Call for proposals Vol 7: Writing in Global Spaces

Writing Spaces: Readings on Writing is an open-source textbook series for undergraduate composition students. Peer-reviewed chapters are written specifically for students and include a teacher resource section for other instructors. The editors are seeking to expand its student and writing instructor audiences to include those at English as a Medium of Instruction (EMI) institutions and instructors teaching English for Academic Purposes (EAP).

While the chapters in previous volumes have been primarily aimed at US contexts, this volume will include chapters written for the diverse student populations in various global regions. We invite proposals from EMI instructors who understand, are sensitive to, and adapt to local conditions of teaching and learning (Casanave 257), including students’ conceptions of academic writing and the challenges of transitioning from high school into EMI first-year writing classes. The chapters in this volume should account for the various backgrounds of multilingual students.

Editors will review proposals on many topics, which might include, but are not limited to:

  • Transitioning from high school to university writing courses
  • Challenging students’ currently held beliefs about writing   
  • Arguing for the importance of writing as a process
  • Understanding discipline-specific styles of academic writing, including ways students can connect EAP courses with ESP (English for Specific Purposes) courses (Ziang et al.)
  • Understanding genre expectations about academic writing (see Altinmakas & Bayyurt, 2018)    
  • Addressing cultural conceptions of plagiarism
  •  Receiving and incorporating feedback from instructors
  •  Writing about sensitive cultural issues such as the Israel Palestine War, Pakistan and India border disputes, global refugee and immigrant migrations, various cultural interpretations of gender roles, and many other religious or cultural issues
  • Reading comprehension and vocabulary development (see Pessoa et al., 2014)   

Click here to see more details.

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