CCCC Transition Team Updates

Questions or suggestions about CCCC-related transition items can be shared with the team at this email address.

The CCCC Transition

Last updated October 8, 2026

Updates on Progress

Hello colleagues,

We are writing to provide updates on the work of the CCCC Transition Team (CTT). First, we understand that there are many emotions around the de-chartering of CCCC—including grieving its loss. We, as members of the CTT, feel these same conflicting emotions and have agreed to serve on the CTT to support next steps and pathways for you and for the future of our field. We are seeing firsthand that this service puts each of us in challenging positions. However, we also acknowledge that this labor (to offer transitional support in this moment) requires perspectives and voices willing to unify and not divide, a demonstration of goodwill, and a willingness to hold space for other people and perspectives while supporting one another. We understand (and are experiencing directly) that people often wear multiple hats and step into different roles and contexts to navigate the intellectual, emotional, intersecting and often invisible work of our labors.

Ultimately, we are attempting to support CCCC members as they determine the next steps for their professional affiliations. We are offering our time and service to try to move forward. We understand that some aren’t ready to do that, and others are deciding to create something entirely new, and that’s OK. We offer support for your work and goodwill alongside our charge to make space for others and for new structures—hoping this work will make us stronger and offer writing studies a better future.

This document provides updates on our work and its ongoing activities in order to support next steps for those affiliated with CCCC. Coming from a place of understanding and wanting to avoid the spread of misinformation, we outline activities we have completed, conversations initiated, and ongoing work.

We meet every other Tuesday to share updates on ongoing tasks and identify additional tasks that the whole group or, if necessary, subgroups will focus on for the activity period. Progress is noted by email and/or asynchronously and reported back at the next meeting.

1. Our first meeting was August 18, and as of September 29, we have met four times.
2. Starting October 6, we will be holding biweekly office hours from 2:00–3:30 p.m. ET (see below for more information).

CTT Charges: “Create a member-proposal process for new, long-term organizational homes for resources identified by the Transition Team:”
“Developing activities that contribute to new structures for supporting former CCCC members inside or outside of NCTE, for example, cultural identity caucuses, standing groups, and SIGS.”
“Generate ideas for future sustainable programming and structures that support member engagement, collaboration, and professional learning. The emphasis will be on teaching, advocacy, and leadership in writing studies.”

We have been communicating with adjacent rhetoric and composition groups.

1. Shane Wood has met with the following leadership teams of the following groups: Global Society of Online Literacy Educators (GSOLE), Council of Writing Program Administrators (CWPA), Committee on Computers in Composition and Communication (7Cs), Association for Writing Across the Curriculum (AWAC), International Writing Centers Association (IWCA), Writing Analytics, Coalition of Feminist Scholars in the History of Rhetoric and Composition (CFSHRC), and Council for Programs in Technical and Scientific Communication (CPTSC).
2. In addition, Shane Wood has corresponded via email with the following leadership teams: Association of Teachers of Technical Writing (ATTW), International Society for the Advancement of Writing Research (ISAWR), and Rhetoric of Health and Medicine (RHM).
3. Holly Hassel has talked with leaders at the WAC Clearinghouse as well as those organizing the Writing Studies Ideation sessions to look for compatibilities between the charges of the CTT and the activities sponsored by those groups.

CTT Charges: “Articles under review and articles already accepted at College Composition and Communication, including work accepted for publication beyond the final scheduled issues.”
“Manuscripts under contract or in development in the Studies in Writing and Rhetoric book series.”
“Obligations to serving editors, reviewers, and editorial board members mid-term.”
“As the NCTE Presidential Team forms recommendations concerning the future of the Studies in Writing and Rhetoric book series and the journal College Composition and Communication, provide advice and counsel. (September–October 2026). Decisions with financial implications will require formal decisions by the NCTE Executive Committee.”

We have also been coordinating with editors of CCC and the SWR Series to determine short-term, medium-term, and long-term recommendations for the future of publications (recommendations will go to the NCTE publications staff and the NCTE Executive Committee for consideration).

1. Shane Wood, Annie Mendenhall, and Holly Hassel have met with CCC editors to discuss possible future options for the journal. The work has been approached as short, medium, and long. Short: September and December 2026 CCC issues have moved forward. Medium: Conversations on the February and June 2027 CCC issues are ongoing. Long: Identifying a sustainable future home for the journal.
2. Through ongoing conversation, the SWR editor shared information about potential prospective presses that might house the SWR Series in the future.
3. Annie Mendenhall and Emily Suh met with the SWR editor to discuss plans for the SWR manuscripts that are currently under review or in production. The SWR editor will conclude her duties with the completion of these manuscripts. Recommendations from the editor and the CTT, and any further recommendations from the CTT related to the SWR series, will be reviewed by the NCTE Executive Committee.

CTT Charge: “Developing activities that contribute to new structures for supporting former CCCC members inside or outside of NCTE, for example, cultural identity caucuses, standing groups, and SIGS.”

As well, we have been communicating with internal member groups to organize for CCCC 2027.

1. Annie Mendenhall, Holly Hassel, and Kristen Ritchie are working to contact former CCCC member groups (Standing Groups, SIGS, committees, caucuses) for several purposes. First, member groups are invited to communicate with NCTE Liaison Kristen Ritchie about space and time needs at CCCC 2027. Blocks of one, two, and three hours will be arranged for groups to decide future steps. These might include reorganizing within NCTE, affiliating with an external group, or establishing an independent group. The CTT is available to help navigate questions around materials and resources associated with such work and negotiating conversations.
2. In addition, the CTT has connected with a number of member groups to answer questions about sustainability options, as well as about intellectual property and resources (for example, documents or materials that have been produced by member groups under the CCCC “brand”) and whether/how those might travel or be repurposed moving forward.
3. We will be contacting committees, as well as standing committees, special committees, or task forces, as part of this outreach effort.

