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About

The CCC Online Archive was designed by Collin Brooke, past CCC Online Archive editor, and Derek Mueller at Syracuse University primarily as a research tool, an online supplement to the journal College Composition and Communication. Among other things, the designers provided an additional point of access to the content of the journal, multiple search protocols for exploring that content, and means of surveying and generating metadata for the journal. Their guiding principles were access and visibility, in the context of making CCC both increasingly and variously available to the scholars in the field. This content was previously available through the Syracuse University website, however, in August of 2011 it was moved to this more permanent location within the CCCC/NCTE site to make it accessible to CCCC members.

Finding Content

There are two ways to find content in the CCC Online Archive:

1. Use the site search in the upper right corner of this page to find content with Key Words/Tags, author names, and/or article information.
     
2. We have compiled a master list (PDF) of all issues that are available in the Archive. The CCC Online Archive volume numbers in the links correspond to the volume numbers of the CCC issues that they refer to.

Workshop and Panel Discussion Reports of the 1955 Conference on College Composition and Communication Meeting, March 24, 25, 26, The Morrison Hotel, Chicago, Illinois.

This award program, established in 2004, honors up to 20 writing programs a year. As a term, “programs” is intended to be capacious in its application and includes:

• A first-year writing program or a coherent configuration of first-year courses.
• A basic or developmental writing program.
• An ESL writing program.
• A configuration of writing instruction within an intensive-English program.  This instruction might be integrated into courses rather than appear in separate writing courses.
• A vertical sequence of courses—e.g., a concentration, a certificate, a minor, a major.
• A WAC or WID program.
• A writing program within a writing center.
• A writing program designed for a special group.

To be eligible for this award, programs must be able to demonstrate that:

i. The program imaginatively addresses the needs and opportunities of its students, instructors, institution, and locale.
ii. The program offers exemplary ongoing professional development for faculty of all ranks, including adjunct/contingent faculty.
iii. The program treats contingent faculty respectfully, humanely, and professionally.
iv. The program uses current best practices in the field.
v. The program administrator (chair, director, coordinator, etc.) has academic credentials in writing.
vi. The program uses effective, ongoing assessment.
vii. The program uses effective placement procedures.
viii. Class size is appropriate.
ix. The program models diversity and/or serves diverse communities.

In addition, programs may want to include other documentation showing that:

a. The program has conducted research that serves similar programs at other institutions.
b. The program exhibits coherence in terms of disciplinary expectations.
c. The program exhibits some distinctive feature(s) in the student and/or faculty experience. For instance, the program could have a strand, such as critical thinking or cultural awareness, that links courses. These links might appear within the context of learning communities.
d. The program effectively integrates theory and practice.
e. The program uses practices and materials that lead to desirable learning outcomes.
f. The program provides valuable and valued community service.
g. The program has established strategic alliances with campus units and/or initiatives (e.g., service learning, student retention).

Applications are due by August 31, 2025 (they must reach cccc@ncte.org by/on this date). To apply:

A. Anyone in the program or outside the program may submit a letter nominating the program or indicating that the program is preparing a full application for an award. The purpose of the letter is to establish contact with a CCCC staff member, who will assist the writing program staff as they prepare the full application. Of course, applicants are not required to seek such assistance as they prepare application packets. Please send a short nominating email to cccc@ncte.org, including the institution nominated and contact information for the person preparing the application.

B. The following is a list of items that the full application should include, limited to 30 total pages, including all attachments, appendices, and/or supplemental materials. Please send all materials, including the application and any supplemental items, to CCCC Writing Program Certificate of Excellence, cccc@ncte.org.

