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College Composition and Communication is published exclusively for professors of college composition at two- and four-year institutions.

As the publication for the Conference on College Composition and Communication (CCCC), this highly respected journal is a valuable resource for products and services surrounding the study and teaching of reading and writing at the college level. Make your presence known to this actively involved audience looking for up-to-date products and services available in today’s market.

Circulation: 5,000*

Published: September, December, February, and June

FORUM: Issues about Part-Time and Contingent Faculty is a peer-reviewed publication concerning working conditions, professional life, activism, and perspectives of non-tenure-track faculty in college composition and communication. It is published twice annually (alternately in CCC and TETYC) and is sponsored by the Conference on College Composition and Communication. Faculty and scholars from all academic positions are welcome to contribute.

Fall 2023
Volume 27, Number 1

Spring 2023
Volume 26, Number 2

Fall 2022
Volume 26, Number 1

Spring 2022
Volume 25, Number 2

Fall 2021
Volume 25, Number 1

Spring 2021
Volume 24, Number 2

Fall 2020
Volume 24, Number 1

Spring 2020
Volume 23, Number 2

Fall 2019
Volume 23, Number 1

Spring 2019
Volume 22, Number 2

Fall 2018
Volume 22, Number 1

Spring 2018
Volume 21, Number 2

Fall 2017
Volume 21, Number 1

Spring 2017
Volume 20, Number 2

Fall 2016
Volume 20, Number 1

Spring 2016
Volume 19, Number 2

Fall 2015
Volume 19, Number 1

Spring 2015
Volume 18, Number 2
Fall 2014
Volume 18, Number 1

Spring 2014
Volume 17, Number 2

Fall 2013
Volume 17, Number 1

Spring 2013
Volume 16, Number 2

Fall 2012
Volume 16, Number 1

Spring 2012
Volume 15, Number 2

Fall 2011
Volume 15, Number 1

Spring 2011
Volume 14, Number 2

Fall 2010
Volume 14, Number 1

Spring 2010
Volume 13, Number 2

Fall 2009
Volume 13, Number 1

Spring 2009
Volume 12, Number 2

Fall 2008
Volume 12, Number 1

Spring 2008
Volume 11, Number 2

Fall 2007
Volume 11, Number 1

Spring 2007
Volume 10, Number 2

Fall 2006
Volume 10, Number 1

Spring 2006
Volume 9, Number 2

Fall 2005
Volume 9, Number 1

Spring 2005
Volume 8, Number 2

Fall 2004
Volume 8, Number 1

Spring 2004
Volume 7, Number 2

Fall 2003
Volume 7, Number 1

Spring 2003
Volume 6, Number 2

Fall 2002
Volume 6, Number 1

Spring 2002
Volume 5 Number 2

Fall 2001
Volume 5, Number 1

Fall 2000
Volume 4, Number 1

Spring 2000
Volume 3, Number 2

Fall 1999
Volume 3, Number 1

Winter 1999
Volume 2, Number 2

Fall 1998
Volume 2, Number 1

Winter 1998
Volume 1, Number 1

Submission deadline: January 17, 2020
Note: Submissions will not be returned.

The editor of FORUM: Issues about Part-Time and Contingent Faculty seeks articles exploring contingent faculty activism.

Nationwide, we have seen a surge of activism in response to the continued corporatization of education–high school teachers walking out in Virginia and California, graduate students unionizing, and adjunct faculty organizing in Florida and North Carolina. This special issue is inspired by this latest surge in action. Composition and English studies has significant scholarship dedicated to documenting and theorizing labor problems and conditions. This special issue concerns what happens next.

Recent anthologies like Composition in the Age of Austerity (2016), Contingency, Exploitation, and Solidarity: Labor & Action in English Composition (2017), and Labored: The State(ment) and Future Work in Composition (2017) do some of this work. The editorial board of Forum invites authors, especially contingent, non-tenure-track, and adjunct faculty in English studies, to contribute to this growing body of scholarship. We are interested in movements, actions, and policies small and large, concerning single departments or entire systems. Where possible, pieces should be framed by or connect to the work of writing and English department faculty.

Writers may approach the theme in a variety of ways, including but not limited to the following:

• Where has contingent faculty action or activism worked, and in what contexts? What made these initiatives successful? What was learned through these successes?
• Where has contingent faculty activism not worked, and in what contexts? What caused these initiatives to fail? What was learned through these failures?
• How might our disciplinary knowledge in Composition, Rhetoric, and English studies best be employed in our activism?
• How do geographic location, state laws, and institution type affect progress in contingent faculty activism?
• What possibilities remain for contingent faculty activism in various contexts?

Due to FORUM’s space limitations, essays should be between 1,500 and 2,700 words. While authors should reference current professional/scholarly discussions, extensive literature reviews are not required. Submissions will go through peer review. For further information please contact Amy Lynch-Biniek at lynchbin@kutztown.edu.

