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Writing teachers know that writing itself is not a neutral act of articulating knowledge, but a highly contested act of constructing oneself in relationship to one’s environment. We are also aware of how online spaces differ from traditional spaces and how those differences affect the way that teachers and students construct themselves in relationship to each other. This edited collection will look at how teachers in different disciplines have grappled with these issues and what they can tell us about writing as an act of negotiating identities.
The goal of this edited collection is to hear how academics in different disciplines address writing issues in their online courses. We are not interested in “how-to articles. We do welcome interdisciplinary and/or co-authored articles.
Please send abstracts of approximately 500 words to Phoebe Jackson (jacksonp@wpunj.edu) and Chris Weaver (weaverc@wpunj.edu) by January 31, 2011. Completed essays should be 15-20 double-spaced pages. Inquiries are welcome.
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