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CFP: Teaching Writing in a Time of Chaos 2026

CFP: Teaching Writing in a Time of Chaos

Timeline:
Proposals due: January 5th, 2026

Acceptance announcement: January 15th, 2026

Online micro-symposium: April 23, 2026
9:00 a.m. to 3:00 p.m. MST

Format: 10 minute presentations with multiple slides.


Google form submission: https://forms.gle/TeNHGqfWJ7WbikZK9

Technology Writing and Culture website: https://techwritingculture.de/ (this page)


As college writing teachers in the United States we occupy a period of instability and disruption that pervades our professional and personal lives. If there are boundaries between history, politics and the classroom, those boundaries seem to be very permeable, weak at best, and constantly shifting, leading at times to a sort of pedagogical dissociation, a sense of surrealness and at times despair. As Blitz and Hurlbert wrote over 25 years ago in the introduction to Letters for the Living: Teaching Writing in a Violent Age, writing teachers have often shared a familiar story:

We want to change the world

We are supposed to change the world

No one can change the world

…

It’s too hard to change the world

Education should change the world

…

The wrong people are changing the world

Given the turbulent state of what is passing for reality, and the long history of resistance pedagogy, a cynical or depressed reader might conclude that teaching writing isn’t the most effective way to forestall creeping fascism–if your only tool is a syllabus, then every problem looks like a learning objective.

Nevertheless there is value in asking, how should instructors respond to concentrated attacks on democracy, the defenestration of individual rights, the ongoing attempts to dismantle the Civil Rights Act under the guise of anti-DEI legislature, and the rapid normalization of authoritarianism?

Teaching writing as resistance becomes even more fraught as free speech comes under concerted attack in the classroom, as seen in bills in Florida, Utah and other states aggressively demonizing educators and censoring the classroom.

How do we respond as writing teachers to political violence? While recognizing that individual efforts are not a singular solution to systemic problems, what pedagogical interventions can we employ?

Possible topics might include anything really cool that you are doing in your classroom that gives you a shred of hope. Or possibly addressing one of the following:

* Making space for free speech in the classroom while remaining employed

* Student motivation as a casualty of social upheaval

* Responding to mental health issues among colleagues, staff and students

* Finding joy in teaching writing in spite of “everything”

*The classroom as a refuge from social turmoil

* Alternatives to the industrial, neoliberal model of education

* Effective responses to artificial intelligence abuse

* Resisting the LMS-surveillance industrial complex

* Rediscovering pencil and paper

* Student evaluations as surveillance and control

* Protecting our most marginalized students

* The promise and potential of unionization

* Experimental pedagogy as a response to oppression and control

* Small acts of kindness in the classroom

* The laws of salvage: The ethics of pillaging leftover snacks in the break room

* What to do when a political murder happens on your campus

* Course learning outcomes: are they the antichrist spoken of by ancient prophets?

* Whatever happened to that idealistic inner grad student

* Coping with burnout: learning to rekindle the love in your toxic relationship with academia

* Meaningful teaching in the midst of chaos

* The positionality of professorial outrage

* Dismantling the master’s house with the master’s tools: disruptive technologies to usher in the next glorious utopia

* Is early retirement the only answer?


Format: participants will be asked to present on Microsoft Teams (forgive me) for 10 minutes, so as to accommodate both the number of applicants and our damaged attention spans. Fun slides are encouraged but not mandatory. Think PechaChuka

Accommodations will be made for presenters who need to share their work anonymously.

Although there is some silliness in the CFP, this is a real conference.

Timeline:

Proposals due: January 5th, 2026. If something amazing shows up on January 6th, I’ll probably check it out.

Acceptance announcement: January 15th, 2026

Online micro-symposium: April 23, 2026

Google form submission: https://forms.gle/TeNHGqfWJ7WbikZK9

Technology Writing and Culture website: https://techwritingculture.de/

Can I just add that editing text in WordPress is beyond frustrating?

