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Author: ksuchor

Bibliography of Resources on Labor in College Composition

White Papers, Professional Statements, and Reports

Contingent and Adjunct Positions

Workforce Data

Preparation Recommendations

Working Conditions Recommendations

News Stories and Columns

Disciplinary Scholarship (Historical, Contemporary) on Labor

  • Adler-Kassner, Linda. The Activist WPA: Changing Stories About Writing and Writers. Logan: Utah UP, 2008. .
  • Bartholomae, David. “Teaching On and Off the Tenure Track: Highlights from the ADE Survey of Staffing Patterns in English.” Pedagogy, vol. 11, no. 1, 2011, pp. 7-32.
  • Connors, Robert. “Overwork/Underpay: Labor and Status of Composition Teachers since 1880,” In Composition in the Twenty-First Century: Crisis and Change, edited by Lynn Z. Bloom, Donald A Daiker, and Edward M White, Southern Illinois UP, 1996, pp. 47-63.
  • Corbett, Edward P.J. “Teaching Composition: Where We’ve Been and Where We’re Going,”
  • College Composition and Communication, vol. 38, no. 4, 1987, pp 444-52. 
  • Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition Studies.” Rhetoric Review, vol. 9, 1991, pp. 201-229.
  • Klausman, Jeffrey. “Not Just a Matter of Fairness: Adjunct Faculty and Writing Programs in Two-Year Colleges.” Teaching English in the Two-Year College, vol. 37, no. 4, 2010, pp. 363-71.
  • Robertson, Linda R., et al. “The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing.” College English, vol. 49, no. 3, 1987, pp. 274-80.
  • Sledd, James. “Disciplinarity and Exploitation: Compositionists as Good Professionals.” Workplace: A Journal of Academic Labor, 4.1 (2001).
  • —. “Return to Service.” Composition Studies, 28.2 (Fall 2000): 11-32. Web.
  • —. “Why the Wyoming Resolution Had to Be Emasculated: A History and a Quixotism.” Journal of Advanced Composition,11.2 (Fall 1991): 269-281. 
  • Soliday, Mary. “Symposium: English 1999, Class Dismissed.” College English. 61.1 (July 1999): 731-741.
  • Trimbur, John and Barbara Cambridge. “The Wyoming Conference Resolution: A Beginning.” Writing Program Administration, v. 12, no. 1-2, Fall/Winter 1988, 13-

