This roundtable will provide a forum for participants to discuss and analyze their experiences and offer suggestions for teaching the multi-major professional writing course, more commonly referred to as simply “business writing” or “professional writing.” We especially welcome presentations that speak to and offer strategies targeting one of our three major concerns with the course: its decontextualized state, its reliance on non-neutral codes of professionalism, and the lack of pedagogical support often given to its instructors.
The following conference CFP update might be of interest to H-Rhetor scholars who are exploring rhetorical devices in popular narratives within and beyond academia. In addition to receiving editorial support for publishing with Journal of Applied Journalism and Media Studies, eligible delegates will now have the option to share opinion pieces. The best op-ed / personal essay will be published in the Medium and receive further editorial advice for print media.
While "differentiation" has become a pervasive buzzword in K-12 pedagogy, in higher education it remains unclear exactly how, where, when, and whose responsibility it is to engage and support students with various learning challenges.
This roundtable discussion takes place as part of NeMLA's Pedagogy and Rhetoric and Composition areas of inquiry, and invites participants to address both the principles and the practices of differentiation within higher education, particularly within reading- and writing-intensive courses.
Participants may ask: