CFP: 2018 Rhetoric Society of America conference

Dear Friends and Members of RSA,
The 2018 Conference Team is pleased to announce that the 18th Biennial Conference website is now OPEN for submissions. You can submit your individual papers, panels, and special session proposals to: https://ww3.aievolution.com/rsa1801/
Click here for a copy of the conference call. Please share it with interested colleagues. If you would like to refer others to a URL instead, please use the following URLs.
Bill Keith, Roxanne Mountford, Christa Olson and I look forward to seeing your submissions.
If you have any questions, please forward them to: rsasubmissions@rhetoricsociety.org

CMNA 2017, the 17th workshop on Computational Models of Natural Argument

16 June 2017, London, UK.

DEADLINE 12 April 2017.

CMNA 2017 will be held in conjunction with the ICAIL 2017 (International Conference on AI and Law) conference, which is held in London, UK from 12 to 16 June 2017.

The series of workshops on Computational Models of Natural Argument is continuing to attract high quality submissions from researchers around the world since its inception in 2001. The workshop focuses on “natural” argumentation. Topics are as follows.

  • The characteristics of “natural” arguments (e.g. ontological aspects, cognitive issues, legal aspects).
  • The linguistic characteristics of natural argumentation, including discourse markers, sentence format, referring expressions, and style.
  • The generation of natural argument
  • Corpus argumentation results and techniques
  • Argumentation mining
  • Models of natural legal argument
  • Rhetoric and affect: the role of emotions, personalities, etc. in argumentation.
  • The roles of licentiousness and deceit and the ethical implications of implemented systems demonstrating such features.
  • Natural argumentation in multi-agent systems.
  • Methods to better convey the structure of complex argument, including representation and summarisation.
  • Natural argumentation and media: visual arguments, multi-modal arguments, spoken arguments.
  • Evaluative arguments and their application in AI systems (such as decision-support and advice-giving).
  • The computational use of models from informal logic and argumentation theory.
  • Computer supported collaborative argumentation, for pedagogy, e-democracy and public debate.
  • Tools for interacting with structures of argument.
  • Applications of argumentation based systems.

We are accepting submissions of long and short papers, demonstrations and short abstracts. CMNA17 proceedings will be published as CEUR Workshop Proceedings, and extended versions of selected accepted papers will be published in a special issue of Argument and Computation

Key dates are as follows:

  • Paper submission (all categories): 12th April 2017
  • Notification to authors: 1st May 2017
  • Final version of papers: 20th May 2017
  • Early registration deadline: see the ICAIL website at https://nms.kcl.ac.uk/icail2017/
  • CMNA 17: 16 June 2017

Please visit http://cmna.info//CMNA17/ for more information.

CFP: Pedagogy journal [English: Rhetoric & Composition] due April 2017

Call for Papers:  Special Issue of Pedagogy [journal] — Ideological Transparency in the Classroom and On Campus.  Daniel P. Richards and Louise Wetherbee Phelps, Guest Editors.

PDF  |  Web

Context

It has been over a decade since Karen Kopelson published her article “Rhetoric on the Edge of Cunning” (2003), in which she proposed the performance of neutrality as a potential strategy to address ideologically-driven student resistance in the writing classroom. Overtly politicized critical composition pedagogies, she argued, might exacerbate student resistance—in particular if those pedagogies are enacted by marginalized teacher-subjects—and thus looks to theories of “radical resignification” to explore the value of performing the type of objectivity many students expect in university classrooms. Situated, as Kopelson’s article is, in Richard Boyd’s (1999) notion that the field of rhetoric and composition has long been preoccupied with student resistance as evidenced by its “incessant return” as a narrative, this special issue asks scholars in the field to do just that: return incessantly to thinking and theorizing about our own ideological commitments and political inflections in our teaching practices and performances.

While we might have consensus in the belief that there simply is no teaching without ideology, indeed that ideology is inherently inescapable, there is ample room for conversation about the degrees to which we make our commitments and political affiliations apparent and what role these various approaches play in the larger conversation of public perception of higher education and, more urgently, the changing nature and forms of student resistance in our current sociopolitical moment. Have the manifestations of student resistance changed, and if so, what does this mean for our own pedagogical performativities? Need they change? In what ways? For whose interests? And for what ends? How much of our own ideological allegiances do we make transparent to our students, and what are the reasons we give? What are the bounds of pedagogical neutrality in the shifting landscapes of higher education and politics?