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2025 Artificial Intelligence and Teaching Technical Communication 2.0

Generated with Gemini

Virtual Conference Schedule ? Date: March 27th, 2025 Times presented in Mountain Daylight Time MDT/GMT-6

Keynote Session | 9am
How Technical Communicators May Work Safely within the ‘Fog’ of Emerging GenAI Ethics
Speaker: Geoffrey Sauer

In his keynote last year, Stuart Selber offered an “AI Manifesto for Tech Comm Programs,” presenting five arguments why technical communicators should use, study, and teach GenAI technologies. This paper quite agrees with Selber, but in 2024 we have also seen influential calls which disagree–one example being Jennifer Sano-Francini et al.’s “Refusing GenAI in Writing Studies.” Bryan Alexander, a scholar who researches digital humanities, warned recently on social media that scholars seem quite divided about GenAI, possibly into irreconcilable factions.
We have all seen in the past decade how factionalism can negatively impact civil debate. This paper will discuss some reasons why technical communication scholars must take seriously the importance of GenAI, emerging critiques of GenAI, and will suggest how understanding the underlying technology may resolve nascent conflict, and enable positive and productive scholarship for everyone.
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10:00 am Paper Session: Getting the most out of AI

Preparing Technical Communication Students for Careers in AI: Large Language Model Fine-Tuning
Jamie Littlefield
This presentation will explore how technical communication instructors can further prepare students for careers fine-tuning large language models. Drawing on my professional experience developing thousands of fine-tuning datasets for xAI’s latest large language models as well as insights from academic research, I will outline the key competencies required for LLM-related careers, including data annotation, prompt engineering, and textual analysis. I will also propose curriculum adaptations that integrate AI-related tasks, such as creating annotated datasets, interpreting user intent, and analyzing the rhetorical impact of AI outputs.

Making AI Visible: AI transparency using technical communication
Nupoor Ranade
Because of their constantly evolving nature and disciplinary complexity, documenting AI technologies is challenging and often handled by engineers. In this presentation, I argue that technical communicators, with their audience analysis and experience design competencies can help in making AI technologies visible to relevant users. My research is aimed at developing a practical method of implementing a core tenet of AI ethics – AI transparency, is both quantitative (ensuring all aspects of AI algorithms such as machine learning are covered) and qualitative (ensuring that the research outcomes address the needs of multiple audiences’ motivations, needs and opinions) ways.

Perspectives about the role of AI in assistive technology with implications for TPC pedagogy
Zsuzsanna Palmer
The proposed presentation will report on preliminary results from an interview-based study with 20 users of the screen reader software, JAWS. The presentation will not only summarize users’ impressions of how the screen reader software incorporates AI but will also explain interview participants’ overall attitudes towards AI in other areas of life such as education and transportation.Using quotes and themes identified in the transcripts of the interviews, different user perspectives will be outlined to support a deeper understanding of serious user concerns especially as some of the AI systems deployed to aid the disabled can inadvertently bring bodily harm to their users.

________________
11:30pm Paper Session: Classroom pedagogies and Activities

Redesigning the Technical Communication Service Course for Gen AI
Stuart Selber and Eric York
We discuss changes to the service course that can help technical communication teachers and program directors address the challenges and opportunities posed by Gen AI. Our approach retains what we already know about running a service program and teaching its courses, but identifies new directions for teaching students how to approach content that is generated by AI robots. We also discuss policy changes that we might want to include in course syllabi. Building on our prior research comparing technical instructions written by humans and robots, we attempt to use some of the more well-regarded prompt-engineering strategies to see whether and how they can improve upon the technical instructions AI produces.

Fostering Ethical and Engaging Student Research in Technical Communication with NotebookLM
Codi Renee Blackmon
This presentation demonstrates how NotebookLM—a self-contained AI platform—can be used to guide undergraduates through ethical, iterative research in technical communication courses. By introducing a scaffolded assignment sequence built around curated source material, I show how NotebookLM helps students practice responsible information-gathering, rhetorical analysis, and inclusive writing strategies. The core of this approach lies in placing human-critical thinking at the forefront. By focusing on a single, cohesive assignment sequence, I provide a clear roadmap for technical communication instructors seeking to integrate AI responsibly.

