{"id":238,"date":"2019-03-20T16:26:45","date_gmt":"2019-03-20T16:26:45","guid":{"rendered":"http:\/\/pages.charlotte.edu\/writingconference\/?page_id=238"},"modified":"2019-03-20T16:38:37","modified_gmt":"2019-03-20T16:38:37","slug":"2015-conference","status":"publish","type":"page","link":"https:\/\/pages.charlotte.edu\/writingconference\/2015-conference\/","title":{"rendered":"2015 Conference"},"content":{"rendered":"

Print \u2194 Digital : Connecting Convention, Tradition, and Innovation<\/b><\/span><\/h1>\n

\"\"<\/a><\/span><\/p>\n

 <\/p>\n

Two recent studies pose challenges facing writing teachers: <\/span>one<\/span><\/a> reveals that students perform better academically when handwriting their notes; the <\/span>other<\/span><\/a> purports that students\u2019 papers improve when they are typed rather than handwritten. Similarly, in writing classes students may be asked to produce Twitter feeds, handwritten daybooks, websites, or lengthy research papers. The two studies and the variety of texts students are asked to compose reveal the complexity of writing, the varied processes involved in composing, and the dynamic intersection of process, form and format. We know that what works for one writer in one space, and for that matter, what works for one teacher in one specific course, may not be transferable to other writers, teachers, courses, and writing contexts. As writing teachers, how do we negotiate these multiple modes of composition, varied sites of writing and diverse writers in our classrooms?<\/span><\/p>\n

We invite proposals for individual presentations, panels, workshops and roundtable discussions that address issues such as:<\/span><\/p>\n