Labor Focused Scholarship and Critique in Writing Studies

  • Bérubé, Michael. “The Blessed of the Earth.” Will Teach for Food: Academic Labor in Crisis, edited by Cary Nelson, U of Minnesota P, 1997, pp. 153-78.
  • Bousquet, Marc Tony Scott, and Leo Parascondola, eds. Tenured Bosses, Disposable Teachers: Writing Instruction in the Managed University. Carbondale: Southern Illinois UP, 2004.
  • Bousquet, Marc. “The Rhetoric of ‘Job Market’ and the Reality of the Academic Labor System.” College English, vol. 44, no..2, 2003: 207–28.
  • College Composition and Communication, Special Issue on Political Economies of
    Composition. Vol 68, No. 1, September 2016.
  • Cox, Anicca, et al. “The Indianapolis Resolution: Responding to Twenty-First-Century Exigencies/Political Economies of Composition Labor,”  vol. 68, no. 1, Sept. 2016, 2016, pp. 38-67.
  • Fulwiler, Megan, and Jennifer Marlow. Con Job: Stories of Adjunct and Contingent Labor. Computers and Composition Digital Press/Utah State UP, 2014.
  • Hansen, Kristine. “Face to Face with Part-Timers: Ethics and the Professionalization of Writing Faculties.” Resituating Writing: Constructing and Administering Writing Programs, edited by Joseph Janangelo and Kristine Hansen, Boynton/Cook, 1995, pp. 23-45.
  • Harris, Joseph. “Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition. College Composition and Communication, 52 (2000): 43-68.
  • Hassel, Holly, and Joanne Baird Giordano. “Occupy Writing Studies: A Redefinition of College Composition by the Teaching Majority.” College Composition and  Communication on “The Profession.” 65.1 (September 2013): 117-139. Print.
  • Kahn, Seth, William Lalicker, and Amy Lynch-Biniek. Contingency, Exploitation, and Solidarity: Labor and Action in English Composition. WAC Clearinghouse, 2017.
  • Kezar, Adrianna. “Spanning the Great Divide Between Tenure-Track and Nontenure-
    Track Faculty    .” Change: The Magazine of Higher Learning, November–December
    2012.
  • Lamos, Steve “Credentialing College Writing Teachers: WPAs and Labor Reform.” WPA: Writing Program Administration, 35.1 (Fall/Winter 2011): 45-72. Print.  
  • Lamos, Steve. “Toward Job Security for Teaching-Track Composition Faculty: Recognizing and Rewarding Affective-Labor-in-Space.” College English, 78.4 (March 2016): 362-386.
  • McClure, Randall, Dayna V. Goldstein, and Michael A. Pemberton. Labored: The State(ment) and Future of  Work in Composition. Parlor Press, 2017.
  • McMahon, Deirdre, and Ann Green. “Gender, Contingent Labor and Writing Studies.” Academe, vol. 94, no. 6, 2008, pp. 16-19.
  • Mendenhall, Annie S. “The Composition Specialist as Flexible Expert: Identity and Labor in the History of Composition.” College English, vol. 77, no. 1, 2014, pp. 11-31.
  • Miller, Thomas. “Why Don’t our Graduate Programs Do a Better Job of Preparing Students for the Work that We do?” WPA: Writing Program Administration. 24.3 (Spring 2011): 41-58. Print.
  • Murphy, Michael. “New Faculty for a New University: Toward a Full-Time Teaching-Intensive Faculty Track in Composition.” College Composition and Communication, 52.1 (Sept. 2000): 14-42.
  • Nelson, Cary. “Between Crisis and Opportunity: The Future of the Academic Workforce.” Will Teach for Food: Academic Labor in Crisis, edited by Cary Nelson, U of Minnesota P, 1997, pp. 3-31.
  • Penrose, Ann. “Professional Identity in a Contingent-Labor Profession: Expertise, Autonomy, and Community in Composition Teaching.” Writing Program Administration, v. 35, no. 2, Spring 2012, pp. 108-126.
  • Ritter, Kelly. “‘Ladies Who Don’t Know Us Correct Our Papers’: Postwar Lay Reader
    Programs and Twenty-First Century Contingent Labor in First-Year Writing.” College
    Composition and Communication    , 63.3(2012): 387-419.
  • Schell, Eileen. Gypsy Academics and Mother-Teachers: Gender, Contingent Labor, and Writing Instruction. Portsmouth, NH: Boynton/Cook Publishers, 1998.
  • Schell, Eileen and Patricia Lambert Stock. Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education. Urbana, IL: National Council of Teachers of English, 2001. Print.
  • Schell, Eileen. “The Cost of Caring: ‘Feminism” and Contingent Women Workers in Composition Studies.” Feminism and Composition: In Other Words, edited by Susan Jarratt and Lynn Worsham. MLA, 1998, pp. 74-93.
  • Tirelli, Vincent. “Adjuncts and More Adjuncts: Labor Segmentation and the Transformation of Higher Education.” Social Text, vol. 51, 1997, pp. 75–91.

Sources on Higher Education, Labor, and Advocacy

  • Baldwin, Roger G., and Matthew R. Wawrzynski. “Contingent Faculty as Teachers: What We Know; What We Need to Know.” American Behavioral Scientist, vol. 55, no. 11, 2011, pp. 1485-509.
  • Benjamin, Ernst, and Michael Mauer, eds. Academic Collective Bargaining. New York: MLA, 2006.
  • Benjamin, Ernst. “How Over-Reliance On Contingent Appointments Diminishes Faculty Involvement in Student Learning.” Peer Review, vol. 5, no. 1, 2002, p. 4.
  • Berry, Joe. Reclaiming the Ivory Tower: Organizing Adjuncts to Change Higher Education, Monthly Review P, 2005.
  • Cross, John G., and Edie N. Goldenberg. “Why Hire Non-Tenure-Track Faculty?” Peer Review, vol. 5, no. 1, 2002.
  • Eagan, M. Kevin, et al. “Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty’s Job Satisfaction.” The Journal of Higher Education, vol. 86, no. 3, 2015, pp. 448-80.
  • Ehrenberg, Ronald and Liang Zhang. “Do Tenured and Tenure-Track Faculty Matter?” Cornell Higher Education Research Institute Working Paper #53, 2004.
  • Gavaskar, Vandana. “Can the Subaltern Speak? Contingent Faculty and Institutional
    Narratives.” Forum, College Composition and Communication, vol. 64, no. 1, 2012, pp. A1-A3.
  • Gilbert, Daniel A. “The Generation of Public Intellectuals: Corporate Universities, Graduate Employees and the Academic Labor Movement.” Labor Studies Journal, vol. 38, no. 32, 2013, pp. 32-46.
  • Grigs, Claudine. “Off the Tenure Track: The Tenuous Act of Adjuncting.” Forum: Issues about Part-Time and Contingent Faculty, vol. 12, no. 1, 2008, pp. A3-A5.
  • Hammer, Brad. “The ‘Service’ of Contingency: Outsiderness and the Commodification of Teaching.” Forum, College Composition and Communication, vol. 64, no. 1, 2012, pp. A3-A7.
  • Hammer, Brad. “From the Editor: The Need for Research in ‘Contingency Studies.’ Forum: Newsletter for Issues about Part-Time and Contingent Faculty, vol 14., no. 1, 2010, pp. A1-A3.
  • Jacoby, Daniel. “Effect of Part Time Faculty Employment on Community College Graduation Rates.” The Journal of Higher Education, vol. 77, no. 6, 2006, pp. 1081- 103.
  • Maisto, Maria. “Adjuncts, Class, and Fear.” Working-Class Perspectives, 23 Sept. 2013.
  • Mattson, Kevin. “How I Became a Worker.” Steal This University: The Rise of the Corporate University and the Academic Labor Movement, edited by Benjamin Johnson et al. Routledge, 2003, pp. 87-96.
  • Maynard, Douglas C., and Todd Allen Joseph. “Are All Part-Time Faculty Underemployed? The Influence of Faculty Status Preference on Satisfaction and Commitment.” Higher Education: The International Journal of Higher Education Research, vol. 55, no. 2, 2008, pp. 139-54.
  • Nardo, Anna K. “Our Tangled Web: Research Mandates and Staffing Practices.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, vol. 11, no. 1, 2010, pp. 43-50.
  • Schell, Eileen.  “Toward a New Labor Movement in Higher Education: Contingent Faculty and Organizing for Change.” Workplace. N.p., 2001 (4.1). Web. 8 Nov. 2009.
  • Street, Steve. “Don’t Pit Tenure Against Contingent Faculty Rights.” Academe, vol. 94, no. 3, 2008, pp. 35-37.
  • Thedwall, Kate. “Nontenure-Track Faculty: Rising Numbers, Lost Opportunities.” New Directions for Higher Education, vol. 143, 2008, pp. 11–19.
  • Torgovnick, Marianna. “How to Handle an Adjunct.” College Composition and Communication, vol. 33, no. 4, 1982, pp. 454-56.
  • Wyche-Smith, Susan and Shirley K. Rose. “One Hundred Ways to Make the Wyoming Resolution a Reality: A Guide to Personal and Political Action.” College Composition and Communication, vol. 41, no. 3, October 1990, pp. 318-324.

Call for Applicants: Editor of Forum

The Conference on College Composition and Communication seeks from its membership applications and nominations for Editor of FORUM: Issues about Part-Time and Contingent Faculty. FORUM is published twice a year (alternately in College Composition and Communication and Teaching English in the Two-Year College). The peer-reviewed publication’s purpose is to publish articles, news, reviews, and other items related to non-tenure-track faculty in college English or composition courses. The editor of FORUM is a member of the CCCC Editors team, which meets face-to-face at the CCCC Annual Convention and, on occasion, virtually throughout the year. This three-year position will begin immediately after selection.

Send a letter of application and CV by July 15, 2024, to NCTE Publications Director Colin Murcray at cmurcray@ncte.org

 

CCCC/TYCA Editorial Fellowships

Academic journals and book series play a vital role in the creation and circulation of knowledge in our field. To support the next generation of editors and authors, CCCC and TYCA have established the CCCC/TYCA Editorial Fellowship for graduate students (post qualifying exams) and early professionals. The selected individuals will work with either the editor of College Composition and Communication, the editor of Forum (an online, peer-reviewed CCCC journal dedicated to issues related to NTT faculty and published biannually in print), or the editor of Teaching English in the Two-Year College. During their appointment, recipients will gain experience in proposal/manuscript development, working with authors, building editorial boards, and implementing a strategic vision plan.