Means, Motive, and AI? : Renegotiating Genre and Embracing AI in the Technical Writing Classroom
Justin Cook
In this presentation, I will describe a gamified technical writing activity that combines artificial intelligence (AI), rhetorical genre studies, and collaborative problem-solving. Inspired by Hunt a Killer board games, this project immerses students in a fictional murder mystery where they analyze AI-generated technical documents to identify genre conventions, detect critical clues, and solve the case. The assignment introduces common deliverables in Technical and Professional Communication (TPC), while fostering critical thinking, genre flexibility, and ethical AI literacy. I will demonstrate that AI-generated texts are both heuristic tools and practical challenges, supporting experiential learning and engagement.
________________
1:00pm Paper Session: Getting the most out of AI

AI vs. Human Teachers: A Comparative Study on Student Writing Feedback
Mohamed Yacoub, Met’eb A. Alnwairan, Said Rashid Al Harthy, Abdullah S. Darwish, Youssef Yakoub
This research study evaluates and compares the grading and feedback provided by human teachers and artificial intelligence (AI) ChatGPT on student writing. The study involves collecting a diverse set of student writings, which are assessed independently by human educators and ChatGPT. By analyzing and contrasting the results, the research explores the effectiveness and reliability of ChatGPT in grading and providing feedback, offering insights into its potential integration into educational settings to support teachers in assessing student writing and delivering constructive feedback. The findings reveal that human feedback offers students a deeper understanding of writing patterns through metalinguistic commentary on genre elements, sentence structure, and stylistic choices.

Demystifying AI: Foundations, Training, and Professional Impact for Technical Communicators
Bremen Vance, Geoffrey Sauer, Guisseppe Getto
As artificial intelligence (AI) systems become increasingly integral to technical communication, understanding their core processes is essential for educators, practitioners, and researchers. This panel explores the foundations, technical intricacies, and professional implications of AI systems. We focus on training AI systems through fine-tuning, human reinforcement, and retrieval-augmented generation (RAG). The discussion will be structured across three perspectives: Why technical communicators must grasp AI’s mechanisms to remain effective educators, designers, and collaborators; a deep dive into the processes of AI training, fine-tuning, human reinforcement, and RAG; and how these AI processes are reshaping the workflows and skill sets of technical communicators.
________________

2:30pm Panel Session:

Recentering Technical Editing: Human-Machine Collaborations in the Age of AI
Lance Cummings, G. Edzordzi Agbozo, Colleen Reilly

Panelist 1: “Redefining Technical Editing in the Age of AI”
This speaker will examine how technical editors are evolving from traditional editing roles to become “content designers” who work with AI systems on both backend development and frontend refinement. They will discuss how editors are developing new competencies in machine collaboration, writing workflows, ethics, and usability when working with AI tools.

Panelist 2: “Navigating Concerns and Opportunities: Technical Editors’ Experiences with AI”
This speaker will share findings from interviews with technical editors and writing professionals about their experiences with AI tools. This qualitative research reveals key concerns about ethics and accuracy. However, editors are also finding creative ways to leverage AI, particularly for ideation, simplifying complex information, and collaborative problem-solving. The speaker will detail how the technical editors we interviewed are developing new workflows that maintain human oversight while taking advantage of AI’s capabilities for routine tasks and creative brainstorming.

Panelist 3: “Pedagogical Approaches to AI-Assisted Writing”
This speaker will share examples of classroom implementations of AI writing tools in technical communication courses. Using sample approaches and assignments from both technical editing and professional writing classes, this panelist will demonstrate how instructors are helping students develop critical awareness of AI capabilities and limitations through hands-on activities with tools like plain language bots and editing assistants.
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4:00pm Paper Session: Shifting roles, Skills, and Identities

Reimagining Expertise: AI as a Co-Author in Technical Communication Workflows
Shiva Mainaly
Drawing on theories of posthumanism (Hayles, 1999) and distributed cognition (Hutchins, 1995), this paper argues that AI’s integration into technical communication workflows has created a symbiotic relationship between humans and machines, where expertise is no longer the sole domain of the human professional. This raises critical questions: How do we attribute authorship if AI can independently produce viable outputs? What becomes of the technical communicator’s role when their expertise is entangled with machine intelligence? This paper explores how professionals navigate this new paradigm through a qualitative analysis of case studies from industry practices.

Technical Writer or Prompt Writer? How Generative AI Is Revolutionizing the Field of Technical Communication
Fatima Zohra
This presentation theorizes that the role of the technical writer is transforming into one of a skilled prompt engineer by demonstrating how variations in prompts result in different generated outputs – and why this necessitates that technical writers encompass the knowledge of strategic prompting techniques. Existing scholarship has established that reframing input prompts in Large Language Models (LLMs) to extract desired responses – known as “prompt tuning” – poses several ethical concerns (Giray; Bevara et al.; Tian et al.).