1. An introductory piece, which includes the following information: contact information, identified criteria from the aforementioned list, a list of materials submitted, a one-page abstract that could subsequently appear on the Website and perhaps in CCC.
2. A description of program demographics: size of the program, size of sections, number of full-time and part-time instructors, number of TAs.
3. A description of the principles underlying the program and the ways writing pedagogy grows out of those principles. Also in that document might be the history of various orientations toward writing at that institution and how the latest program (the one being considered for an award) grows out of or dramatically departs from the previous ones.
4. Sample syllabi, including course learning goals.
5. A description of in-house professional development for faculty and teaching assistants.
6. A description of the context for the program within the department, college, and/or institution.
7. DVDs, CDs, videos, or links to pages on the program’s Website that chronicle the program’s activities.
8. Demonstrated success and the measures used to determine success.
9. Direct evidence of innovation, as well as it implementation, institutionalization, and sustainability.
10. Evidence of effective operation.

CCCC will announce the award in CCC, on the Website, at the annual meeting, and on appropriate listservs. Winners will also be recognized at the annual Awards Session at CCCC. At that time, the program will be presented with a certificate. CCCC also will assist in sending a press release to the campus media office, to appropriate campus administrators, and to local newspapers.

For additional information, please contact the CCCC Liaison at cccc@ncte.org.

Congratulations to the 2023–2024 Recipients!

California Polytechnic University Humboldt, First Year Composition Program
The California Polytechnic University Humboldt, First Year Composition Program is notable because despite a clear lack of institutional support for the WPA and a lack of secure faculty positions within the program, Humboldt has created a writing program ecosystem of excellence. Specifically, it has an amazingly robust assessment program; uses best practices to support students in innovative ways; and has impressive professional development for instructors. We recommend that Humboldt do more to support the writing program administratively and that the institution work toward hiring more fulltime, tenure-line faculty to support the program. Without these two improvements, the director is at risk of burn out and the sustainability of the program is in question.

Salisbury University, Writing Program
The Salisbury University, Writing Program is notable for its application’s strength and demonstrates impressive work in creating equity throughout the program(s), specifically via pay; via accommodation and general accessibility policies; via support of faculty through childcare, instructional preparation, and overall; via the use of innovative solutions to support students despite legislative restrictions; and via the significant expansion of the university’s writing center services, outreach, and tutor preparation. Overall, we find that the program is highly responsive to the needs of students, TAs, and faculty and that the application clearly demonstrates excellence across criteria.

Texas Woman’s University, First-Year Composition Program
The Texas Woman’s University, First-Year Composition Program does impressive work in addressing a variety of concerns and programmatic challenges in ways that both support best practices and demonstrate access to success for students. Further, the program has done an excellent job of standardizing professional development and training instructors given the unequal levels of faculty preparation across ranks—opportunities for professional development are truly impressive. Overall, the committee was impressed with the sustainability of best practices put in place as well as with the excellent job the program does of removing barriers for students and negotiating legitimate workarounds for legislative barriers.

Writing Program Certificate of Excellence Winners

2023–2024

California Polytechnic University Humboldt, First Year Composition Program
Salisbury University, Writing Program
Texas Woman’s University, First-Year Composition Program

2022–2023

College of DuPage, Writing Studies Program
Fairfield University, Core Writing Program
Michigan State University, First-Year Writing Program
University of Central Florida, First-Year Composition Program
University of Colorado Colorado Springs, First-Year Rhetoric and Writing Program
University of Massachusetts Boston, Composition Program
University of Nevada, Reno, Core Writing Program
University of Texas at El Paso, First-Year Composition Program

2021–2022

Georgia Institute of Technology, Writing and Communication Program
Lehman College, CUNY, Writing Across the Curriculum Program
Massachusetts Institute of Technology, Writing, Rhetoric, and Professional Communication Program
Miami University, Howe Center for Writing Excellence
Moravian University, Writing at Moravian Program
North Central Texas College, First-Year Composition Textbook and Common Read Project
Rowan University, First-Year Writing Program
Salt Lake Community College, Writing Across the College Program

2020–2021

Syracuse University, Writing Across the Curriculum
Thomas Jefferson University, Writing Program
University of New Haven, Writing Across the Curriculum Program
University of Texas Rio Grande Valley, First Year Writing Program

