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

Call for Participation || Writing Through the Lifespan Research Study

Call for Participation

Writing Through the Lifespan: A Longitudinal Study of Writing Experiences & Development

Seeking to put Charles Bazerman’s thought experiment into action, we seek potential collaborators interested in contributing to a long-term investigation of writing throughout the lifespan. We seek to develop a century-long longitudinal, mixed-methods study that will use qualitative and quantitative measures to investigate writing development across the lifespan in 10-20 communities in the US and around the globe.

We seek to build an interdisciplinary team of:

Core Researchers: early or mid-career researchers in Writing Studies with an interest in longitudinal work who are excited by the possibility of developing this project over the next 25, 30, or 35 years. Core researchers will work with Consultant Researchers to develop the study design, articulate rights and responsibilities within the collaboration, and secure funding. Most importantly, Core Researchers will identify participants and collect the primary qualitative and quantitative data throughout the project.

Consultant Researchers: senior researchers who have expertise to contribute to the project but are not able to invest 25 years or more into data collection. Consultant researchers will provide guidance to the core researchers during the early years of the project on study design, will help identify funding sources and leverage their existing research to secure funds for the project, and may assist in early stages of data analysis.

Affiliated Researchers: researchers with deep methodological experience in areas that would augment the project in important ways for finite periods of time. Examples include cognitive researchers, linguists, sociologists, literacy specialists, and many others.

To express interest (or questions), send a brief CV and a 1-2 page cover letter describing how you see yourself and your research experience potentially contributing to the project to Talinn Phillips ( and/or Ryan Dippre ( Also please describe any institutional resources that you might be able to access or contribute.

Our working plan is to identify and organize researchers by November 1.  This will allow us to have a virtual meeting of interested researchers in late 2016 and a face-to-face meeting at the CCCC in Portland in order to move our project forward in a timely manner.  This will serve as the start of organizing an agenda of work for the project.

CFP || College Conference on Composition and Communication workshop

Dear colleagues,

We are inviting brief proposals for up to twenty-four researcher-participant roles in a U.S. College Conference on Composition and Communication (CCCC) workshop focused on research about writing in higher education around the globe (see details below).

We know that researchers around the world are interested in finding sites, physical and figurative, for serious cross-national conversation that includes multiple research traditions.

For the tenth year, we are hosting a workshop that will take place at the annual CCCC. The conference next year is in Portland, Oregon, USA, March 15 to 18, 2017:

The workshop is tentatively titled: Cultivating Research Capacity through International Exchanges about Higher Education Writing Research

This workshop, along with the exchanges we have before meeting at the conference, is designed to make space available at the CCCC conference for extended time to read, process, think through, and discuss in detail each other’s work. We have learned, through nine previous workshops and other international exchanges, that we all need this kind of time for real exchange, given that we come from different linguistic, institutional, political, geographic, theoretical and pedagogical places.

We want to engage researcher-participants from many countries and research traditions in an equal exchange dialogue, learning from each other: the primary focus is on the writing research itself.

The research can be focused on teaching or studying writing in any language. We are willing to help with translation of a text into English as needed, if the paper is accepted for the workshop; you may submit a proposal in any language as well, though we might ask you for a little help as we read it.

The brief proposal should describe a research project you would be interested in sharing with other facilitators and participants. It can be completed or in process. By research, we mean a project with a focused research question, an identified methodology (qualitative or quantitative; ethnographic, historical, discourse analysis, corpus analysis, etc), and the collection of data in some form.

The project should be “international” for a U.S. audience, by which we mean (*only* for the purposes of this U.S. call!!) carried out by either scholars in countries other than the U.S., or scholars collaborating deeply across borders, including U.S. borders, in any language. Your role in the workshop would be to provide a draft text about the research by the end of December 2016, to read the other facilitators’ texts before attending the CCCC conference, and to participate in the day-long workshop by leading a discussion about your project and participating in discussions of a subset of others’ projects.

A copy of last year’s (2016) workshop proposal is attached, to give you an idea of what the overall proposal will look like. We’ve included the titles from last year’s workshop to give you an idea of the kinds of work we’ve exchanged in past sessions. We will send out a draft of the 2017 overall proposal when you send in your project description. You will be welcome to suggest changes to the overall proposal at that point. You may notice that the proposal is written with a U.S. readership in mind–this is because the proposal review committee is comprised primarily of U.S. scholars. We seek to convince this audience that many CCCC attendees have much to learn from writing research in traditions other than the ones they find most familiar–that writing research needs multiple perspectives from multiple contexts and traditions. We also know how critical it is for all scholars to be directly engaged with projects and research models from multiple research traditions.

Please submit your proposal by May 2nd to [ ]. Apologies for the short deadline!
A copy of the questions you’ll need to answer in the submission form is attached, for your use as you prepare your proposal. This proposal can be quite informal (it serves to help us determine appropriate projects, and only the title will appear in the program), so please feel free to send something along even if you feel it’s not quite fully worked out. Do keep a copy for yourself, as the survey collector will not send a copy back to you.

We strongly encourage you to submit a proposal to the CCCC as individual presenters, as well: <; The CCCC format does allow individuals to present at both a workshop and a concurrent session (it does not allow individuals to present at more than one concurrent session).

Thank you! Please write with any questions at all.

Cinthia Gannett and Tiane (Christiane) Donahue


Survey Invitation || Working with English as a Second Language students

Yale University is inviting writing professionals to share their thoughts about training graduate staff to work with English as a Second Language (ESL) students. If interested, please complete the survey.

About the research:
We are focusing on the topic of training graduate writing staff to work with ESL students.  We would like to compile various practices from institutions other than our own. Specifically, we would like to learn what strategies your Writing Center employs to train graduate consultants to work with ESL students during one-on-one consultations. Please complete this form to help us in our investigation. If you have any questions regarding the survey, please email Elena Kallestinova at