“Knotworking” with Generative AI: A case study of AI-assisted UX design in Figma
Gustav Verhulsdonck and Jialei Jiang
This presentation will discuss a case study of how students used Figma, a user experience (UX) design program, together with AI-assistance through a number of AI tools. The ability to use GenAI tools in Figma creates pressing questions on the process of design in TPC, with consequences for how we teach with Generative AI. For example, GenAI tools in Figma can help generate wireframes, suggest content, create assets such as buttons, images, color palettes, and act as a design partner by giving design recommendations, thus asking us to rethink multimodal composition as a process (Jiang, 2024).
________________


5:30pm
Closing Remark

Let’s collectively discuss what we are taking away from this symposium

LINK

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CFP: Artificial Intelligence and Teaching Technical Communication 2.0

Submission form: https://forms.gle/miNgsV5T9Sb7sN2f9

Important Dates

  • Proposal Submission Deadline: January 30th, 2025
  • Notification of Acceptance: February 14th, 2025
  • Conference Date: March 27th, 2025   

In 2024 we held a one-day online symposium about teaching tech comm and artificial intelligence. The presentations were great and we learned a lot.  A year has passed, and rapid advancements in artificial intelligence (AI) are still reshaping how we create, manage, and share information. This symposium will explore how technical communicators are keeping pace with the surge of AI-driven developments.  

  • How do we teach future professionals to design, communicate, and collaborate with AI responsibly?
  • What tools and strategies best support technical communication in this evolving landscape?
  • And how do we navigate the ethical, cultural, and professional complexities of integrating AI into our practices?

By focusing on these critical questions, this event seeks to foster dialogue, share insights, and chart paths forward for technical communication. Through panels and presentations, we will collectively address the challenges and opportunities presented by the growing role of artificial intelligence in our field. 

 Potential Topics   

  • Integrating AI into the technical communication classroom
  • Exploring the historical, economic and cultural context of AI and the field of technical communication
  • The changing identity of the technical communicator, citizen, and individual in the wake of AI advancement and how that shapes our teaching
  • Creating specialized artificial intelligence models for classroom use
  • Artificial intelligence and surveillance
  • Making AI visible
  • Cultural and international perspectives on the intersection of technical communication and artificial intelligence
  • Examining the intersections between technical communication, AI, and venture capitalism
  • Ethical considerations for teaching technical communication with AI
  • Case studies of useful pedagogies that have incorporated AI
  • The shifting role of the instructor in an AI-infused classroom
  • Assessing student assignments that have incorporated AI
  • The role of politics and political communication
  • The changing workflows of professions within technical communication (i.e., technical writing, content strategy, instructional design, and user experience design), due to the advent of AI
  • Disruption, layoffs, and the erasure of labor due to AI deployment

Presentations that are experimental, exploratory, and playful are welcome, as are online projects that showcase one or more of the above potential topics.

Submission Guidelines

Prospective presenters are invited to submit proposals for individual papers, panels, or roundtables.  If you have an online project you wish to share, please note on the submission form.

Conference Format

The conference will be hosted online via Microsoft Teams, providing a platform for participants to engage in lively discussions, share best practices, and foster collaboration. 

Accepted presenters will have the opportunity to contribute to the conference proceedings.

We look forward to your participation and contributions!

Submission form: https://forms.gle/miNgsV5T9Sb7sN2f9

(see 2024 sessions here: https://www.youtube.com/watch?v=XrJKBym7bnk&list=PLXwgQlnMl4-sm3isNPHh_r-YnLYhEGd8A) 

Note: Dr. Vance has created a great list of research about AI and Tech Comm that you should check out:

https://docs.google.com/document/d/1YvkVhZBthgXx0eGT61F0OAlNPeTpP24d7Q5OQJirwJY/edit?usp=sharing

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Schedule Wednesday March 20th, 2024

Mountain Daylight Time GMT-6

Register here: https://forms.gle/8n79cWyN4ShChEeK9

We have a Discord server, but honestly aren’t using it much: https://discord.gg/a79DHf8E

All times are Mountain Daylight Time. Click on times to open Microsoft Teams meeting

9:00 Keynote: Dr. Stuart Selber–An AI Manifesto for Technical Communication Programs

10:00 A1: Innovating Technical Communication Education with AI: Experiences from Mercer University

Hannah Nabi, Lecturer, Department of Technical Communication, Mercer University

Bremen Vance, Assistant Professor, Department of Technical Communication, Mercer University

Pam Estes Brewer, Chair and Professor, Department of Technical Communication, Mercer University

A discussion of the department’s current initiatives in integrating AI into its teaching methods and strategic plan. The workshop is intended for educators, researchers, and practitioners in technical communication and education technology interested in AI’s role in education. The goals of this panel discussion are to:

  1. Present specific examples of AI use in technical communication education.
  2. Share outcomes and observations from these AI-integrated teaching methods.
  3. Discuss the effectiveness of AI tools in student learning and skill development.
  4. Consider the future role of AI in technical communication education.