Submit your work electronically to lynchbin@kutztown.edu. Put the words “FORUM article” in your subject line. Submissions should include the following information:

• your name
• your title(s)
• your institution(s)
• home address and phone number; institutional address(es) and phone number(s)
• if applicable, venue(s) where submission was first published or presented previously

Thank you for your interest!

FORUM Editor: Amy Lynch-Biniek

FORUM Editorial Board: Natalie Dorfeld, Steve Fox, Jes Philbrook

Editor
Trace Daniels-Lerberg
trace.daniels@utah.edu

Editorial Board
Nona Brown, University of Utah
Peggy Kulesz, University of Texas at Arlington
Brian Whaley, Utah Valley University

Production Editor
Tom Tiller, NCTE

Permissions
permissions@ncte.org

Director of Publications
Colin Murcray, NCTE

FORUM Homepage

Trace Daniels-Lerberg, editor of FORUM, welcomes you to submit essays related to the teaching, working conditions, professional life, activism, and perspectives of non-tenure-track faculty. Faculty and scholars from all academic positions are welcome to contribute. Of special interest are research, analyses, and strategies grounded in local contexts, given that labor conditions and the needs of contingent faculty vary greatly with geography, institutional settings, and personal circumstances.

Essays should address theoretical and/or disciplinary debates. They will go through the standard peer review and revision process. For further information please contact Trace Daniels-Lerberg at trace.daniels@utah.edu.

Submit your work electronically to trace.daniels@utah.edu. Put the words “FORUM article” in your subject line. Submissions should include the following information:

• your name
• your title(s)
• your institution(s)
• home address and phone number; institutional address(es) and phone number(s)
• if applicable, venue(s) where submission was first published or presented previously

 

Click here to read the full call for program proposals.

A conversation with Heather Lindenman, Martin Camper, and Lindsay Dunne Jacoby, coauthors (with Jessica Enoch) of “Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice” (14:01).

 

 

Heather Lindenman is assistant professor of English at Elon University, where she teaches courses in first-year writing and community writing. Her research, which has appeared in Composition Forum and is forthcoming in Reflections, focuses on ways that students connect their academic and non-academic writing experiences and on the consequences of community-engaged writing partnerships.

 

 

 

 

Martin Camper is assistant professor of writing at Loyola University Maryland, where he teaches courses in rhetoric, writing, argumentation, and style. He is the author of Arguing over Texts: The Rhetoric of Interpretation (2018) and is working on a second book tentatively titled How the Bible’s Meaning Changes: Argument and Controversy in the Christian Church.

 

 

 

 

Lindsay Dunne Jacoby is adjunct professor of writing at the George Washington University, where she teaches academic writing courses about climate change and environmental justice. Her research explores the rhetoric of the national parks movement.

 

A conversation with Todd Ruecker, Stefan Frazier, and Mariya Tseptsura, coauthors of “‘Language Difference Can Be an Asset’: Exploring the Experiences of Nonnative English-Speaking Teachers of Writing” (15:19).

 

 

Todd Ruecker is an associate professor at the University of New Mexico. His work focuses on investigating the increasing linguistic and cultural diversity of education worldwide and ways to transform education systems and institutions. He has published four books as well as articles in venues such as TESOL Quarterly and Writing Program Administration.

 

 

 

 

Stefan Frazier is an associate professor in the Department of Linguistics and Language Development at San Jose State University. His research interests include composition pedagogy (first and second language), functional grammar, and the pedagogy of pragmatic competence. He is also active in university governance at the local and state levels.

 

 

 

Mariya Tseptsura is a PhD candidate at the University of New Mexico. Her research focuses on second language writing, WPA, and online instruction.

 

 

 

 

 

 

 

 

 

Downloadable PDF of the full report.

Introduction to the 2017 Annual
Clancy Ratliff

The conversation about copyright and intellectual property has grown and changed since the formation of the CCCC Intellectual Property Caucus over two decades ago. When it began, many of the scholars interested in the issues of authorship, copyright, and intellectual property were techies who were also deeply concerned about internet privacy issues such as security, surveillance, and corporate overreach — reflecting the topics that the Electronic Frontier Foundation has always monitored (and continues to). Read on (full report).