2019–2020

University of Washington — Seattle, Expository Writing Program

2018–2019

Indiana University, Composition Program
National University of Singapore, Writing and Critical Thinking Programme, University Scholars Programme
Temple University, First Year Writing Program
Texas A&M University – Commerce, Writing Program

2017–2018

Dickinson College, Writing Program
George Washington University, Writing Program
University of Arizona, Writing Program
University of Maine, College Composition
University of North Carolina at Charlotte, University Writing Program
University of Oklahoma, First-Year Composition Program
University of Oklahoma, Writing Center
University of Pennsylvania, Critical Writing Program
Winston-Salem State University, Writing in the Majors Program

2016–2017

Boston University, College of Arts & Sciences (CAS) Writing Program
Salt Lake Community College, English Department
University of Maryland, Writing Programs: Academic Writing, Professional Writing, Writing Center
University of Wisconsin Colleges, Writing Program

2015–2016
Oakland University, Major in Writing and Rhetoric
Roger Williams University, Department of Writing Studies, Rhetoric, and Composition

2014–2015
Community College of Baltimore County, Developmental Writing Program
Illinois State University, Writing Program
Northeastern University, Writing Program
University of Alberta, Writing Studies 101: Exploring Writing

2013–2014
Montclair State University, Center for Writing Excellence
St. John’s University, University Writing Center & Writing Across the Curriculum Program
University of Colorado at Boulder, Program for Writing and Rhetoric
University of Wisconsin-Eau Claire, Blugold Seminar in Critical Reading and Writing
University of Wisconsin-Milwaukee, First-Year Writing Program

2012–2013
Emerson College, First-Year Writing Program
John Jay College of Criminal Justice, First-Year Composition Program
Oakland University, Department of Writing and Rhetoric
Pennsylvania State University, Rhetoric and Writing Program
University of California, Santa Barbara, Writing Program
University of Central Florida, First-Year Composition Program
University of Colorado, Boulder, McNeill Writing Program

2011–2012

Appalachian State University, Vertical Writing Curriculum
Montclair State University, First-Year Writing Program
St. Louis Community College, ESL Program
University of Illinois at Urbana-Champaign, Undergraduate Rhetoric Program
University of South Florida, First-Year Writing Composition Program
University of Tennessee, Knoxville, Writing Program
The University of Texas at El Paso, First-Year Composition

2010–2011

Binghamton University, State University of New York, First-Year Writing
University of Connecticut, University Writing Center
Wheaton College, Writing Across the Curriculum Program

2009–2010

Louisiana State University, Communication across the Curriculum Program

2008–2009 

North Carolina State University, First-Year Writing Program
University of Massachusetts Amherst, Writing Program
Washington State University, Writing Program

2007–2008

The University of Denver, Writing Program
University of Toronto Scarborough, Writing Centre

2006–2007

Ball State University, Writing Program
Michigan Technological University, Writing Center
Purdue University, Introductory Composition
Swarthmore College, Writing Associates Program
University of Toronto, Office of English Language and Writing Support

2005–2006

Duke University, University Writing Program
Eastern Michigan University, First-Year Writing Program
Marquette University, First-Year English Program

Winter 2005

Carleton College, Writing Program
The Ohio State University, First-Year Writing Program

Fall 2004

Central European University, Center for Academic Writing
Clemson University, The Advanced Writing Program
Michigan Technological University, Department of Humanities Writing Program
Michigan Technological University, Scientific and Technical Communication Program
Purdue University, Writing Lab
Rowan University, Department of Composition and Rhetoric
Saint Joseph College, Writing Portfolio Program
Salt Lake Community College, Community Writing Center
San Francisco State University, Technical and Professional Writing Program
University of Missouri, Campus Writing Program
University of Washington, Engineering Communication Program

Nomination Deadline: November 1

Purpose: The Conference on College Composition and Communication (CCCC) seeks to recognize members of CCCC/NCTE who have consistently worked to improve the experiences of sexual and gender minorities within the organization, the profession, and/or the members’ local communities.