11:30 B1: Teaching Authorship in the Age of AI

Yunus Doğan Telliel and Kevin Lewis

In this presentation, we discuss our findings from an ongoing research study examining students’ perceptions of authorship when working with generative AI tools in their writing projects. This research focuses on Worcester Polytechnic Institute’s Professional Writing Program, consisting of a student survey, a faculty survey, and a qualitative study of AI-related assignments in technical communication courses.

Beyond Perceptions: Surveying Student Experiences with Responsible AI Use in Writing Courses

John Sherrill and Michael Salvo

This 20-minute presentation will provide instructor and student experiences working with AI in professional writing courses, including an experience report of teaching a collaborative report about AI, and preliminary findings from a mixed-methods survey of student experiences using AI. Rather than focusing exclusively on student and instructor perceptions about AI use in the classroom, our presentation challenges common instructor perceptions about how students may be using generative AI and LLMs in the classroom by providing experiential and quantitative data about how AI is shaping professional writing.

Technical Writing and Generative AI: Some takeaways for ethical reflection

Manushri Pandya and Arthur Berger

How are technical writers actually using generative AI?

At times, technical writers report using generative AI in ways that run counter to prevailing narratives. We hope to use our survey along with continuous feedback to think more critically about what the core concerns of the field are to its practitioners, in order to achieve its mission of “advanc[ing] technical communication as the discipline of transforming complex information into usable content for products, processes, and services.” [1] To that end, this presentation seeks to explore and provide insight into the intersections between AI, its potential impact on the practice of technical communication, its ethical implications, as well as its pedagogical applications and/or challenges in technical writing. [1] – STC mission from https://www.stc.org/about-stc/mission-a-vision/ Note: This is a collaborative project between Arthur Berger, President STC-Carolina; Manushri Pandya, PhD Student at NC State.

1:00 C1: A Model for Levels of Autonomy in Technical Communication

Michael J. Klein and Philip L. Frana
Department of Interdisciplinary LIberal Studies
James Madison University

The authors propose a pathway for understanding levels of autonomy in technical communication, presenting a four-quadrant contextual model for AI in technical communication: (1) Human beings sharing technical information with other human beings; (2) Human beings sharing technical information with artificial intelligences; (3) Artificial intelligences sharing technical information with human beings; and (4) Artificial intelligences sharing technical information with other artificial intelligences. The authors will share examples of humans and machines operating in each quadrant as well as analyzing the benefits and challenges that surface in the various relationships.

AI Ethics and (In)Authenticity: Preliminary Investigations of GPTs’ Affordances for Routine Production and Their Shortcomings for Symbolic Analytic Labor

Paul Hunter and A. Deptula

This presentation builds on findings from our forthcoming article (Deptula et al., 2024) on AI and authenticity. In that article, we detail how generative pre-trained transformer (GPT) large language models handle commonplace TPC concerns: genres, plain language, and grammatical/mechanical correctness. Our initial analyses reveal that ChatGPT 3.5, as of August 2023, can produce reasonable outlines for standard TPC genres (e.g., scientific articles, business proposals, and feasibility reports), transform sentences according to plain language conventions (evidenced by Flesch-Kincaid grade level scoring), and help writers ensure mechanical and grammatical correctness.

2:30 D1: Rhetorical prompt engineering in an era of AI expedience

Bryan Kopp, bkopp@uwlax.edu
Chris McCracken, cmccracken@uwlax.edu
Lindsay Steiner, lsteiner@uwlax.edu
Louise Zamparutti, lzamparutti@uwlax.edu

We designed a multi-week case study for technical writing students that incorporates AI into a complex risk-communication scenario. This case study introduces students to generative text technology through a scaffolded set of tasks in which they intervene in a classic professional and technical writing case study—the risk communication surrounding the Three Mile Island nuclear disaster. Students used ChatGPT to understand the case, to analyze and revise one of the memos implicated in the meltdown, to document and reflect on their revision strategies, and to develop a set of best practices for working with generative AI in technical communication.

