Month: June 2018

Application Deadline: December 31

Purpose: The CCCC Assistance Fund for Contingent Faculty, established in 2012, is intended to support awards in the amount of $750 each for contingent faculty at two-year colleges and four-year colleges and universities to travel to the CCCC Annual Convention.

Eligibility: Applicants must reside more than 250 miles from the convention site. The number of available awards each year will be dependent on the donations raised each year from the CCCC membership.

Award Specifics: The deadline for applicants will be December 31, 2026, for awards to attend the April 2027 Convention. Please complete this application form (including name, email, and address information) by December 31, 2026, to be considered for the awards made in January 2027.

Recipients will be chosen at random in January.

Other Considerations:

• In the event that the CCCC Annual Convention moves to an online-only event with no in-person component, recipients will receive a complimentary registration for the convention in lieu of any travel funds.
• Individuals not selected to receive an award can receive priority the following year in a weighted system (ex., individuals not selected the first year will receive 2 entries the following year and if not selected that year, receive 3 entries the following year, and so on).
• Individuals who receive this award may not receive a CCCC Professional Equity Project grant in the same year.
• CCCC member contributions for the CCCC Assistance Fund for Contingent Faculty will be solicited during November and December each year, however, contributions will be accepted throughout the year. Contributions collected throughout a given calendar year will be applied to the awards in the subsequent calendar year (e.g., contributions collected between January 1, 2026, and December 31, 2026, will be used for the 2027 awards). CCCC matches donations up to $5,000.

Questions? Send us an email.

Nominations are not accepted for this award.

Purpose: The Richard Braddock Award is presented to the author of the outstanding article on writing or the teaching of writing in the CCCC journal, College Composition and Communication (CCC) during the year ending December 31 before the annual CCCC Convention. The award was created to honor the memory of Richard Braddock, University of Iowa. Richard Braddock was an extraordinary person and teacher who touched the lives of many people in ways that this special award established in his name can only suggest.

Eligibility: CCC articles published in 2026 will be eligible for the award in 2027.

Award Specifics: Because the Braddock Award committee considers all refereed articles published in CCC during the calendar year preceding the presentation of the award, nominations for this award are not accepted.

E-mail questions

Braddock Award Winners: Best CCC Article of the Year

2026 Recipient

  

Jaclyn Fiscus-Cannaday, Lillian Campbell, and Jennifer E. Eidum, “Contextualizing Reflective Writing for Creating Change: A Cross-Institutional Case Study of First-Year Students’ Reflections,” December 2025

2026 Honorable Mentions

Gabriel Lorenzo Aguilar, “AI Writing Is Always Embodied: Building a Critical Awareness of the Invisible Labor of Humans-in-the-Loop in AI Products,” September 2025

Dustin Edwards, “Weathering the Rhetorical Climates of AI,” September 2025

2025

Hannah Franz, Michelle Petty, Angela Rowell, Marie Tano, Sierra J. Johnson, and Anne Charity Hudley, “Black Linguistic Justice from Theory to Practice,” June 2024

Honorable Mentions
José Luis Cano, Jr., “Composition Studies at the US-Mexico Border,” December 2024
Christopher E. Castillo and Christa J. Olson, “Burning Our Fingers: An Intersectional Grapple with the Steel Cage of Racism,” September 2024

2024

Brandon M. Erby, “Imagining Freedom: Cultural Rhetorics, Digital Literacies, and Podcasting in Prison,” September 2023

2023

Amy J. Wan, “From Post-War Boom to Global University: Enacting Equity in the Open Doors Policies of Mass Higher Education,” September 2022

Pritha Prasad and Louis M. Maraj, “‘I Am Not Your Teaching Moment’: The Benevolent Gaslight and Epistemic Violence,” December 2022

2022
Sonia C. Arellano, “Sexual Violences Traveling to El Norte: An Example of Quilting as Method,” September 2021

2021
Antonio Byrd, “‘Like Coming Home’: African Americans Tinkering and Playing toward a Computer Code Bootcamp,” February 2020

2020
Aneil Rallin, “‘Can I Get a Witness?’: Writing with June Jordan,” June 2019

2019
Deborah Mutnick, “Pathways to Freedom: From the Archives to the Street,’” February 2018

2018
Eli Goldblatt, “Don’t Call It Expressivism: Legacies of a ‘Tacit Tradition,’” February 2017

2017
D. Alexis Hart and Roger Thompson, “Veterans in the Writing Classroom: Three Programmatic Approaches to Facilitate the Transition from the Military to Higher Education,” December 2016

2016
Lisa Dush, “When Writing Becomes Content,” December 2015

Ben Kuebrich, “‘White Guys Who Send My Uncle to Prison’: Going Public within Asymmetrical Power,” June 2015

2015
Lisa R. Arnold, “’The Worst Part of the Dead Past’: Language Attitudes, Policies, and Pedagogies at Syrian Protestant College, 1866–1902,” December 2014

2014
Tony Scott and Lil Brannon, “Democracy, Struggle, and the Praxis of Assessment,” December 2013

2013
Dylan B. Dryer, “At a Mirror, Darkly: The Imagined Undergraduate Writers of Ten Novice Composition Instructors,” February 2012

2012
Brandy Nalani McDougall and Georganne Nordstrom, “Ma ka Hana ka ‘Ike (In the Work Is the Knowledge): Kaona as Rhetorical Action,” September 2011

2011
Anne-Marie Pedersen, “Negotiating Cultural Identities through Language: Academic English in Jordan,” December 2010

2010
Shevaun E. Watson, “Good Will Come of This Evil”: Enslaved Teachers and the Transatlantic Politics of Early Black Literacy,” September 2009

2009
Ellen Barton, “Further Contributions from the Ethical Turn in Composition/Rhetoric: Analyzing Ethics in Interaction,” June 2008

2008
Michael Carter, “Ways of Knowing, Doing, and Writing in the Disciplines,” February 2007

2007
A. Suresh Canagarajah, “The Place of World Englishes in Composition: Pluralization Continued,” June 2006

2006
Jenn Fishman, Andrea Lunsford, Beth McGregor, and Mark Otuteye, “Performing Writing, Performing Literacy,” December 2005

2005
Min-Zhan Lu, “An Essay on the Work of Composition: Composing English against the Order of Fast Capitalism,” September 2004

2004
Karen Kopelson, “Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance,” September 2003

2003
Bruce Horner and John Trimbur, “English Only and U.S. College Composition,” June 2002

2002
Kathryn Fitzgerald, “A Rediscovered Tradition:  European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools,” December 2001

2001
James E. Porter, Patricia Sullivan, Stuart Blythe,  Jeffrey T. Grabill, and Libby Miles,  “Institutional Critique: A Rhetorical Methodology for Change,” June 2000

2000
Jacqueline Jones Royster and Jean C. Williams, “History in the Spaces Left: African American Presence and Narratives of Composition Studies,” June 1999

1999
Catherine Prendergast, “Race: The Absent Presence in Composition Studies,” September 1998

1998
Arnetha Ball and Ted Lardner,  “Dispositions Toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Class,” December 1997

Dennis Lynch, Diana George, and Marilyn Cooper, “Moments of Argument: Agonistic Inquiry and Confrontational Cooperation,” February 1997

1997
Ellen Cushman, Rensselaer Polytechnic Institute, “The Rhetorician as an Agent of Social Change,” February 1996

1996
Mary N. Muchiri, Nshindi G. Mulamba, Greg Myers, and Deoscorous B. Ndoloi,  “Importing Composition: Teaching and Researching Academic Writing Beyond North America,” May 1995

1995
Cheryl Glenn “sex, lies, and manuscript: Refiguring Aspasia in the History of Rhetoric,” May 1994

1994
Peter Mortensen, and Gesa E. Kirsch,  “On Authority in the Study of Writing,” December 1993

1993
Nancy Sommers,  “Between the Drafts,” February 1992

1992
Marisa Castellano, Glynda Hull, Kay Losey Fraser, and Mike Rose,  “Remediation as Social Construct: Perspectives from an Analysis of Classroom Discourse,” October 1991

1991
Glynda Hull, and Mike Rose,  “`This Wooden Shack Place’: The Logic of an Unconventional Reading,” October 1990

1990
Joseph Harris,  “The Idea of Community in the Study of Writing,” February 1989

1989
Christina Haas and Linda Flower, “Rhetorical Reading Strategies and the Construction of Meaning,” May 1988

1988
Robert Brooke,  “Underlife and Writing Instruction,” May 1987

1987
Linda Flower, John R. Hayes, Linda Carey, Karen Schriver, and James Stratman, “Detection, Diagnosis, and the Strategies of Revision,” February 1986

1986
Peter Elbow, “The Shifting Relationships Between Speech and Writing,” October 1985

1985
Lisa Ede, and Andrea Lunsford,  “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy,” May 1984

1984
Stephen P. Witte,  “Topical Structure and Revision: An Exploratory Study,” October 1983

1983
Nancy Sommers,  “Responding to Student Writing,” May 1982

1982
Robert J. Connors, “The Rise and Fall of the Modes of Discourse,” December 1981

1981
David Bartholomae, “The Study of Error,” October 1980

1980
Lee Odell,  “Teachers of Composition and Needed Research in Discourse Theory,” February 1979

1979
Mary P. Hiatt,  “The Feminine Style: Theory and Fact,” October 1978

1978
Richard Gebhardt,  “Balancing Theory with Practice in the Training of Writing Teachers,” May 1977

1977
Frank D’Angelo, “The Search for Intelligible Structure in the Teaching of Composition,” May 1976

Glenn Matott,  “In Search of a Philosophical Context for Teaching Composition,” February 1976

1976
James Corder, “What I Learned at School,” December 1975

1975
Richard Braddock: “The Frequency and Placement of Topic Sentences in Expository Prose,” Winter 1974 (Research in the Teaching of English)

2026 – Kofi J. Adisa
2025 – Jennifer Sano-Franchini
2024 – Frankie Condon
2023 – Staci Perryman-Clark
2022 – Holly Hassel
2021 – Julie Lindquist
2020 – Vershawn Ashanti Young
2019 – Asao B. Inoue
2018 – Carolyn Calhoon-Dillahunt
2017 – Linda Adler-Kassner
2016 –  Joyce Carter
2015 – Adam Banks (through 9/15) Howard Tinberg (9/15 – 12/15)
2014 – Howard Tinberg
2013 – Chris Anson
2012 – Malea Powell
2011 – Gwendolyn D. Pough
2010 – Marilyn Valentino
2009 – Charles Bazerman
2008 – Cheryl Glenn
2007 – Akua Duku Anokye
2006 – Judith Wootten
2005 – Douglas D. Hesse
2004 – Kathleen Blake Yancey
2003 – Shirley Wilson Logan
2002 – John Lovas*
2001 – Wendy Bishop*
2000 – Keith Gilyard
1999 – Victor Villanueva, Jr.
1998 – Cynthia Selfe
1997 – Nell Ann Pickett*
1996 – Lester Faigley*
1995 – Jacqueline Jones Royster
1994 – Lillian Bridwell-Bowles
1993 – Anne Ruggles Gere
1992 – William W. Cook
1991 – Donald McQuade*
1990 – Jane E. Peterson
1989 – Andrea A. Lunsford
1988 – David Bartholomae
1987 – Miriam T. Chaplin*
1986 – Lee Odell
1985 – Maxine Hairston*
1984 – Rosentene B. Purnell
1983 – Donald C. Stewart*
1982 – James Lee Hill
1981 – Lynn Quitman Troyka*
1980 – Frank D’Angelo*
1979 – William F. Irmscher
1978 – Vivian I. Davis
1977 – Richard Lloyd-Jones*
1976 – Marianna W. Davis
1975 – Lionel R. Sharp*
1974 – Richard L. Larson*
1973 – James D. Barry*
1972 – Elisabeth McPherson*
1971 – Edward P. J. Corbett*
1970 – Ronald E. Freeman*
1969 – Wallace W. Douglas*
1968 – Dudley Bailey*
1967 – Richard Braddock*
1966 – Gordon Wilson*
1965 – Richard S. Beal*
1964 – Robert M. Gorrell*
1963 – Priscilla Tyler*
1962 – Francis E. Bowman
1961 – Erwin R. Steinberg*
1960 – Glen Leggett*
1959 – Albert R. Kitzhaber*
1958 – Robert E. Tuttle
1957 – Francis Shoemaker
1956 – Irwin Griggs*
1955 – Jerome W. Archer
1954 – T. A. Barnhart*
1953 – Karl W. Dykema*
1952 – Harold B. Allen*
1951 – George S. Wykoff*
1950 – John C. Gerber*
1949 – John C. Gerber*

* Deceased

The Program

The Conference on College Composition and Communication (CCCC) supports and promotes the teaching and study of college composition and communication by:

• sponsoring meetings and publishing scholarly materials for the exchange of knowledge about composition, composition pedagogy, and rhetoric
• supporting a wide range of research on composition, communication, and rhetoric
• working to enhance the conditions for learning and teaching college composition and to promote professional development
• acting as an advocate for language and literacy education nationally and internationally.

To continue our important collective work, we need members like you who are willing to spread the news of the importance of NCTE membership to their colleagues through one of the following methods:

• I would like CCCC to invite my colleagues to become members.
• I would like CCCC to invite my colleagues to become members using my name on the invitations.
• I would like to personally invite colleagues to join me in CCCC.

Can we count on you, our member and most important asset, in reaching our goals?