CCCC and TYCA members who identify as members of underrepresented groups, especially Black, Latinx, Asian, American Indian/Alaska Native, Native Hawaiian or other Pacific Islanders, as well as scholars/teachers from HBCUs, HSIs, and community colleges are encouraged to apply. One fellow will be chosen for each publication/series. CCC, Forum, and TETYC fellowships will each last one year. Fellowships can be extended for up to an additional year if such an arrangement is mutually agreeable to the fellow and respective editor. NOTE: No previous experience is required or assumed.

To apply, each applicant should submit the following:

  • A one-page cover letter specifying which fellowship they are applying for (CCC, Forum, or TETYC) and highlighting any experiences relevant to that specific fellowship.
  • A one-page statement of editorial philosophy, specifically addressing what the applicant understands to be the most pressing issues facing scholarly publishing at this current moment.
  • A one-page curriculum vitae detailing relevant experience.

If appointed, each fellow should expect to gain experience in the following:

  • Oversight of one manuscript from initial submission to publication, inclusive of assigning reviewers, providing feedback, and working with authors toward publication.
  • Coordinating a set of publications to fulfill editorial mission.
  • Developing editorial board policy and decision-making processes.

Application materials should be sent by Monday, September 26, 2022, to Kristen Ritchie, CCCC Liaison.

Fellowships will be announced by November 2022.

Selection Committee: Malea Powell (CCC editor), Trace Daniels-Lerberg (Forum editor), Darin Jensen (TETYC editor), and Jim Sitar (NCTE Journals Managing Editor).

CCCC International Travel Statement

As an organization with both an international membership and a commitment to transnational writing research, the Conference on College Composition and Communication reiterates its commitment to the freedom of all members — and, indeed, all people — to move freely across national and international borders. Movement of individuals is closely tied to movement of ideas and language, movement that enriches the lives of writers and writing regardless of location. CCCC opposes any actions that impede this freedom.

Given the U.S. administration’s recent actions related to international travel and immigration that restrict movement, in keeping with these principles, NCTE will refund CCCC convention and workshop registration fees for international participants should they determine they are unable to attend the CCCC convention. CCCC is also exploring options to honor the work of members who are unable to attend; details will be provided as they unfold.

 

Why Do You Attend?

What features of the CCCC Annual Convention are the most valuable to you?  Why do you attend this Convention?

 

The atmosphere of the convention is far more collegial, rather than competitive, than many other preeminent national conferences. I always find CCCC conventions a productive and enjoyable opportunity to meet my peers at other institutions.

Variety of sessions. Since our travel funds seem to be more and more restricted, it is vital that we can attend conferences where many different angles/approaches are covered.

I love the diversity and scope of panels, and I always find myself wishing I could attend multiple sessions at once.

I always take away something from sessions I attend, so I value that professional development time, but most of all I just like being among my colleagues, interacting with fellow professionals in my discipline and seeing friends.

I really liked the digital pedagogy posters this year. The quality was high and the placement ideal. I visited multiple times when I had 15-20 minutes before the next session.

Networking with people I don’t see elsewhere, seeing the evolution of scholars’ research as I attend several of their presentations in succeeding years

I come mostly for new ideas and for things I can use in my classrooms. I’m most interested in teaching strategies and in innovations in teaching.

I enjoy being able to see and hear recognized figures in the field. I also feel strongly that graduate students and younger professors are well represented; I almost always stumble upon a really interesting presentation from someone in their 20s or early 30s.

I love the workshops — they are such an enriching experience. I always attend one. And I love the SIGs. If I can manage my time for the conference, I attend at least one meeting. Sessions, sessions, sessions, generally. This year, I was otherwise occupied with other meetings and lived within driving distance, so I missed quite a few sessions. But I also really enjoy networking and seeing old friends from grad school and former places of employment.

The featured sessions, the exhibit space, the SIGs, and the large open spaces to meet people, including new people. I also have to say, the open and warm environment, which is hard to quantify but very important.

The chance to meet with so many different people in our field, to renew contacts and make new ones. I always make sure to go to panels as well as social events to make/renew connections.

Everything – I love that people come from far and near to talk about what they’re doing.

   

I like to hear from people in the profession who have done/are doing good work. I value this more than “outside” speakers. I value time between sessions to talk to people.

I care about having face time with the scholars, practitioners, and instructors at our nation’s colleges and universities. I also care about building solidarity with various groups through the committees and caucuses.

Lively, practical, comfortable sessions that recharge my enthusiasm and offer ideas I can ponder or implement…

reconnecting with colleagues, hearing new ideas/research, making my own work available for peer review/discussion

Sessions that are practical and relevant to my teaching responsibilities.
 

Just seeing people who are passionate about the same things I am. 
  

Seeing people I care about and meeting new people to care about. That’s the advantage of it being a large convention. Also, I love rummaging through the program for topics of particular interest to me in a given year–finding people interested in similar concerns is wonderful.

SIG meetings, workshops, searchable online program, the huge size of it which provides a good variety, and the caliber of the presentations, which is very high.

I love that 4C’s has cutting edge scholarship in an atmosphere that is welcoming and collegial – not snarky and cutting. It’s about learning and mentoring for the most part and I cherish that.

CCCC is the most resourceful as well as inspiring conference I attend each year.  
  

Sessions that thoughtfully combine theory and practice to explore issues that directly benefit our students.

Postconvention Workshops

Postconvention workshops at CCCC 2017 take place from 2:00 p.m. to 5:00 p.m. and are open to all CCCC registrants.

 

SW.01 “A Bridge across Our Fears:” Teaching Aspiring Teachers and Tutors through Story

As educators tasked with preparing aspiring teachers and tutors for working effectively—and justly—with student writers, we understand the power of stories to shape how teachers and tutors think about who students are, what they need, and why they make the choices they do as they compose. In this half-day workshop, we will lead participants in an exploration of the role progressive and alternative young adult literature might play in teacher/tutor education and will help participants create exercises and assignments designed to help aspiring teachers and tutors develop nuanced and compassionate storytelling practices about and for their students.

SW.02 Hey Teacher, Lead Them Kids in Song: A Workshop on Music and Performance for Compositionists

In its fourth consecutive year at the CCCC Convention, this half-day workshop infuses music and performance powerfully into composition pedagogy and professional development to enhance writing instruction and build community connections. This workshop introduces and explores a variety of performative exercises and embodied rhetorics derived from participants’ own interpersonal, bodily-kinesthetic, and musical intelligences, culminating in a reflective discussion and planning of performative strategies.

SW.03 Cultivating Strategic Action in Teaching against Plagiarism: Using Plagiarism as an Educational Opportunity

Too often, teachers seek to address plagiarism through policing tactics. However, plagiarism can be a learning and writing strategy, a feature of the transition from outsider to insider in the development of a writer. This interactive workshop is intended to help writing instructors develop a repertoire of practical teaching strategies to help students learn how to engage in conversation with previous texts effectively and appropriately.

SW.04 Bridging Expectations: A Workshop on the Alignment of High School English and First-Year Composition

Sponsored by the Oregon Writing and English Advisory Committee

This collegial workshop will center on the intersection, as well as the divergences, of the Common Core State Standards with the OWEAC outcomes. We will refine our understanding of terminology and explore productive curricular design for our revised writing outcomes, which have an increased focus on students’ facility with rhetorical concepts and vocabulary, as well as our expectation that students will  develop metacognitive awareness.

SW.05 Writing Studio Pedagogy: Cultivating Student Voice and Capacity for Change

Writing Studio describes an alternative approach to teaching, supporting, and conducting inquiry into writing alongside student writers in a variety of higher education sites. This year’s half-day workshop focuses on Writing Studio curriculum and pedagogy. Workshop facilitators will provide insight into how to design studio activities for different student populations or courses and will share a wealth of curricular approaches for scaffolding student growth and transfer of learning.

SW.06 Writing and Publishing Op-Eds: Cultivating Public Voices

This interactive workshop is part of what Paula Mathieu calls a “public turn” in composition studies, particularly how teaching writing connects with our lives outside the classroom. Writing op-eds is one way that faculty, students, and other writers can advocate for social change. With a goal of cultivating voices of diversity in mainstream print, online, and mobile newspapers, workshop participants will learn how to write op-eds, publish them, and integrate op-ed writing into writing courses.

 

 

2025 CCCC Convention Schedule

This is a preliminary schedule for the CCCC Annual Convention and TYCA Conference and is subject to change. 

