needs analysis, syllabus and materials design, teaching strategies and methodological issues; group/interdisciplinary teaching; critical EAP; e-learning and technology; academic identities; academic literacies; any other relevant topics.

Plenary speakers:

John M. Swales, University of Michigan, USA

Christine M. Tardy, University of Arizona, USA

Carmen Perez-Llantada, University of Zaragoza, Spain

Submission guidelines:
Please submit your abstract of no more than 300 words and a biography of no more than 50 words by February 18th, 2018 using the link below. The standard length for presentations is 30 minutes (20 minutes for presentation, plus 10 minutes for discussion). You will be notified of the outcome of the review process by March 17th, 2018.

Please use this link to submit your proposal.

The Ann Torday Gulden Scholarship
Ann Torday Gulden has been, for many years, a tireless and vital advocate for EAP in Norway, and this scholarship is named in her honour. This annual scholarship contributes up to 5000 NOK to the expenses of an EAP teacher or researcher to come to the conference and present their work. We seek to support work that is distinctive and original and that exemplifies innovative approaches to EAP theory and practice. It is open to all – please check the box provided in the proposal submission form if you would like to be considered for the scholarship.

Important dates:

Registration opens: December 2017
Deadline for abstracts: 18 February 2018
Notification of acceptance: 17 March 2018
Deadline for registration: 19 May 2018
Conference programme available: 6 April 2018
NFEAP conference 2018: 7-8 June 2018


The 1700 NOK conference registration fee includes refreshments and lunch for both days of the conference and the conference dinner on Thursday evening.
Please note that the NFEAP is a not-for-profit network and we are not in a position to assist with conference travel or subsistence.
We would like to thank you in advance for your contribution to the 12th NFEAP summer conference and look forward to having the opportunity to discuss and disseminate your work.

On behalf of the NFEAP organizing committee,

Tom Muir and Kristin Solli

CFP || CWCA Conference Presenters

Call for Papers: CWCA/ACCR Conference Presenters

REVISED DEADLINE: Submit your article by October 19, 2017.

Are you interested in publishing your CWCA/ACCR conference presentation as an article? In early 2018, the Canadian Journal for Studies in Discourse and Writing / Rédactologie (CJSDW/R) will publish a special section based on presentations made at the CWCA/ACCR 2017 conference. Whether you presented as part of a panel, in your own 20-minute presentation, or through a poster, CJSDRW/R and guest editors Kathy Block, Jordana Garbati, and Clare Bermingham welcome your article submission.

Articles will follow the conventions of the CJSDW/R. Please see the CJSDW/R website for more information for prospective authors.

All articles must be formatted in Word and submitted via the CJSDW/R submissions page.
Articles will be screened by the special section guest editors and then submitted to a blind-review process.
Prospective authors may contact guest editor Kathy Block at with questions.

CFP || Play in Graduate Student Writing, CJSDW

This call for papers considers the use of playful, visual, or otherwise innovative approaches to graduate student writing development. The call is for a special section of the Canadian Journal for Studies in Discourse and Writing/Rédactologie. Authors are encouraged to email the special  section editors with their questions.

Link to the call in English:
Link to the call en français:

CFP || Special issue of the Journal of Writing Research

How to report instructional interventions in writing research?
Guest editors: Fien De Smedt (Ghent University | Belgium) & Renske Bouwer (University of Antwerp | Belgium)

To improve students’ writing skills, instructional programs should consider both the focus of instruction (i.e., what is taught) and the mode of instruction (i.e., how it is taught). In research on effective writing instruction, numerous meta-analyses have already identified several effective writing interventions (e.g., Graham & Perin, 2007; Koster, Tribushinina, de Jong, & van den Bergh, 2015). However, these interventions are often described rather broadly and therefore it is difficult to gain insight into the crucial ingredients determining the effectiveness of an intervention (Graham & Harris, 2014; Rijlaarsdam, Janssen, Rietdijk, & Van Weijen, 2016).

Getting grip on the content of evidence-based writing programs is important in two ways. First, in light of replication, instructional writing researchers need to know how to operationalize the focus and mode of instruction. Second, in light of dissemination and implementation in educational writing practice, evidence based writing practices should be clearly translated into teaching and learning activities.

To move the field of research on writing instruction forward, it is of high importance that writing interventions are reported in a more systematic way, by establishing a set of principles to report interventions in writing research. For instance, Rijlaarsdam et al. (2016) designed a reporting system in which researchers are asked to identify and specify:
(a) design principles,
(b) learning activities, and
(c) instructional activities underlying the learning activities.

In this way, the transparency of the independent variable in writing intervention studies is improved, which facilitates the communication, comparison, and replication of writing interventions.

