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CCCC Richard Braddock Award

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 2019 will be eligible for the award in 2021.

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.

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Congratulations to the 2020 Recipient!

Aneil Rallin, “‘Can I Get a Witness?’: Writing with June Jordan,” College Composition and Communication, June 2019

The 2020 Braddock Award Selection Committee read a terrific slate of articles during our selection process and would like to thank all of the writers for their extraordinary contributions to scholarship in the braided fields of writing, communication, and rhetorical studies. Among the articles we reviewed, one stayed with us—moving us to deeply reflect on what it means for us to be living right now, wherever we are. Aneil Rallin’s “Can I Get a Witness?: Writing with June Jordan” demonstrates that “testifying” requires disrupting traditional academic forms, which tend to conceal rather than clarify. “Can I Get a Witness” is composed in searing prose and firey poetry that breaks with traditional academic forms even as it calls out and rejects the western (white and whitely male-dominant, ableist, and misogynist) rhetorical tradition for its refusal to name, interrogate, and reject that power which, as Rallin writes, “ravages” the lives of the marginalized. Rallin explores the untapped potential of attribution by synchronizing the voices of the past and present without one being chronologically subordinate to the other. In vignettes that slip one to the next, that return and wind round one another, Rallin speaks “with” June Jordan to attest to and name the interconnectedness of the exercise of systemic violence and the lived experience of peoples surviving and resisting at the nexus of racialization, Indigeneity, Queerness, migration, and minoritized religion under the global thumb of white supremacist domination. Rallin delegitimizes our field’s insistence on “focus” and “coherence,” both of which and taken together are incapable of accommodating any rich description, story, or argument about the material conditions of life under surveillance, constant threat, and state-sanctioned as well as extra-judicial violence. Ultimately, Rallin’s essay issues a battle cry to writers and teachers. Rallin insists that we interrogate the question of who benefits from rhetorical imperialism and that we recognize the degree to which rhetorical imperialism—with its insistence on the plottable, coherent narrative—systematically excludes or suppresses those stories of the marginalized and oppressed that reveal painful truths about their relationship to systems of oppression. We sincerely thank Rallin for having the courage to write in excess of western rhetoric’s bounds.

Braddock Award Winners: Best CCC Article of the Year

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)

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