Guiding Questions

The editors of this special issue invite proposals of full-length articles pertaining to this topic, and are open to various types of methods relevant to pedagogical inquiry and classroom research. The editors are particularly interested in responses to the following questions:

  • How do our pedagogical choices reinforce or challenge the public perception of higher education practices?
  • How has student resistance changed?
  • How do we approach the perception of “ideological bias” by students?
  • How do we make apparent the differences to students between content coverage, pedagogy, and fair assessment practices?
  • What role does political affect play in our pedagogies?
  • What administrative moves could or should be made to address issues of ideological discrimination or invisibility in the classroom?
  • What are the ideological issues facing writing program administrators in terms of curriculum development and teacher training and what are the various approaches available?

Overall, this special issue seeks to re-examine discussions, approaches, and rationales of pedagogical ideological transparency and/or performativity in order to encourage more explicit discussions of how and why teachers do or do not inflect their politics in the classroom, all the while positioning these approaches in the larger topics of student resistance, public perception of higher education, and political surveillance.

Timeline

  • Proposals due: April 7, 2017
  • Decision to authors on preliminary inclusion: May 5, 2017
  • Author drafts to guest editors: November 17, 2017
  • Article revisions (due to guest editors): October 2018
  • Issue to Pedagogy: December 2018
  • Issue mails to readers: December 2019

Submission and Contact Details

Individuals or co-authors should submit a 600-word proposal that indicates type of submission, overall topic, questions addressed, and contribution to the field. Proposals should be submitted as .doc or .pdf files to dprichar@odu.edu and lwphelps@odu.edu. The subject line of the email submission should read “Special Issue Proposal, Ideology in the Classroom.” For more information or queries, email Daniel Richards at dprichar@odu.edu.

Journal Description

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture is an innovative journal that aims to build and sustain a vibrant discourse around teaching in English studies. In spite of the large role that teaching plays in the lives of most English studies scholars, no other mainstream journal in English devotes itself exclusively to pedagogical issues spanning the entire discipline. By contrast, Pedagogy covers all areas of English studies from literature and literary criticism to composition and cultural studies. It seeks to reverse the long history of the marginalization of teaching and of the scholarship produced around it. Fusing theoretical approaches and practical realities, Pedagogy is an essential resources for teachers.

Journal CFP: The Humanities as a Form of Resistance

The first issue of Con Texte, Laurentian University’s interdisciplinary humanities graduate student journal, will explore the various forms of text that ignite revolutionary forms of political and social resistance.

Works should reflect the ever present need for political resistance as expressed through the humanities and emphasize the role and importance of text as a means of pedagogy, revolution, and reformation.  When politics fall into dangerous and threatening forms, many of us have few alternatives for opposition.  This edition will explore the importance of text in maintaining our sense of the world, creating culture and national identity, and centring our communities within their own power.

We are looking for submissions exploring a wide range of topics, including but not limited to:

  • feminist literature, philosophy, and all other forms of text
  • explorations of intersectionality in terms of art, literature and philosophy
  • humour and satire as forms of political commentary
  • explorations of empowerment for community and culture through humanities methods
  • scholarly reflections on music, poetry and prose as forms of resistance

We invite submissions from scholars at all levels and seek a variety of theoretical positions, differing and silenced opinions, and strange perspectives about the value of the Humanities.

Full Submission Due: March 15th 2017
Maximum 3,500 words in Word format.
Citations in MLA, APA, and Chicago.
Prepared for blind review.
In English or French.
Online publication released June 1st 2017.

Please send your submission to contexte.journal@gmail.com.

More information available at contextejournal.ca

CFP: The Rhetoric of Platforms

The Rhetorics of Platforms: Special Issue CFP

[Announcement copied from the Present Tense Journal website.]

For this special issue of Present Tense: A Journal of Rhetoric in Society, we invite proposals that investigate, theorize, and/or analyze the rhetorical work of platforms. By platforms, we draw on Tarleton Gillespie to mean “sites and services that host public expression, store it on and serve it up from the cloud, organize access to it through search and recommendation, or install it onto mobile devices.” Platforms encapsulate a complex assemblage of cultural, political, ideological, and economic practices. We are interested in research and scholarship that untangles such assemblages—that is, work that examines the rhetorics of platforms. Continue reading CFP: The Rhetoric of Platforms