Wednesday, April 9

7:00 a.m.–7:00 p.m. Registration

8:00 a.m.–5:00 p.m. TYCA Conference

8:30 a.m.–5:00 p.m. Research Network Forum

9:00 a.m.–12:30 p.m. Morning Workshops (additional registration required)

9:00 a.m.–5:00 p.m. All-Day Workshops (additional registration required)

1:30 p.m.–5:00 p.m. Afternoon Workshops (additional registration required)

5:00 p.m.–10:00 p.m. Meetings and Events for Select Special Interest and Standing Groups, Committees, and Other Groups

5:15 p.m.–6:15 p.m. Newcomer’s Orientation

Thursday, April 10

7:00 a.m.–5:00 p.m. Registration

7:30 a.m.–8:15 a.m. Newcomers’ Coffee Hour

8:30 a.m.–10:15 a.m. Opening General Session

10:15 a.m.–6:00 p.m. Action Hub

10:15 a.m.–6:00 p.m. Exhibit Hall Open

10:30 a.m.–11:45 a.m. A Sessions

12:15 p.m.–1:30 p.m. B Sessions

1:45 p.m.–3:00 p.m. C Sessions

3:15 p.m.–4:30 p.m. D Sessions

4:45 p.m.–6:00 p.m. E Sessions

5:30 p.m.–6:30 p.m. Resolutions Committee Open Meeting

6:00 p.m.–7:00 p.m. Scholars for the Dream Reception

6:30 p.m.–7:30 p.m. Special Interest and Standing Group Meetings

7:00 p.m.–8:00 p.m. Anzalduá Awards Reception

Friday, April 11

8:00 a.m.–5:00 p.m. Registration

8:00 a.m.–5:00 p.m. Action Hub

8:00 a.m.–5:00 p.m. Exhibit Hall

8:00 a.m.–9:15 a.m.  F Sessions

9:30 a.m.–10:45 a.m. G Sessions

11:00 a.m.–12:15 p.m. All-Attendee Session

12:30 p.m.–1:45 p.m. H Sessions

2:00 p.m.–3:15 p.m. I Sessions

3:30 p.m.–4:30 p.m. Special Interest and Standing Group Meetings

4:45 p.m.–7:15 p.m. Annual Business Meeting and Awards Presentation

7:30 p.m.–9:30 p.m. Evening All-Attendee Event

Saturday, April 12

8:00 a.m.–1:00 p.m. Registration

8:00 a.m.–1:00 p.m. Action Hub

8:00 a.m.–1:00 p.m. Exhibit Hall

8:00 a.m.–9:15 a.m. J Sessions

9:00 a.m.–11:30 a.m. Teacher to Teacher

9:30 a.m.–10:45 a.m. K Sessions

11:00 a.m.–12:15 p.m. L Sessions

12:30 p.m.–1:45 p.m. M Sessions

2:00 p.m.–5:00 p.m. Afternoon Workshops (registration required with no fee)

Featured Sessions on Saturday

Following the Saturday Keynote Session, join us for concurrent sessions in the L and M time blocks.

Featured sessions for secondary and two-year college educators include:

High School and College Connections

  • L.06, Thirteen Ways of Looking at Dual Credit: Navigating Change, Capacity, and Community in Dual-Credit Programs
  • L.43, Bridging the Gap: Cultivating the Capacity to Create Transfer between High School Writing and FYW
  • L.31, Cultivating Change across Student Contexts: Transfer across Secondary and Postsecondary Composition Classrooms
  • M.18, Collaboration across “Borders”: Willamette Promise

Library Partnerships/Integrated Academic Literacies

  • L.42, Cultivating Library/FYC Partnerships: Assessment, Information Literacy Instruction, and Beyond
  • M.06, Cultivating Cross-Disciplinarity: Academic Discourse and Threshold Concepts In Writing Studies and the Library
  • M.27, Connecting across Academic Literacies: Writing, Reading, and Researching

Teaching Writing/Literacy (K–16)

  • L.18, Rethinking the Nature of Writing Practices through the Development of Writing Process Maps
  • L.21, Navigating Transitions and Transformations: Cultivating Critical Digital Literacy in Home, Classroom, and Institution
  • M.45, Rhizomatic Improvement Communities: Three Models of K–16 Professional Development
  • M.04, Courageous Conversations and Sensitive Situations: Proactive and Responsive Methods for Inclusive Classrooms
  • M.05, Catching Up the Children Left Behind: Critical Thinking for a Tested Generation
  • M.12, Cultivating Partnerships for More Effective Teaching and Research

