Accessible Academic Presentations

Are you preparing a presentation for an academic conference? Or are you  working with students on in-class presentations, preparations for the Celebration of Student Writing on April 12,  or the Undergraduate Research Fair? Check out the Composing  Access resources, developed by   Committee on Disability Issues in College Composition and the Computers and Composition Digital Press.

TRIO Newsletter Features 33rd Celebration of Student Writing

The December 2017 TRIO Newsletter included an item on that program’s participants in the 33rd semiannual Celebration of Student Writing at Eastern Michigan University, which was held Thursday, November 30, in the Student Center Ballroom. Learn more about EMU’s TRIO program at Additional information about the program’s purposes is available on the U.S. Department of Education website.

Eastern Michigan University TRIO newsletter, December 2017.
Eastern Michigan University TRIO newsletter, December 2017, highlighting student presentations at the 33rd semiannual Celebration of Student Writing.

Teacher to Teacher at CCCC 2018

A new-emerging embedded presentation venue is  being launched this year at the 2018 CCCC in Kansas City, March 14-17. Christine Cucciarre, Director of Composition at U Delaware, has started a program called Teacher to Teacher, which is designed to be a teaching-focused alternative to the well-established Research Network Forum (RNF) that usually runs on the first day of the convention. Teacher to Teacher seeks to sponsor and generate pedagogical cross-talk on the Saturday of the convention (3/17). The deadline for proposals is December 15, 2017. It promises to be a terrific venue for in-progress teacher-research and for the good work you are doing with FYW classes at EMU.

To learn more about this new program and to see the CFP, visit

Library Additions – Summer 2017

The EMU First-Year Writing Program has delivered the  following titles to Halle Library as part of its  resources initiative. Titles will be available for check-out later this summer.

  • Race and Writing Assessment (Studies in Composition and Rhetoric) , edited by  Mya Poe  and Asao B. Inoue
  • Transnational Writing Program Administration by David Martins
  • Survivance, Sovereignty, and Story: Teaching American Indian Rhetorics, edited by  Rose Gubele and Lisa King
  • On Multimodality: New Media in Composition Studies (CCCC Studies in Writing & Rhetoric) by Jonathan Alexander and Jacqueline Rhodes
  • From Form to Meaning: Freshman Composition and the Long Sixties, 1957-1974 by David Fleming
  • A New Writing Classroom by Patrick Sullivan
  • The Framework for Success in Postsecondary Writing: Scholarship and Applications, edited by Nicholas N. Behm, Sherry Rankins-Robertson, and Duane Roen
  • Labored: The State(ment) and Future of Work in Composition, edited by Randall McClure, Dayna V. Goldstein, and Michael A. Pemberton
  • A Critical Look at Institutional Mission: A Guide for Writing Program Administrators, edited by Joseph Janangelo

To make additional requests, please  complete the Book/Material Purchase Request Form.

Class Discussion Strategies

From the Cult of Pedagogy blog, “The Big List of  Class Discussion Strategies” circulated  widely last fall, but it has resurfaced in recent days because it presents as a strong collection of ideas for framing class discussions. Note that it  includes Think-Pair-Share as a strategy, which in the context of EMU’s First-year Writing Program is  introduced as Write-Pair-Share. The list of discussion would also do well to include Crumple Toss, the practice of brief fast-writes which are then balled up and tossed into the center of the room. Next students retrieve one and share from it, which each item shared serving as genesis for addressing questions, deepening  observations or responses, reinforcing concepts pertinent to a particular lesson or project  setup.

Glossary of Multimodal Terms

Looking for a broader and deeper vocabulary to associate with multimodality? Check out the Glossary of Multimodal Terms.

Why this glossary
Multimodality studies how and to what social and cultural effects people use and transform resources for communication including speech, image, gesture, gaze, and others. In the last decade or so multimodal studies have introduced many new terms (such as ‘mode’); and they have begun to redefine many ‘old’ones (such a ‘genre’). The aim of this glossary is to provide inroads into this cross-discliplinary enterprise.

Library Additions – Summer 2016


The EMU First-Year Writing Program has delivered the  following titles to Halle Library as part of its  resources initiative. Titles will be available for check-out later this summer.

  • Rhetorical Listening: Identification, Gender, Whiteness (Studies in Rhetorics and Feminisms) by Krista  Ratcliffe
  • Networking Arguments: Rhetoric, Transnational Feminism, and Public Policy Writing (Pitt Comp Literacy Culture) by Rebecca Dingo
  • Writing Studies Research in Practice: Methods and Methodologies  by Lee Nickoson and Mary Sheridan
  • Feminist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies (Studies in Rhetorics and Feminisms) by Jacqueline Jones Royster and Gesa Kirsch
  • Exploring Composition Studies: Sites, Issues, Perspectives by Kelly Ritter and Paul Matsuda
  • The WPA   Outcomes Statement-A Decade Later (Writing Program Administration) by Nick Behm, Greg Glau, and Deb Holdstein
  • Outcomes Book: Debate and Consensus after the WPA Outcomes Statement by Susan Harrington and Keith Rhodes
  • Writing against Racial Injury: The Politics of Asian American Student Rhetoric (Pitt Comp Literacy Culture) by Haivan Hoang
  • Stories of Mentoring: Theory and Praxis (Lauer Series in Rhetoric and Composition) by Michelle Eble and Lyne Lewis Gaillet

To make additional requests, please  complete the Book/Material Purchase Request Form.



We invite proposals for the 2016 WIDE-EMU Conference, a free, one-day event on October 15, in Ypsilanti, Michigan. Please help us circulate the call widely. The complete call and details about the conference are online at

Phase 1–Propose–has just begun and continues through August 31. We are asking for proposals that will respond to the conference’s framing question: What does writing want?

As you will see on the web site and proposal submission form, we’re asking for titles/ideas for three kinds of presentations:

  • Talk: much like a typical conference presentation, only short-form. Propose a brief paper, a roundtable discussion, a panel, etc. Individual talks should not exceed ten minutes.
  • Do: a demonstration or a workshop. Propose a session focused on the “how to” related to a software application or pedagogical approach.
  • Make: produce something (or the beginning of something). Propose a session in which participants will “make” a web site, a lesson plan, a manifesto, a syllabus, etc.

During Phase 2–Respond–we’ll be asking proposers to expand their proposed ideas with something online to share ahead of the face to face meeting on October 15. What exactly this “something online” looks like is highly flexible: a blog entry, a slidedeck, a podcast, a video, etc. You could also think of this as a teaser or a preview for your session and a few of its key provocations.

The face-to-face conference will be on October 15, 2016 at Eastern Michigan University. We will announce the featured plenary speaker/activity later this summer.

Please visit the site at, submit a proposal, and plan to attend. If you have any questions about the proposal process or the conference itself, please reach out to Derek Mueller at We hope to see many of you of this fall.