Hi, All, Now, I know that we only just returned from the 2006 CCCC, but the deadline for Cs 2007 looms. I have an idea for a panel, and I am welcoming any interested folks to send me proposlas for papers fitting in this panel. Below I've written a description of what I'm interested in. There are many and varied ways of approaching this panel, so don't feel you can't be unusual or find a niche--that in fact, would be cool. I am also open to tweaking the concept, so suggestions are welcome. Here's the pain: the deadline is at the end of April. So, if you're interested, send me a blurb of about a paragraph describing your paper/presentation by April 20th. While we'll have time to revise, try to write it as the formal description you want to turn in. I hope some of you are interested! Please send questions or proposals directly to me at amy.wordnerd@xxxxxxxxx I also hope anyone else looking to fill out a panel will use the listserv to rally the troops, too! Amy The Compositionists' Manifesto: What I Am, What I Am Not The CCCC 2007 call for proposals, "Representing Identities," asks us to explore the many ways we represent, misrepresent, interpret and misinterpret the students, teachers, and work of composition. I propose a panel that explores the way compositionists are represented and presented. Specifically, I ask: How do you define yourself as a composition teacher? How would you define your role, if you could craft it? What roles do you reject, or would you reject, if you could? What influences the ways you define yourself as a teacher, or the ways others define your role? I'm not looking for general descriptions of what you do in your classroom, but more in-depth considerations of our identities and how they affect our work, our students, and the educational landscape. I am also interested in how external and internal forces alike work to shape our role as teachers of writing. As you consider a perspective, think about how you might ground it in any of these questions from the CCCC CFP: - What do representations of identities mean to us in terms of history, pedagogy, research, and publishing? How do we translate (or should) we translate those representations into practices, policies, and possibilities? - How are identities implicated by the expectations of the first-year writing or speaking course, the writing center, WAC, and/or new technologies? - What does our long-held expectation of an academic identity really mean for students, teachers, curricula, colleges…. - How doe issues of identity affect…teachers from widely varying cultural and language backgrounds? If you are stuck, you might try this simplification: As a composition teacher, I am a ________. As a composition teacher, I am not a ________.