Beyond the Frontier: Innovations in First-Year Composition
The series, Beyond the Frontier: Innovations in First-Year Composition is a collection of books and anthologies related to research, scholarship, and best practice recommendations for first-year composition. The contributors to the series will consist primarily (60%-75%) of emerging scholars in the field of Composition and Rhetoric, and first-year composition (FYC) more specifically, and secondarily of established scholars in the field (25%-40%).
Books: All proposals must be submitted following the format noted on the Website.
Anthologies will be ready for publication every other year, beginning in December, 2016, and continuing on even years thereafter. These contributors will be solicited from presentations at the Rocky Mountain Modern Language Association’s annual convention and through a general call for papers advertised on professional listservs and through this Website. These essay proposals will be due in July of even years on a rolling deadline; that is, if a deadline passes and a proposal comes in, it will be considered for the next anthology publication.
Areas for consideration include:
• From high school to basic writing – These essays/books will address areas such as dual enrollment, high school preparation for college English, developmental/remedial/emerging writers and writing
• Praxis and Practicality – These essays/books will focus on classroom practice including (but not limited to) genre, pedagogy, service learning/community engagement, practice
• Writing Across the Curriculum – These essays/books will focus on writing across the disciplines or writing across the curriculum
• The Virtual Frontier – These essays/books will focus on electronic issues and curriculum, including (but not limited to) video games, online writing environment, access issues
• Assessment and Response – These essays/books will focus on assessment and instructor/student response
• Issues in First-Year Composition – These essays/books will focus on broader issues and trends in first-year composition including (but not limited to) syllabi, labor (i.e., adjunct, tenure track, and the like), the usefulness of mandating a first-year composition program, writing program administration issues, one semester or two semester programs
Jill Dahlman is a graduate of the University of Hawaii system: Hilo for undergraduate and Manoa for graduate. She is an independent scholar, currently teaching in the Core Writing Program at the University of Nevada, Reno and at Chaminade University in Honolulu, Hawaii. Jill was an accomplished feature writer prior to returning to academia. She is a contributor to the forthcoming Comics and the Punk Aesthetic, and serves on the Editorial Review Board for the Rocky Mountain Review, as well as being one of only two faculty advocates for Bedford St-Martin’s publishing. Jill’s areas of research interest include composition pedagogy (specifically first-year), writing across the disciplines, service learning, rhetoric of the Cold War era (specifically comic books of the Golden and Silver Age, protest music, and Star Trek), eco-composition, children’s literature and war, Holocaust literature, and rhetoric of the Founding Fathers. In her spare time, she enjoys long road trips through desolation to visit her brother Tommy and niece Crystal.
Tammy Winner is an Associate Professor of English and the Program Coordinator of the Master of Arts in Writing at the University of North Alabama. She earned her doctorate at Indiana University of Pennsylvania in 1999 and has since taught at Coastal Carolina University, the University of Puerto Rico and the University of the Bahamas. Her research interests include first-year composition, multimodality, literacy and e-literacy, online learning, peaceful pedagogies and experiential learning.
