With the theme of intersections as our starting point, we now accept submissions for sessions on a number topics related to intersections.

Submissions (EasyChair; Open for revision)

Our review process is under way and we expect to distribute decisions in the first week of March.

The deadline for revised abstracts is March 31.  Abstracts should be a maximum of 300 words (except for symposia, see instructions below). All proposals should also include five key phrases that highlight findings and implications (each phrase can be no more than 50 characters long, including spaces). Session formats available are papers, posters, symposia, workshops, round-tables, and teaching practice presentations. Contributors are kindly asked to consider topics, formats, and criteria carefully before submitting a proposal.

 

Criteria for submissions

Conference themes expanded

• Academic writing across and beyond disciplinary audiences

Many students and researchers are struggling to adapt to new disciplinary discourses and/or new audiences. As EATAW-colleagues, we have many ways to address such challenges but our educational settings do not always  leave sufficient room for such teaching and learning activities. We invite proposals exploring these aspects of academic writing as they affect students and are addressed by teachers and researchers.

• The hybridization of writing genres

While hybridization of genres may be an integral part of any writing context, it might be more of a challenge to define a given instance of it and promote student knowledge about and use of hybridization in written genres. For example, complex writing assignments might entail essay and article features; the lab report, similarly, has elements from both task-based writing and research articles; and blogs, too, allow a wide selection of features across genres. We are interested in learning about the EATAW-experience with the various hybrid genres and invite contributions related to this theme.

• Digital genres in academic settings

What are the genres we should prepare students for in the blended learning environments of the increasingly digital university and workplace? Students are asked to write blogs, wiki-articles, stand-alone web-pages, and more for assessment and for knowledge production. How do we best promote these genres and how do we empower students in their use of them? Furthermore, how do we best use the data that the digital context allows us for data collection and analysis? We invite proposals that aim to share research and teaching experience related to this theme.

• Academic writing as intercultural communication

Most higher education communication contexts are multicultural and many universities actively promote diversity across cultures and disciplines. This development opens up exciting intersections and access points between academic writing and intercultural communication, but the question is what and how much we (as a discipline) know about them. What (effective) synergies between academic writing and intercultural communication have been found and how have such synergies been used to promote diversity at universities? What type of research is or should be conducted in and on these intersections? We invite participants to contribute their experience and expertise on this theme.

• Academic writing and identity

Academic writing can be a place where different identities intersect, collide, and are (re-)created. We invite contributions that explore the notion of intersections and identity construction in academic writing, for example aspects of identity negotiation in adult writers returning to HE education, the intersecting identities that are juxtaposed in academic genres, the negotiation of authorial identity in collaborative academic writing, the establishment of identity and voice in the text, the identity of the academic writing teacher, as well as contributions that explore academic writing identities at the intersection with gender, local university culture, and society.

• Writing development and disciplinary learning

Academic writing scholars often face the challenge of identifying and scaffolding the writing of genres that are valid for particular disciplines and at the same time support learning of disciplinary content. In addition, students’ writing development in a discipline is typically dependent on familiarisation with a number of genres. We invite proposals that address the impact of writing on the learning of disciplinary content or designs that sequence students’ writing development over several courses.

Submissions (EasyChair; Open for revision)

Session formats

Paper presentations: research-based presentations of 20 minutes plus 10 minutes for questions and discussion. Research-based presentations are expected to be results-oriented and based on careful data collection and robust methodology.

Teaching practice presentations: 10-minute presentations on teaching-related designs, development or experience followed by 10 minutes for questions and discussion.

Symposia: 90-minute sessions, typically with 3-4 papers totalling a maximum of 60 minutes followed by a discussion of at least 30 minutes moderated by a chairperson. The proposal (to be submitted by the symposium convener) should include an overall description of the symposium (maximum 300 words) and separate abstracts for each of the papers of the symposium (maximum 200 words/abstract).

Workshops: each workshop is 90 minutes and should actively involve participants in activities, discussions or exchange of knowledge and experiences. Proposals should clearly indicate the types of activities planned and the types of questions to be discussed.

Roundtable: Each session is 60 minutes and is focused on one topic with one presenter or presenting group. The aim for these sessions is to stimulate discussion and networking on an issue central to the development of the field or an ongoing project or a project to be launched. Proposals should clearly indicate why this is an urgent topic and include a couple of key questions to be discussed. Presenters give a five-minute introduction to the topic, followed by 50 minutes of discussion, leaving five minutes for the chair and roundtable convener to summarise the discussion.

Poster presentations: Posters will be on display throughout the conference, and presenters will discuss and explain their posters in an allocated poster session. The poster session will start with brief presentations of the posters, so that presenters who want to have the opportunity to give a two-minute introduction of their poster topic. Details on poster formats will be provided to participants as they are accepted for a poster presentation. If presenters want to distribute handouts, they are advised to bring handouts of their own.

Submissions (EasyChair; Open for revision)

Criteria for submissions