This is a two-week workshop for English teachers who want to incorporate computers into their writing-intensive courses and/or programs. The Workshop will be held in a fully equipped, state-of-the-art computer facility designed especially for English teachers. No previous computer knowledge is needed. The Workshop encourages educators of all levels to attend.

The Workshop will consist of ten, six-hour work days. In addition to regularly scheduled sessions, the computer lab will be open and staffed during the evenings. All participants will recieve one-on-one help in learning and developing computer applications suited for their own classrooms and programs.

Among the topics to be covered are networks, hypertext, electronic conferencing, purchase of hardware/software, and laboratory design/operation. All participants will receive three quarter hous of graduate credit. The Workshop is sponsored by the Division of Education and Public Services at Michigan Technological University.

Reservations will be accepted on a first come, first served basis.
Enrollment is limited.
Public Service and Professional Development
Michigan Technological University
1400 Townsend Drive
Houghton, MI 49931-1295
(906) 487-2263

Three copies (A4 size) of proposals on the topic of computers in the composition class should be typed and should include the following two separate pages:

Page 1
Proposal Description (up to 150 words) which should include

1. Your name, address, and phone number (fax number if you have one)
   
2. The title of the presentation (up to 10 words)
   
3. Designate whether it is a workshop (3 hours), or a Paper (1 hour)
   
4. The language of the presentation (English or Japanese)
   
5. Computer level of targeted audience (beginner, intermediate-advanced)
   
6. Type of computer (if needed): NEC, Fujitsu, Mac, IBM
   
7. Software (if needed, and whether you can provide it or if it needs to be provided by teh comference)
   
8. Audio-visual equipment needed
   

Page 2

1. Description for Handbook (30-50 words in English, in English and Japanese for presentations in Japanese) plus intended level of computer use (beginner, intermediate-advanced), computer to be used (if relevant) and two descriptor words for the index.
   
2. Biographical information (20-30 words in English)
   

A floppy disk formatted in ASCII for the Mac or MS-DOS of the above two pages should be included. Send proposals to

David Kluge
Kinjo Gakuin University
2-1723 Omori
Moriyama-ku, Nagoya 463, Japan
FAX (052) 799-2089

DEADLINE: May 31, 1993

This journal provides a forum for issues concerning interdisciplinarity, situated discourse communities, and writing across the curriculum programs. We encourage writers to address these topics from diverse critical stances including, but not limited to, ethnographic research, cognitive approaches, feminist and gender-based perspectives, rhetorical theory, genre theory, and cultural and international studies. We want to hear from scholars who encounter these questions and issues in different ways; from those who teach in the disciplines, from those whose interest is interdisciplinary studies, and from those who specialize in rhetoric and composition studies. We would also like to hear from researches, scholars, students, and administrators working in all these areas.

When submitting manuscripts, please follow the current MLA style; submit three copies (3,000 to 7,000 words); print your name, address, telephone number, and affiliation on a cover sheet (not on the manuscript); and enclose sufficient postage clipped (not pasted) to an addressed envelope.

Send manuscipts to:
Sharon Quiroz and Michael Pemberton, Editors
Journal of Language and Learning Across the Disciplines
The University of Michigan
1025 Angell Hall
Ann Arbor, MI 48109-1003

Subscription information: The Journal is published three times a year. All subscriptions are handled on an academic, calendar-year basis; $20 individual, $25 institution. Send to Michael Pemberton, Department of English, University of Illinois, Urbana-Champaign, 608 S. Wright St., Urbana, IL 61801.

Topic: "Computer Tutorials, Writing Texts--How Students Learn Best"

Recently, research in writing instruction has examined the effectiveness of various pedagogical tools (textbooks, small group work, collaboration, lecture, computer tutorials, etc.) in improving writing instruction. What combination of pedagogical approaches is most effective? What kinds of students learn best from textbook instruction? What topics are best delivered via computer tutorial? What guidelines can teachers use to select the most effective combination of instructional methods, given the subject matter and their students' aptitudes?

Please submit two-page proposals by April 1, 1993, to
Greta Gaard,
Department of Composition,
420 Humanities Bldg.,
University of Minnesota,
10 University Dr.,
Duluth, MN 55812-2496