CTT Charges: “Catalog activities and materials within CCCC that have been produced, used, and circulated by members. Make recommendations and provide guidance on which materials should be retained within NCTE in the short-term and long-term.”
“Identify activities and materials previously within or sponsored by CCCC that the Transition Team can help align either within NCTE or with external groups.”
“Create a member-proposal process for new, long-term organizational homes for resources identified by the Transition Team.”
“Commissioning a historical documentation process of the work CCCC has done.”
“Creating a plan for preserving position statements, resolutions, sense of the house motions, and histories of member groups such as caucuses and standing groups within CCCC.”

Members of the team—led by Erin Lehman and David Green—continue to identify CCCC resources, such as position statements and other documents, that might remain on the NCTE website and those that may be housed elsewhere. The options for these materials include some of the following:

1. Recommending which resources are retained and maintained into the future by NCTE.
2. Recommending which CCCC statements might transfer to new organizational homes.
3. Identifying resources that might be jointly owned by two or more groups to facilitate access.
4. Providing suggestions for resources that might be archived.

CTT Charges: “Develop activities that contribute to new structures for supporting former CCCC members inside or outside of NCTE, for example, cultural identity caucuses, standing groups, and SIGS.”
“Generate ideas for future sustainable programming and structures that support member engagement, collaboration, and professional learning. The emphasis will be on teaching, advocacy, and leadership in writing studies.”
“Assess member interest in creating a structure for writing studies within NCTE that allows greater autonomy than the NCTE conference structure that previously governed CCCC.”

Planning is in progress to offer opportunities, within the schedule that was approved by NCTE elected leaders, to groups hoping to convene during the 2027 CCCC Convention. This may include the following:

1. A town hall or symposium-style event for writing studies groups to meet with former CCCC members and attendees
2. Expanded options for Special Interest and Standing Groups and Caucuses to meet
3. A cross-talk session for groups that wish to collaborate on how to advance their missions
4. Spaces for groups to meet individually with attendees

CTT Charge: “Award and grant nominations and applications already submitted and awaiting adjudication.”

The team continues to work on recommendations for the NCTE EC about awards and travel grants that can still be granted (those that have submissions, those that might have deadlines extended, and determining funding).

1. Funding that supported travel awards, grants, and publication awards was cut by the CCCC EC prior to the de-chartering. Funding recommendations will now need to be reviewed by the NCTE EC.
2. If awards and travel grants are approved to move forward, awards committees that are already appointed and individuals who have already made submissions for awards will be contacted and various deadlines will be updated, including submission deadlines where applicable (these will be updated on the awards webpages).

CTT Charges: “Identify activities and materials previously within or sponsored by CCCC that the Transition Team can help align either within NCTE or with external groups.”
“Determine what programs and activities have been under-represented within CCCC and should be created within NCTE as new and more sustainable structures (for example, an assembly).”
“Develop activities that contribute to new structures for supporting former CCCC members inside or outside of NCTE, for example, cultural identity caucuses, standing groups, and SIGS.”
“Generate ideas for future sustainable programming and structures that support member engagement, collaboration, and professional learning. The emphasis will be on teaching, advocacy, and leadership in writing studies.”
“Assess member interest in creating a structure for writing studies within NCTE that allows greater autonomy than the NCTE conference structure that previously governed CCCC.”
“Explore publications and presentation opportunities that might remain or be developed within NCTE focused on the needs of college writing educators.”

The CTT was charged to determine what areas in the teaching of college writing could productively remain as part of NCTE either as part of the College section, associated with TYCA, or as a new assembly that has organized independently.

1. NCTE has an existing cohort structure used for K–12 members to organize professional opportunities for early career faculty and develop resources. Drawing from the cohort model, Joanne Giordano is working with a digital literacy expert to develop an initial cohort to explore strategies for teaching literacies for a digital age with an emphasis on access-oriented institutions that serve students from diverse educational and linguistic backgrounds.
2. A second project will create opportunities for college and K–12 program administrators to develop resources or a framework for teaching concurrent enrollment courses and working with dual credit high school students in college writing courses. This work builds on existing TYCA and College Section efforts to strengthen K–12 and college connections around concurrent enrollment. Subsequent cohorts will include college and high school instructors and focus on developing instructional resources and teaching guidelines.

CTT Charge: “Identify a process to solicit proposals, potentially with funding support, that will operationalize transitional work.”

Last, we are compiling a set of recommendations that we make as we gather information and determine options that will best support current writing studies groups and future ones that might emerge. Our first set of recommendations, which includes a funding proposal for individuals, teams, former CCCC member groups, and writing studies groups to apply for small and large grants, will be sent to the NCTE Executive Committee for consideration in mid-October.

We will begin holding open biweekly office hours for discussion about issues related to the CCCC de-chartering on Tuesday, October 6, from 2:00 to 3:30 p.m. ET. We will be available to answer questions and discuss next steps for member groups and members. Please schedule a time to meet with us at this link. A Google meet link will be sent.

Members of the CTT
Holly Hassel, Erin Lehman, David Green, Teresa Lopez, Shane Wood, Emily Suh, Annie Mendenhall, Joanne Giordano

For access to previous CTT updates, visit this page.