Call for Papers: Eleventh Annual CASDW/ACR Conference

CALL FOR PAPERS (Bilingual PDF Version)

Eleventh Annual CASDW/ACR Conference

Circles of Writing Studies

University of British Columbia, Vancouver, BC, Canada

June 1 – 3, 2019

Plenary: Andrea Lunsford, “What’s Talk Got to Do with It: Rethinking the Writing/Speaking Relationship”

Closing Plenary: Anthony Paré, “Circles of Influence: A Tribute to Some Thoughts and Thinkers”

We invite papers on all aspects of writing studies for the eleventh annual conference of CASDW/ACR, the largest gathering of writing studies scholars in Canada.  In particular, we invite papers connecting with the Congress 2019 theme, Circles of Conversation, and our theme, Circles of Writing Studies. The Congress theme opens space for “dialogue, debate, dissent,” so “people can speak with one another, listen, and learn together.” To this end, our conference focuses on core circles within which our field operates, within which we operate, continuing conversations about writers and writing happening amongst organizations dedicated to the study, teaching, and learning of writing.

Circles of Research

We invite papers, panels, and workshops that draw on work in writing studies, genre studies, rhetorical theory, writing centre theory and practice, and professional and technical writing research and practice. We welcome presentations, papers, and workshops that connect with CASDW’s heritage as a place for sharing research on technical and professional writing as well as those that examine all contexts of discourse and writing, including the relationship between writing and speaking, and pedagogical practices and innovations related to writing and discourse.

Crop Circles

We invite papers, panels, and workshops that focus on the visibility, partial visibility, and invisibility of writing studies through discussion of models at the institutional and course level. Vantage College at UBC will chair this session and present their model and physical space.


We invite proposals for very brief reports on recent research, new pedagogical initiatives, work-in-progress, follow-ups on papers presented in past conferences, and just about anything else that would be of interest to our members. Presentations in these sessions will be strictly limited to 5 minutes and 5 slides. These sessions should provide a quick overview of the current state of research in our field and help to connect members with colleagues with interests in common.


Congress 2019 Planner’s Guide

Partridge, E. (1958). Origins: A short etymological dictionary of modern English. New York: Macmillan Co.

Extended Deadline:  February 11, 2019

For more information about CASDW/ACR and to join the association or renew your membership, please visit our How to Join page. More information about the Congress 2019 can be found here.

CASDW 2019 Proposal Requirements

NOTE: Please submit your proposal as a .docx file and use your title (avoid using punctuation) to name your file, e.g., “AnExaminationofWritingPeerMentorsinaBiologyCourse”

  1. Title and a short (75-word) description for the program
  2. Keywords, e.g., rhetorical genre studies (to help identify reviewers with appropriate expertise)
  3. Name, title, institutional affiliation, & email for ALL presenters
  4. Session format


INDIVIDUAL PRESENTATION: 15- to 20-minute individual paper presenting the results of new research or focusing on a pedagogical issue or innovation.

PANEL PRESENTATION: 90-min panel (3-5 speakers) comprising a collection of individual papers on a shared topic of interest related to discourse or the teaching of writing.

WORKSHOP: 90-min workshop (run by any number of facilitators) focusing on a particular question, issue, or problem.

Abstract for the proposed presentation (400 words maximum, plus references)

For individual papers and panels, please

  1. describe the research question or pedagogical issue or innovation;
  2. establish its significance;
  3. outline the theoretical framework and research method;
  4. highlight key findings (and, optionally, implications);
  5. include a brief reference list.

For workshops, please

  1. describe the facilitator(s), their role(s), and relevant expertise;
  2. state the question, issue, or problem;
  3. establish its significance;
  4. outline the objectives and framework, including activities in which participants will engage.


Abstract for the proposed 5 x 5 presentation (100 words maximum)

  1. include list of slides and bibliography

Extended Deadline:  February 11, 2019

Please email proposals and inquiries to the program chair, Dana Landry.

All proposals will be subject to blind review. Proposers will be notified of their acceptance status by February 28, 2019 and must register for the conference by March 1, 2019.