4:00 E1: AI for Empathy? AI-Generated Personas and Teaching Design Thinking

Emma Kostopolus

I will discuss how I use AI-generated personas in my Technical Writing and Editing class, typically populated by students in Engineering Technologies and Interdisciplinary Studies, two very disparate contexts. I’ll work through the differences seen when students work with AI personas versus personas that they themselves generate, and report on how students appear to use the personas in crafting their midterm project, a recommendation report specifically intended for university stakeholders.

Artificial Interfaces, Artificial Ideologies: A Visual Rhetorical Analysis of ChatGPT

Eric York

This presentation reports on a visual rhetorical analysis of ChatGPT’s user interface (UI) and user experience (UX), including main interface elements and primary user flows, to reveal and trace the ideologies constructed and perpetuated in the product design. I explain how the UI and UX of ChatGPT relies on technical communication concepts of clarity and simplicity (Kostelnick and Roberts, 1998) to create and perpetuate a corrosive design philosophy, the most extreme example of extreme usability (Dilger, 2006) that undermines both literacy and design, and I discuss the pedagogical and programmatic implications of this finding, arguing for embodied rhetorics that can provide means of resistance and a both/and way to accommodate the rapid changes AI will usher in.

5:30 Keynote: Dr. Patrick Corbett–A Humanistic Perspective on AI Adoption Bridging the Global North/South Divide

Note: Vivian Garcia at Macmillan/Bedford St. Martin asked if I could share a link to their AI resources:

Main Page

Dr. Stuart Selber’s WPA presentation

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CFP: Teaching Tech Comm with AI

CFP: Teaching Tech Comm with AI

Theme: Artificial Intelligence and Teaching Technical Communication

Due: January 15, 2023

Online Symposium: March 20, 2024

Dear Colleagues,

We are pleased to announce the online symposium “Artificial Intelligence and the Teaching of Technical Communication” on March 20, 2024. This micro-conference aims to bring together scholars, educators, researchers, and practitioners to explore and share insights on the intersection of teaching technical communication and the rapidly mutating landscape of artificial intelligence. The virtual symposium consists of two keynote speakers, and three sessions which may consist of panels, presentations or open discussions depending on participant preferences.

Our objective is to continue the conversations that are taking place surrounding large language model artificial intelligence and its potential impact on the teaching and practice of technical communication.

Topics of Interest:

  • Integrating AI into the technical communication classroom
  • Exploring the economic and cultural context of AI and the field of technical communications
  • How does AI shape, erase or undermine identities, and how does that shape our teaching?
  • Artificial Intelligence, Surveillance and Teaching
  • Cultural perspectives on the intersection of technical communication and artificial intelligence
  • Examining the intersections between technical communications and capitalism
  • Ethical considerations in teaching technical communications and artificial intelligence
  • Case studies of useful pedagogies incorporating AI
  • Assessing courses that have integrated AI
  • Possible future challenges faced by instructors utilizing AI
  • Posthuman technical communication in the age of artificial intelligence
  • Neoliberalism, Artificial Intelligence and Ethical Communication
  • Presentations that are experimental, exploratory and playful are welcome
  • We are also accepting online projects related to the theme

Submission Guidelines:

Prospective presenters are invited to submit proposals for individual papers, panels, or open discussion:

Important Dates:

  • Proposal Submission Deadline: – January 15, 2024
  • Notification of Acceptance: –  January 20 2024
  • Conference Dates: Wednesday March 20, 2024   

Conference Format:

The conference will be hosted online via Microsoft Teams, providing a platform for participants to engage in lively discussions, share best practices, and foster collaboration. Accepted presenters will have the opportunity to contribute to the conference proceedings. We hope to encourage a robust backchannel in the form of Teams chat during the sessions.

Registration: https://uvu.qualtrics.com/jfe/form/SV_6SiYhSwFPhBnfme

We look forward to your contributions and participation in this enriching academic event.

Sincerely,

Eugene Crane

Associate Professor of English

Utah Valley University

markuvula@gmail.com

http://techwritingculture.de 

*disclaimer: ChatGPT was used to generate ideas for this document.