Two-Year College

  • L.35, Becoming an Advocate: From Pedagogy to Advocacy in the Inter-Mountain West
  • L.10, Creating Change Does Not Mean One Size Fits All: Considering Institutional Capacities in Curriculum Redesign
  • L.17, We Changed Everything—Now What? Assessing Writing-Program Reforms to Cultivate New Directions and New Leadership
  • L.08, Interrogating Reliability in ELL Assessment
  • M.28, The Inver Hills Model: When Change Begins with Student Needs
  • M.40, Cultivating Writing Programs and Curricula: The Promises and Limitations of Open Educational Resources at Two-Year Colleges

Writing Teacher Preparation

  • L.33, Collaborating and Cross-Training: Cultivating and Sustaining Writing Teachers

 

 

 

 

 

 

Special Saturday Programming

 Saturday Programming

Saturday Keynote

Featured Sessions

Postconvention Workshops

 

Additional Convention Information

Convention Website

Explore the Full Program

Download the Mobile App

Full Registration Information

The Conference on College Composition and Communication Convention is coming to Portland, and this event is not just for four-year college faculty!

Special Saturday programming at CCCC 2017 is available to you for an unbeatable one-day rate. Saturday’s line-up includes a keynote presentation, two blocks of concurrent sessions, and a selection of half-day afternoon workshops, all for $85!

  • Spend the afternoon engaged in one of six workshops related to teaching and learning, including a workshop sponsored by the Oregon Writing and English Advisory Committee that centers on the intersections of the Common Core State Standards and the new OWEAC writing outcomes.

To register at the one-day rate (available Saturday only), contact NCTE Customer Service at 877-369-6283. Onsite registration will also be available in Portland.

1 Keynote Speaker, 89 Concurrent Sessions, 6 Afternoon Workshops, $85 One-Day Rate

 

Committee on Intellectual Property (March 2016)

IP Reports

Introducing the Intellectual Property Committee/Caucus and New Monthly IP Reports

Wondering about how copyright law is challenged by digital media? Want to learn more about fair use, Creative Commons, open source, plagiarism, the public domain, students’ rights to their own texts, and more? If so, you will be interested in the new monthly IP Report sponsored NCTE-CCCC’s Intellectual Property Committee and Intellectual Property Caucus.

Committee Members

Charlie Lowe, Chair
H. Allen Brizee
Mike Edwards
Kim Gainer
Jeff Galin
TyAnna Herrington
Clancy Ratliff
Martine Courant Rife
Kyle Stedman
Annette Vee
Traci Zimmerman

March 2015 Update

The CCCC Committee on Intellectual Property monitors new intellectual property issues that may affect writing teachers, students, and researchers, and it advocates best intellectual property practices.

Committee Charge

This committee is charged with addressing and providing guidance on intellectual property issues that affect CCCC and NCTE and that impact writing instruction generally. More specifically, the committee will:

Charge 1:  Keep the CCCC and NCTE membership informed about intellectual property developments, through reports to the CCCC EC, other forums and new mediums, including the MemberWeb site.

Charge 2:  Maintain a close working relationship with the Caucus on Intellectual Property and Composition Studies and related NCTE groups and staff.

Charge 3: Develop and update CCCC position and policy statements to guide writing teachers’ and researchers’ uses of course packs, electronic materials, issues of plagiarism, etc.

Charge 4: Address issues of concern to the organizations, such as interpretations of fair use, copyright debates, and evolving Intellectual Property policies and continue to be a resource to the NCTE DC officer for their work with lawmakers.

CCCC-IP Annuals

Top Intellectual Property Developments of 2019–2020
Top Intellectual Property Developments of 2018
Top Intellectual Property Developments of 2017
Top Intellectual Property Developments of 2016
Top Intellectual Property Developments of 2015
Top Intellectual Property Developments of 2014
Top Intellectual Property Developments of 2013
Top Intellectual Property Developments of 2012
Top Intellectual Property Developments of 2011
Top Intellectual Property Developments of 2010
CCCC Letter to United States Intellectual Property Enforcement Coordinator

Top Intellectual Property Developments of 2009
Top Intellectual Property Developments of 2008
Top Intellectual Property Developments of 2007 for Scholars of Composition, Rhetoric, and Communication
Major Intellectual Property Developments of 2006 for Scholars of Composition, Rhetoric, and Communication
Major Intellectual Property Developments of 2005 for Scholars of Composition and Communication

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