Award Specifics: Nominations should include at least three nominating letters or a single letter with at least three signatories, and a full curriculum vita. Please send nominations to cccc@ncte.org by November 1, 2025.

Recipients of this award will be recognized and receive a plaque at a reception during the CCCC Annual Convention. The winner will be notified in January 2026.

Stonewall Service Award Winners

2025 Recipient

Timothy Oleksiak
University of Massachusetts Boston

2024
Mark McBeth

2023
No award given.

2022
GPat Patterson

2021
William P. Banks

2020
No winner.

2019
Harry Denny

2018
No award given.

2017
Joseph R. Jones

2016
Martha Brenckle

2015
Garrett W. Nichols

2014
Qwo-Li Driskill

Nomination Deadline: July 15

Purpose: The Research Impact Award is presented annually for the empirical research publication in the previous two years that most advances the mission of the organization or the needs of the profession.

Eligibility: A work eligible for the 2026 award will have been published in calendar year 2024 or 2025. To be eligible for the award, a nominee must be a member of CCCC and/or NCTE at the time of nomination. To nominate a publication for the award, the author, editor, publisher, or reader must be a CCCC and/or NCTE member.

Award Specifics: Nominations must be received by July 15, 2025, and must include a brief statement of the work’s contribution to the profession (Note: You do not need to send copies of the nominated publication with the nomination.). Please send the statement of the publication’s contribution to the CCCC Research Impact Award Committee at cccc@ncte.org.

Email Questions

Research Impact Award Winners

2025 Winner

Katherine S. Flowers, Making English Official: Writing and Resisting Local Language Policies, Cambridge University Press, 2024

2025 Honorable Mention

Margaret Price, Crip Spacetime: Access, Failure, and Accountability in Academic Life, Duke University Press, 2024

2024

Laura Gonzales, Designing Multilingual Experiences in Technical Communication

2024 Honorable Mention
Jacob Greene, Composing Place: Digital Rhetorics for a Mobile World

2023
Qianqian Zhang-Wu, Languaging Myths and Realities: Journeys of Chinese International Students

2023 Honorable Mention
Claire Lutkewitte, Juliette C. Kitchens, and Molly J. Scanlon, Stories of Becoming: Demystifying the Professoriate for Graduate Students in Composition and Rhetoric

2022
Huatong Sun, Global Social Media Design: Bridging Differences Across Cultures, Oxford University Press, 2020

2021
Nancy Bou Ayash, Toward Translingual Realities in Composition: (Re)Working Local Language Representations and Practices, Utah State University Press, 2019

Michelle LaFrance, Institutional Ethnography: A Theory of Practice for Writing Studies Researchers, Utah State University Press, 2019

2020
Meredith A. Johnson, W. Michele Simmons, and Patricia Sullivan, Lean Technical Communication: Toward Sustainable Program Innovation, Routledge

2019
Derek N. Mueller, Network Sense: Methods for Visualizing a Discipline, WAC Clearinghouse Press

2018
Xiaoye You, Cosmopolitan English and Transliteracy, Southern Illinois University Press

2017
Jim Ridolfo, Digital Samaritans: Rhetorical Delivery and Engagement in the Digital Humanities, University of Michigan Press

2016
Laurie E. Gries, Still Life with Rhetoric: A New Materialist Approach for Visual Rhetorics

2015
Kathleen Blake Yancey, Liane Robertson, and Kara Taczak, Writing across Contexts: Transfer, Composition, and Sites of Writing

2014
Laura Wilder, Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines

2013
Patrick W. Berry, Gail E. Hawisher, and Cynthia L. Selfe, Transnational Literate Lives in Digital Times

2012
Christopher Schroeder, Diverse by Design: Literacy Education in Multicultural Institutions