The UNC Charlotte University Writing Program Presents
Between the Lines:
Critical Thinking and Reading in the Writing Classroom
CFP Deadline Extedned! New Deadline is August 31, 2017
Fourth Annual University Writing Program Conference
University of North Carolina-Charlotte
October 20, 2017
Keynote Speaker: Ellen C. Carillo
In calling for a reinvigorated discussion of reading in composition, Ellen Carillo asserts:
Reading is a deliberate intellectual practice that helps us make sense of—interpret—that which surrounds us. And, that which surrounds us includes so much more than published texts. We also read our own writing, our own and others’ belief systems, as well as everything from ideological and social structures to political and advertising campaigns to each other’s expressions and our personal interactions. The range of activities that falls under what might be called “reading” demands a more complex practice than a one-size-fits-all mechanical process of decoding.
Given how closely these ideas echo the assertions we make about writing as a situated and rhetorically contextualized practice, why doesn’t critical reading figure more prominently in writing pedagogy? Can one be an effective writer without being a critical reader? How do critical reading practices inform writing practices and vice versa? And how do these practices, in tandem, prepare students for broader social engagement beyond the classroom?
The 4th Annual UWP Conference at UNCC invites proposals for individual presentations, panels, workshops, roundtable discussions, and posters that address these questions, or various others such as:
- How do colleges, universities, and schools prepare students for their roles as critical readers, writers, and thinkers? How do we teach students to read into writing?
- How do we get students to understand connections between reading and writing?
- How do we adjust critical reading strategies to account for digital texts? And how do we leverage technology and/or digital texts to bolster reading and writing pedagogies?
- How does a critical reading focus help us teach genre?
- How do we harness the reading and writing students do in their own lives with what we teach?
- What are we preparing students for in reading and writing? Our class? Or beyond?
- How do school practices of reading writing and thinking transfer to roles in a democratic society? Is there a difference between teaching critical, rhetorical practices and promoting a political agenda?
- How can instructors at the secondary and post-secondary levels teach critical reading to help prepare students not only to recognize post-truth rhetoric but to resist it?
Please submit a 250-500 word abstract via the UWP Conference Proposal Submission Site by
August 1, 2017.
NEW! The UWP Conference Proposal Submission has been extended until August 31, 2017!
Successful abstracts will indicate how the presentation will address issues of critical reading in the writing classroom at the secondary and post-secondary level.
Computers, laptop connections, and projectors will be available in presentation classrooms. Please specify any additional support needed.
Keynote Speaker: Ellen Carillo
Ellen C. Carillo is Associate Professor of English at the University of Connecticut and the Writing Coordinator at its Waterbury Campus. Dr. Carillo is the author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer (Utah State UP, 2015) and A Writer’s Guide to Mindful Reading (WAC Clearinghouse, 2017). Her scholarship on reading has appeared in Rhetoric Review; Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture; Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy; WLN: A Journal of Writing Center Scholarship; The Writing Center Journal; Currents in Teaching and Learning; as well as in several edited collections. She has also guest-edited a special issue of WLN: A Journal of Writing Center Scholarship on the role of reading in writing centers. Dr. Carillo is co-founder of the Role of Reading in Composition Studies Special Interest Group of the Conference on College Composition and Communication (CCCC) and regularly presents her scholarship at regional and national conferences. She has been awarded grants from the Northeast Modern Language Association (NeMLA), CCCC, and the Council of Writing Program Administrators (CWPA). She is currently working on a book project entitled Teaching Readers in Post-Truth Americ