Save the Date: CASDW Conference 2019

Eleventh Annual CASDW/ACR Conference

When: June 1-3, 2019

Where: University of British Columbia

Proposal deadline: January 25, 2019

A full Call for Papers will be posted soon for the eleventh annual conference of CASDW/ACR, the largest gathering of writing studies scholars in Canada. 

Job Opportunity: Director, Writing and Communication Center, MIT

MIT seeks a Director for the Writing and Communication Center (WCC) beginning Fall 2019. MIT’s WCC focuses on advanced professional communication skills with a particular emphasis on STEM fields. MIT values the development of communication skills of its students and the Director of WCC is expected to provide leadership, strategic vision, and innovation designed to advance practices that aid in that pursuit. This is a full-time (12-month) renewable non-tenure track position. The initial appointment to this position would be for five years. The WCC is open to faculty, postdocs, undergraduate and graduate students, alumni, and staff, and provides clients with professional one-on-one instruction in all stages of the communication (oral, written, digital) process from drafting to revision. The Director of the Center is responsible for overseeing its daily operation, providing training and supervision for the professional tutors (lecturers) that staff the Center, collating program evaluation and usage data, administering WCC policies and practices, overseeing the WCC website, and producing annual reports. The Director is also expected to teach the equivalent of two classes per year, tutor students across the disciplines, present workshops to relevant groups, promote the WCC within MIT, and coordinate efforts with the Writing, Rhetoric, and Professional Communication program.

More information about this position can be found here.

Job Opportunity: Tenure-Track Instructor, Coordinated Arts Program, UBC

The Faculty of Arts at the University of British Columbia, Vancouver, invites applications for a tenure-track position, to begin July 1, 2019, with appointment at the rank of Instructor (in UBC’s Educational Leadership stream). The successful candidate will have primary responsibilities in the Coordinated Arts Program (CAP), teaching Arts Studies (ASTU) 100 and 101, and will be appointed and expected to teach some courses in a department of their disciplinary specialization.

CAP is a learning community program for first-year students that brings together courses in the social sciences, humanities, and visual and performing arts in research streams. Each CAP stream features a seminar, Arts Studies (ASTU) 100, a 6-credit course which addresses academic research and writing through the study of literature (meeting the Faculty of Arts’ degree requirements for both literature and academic writing). The course also fosters multidisciplinary collaborations by foregrounding concepts that recur across the stream’s classes. CAP fosters excellence and innovation in teaching and learning experiences for both students and faculty.

Applicants must have a Ph.D. in literary or cultural studies or a closely related field, open to any national literature or period, and a background in teaching academic writing using an approach that is informed by current theories in writing pedagogy. Applicants will be expected to demonstrate a record of or potential for high-quality educational leadership, especially in the area of curriculum or program development and the first-year experience. The successful candidate will be expected to maintain an active program of excellent teaching, service, and educational leadership; they will play a formative role in the development of this program and its curriculum, and are expected to hold significant administrative responsibility for the program.

Applicants are asked to provide the following:

  • A letter of application
  • Curriculum vitae
  • A teaching dossier that includes the following: a teaching statement related to the teaching of writing and literature; course evaluations and peer-review of teaching reports if available; examples of pedagogical materials; and examples of any published or unpublished scholarship of teaching and learning)
  • A statement of past and potential contributions to educational leadership (maximum one page)
  • A statement describing past experience in activities that promote diversity and inclusion, broadly understood, and/or plans to make future contributions

Application materials must be submitted electronically as PDFs. Please follow the instructions provided on the application webpage. Review of applications will begin on January 15, 2019 and will continue until the position is filled.

In addition, applicants should arrange for three confidential signed letters of recommendation to be sent separately by the same date to the email address below. Applicants should ensure that referees are aware that this is a position in the Educational Leadership stream and should accordingly provide evidence with a focus on teaching and educational leadership.  Enquiries may be sent to Dr. Laurie McNeill, Chair of the Search Committee, c/o Jennifer Suratos.

This position is subject to final budgetary approval. Salary will be commensurate with qualifications and experience. Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Métis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.