This edited volume investigates the function and place of visual texts in the composition classroom in terms of pedagogical efficacy, theoretical education, and practical application. We invite papers that broadly address one of the following areas/issues: 1) the benefits and hazards of a range of teaching strategies designed to help students critique avant-garde visual texts, 2) the analysis of popular visual culture in terms of both its relation to linguistic/verbal signification and its subordination to canonical/literary texts, and 3) the significance of visual rhetoric of transnational cinema for the production of globally aware academic writing and public servants. By articulating specific and diverse incorporations of the visual text into specialized courses and programmatic contexts, we intend to provoke debates about not only the relative values--and strategic interventions--of visual texts at the university level, but also the uses and abuses of visual/popular texts.

Articles should be between 5,000 and 7,000 words, formatted according to MLA style and sent by email as a Microsoft Word attachment to each of the three editors:

Dr. Scott Herndon: reedleycooperative@yahoo.com
Program in Writing and Rhetoric – Stanford University

Dr. Brian Loftus: loftus@writing.ucsb.edu
Writing Program – UC Santa Barbara

Dr. Ljiljana Coklin: lcoklin@writing.ucsb.edu
Writing Program – UC Santa Barbara

Manuscripts should be received by September 15, 2005.