The aim of this special issue is to establish a blueprint on how to report writing intervention studies in research papers. We invite a broad range of intervention studies aimed at learning to write to provide an analytic description of how didactical principles are operationalized into an instructional writing program. We are specifically interested in intervention studies from different countries, including different didactical practices (e.g., strategy instruction, peer interaction, genre instruction, observational learning), different types of students (e.g., struggling writers, regular writers, L1/L2 learners), and different contexts (e.g., primary or secondary grades, academic writing, professional writing).
First draft due: October 1, 2017
Review of the manuscripts: February 1, 2018
Introduction to the special issue + revised papers: June 1, 2018
Final review: September 1, 2018
Publication: October, 2018
For more information, contact the guest editors: Fien De Smedt or Renske Bouwer.

The Journal of Writing research is an open access journal.
You can download the articles from the JOWR-website.

CFP || Writing Development Across the Lifespan

Call For Papers: Writing Development Across the Lifespan
Proposals by 30 April 2017.

The road to adult competence in writing is long, beginning before the earliest childhood scribbles and passing through many locations in and out of school and beyond. As well, writing competence enlists multiple dimensions of changing lives–experience of the world, development and repurposing of psychological resources, social interactions and organized activities that writing participates in, knowledge of cultural resources, emotional orientations, physical manipulation of technologies, social roles and status, and even economic power. Consequently, each person’s experienced path into writing is individual and leads to a different kind of writing competence. Yet our studies of writing and writing instruction tend to focus on a limited period in the life of a writer or a single level of education, and often view the competence as a single general thing. Even then, we have only a limited number of longitudinal studies that track change within the four or six years of a singe
educational institution.

To foster more studies that look at writing development across the lifespan and writing policies and programs that extend across life periods, a special issue of Writing and Pedagogy is to appear in Summer 2018 (19:2). This issue invites submissions that have a longitudinal orientation or otherwise look at writing development, writing instruction, other interventions, curricula, or educational policies that stretch across age epochs or several years. Possible topics include:
• Comparison of texts from different periods in students’ lives.
• Writers’ retrospective views of their writing development over time.
• Longitudinal case studies of writers’ development over life periods
• Stratified samples of student writing at different ages
• Curricula and other writing interventions that extend over several years of student’s lives
• Writers’ transitions from one level of schooling or from one workplace experience to the next
• Application of developmental research and theory from other disciplinary domains that bear on writing development
• Studies of the influence of available social experiences and changes in those experiences on the changes in writing
• Comparisons of writing development under different cultural, social, or economic conditions
• Studies of writing development in moments of encounter with new writing opportunities
• Studies of differences of curricula, standards, and assessments offered for students of different ages
• Studies of the impact of different expectations and opportunities on writing development at different levels of schooling
Contributors may also address an issue or topic that is not listed above but which illuminates some aspect of writing development from a lifespan perspective.

We seek articles in all categories, as follows:
Featured Essay: A full-length article (7500-9500 words) offering a fresh perspective, grounded in theory and empirical results and potentially controversial, on a major issue or issues related to Lifespan Development of writing or instruction or policy relevant to a Lifespan perspective.

Research Matters: A full-length article which provides empirical research (e.g. quasi- experimental study, action research, and case study) on writing development that stretches across several ages or transitions across life epochs.

Reflections on Practice: A mid-length article (3500-6500 words) which presents theoretically grounded, empirically warranted, and referenced discussions of practices involving the teaching and learning of writing.

From the e-Sphere: A short article (1000-2000 words) or mid-length article (3500-6500 words) describing educational interventions that are attentive to writing development that extends beyond the length of a single course.

New Books: A short review or full-length, multi-book review article on books published or to be published in 2016, 2017, or 2018 that address issues related to Lifespan development of writing.

For articles in all categories other than book reviews, interested potential authors should send their email and postal addresses along with a provisional title and draft article or detailed abstract, summary, or outline of contents by email or hard copy by post to the guest editor. For best consideration, submit this by 30 April 2017. Also send a 75-100 word biographical statement that includes highest degree and where from, current institutional affiliation and job title, and major achievements. For book reviews, please notify the guest editor of relevant books to appear in 2016, 2017 or 2018 and whether you would like to be considered as a possible reviewer of a specific book or books, for which the reviewer will receive a free copy. If you wish to be considered as a reviewer, also send email and postal address along with a 75-100 word biographical statement that includes highest degree and where from, current institutional affiliation and job title, and major achievement
s. Full submissions are to be submitted on the journal website by 1 September 2017.

Guest editor contact information:
Charles Bazerman
Gevirtz Graduate School of Education
University of California Santa Barbara
Santa Barbara, CA 93106 USA