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</FONT><FONT COLOR="#004080" FACE="Comic Sans MS" LANG="0" SIZE="3"><B>Hello CBW Executive Board Members! <BR>
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I hope you have all enjoyed the summer months, heat waves notwithstanding. <BR>
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With this email, I'm sending you a call for papers for the upcoming </FONT><FONT COLOR="#004080" FACE="Comic Sans MS" LANG="0" SIZE="3"><I>BWe</I></FONT><FONT COLOR="#004080" FACE="Comic Sans MS" LANG="0" SIZE="3"> issue on multimodal composing. It's attached as a Word document and also embedded in this email. And I have two requests: <BR>
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1. Would you please share this CFP with anyone who may want to submit to this upcoming issue of BWe? The submission deadline is October 15th. Thank you!<BR>
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2. I would like to ask for volunteers from among our CBW Executive Board membership to review </FONT><FONT COLOR="#004080" FACE="Comic Sans MS" LANG="0" SIZE="3"><I>BWe</I></FONT><FONT COLOR="#004080" FACE="Comic Sans MS" LANG="0" SIZE="3"> submissions for our upcoming issue. Two recent graduates of our CCNY master's programs will assist with communications for manuscript reviews. Their names are Wynne Ferdinand and Lynn Reid. We will send manuscripts to you for review shortly after they are submitted, so </FONT><FONT COLOR="#004080" FACE="Comic Sans MS" LANG="0" SIZE="3"><I>BWe</I></FONT><FONT COLOR="#004080" FACE="Comic Sans MS" LANG="0" SIZE="3"> reviews can take place as early as September and through November/December 2010. I will greatly appreciate your willingness to help with the review process and look forward to working with you. <BR>
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</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Multimodal Composing:<BR>
Opportunities and Challenges in Basic Writing Contexts<BR>
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</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><I>Basic Writing Electronic</I></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> (</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><I>BWe</I></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2">) Journal <BR>
Guest Editor: Barbara Gleason<BR>
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</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> Traditional print essays (8-15 pages) and webtexts & <BR>
other multimodal/digital compositions are welcome.<BR>
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</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Submission Deadline:</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> October 15, 2010<BR>
</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Send inquiries</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> to </FONT><FONT COLOR="#0000FF" FACE="Palatino" FAMILY="SERIF" SIZE="2"><U>bgleason@ccny.cuny.edu<BR>
</U></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> </FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Submit manuscripts</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> to </FONT><FONT COLOR="#0000FF" FACE="Palatino" FAMILY="SERIF" SIZE="2"><U>bwespecialissue@gmail.com<BR>
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</U></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2">For the upcoming issue of </FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><I>BWe</I></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2">, we seek essays on multimodal writing in college and pre-college composition and rhetoric classes. As Cynthia Selfe argues in the June 2009 issue of </FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><I>College Composition and Communication</I></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2">, our profession's continuing tendency to focus primarily on print literacy limits our understanding of rhetoric, discourages students from "identify[ing] their own communication needs" and needlessly limits individuals who have developed expressive identities in a digital age ("The Movement of Air, The Breath of Meaning: Aurality and Multimodal Composing" in </FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><I>CCC</I></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2">, June 2009, 618). By widening the possibilities for composing in their classrooms, instructors may establish more compelling and inclusive learning environments for students of diverse races and cultures, language backgrounds, ages, and communication interests. Teachers also may also create classes that can better serve the needs of students who have learning differences, e.g., in the areas of vision, hearing, or attention. <BR>
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Along with the potential advantages of incorporating multiple modes of composing into their curricula, instructors may well experience challenges that can obstruct curricular change or dampen enthusiasm of both instructors and students. Integrating new technologies into classes sometimes creates unwanted hurdles. Access to technology and digital literacies can sometimes encumber students. Instructors may experience new technologies as more burdensome than beneficial, especially when faculty are not rewarded for integrating new communication technologies into their curricula. In addition, educational institutions are increasingly demanding that digital texts and multimodal composing options be integrated into their curricula--sometimes before they have acquired the funds or the staff to support these efforts. We already know that we are experiencing a major transformation in communications that is permeating both our daily lives and our institutional realities. Most of us are struggling to develop our own expertise in multimodal composing while simultaneously teaching others to compose in digital environments. <BR>
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We encourage prospective authors to consider both opportunities and challenges associated with teaching/learning multimodal composing. We hope to receive submissions that focus on one (or more than one) of these roles/perspectives: writer, student, teacher, tutor, program administrator. We also welcome reviews of books & web sites that enhance instructors' knowledge of teaching with new technologies OR that facilitate adult learners' expertise in multimodal composing. Finally, since basic writing instruction is moving into new venues (e.g., as test-preparation courses in for-profit companies or in adult education programs), we welcome submissions that explore uses of multimodal composing in a variety of institutional environments.<BR>
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All submissions must be submitted electronically.<BR>
Both multimodal texts and traditional print essays are welcome.<BR>
Print essays should be saved in Word or in Rich Text Format before being<BR>
emailed as attachments. <BR>
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</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Citation Style:</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> Submissions should be formatted in MLA style.<BR>
</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Manuscript Submission</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> </FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Deadline:</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> October 15, 2010<BR>
</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Email inquiries to Barbara Gleason</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> at </FONT><FONT COLOR="#0000FF" FACE="Palatino" FAMILY="SERIF" SIZE="2"><U>bgleason@ccny.cuny.edu</U></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2">.<BR>
</FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"><B>Submit manuscripts</B></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2"> to </FONT><FONT COLOR="#0000FF" FACE="Palatino" FAMILY="SERIF" SIZE="2"><U>bwespecialissue@gmail.com</U></FONT><FONT COLOR="#000000" FACE="Palatino" FAMILY="SERIF" SIZE="2">.<BR>
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