Table of Contents
1	Introduction to the 2017 Annual Clancy Ratliff
5	Net Neutrality Repeal Creates Dark Cloud Over Student and Researcher Internet Access and Equity Wendy Warren Austin
10	Going Bananas Over Copyright: Monkey Selfies and the Intersections of Rhetoric, Intellectual Property, and Animal Studies Amy D. Propen
14	Twenty Years of Turnitin: In an Age of Big Data, Even Bigger Questions Remain Traci Arnett Zimmerman
23	Contributors

Application Deadline: October 10

Purpose: As a scholar whose writings have had a profound impact on the studies of both rhetoric and queer theory, Gloria Anzaldúa’s work continues to encourage us to forge connections across difference and oppression in order to dismantle systems of privilege, whether that be heterosexism, heteronormativity, racism, sexism, or ableism (as a non-exhaustive list). In Borderlands/La Frontera: The New Mestiza, Anzaldúa shows us that the act of composition cannot be divorced from our identities:

Looking inside myself and my experience, looking at my conflicts, engenders anxiety in me. Being a writer feels very much like being a Chicana, or being queer – a lot of squirming, coming up against all sorts of walls….. That’s what writing is for me, an endless cycle of making it worse, making it better, but always making meaning out of the experience, whatever it may be. (94-95)

In the legacy of her work as a writer, Anzaldúa reminds us that we have a duty to strike out oppression, build alliances, and fundamentally transform cultures. She underscores that we may achieve these goals through the act of writing.

In this spirit, the Conference on College Composition and Communication (CCCC) sponsors the Gloria Anzaldúa Rhetorician Award to support scholars whose work participates in the making of meaning out of sexual and gender minority experiences.

Eligibility: Applicants must be accepted to the CCCC Annual Convention program and should currently be enrolled in graduate school or be first time presenters at the Convention.

Award Criteria: All candidates should show potential as scholars of rhetoric and composition. We encourage sexual and gender minority applicants, who may (or may not) identify as lesbian, gay, bisexual, transgender, queer, two-spirit, questioning, intersex, asexual, ally, or pansexual (LGBTQ2QIAAP), though applicants who do not see themselves reflected in these categories are also encouraged to apply.

The work of a successful candidate should fulfill some of the following criteria:

• Interrogate the intersections between composition/rhetoric research and queer theory.
• Contribute to the discourses between sexuality/gender identification and writing research, pedagogy, and/or theory.
• Address issues of social justice, writing, and sexual/gender identification.
• Forge new conversations in composition/rhetoric and queer meaning-making.

Award Specifics: Recipients of the Gloria Anzaldúa Graduate Rhetorician Travel Award, up to three, will receive $750 for travel-related expenses to present their work at the CCCC Convention. To honor the recipients, CCCC will also host a reception during the CCCC Annual Convention. The Awards Selection Committee will choose up to three winners based on the following criteria: originality of research; critical engagement with and contribution to current scholarship in queer studies and rhetoric/composition; and potential for lasting projects. Applications must be submitted by October 10, 2024, as a single PDF attachment to cccc@ncte.org. Winners will be notified in December.

To apply, interested graduate scholars or first time presenters accepted to the CCCC Annual Convention program must submit the following documents in a single PDF attachment in the order indicated below:

1. A copy of their accepted proposal (NOT the acceptance letter).
2. An expanded 3-5 page abstract.
3. A brief one-page statement of interest identifying the applicant’s research interests, articulating plans for a career in rhetoric and composition, and including a statement of eligibility for the award.

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.

Gloria Anzaldúa Rhetorician Award Winners

2024

Erin Green, University of Maryland College Park 

Jay Lowrey, Whatcom Community College 

 

2023
Monét Cooper, University of Michigan
Ruben Ruby Mendoza, Michigan State University

2022
Lea Colchado, University of Houston, TX
Cody Januszko, Carnegie Mellon University, Pittsburgh, PA
Olivia Wood, CUNY Graduate Center, NY

2021
Michelle Flahive, Texas Tech University
Anna Zeemont, City University of New York

2020
Samuel Brook Corfman, University of Pittsburgh, PA
Elise Dixon, Michigan State University, East Lansing
B. López, Syracuse University, NY

2019
Wilfredo Flores, Michigan State University, East Lansing
Alejandra I. Ramirez, University of Arizona, Tucson
Marlene Galvan, University of Texas Rio Grande Valley

2018
Joshua Barsczewski, University of Massachusetts Amherst
Zarah C. Moeggenberg, Washington State University, Pullman
James Swider, Indiana University of Pennsylvania

2017
Gavin P. Johnson, The Ohio State University, Columbus
Leida K Mae, Oregon State University, Corvallis
Laura Tetreault, University of Louisville, KY

2016
Rachel Lewis, Northeastern University
Casey Miles, Michigan State University
Erika M. Sparby, Northern Illinois University

2015
Alexandra J. Cavallaro, University of Illinois, Urbana-Champaign
Maria Novotny, Michigan State University, East Lansing
Jon M. Wargo, Michigan State University, East Lansing

2014
Kendall Gerdes, The University of Texas at Austin
Jessica Mason McFadden, Western Illinois University, Macomb
Neil Simpkins, University of Wisconsin-Madison