Currently under development is a book that combines a single-authored monograph with an edited anthology. Tentatively titled “Rhetoric and Composition 2.0: Mapping the Digital Landscape,” the book is an effort to describe, analyze, and illustrate the discipline of Rhetoric and Composition as it is evolving amidst the steady integration of digital tools for both communicating and teaching. The book is designed to give mainstream scholars and teachers a broad overview, with myriad specific examples, of how our work has gone, and continues to go, digital—in teaching, in scholarship, and in administration.

The monograph portion of the book offers readers a coherent, synthetic analysis of the shifting terrain of Rhet/Comp as its scholars and practitioners grapple with the changes wrought by digital communication technologies and technology-rich pedagogies.

The anthology portion of the book is to be comprised of contributors’ submissions of course designs, pedagogies, curricula, and administrative programs that demonstrate the various ways we are adapting to digital technologies, in whole or in part, in the work we do. Contributors are asked, then, to submit original descriptions of and rationales for their digitally enhanced and/or digitally immersed work in Rhet/Comp. They should accompany their descriptions with technical documents (such as syllabi, curriculum maps, etc.) that illustrate how such work is put into practice within institutional life in higher education. Such contributions will necessarily be shorter than traditional articles or chapters in an anthology; however, they will also be substantive enough to stand as legitimate forms of scholarly publication, subject to editorial selection and review.

Accompanying this CFP is a draft proposal for the entire book, so that potential authors can better understand the work as a whole to which they might submit their contributions. Below are the submission guidelines (which are also available in the accompanying book proposal). To view the proposal, click here or on the “Book Proposal” tab along the top of the page.

The deadline for submissions is March 15, 2015. They should be sent as MS-Word attachments to Dr. Darin Payne at the University of Hawaii (darinp@hawaii.edu).

Questions, inquiries, or comments should also be directed to Darin Payne at darinp@hawaii.edu.

Submission Guidelines for Anthology Section:

To ensure a measure of consistency and a baseline of common descriptive information across all the samples, contributors are asked to adhere as much as possible to the following guidelines for each submission category. Of course the guidelines are flexible, and not all contributions will fit them precisely. Similarly, contributors should try to use the suggested section headers so that the end product will be more usable as a resource.

Individual Course Descriptions:

Suggested Section 1: “The Course in Context.” Briefly identify the course as FYC / undergraduate / graduate and articulate its aims and its fit within a broader curriculum and your specific institutional context. Indicate how and whether digital tools and/or spaces are used for teaching, as subjects of study, and/or for composing (500-1000 words). Suggested Section 2: “The Syllabus.” Provide a syllabus (2-5 pages). This document should utilize appropriate formatting for classroom use. It should include at minimum the following: a brief course description; a list of assignments and grading values; a basic skeleton schedule broken into units; institutional criteria such as attendance policies, support guidelines, student learning outcomes, etc. Suggested Section 3: “Assignments.” Provide primary assignment sheets. You need not provide all supporting documents, exercises, or guides; however, you should provide the instructional sheets for each main course assignment.

Programmatic Descriptions and/or Curriculum Maps:

Suggested Section 1: “The Under/Graduate Program.” Briefly identify the program, concentration, emphasis, or configuration of Rhet/Comp in your department, and explain the general mission of its undergraduate and/or graduate curriculum. Explain the role of digital technology within the overall curriculum generally and through individual courses specifically. Indicate how and whether digital tools and/or spaces are used for teaching, as subjects of study, and/or for composing (500-1000 words). Suggested Section 2: “The Institutional Context.” Describe your broader institutional context and how your program fits within it. Suggested Section 3: “The Curriculum Overview.” Provide a curriculum map if you have developed one for your institution. You may need to revise it to accommodate readability for a book.

WAC/WID/CAC and other University-Wide Structures:

Suggested Section 1: “The Program.” Briefly identify the program in your college or university, and explain its general mission. Explain the role of digital technology within the overall structure generally and through individual courses specifically. Indicate the use of digital tools/spaces for teaching as well as for composing (500-1000 words). Suggested Section 2: “The Institutional Context.” Describe your broader institutional context and how the program fits within it. Suggested Section 3: “The Curriculum Map.” Provide a curriculum map if you have developed one for the program and your institution. You may need to revise it to accommodate readability for a book.

Writing Centers: