Category: Uncategorized

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v38-2

Witte, Stephen P., and Richard L. Larson. Rev. of Research on Written Composition: New Directions for Teaching by George Hillocks, Jr. CCC 38.2 (1987): 202-211.

White, Edward M. Rev. of Measures for Research and Evaluation in the English Language Arts by William T. Fagan, Julie M. Jensen, and Charles Cooper. CCC 38.2 (1987): 212-213.

Purves, Alan C. Rev. of Writing Assessment: Issues and Strategies by Karen L. Greenberg, Harvey S. Wiener, and Richard A. Donovan. CCC 38.2 (1987): 213-214.

Murray, Donald M. Rev. of Notebooks of the Mind: Explorations of Thinking by Vera John-Steiner. CCC 38.2 (1987): 215-216.

Miller, Susan. Rev. of Communication and Knowledge: An Investigation in Rhetorical Epistemology by Richard A. Cherwitz and James Hikins. CCC 38.2 (1987): 216-218.

Moore, Dennis. Rev. of The Best American Essays 1986 by Elizabeth Hardwick and Robert Atwan. CCC 38.2 (1987): 218-219.

Davis, Ken. Rev. of Training the New Teacher of College Composition by Charles W. Bridges CCC 38.2 (1987): 219-220.

Lunsford, Andrea A. Rev. of The Teaching of Writing: Eighty-Fifth Yearbook of the National Society for the Study of Education by Anthony R. Petrosky and David Bartholomae. CCC 38.2 (1987): 220-222.

Comprone, Joseph J. Rev. of Composition/Rhetoric: A Synthesis by W. Ross Winterowd. CCC 38.2 (1987): 222-224.

Withers, Kenney. Rev. of Getting into Print: The Decision-Making Process in Scholarly Publishing by Walter W. Powell. CCC 38.2 (1987): 224-225.

Beauvais, Paul J. Rev. of A Comprehensive Grammar of the English Language by Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik. CCC 38.2 (1987): 225-226.

Rodrigues, Dawn. Rev. of Writing On-Line: Using Computers in the Teaching of Writing by James L. Collins and Elizabeth A. Sommers. CCC 38.2 (1987): 26-227.

Lutz, Jean A. Rev. of Teaching Writing with a Word Processor, Grades 7-13 by Dawn Rodrigues and Raymond J. Rodrigues. CCC 38.2 (1987): 227-228.

Maimon, Elaine P. Rev. of Writing across the Disciplines: Research into Practice by Art Young and Toby Fulwiler. CCC 38.2 (1987): 228-229.

Young, Art. Rev. of Form and Surprise in Composition: Writing and Thinking across the Curriculum by John C. Bean and John D. Ramage; Making Connections across the Curriculum: Readings for Analysis by Patricia Chittenden and Malcolm Kiniry; The Course of Ideas: College Writing and Reading by Jeanne Gunner and Ed Frankel. CCC 38.2 (1987): 230-234.

Brereton, John. Rev. of The Versatile Writer by Donald C. Stewart. CCC 38.2 (1987): 234-235.

Bryant, Paul T. Rev. of The Writer in Performance by Jack Dodds. CCC 38.2 (1987): 235-236.

Gillam-Scott, Alice. Rev. of Making Your Point: A Guide to College Writing by Laraine Flemming. CCC 38.2 (1987): 236-238.

Sherwood, Phyllis A. Rev. of Strategies for Successful Writing by James A. Reinking and Andrew W. Hart. CCC 38.2 (1987): 238-239.

Raimes, Ann. Rev. of Active Writing by Timothy H. Robinson and Laurie Modrey. CCC 38.2 (1987): 239-240.

Rank, Hugh. Rev. of A Guide to Writing Sociology Papers by UCLA Sociology Writing Group. CCC 38.2 (1987): 240-241.

Slevin, James F. Rev. of The Nuclear Predicament: A Sourcebook by Donna Gregory. CCC 38.2 (1987): 241-242.

Moxley, Joseph M. Rev. of The Process Reader by Richard E. Ray, Gary A. Olson, and James De-George. CCC 38.2 (1987): 243.

Lamb, Catherine. Rev. of The Writer’s World: An Essay Anthology by Linda Woodson. CCC 38.2 (1987): 244.

Tobin, Laurence. “Faculty Training in Computers and Composition: Warnings and Recommendations.” CCC 38.2 (1987): 195-198.

Skubikowski, Kathleen, and John Elder. “Word Processing in a Community of Writers.” CCC 38.2 (1987): 198-201.

Russell, David R. “Writing across the Curriculum and the Communications Movement: Some Lessons from the Past.” CCC 38.2 (1987): 184-194.

Abstract:

Russell uses two historical examples, the Functional Writing Program at Colgate (1949-1961) and the Prose Improvement Committee at UC Berkeley (1950-1965), to show the underlying issues that surround the institutional resistance to WAC programs. He argues that these programs failed to take hold at their universities because they were not able to successfully integrate writing instruction in the organizational structure of the university, which favored the German research model and the elective system and was suspicious of interdisciplinary endeavors. In order for WAC programs to succeed, they must be part of an institutional-wide plan, be adequately funded, and be given adequate time to transform from a trend to a tradition.

Keywords:

ccc38.2 Writing Programs Faculty WAC University Students CrossCurricular Berkeley Colgate Departments Process Curriculum Assignments

Works Cited

Applebee, Arthur N. Tradition and Reform in the Teaching of English: A History. Urbana: NCTE, 1974.

—. Contexts for Learning to Write: Studies of Secondary School Instruction. Norwood, NJ: Ablex, 1984.

Bird, Nancy K. “The Conference on College Composition and Communication: A Historical Study of Its Continuing Education and Professionalization Activities, 1947-1975.” Diss. Virginia Polytechnic Institute, 1977.

Bizzell, Patricia. “Thomas Kuhn, Scientism, and English Studies.” College English 40 (1979): 764-71.

Connors, Robert J., Lisa S. Ede, and Andrea A. Lunsford. “The Revival of Classical Rhetoric in America.” Essays on Classical Rhetoric and Modern Discourse. Carbondale: Southern Illinois UP, 1984.

Cremin, Lawrence A. The Transformation of the School: Progressivism in American Education. New York: Vantage, 1961.

Fulwiler, Toby. “How Well Does Writing Across the Curriculum Work?” College English 46 (1984): 114-20.

Functional Writing Program Documents. Archives of Colgate University, Hamilton, NY.

Graham, Joan. “What Works: The Problems and Rewards of Cross-Curricular Writing Programs.” Current Issues in Higher Education 3 (1983-84): 16-26.

“Harvard Plan.” Editorial. Nation 22 Apr. 1915: 431.

Kistler, Jonathan. Letter to the author. 30 Apr. 1986.

Knoblauch, C. W., and Lil Brannon, “Writing as Learning through the Curriculum.” CollegeEnglish 45 (1983): 465-74.

Lanham, Richard. “Urgency and Opportunity: Implementing Writing Across the Curriculum.” Address. University of Georgia faculty. Athens, GA, 25 Apr. 1985. Reported in Writing Across the Curriculum 3 (1985): 5-6.

Lawson, Strang. “The Colgate Plan for Improving Student Writing.” AAUP Bulletin 39 (1953): 288-90.

Lehman, Benjamin H., Chair. “Report to the Committee on Educational Policy, 1952-53.” Papers of the Prose Improvement Committee. U of California, Berkeley.

Miles, Josephine. Working Out Ideas: Predication and Other Uses of Language. Curriculum Publications 5. Berkeley: Bay Area Writing Project, 1979.

Miles, Josephine, Chair. “Report of the Committee for Prose Improvement, 1958.” Papers of the Prose Improvement Committee. Berkeley: U of California.

Progressive Education Association. Language in General Education: A Report of the Committee on the Function of English in General Education. New York: Appleton, 1940.

Rader, Ralph W., Chair. “Report of the Committee on Prose Improvement, 1964-65.” Papers of the Prose Improvement Committee. Berkeley: U of California.

Richards, I. A. The Philosophy of Rhetoric. New York: Oxford UP, 1936.

Rideout, Christopher. “Applying the Writing Across the Curriculum Model to Professional Writing.” Current Issues in Higher Education 3 (1983-84): 27-33.

Rose, Mike. “The Language of Exclusion: Writing Instruction at the University.” College English 47 (1985): 341-59.

Rudolph, Frederick. Curriculum: A History of the American Undergraduate Course of Study Since 1636. San Francisco: Jossey, 1978.

Swanson-Owens, Deborah. “Identifying Natural Sources of Resistance: A Case Study of Implementing Writing Across the Curriculum.” Research in the Teaching of English 20 (1986): 69-97.

Terrell, Huntington. Personal interview. 31 Mar. 1986.

Connors, Robert J. “Personal Writing Assignments.” CCC 38.2 (1987): 166-183.

Abstract:

Connors investigates at the history of the writing subjects teachers assign students from ancient times until today by looking at how textbook assignments evolved over time. He discovers a shift in the mid to late 1800s from impersonal assignments that asked students to comment on an issue in the public sphere to assignments that narrowly focus on personal feelings, ideas, and experiences. Personal writing never completely took over writing instruction, he argues, and he points to the rise of the research paper, the use of literature in composition classrooms, and the emphasis on argumentative and expository writing as proof. Connors claims that instructors must find a middle ground between personal and impersonal writing assignments, tasks that allow students to start from what they know but to branch into an larger public conversation.

Keywords:

ccc38.2 Writing Subjects Students Composition Invention Rhetoric Topics Teachers Assignments Personal PersonalWriting Literature Abstract Subjects Modes Knowledge Textbooks

Works Consulted and Cited

Baker, George Pierce. Principles of Argumentation. Boston: Ginn & Co., 1895.

Bardeen, C. W. A System of Rhetoric. New York: A. S. Barnes, 1884.

Berlin, James A. Writing Instruction in Nineteenth-Century American Colleges. Carbondale: Southern Illinois UP, 1985.

Britton, James, et al. The Development of Writing Abilities (11-18). London: Macmillan Education, 1975.

Buck, Gertrude, and Elisabeth Woodbridge. A Course in Expository Writing. New York: Henry Holt, 1899.

Canby, Henry S. and John B. Opdycke. Elements of Composition for Secondary Schools. New York: Macmillan, 1913.

Cicero. De Oratore. Trans. E. W. Sutton and H. Rackham. Cambridge: Harvard UP, 1942.

Clark, Donald Leman. Rhetoric in Greco-Roman Education. New York: Columbia UP, 1957.

Connors, Robert J. “The Rhetoric of Explanation: Explanatory Rhetoric from Aristotle to 1850.” Written Communication 1 (1984): 189-210.

—. “The Rhetoric of Explanation: Explanatory Rhetoric from 1850 to the Present.” Written Communication 2 (1985): 49-72.

Crane, William G. Wit and Rhetoric in the Renaissance. New York: Columbia UP, 1937.

Crowley, Sharon. “Invention in Nineteenth Century Rhetoric.” CCC 36 (1985): 51-60.

Curl, Mervin]. Expository Writing. Boston: Houghton Mifflin, 1919.

Day, Henry N. Elements of the Art of Discourse. Hudson: Skinner, 1850.

Espenshade, A. Howry. The Essentials of Composition and Rhetoric. Boston: D. C. Heath & Company, 1913.

Genung, John F. Outlines of Rhetoric. Boston: Ginn and Co., 1893.

—. Practical Elements of Rhetoric. Boston: Ginn and Co., 1886.

Green, Andrew J. “Significant Theme Content.” College English 1 (1939): 691-99.

Hart, John M. A Manual of Composition and Rhetoric. Philadelphia: Eldredge & Brother, 1870.

Hill, David J. Elements of Rhetoric and Composition. New York: Sheldon & Company, 1878.

Howes, Raymond F. “Freshman Assignments.” English Journal 17 (1928): 154-57.

Kellogg, Brainerd. A Text-Book on Rhetoric. New York: Clark & Maynard, 1880.

Kerl, Simon. Elements of Composition & Rhetoric. New York: Ivison, Phinney, Blakeman, 1869.

Kitzhaber, Albert R. Rhetoric in American Colleges, 1850-1900. Diss., U of Washington, 1953.

Lomer, Gerhard R., and Margaret Ashmun. The Study and Practice of Writing English. Boston: Houghton Mifflin Co., 1914.

Macrorie, Ken. Uptaught. Rochelle Park, NJ: Hayden Book Co., 1970.

Mead, William E. Elementary Composition and Rhetoric. Boston: Leach, Shwell & Sanborn, 1894.

Nason, Arthur Huntington. Efficient Composition: A College Rhetoric. New York: New York UP, 1917.

Newcomer, Alphonso G. A Practical Course in English Composition. Boston: Ginn, 1893.

Parker, Richard Green. Aids to English Composition.. New York: Harper & Brothers, 1845.

—. Progressive Exercises in English Composition. Boston: Robert S. Davis, 1832.

Perrin, Porter G. An Index to English. Chicago: Scott, Foresman & Company, 1939.

Quackenbos, George P. Advanced Course of Composition and Rhetoric. New York: D. Appleton, 1854.

Quintilian. Institutio Oratoria. Trans. H. E. Butler. Cambridge: Harvard UP, 1920.

Reed, Alonzo, and Brainerd Kellogg. Higher Lessons in English. New York: Clark & Maynard, 1877.

Scott, H. P. “Making Themes Mean Something.” English Journal 12 (1923): 93-97.

Symonds, Percival M. “Real Topics for Writing and Speaking,” School Review 38 (1930): 765-75.

Walker, John. The Teacher’s Assistant in English Composition. Carlisle: Kline, 1808.

Ward, C. H. What is English? Chicago: Scott, Foresman, 1917.

Young, Richard. “Arts, Crafts, Gifts and Knacks: Some Disharmonies in the New Rhetoric.” Reinventing the Rhetorical Tradition. Ed. Aviva Freedman and Ian Pringle. Conway, AR: University of Central Arkansas. 1980. 53-60.

Freed, Richard C., and Glenn J. Broadhead. “Discourse Communities, Sacred Texts, and Institutional Norms.” CCC 38.2 (1987): 154-165.

Abstract:

The authors argue that analyzing the written materials and terminology of discourse communities is a powerful way to understand the values and the systems of those communities. It is vital that students understand how to analyze the discourse communities they are writing to and in so that they can most effectively and persuasively construct their messages. The authors advocate teaching students ethnographic methods for learning about different discourse communities and cultures. Also, instructors should employ an ethnographic perspective on their own teaching and courses to discover what assumptions exist in their pedagogy.

Keywords:

ccc38.2 Client DiscourseCommunities Consultants Study Proposals Writing Norms Culture Institutions Writers ProfessionalWriting

Works Cited

Bizzell, Patricia. “Cognition, Convention, and Certainty: What We Need to Know about Writing.” Pre/Text 3 (1982): 213-43.

Britton, James, et al. The Development of Writing Abilities (11-18). London: Macmillan Education, 1975.

Broadhead, Glenn J, and Richard C. Freed. The Variables of Composition: Process and Product in a Business Setting. NCTE Studies in Writing and Rhetoric. Carbondale: Southern Illinois UP, 1986.

Bruffee, Kenneth A. “Collaborative Learning and the ‘Conversation of Mankind.'” College English 46 (1984): 635-52.

—. “Social Construction, Language, and the Authority of Knowledge: A Bibliographic Essay.” College English 48 (1986): 773-90.

Cooper, Marilyn M. “The Ecology of Writing.” College English 48 (1986): 364-75.

Emig, Janet. The Composing Processes of Twelfth Graders. Urbana: NCTE, 1971.

Fish, Stanley. Is There a Text in This Class? The Authority of interpretive Communities. Cambridge: Harvard UP, 1980.

Fishman, Joshua A. The Sociology of Language: An interdisciplinary Social Science Approach to Language in Society. Rowley, MA: Newbury House, 1972.

Frake, Charles O. Language and Cultural Description: Essays by Charles O. Frake. Stanford: Stanford UP, 1980.

Graves, Donald H. “An Examination of the Writing Processes of Seven Year Old Children.” Research in the Teaching of English 9 (1974): 227-41.

Gumperz, John J. Language in Social Groups: Essays by John J. Gumperz. Stanford: Stanford UP, 1971.

Hairston, Maxine. “The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.” College Composition and Communication 30 (1982): 76-88.

Halliday, M. A. K. Language As Social Semiotic: The Social interpretation of Language and Meaning. London: Edward Arnold, 1978.

Haugen, Einar. The Ecology of Language: Essays by Einar Haugen. Stanford: Stanford UP, 1972. Hudson, R. A. Sociolinguistics. Cambridge: Cambridge UP, 1980.

Hymes, Dell. “Models of the Interaction of Language and Social Life.” Directions in Sociolinguistics: The Ethnography of Communication. Ed. John J. Gumperz and Dell Hymes. New York: Holt, Rinehart and Winston, 1972.

Kuhn, Thomas. The Structure of Scientific Revolutions. 2nd ed. Chicago: U of Chicago P, 1970.

Labov, William. The Social Stratification of English in New York City. Washington, DC: Center for Applied Linguistics, 1966.

Nystrand, Martin. “Rhetoric’s ‘Audience’ and Linguistics’ ‘Speech Community’: Implications for Understanding Writing, Reading, and Text.” What Writers Know. Ed. Martin Nystrand. New York: Academic Press, 1982.

Odell, Lee, and Dixie Goswami, eds. Writing in Non-Academic Settings. New York: Academic Press, 1986.

Reither, James A. “Writing and Knowing: Toward Redefining the Writing Process.” College English 47 (1985): 620-28.

Saville-Troike, Muriel. The Ethnography of Communication: An Introduction. Oxford: Basil Blackwell, 1982.

Woodson, Linda. A Handbook of Modern Rhetorical Terms. Urbana: NCTE, 1979.

Young, Richard E. “Paradigms and Problems: Needed Research in Rhetorical Invention.” Research on Composing: Points of Departure. Ed. Charles R. Cooper and Lee Odell. Urbana: NCTE, 1978.

Brooke, Robert. “Underlife and Writing Instruction.” CCC 38.2 (1987): 141-153.

Abstract:

Brooke uses the sociological concept of underlife (behaviors that undercut expected roles) to explain how both teachers and students redefine their traditional roles in the writing classroom. From his semester-long study of a freshman writing class, Brooke observes how students push against teacher expectations and teachers deliberately structure their class differently than others at the university. Brooke argues that writing instruction acts to disrupt the existing educational system and institution, offering a different model of classrooms in its place, one that favors autonomy and action.

Keywords:

ccc38.2 BraddockAward Students Classrooms Writing Underlife Roles Teachers Identity Activities EGoffman Behaviors Interaction Individuals Instruction

Works Cited

Annas, Pamela. “Style as Politics.” College English 47 (1985): 360-71.

Berthoff, Ann. The Making of Meaning. Upper Montclair, NJ: Boynton/Cook, 1983.

Dillard, Annie. “Lenses.” The Bedford Reader. Ed. X. J. Kennedy and Dorothy Kennedy. 2nd ed. New York: St. Martin’s Press, 1985. 101-05.

Elbow, Peter. Writing Without Teachers. New York: Oxford UP, 1973.

Emig, Janet. “Non-Magical Thinking: Presenting Writing Developmentally in Schools.” Writing: The Nature, Development, and Teaching of Written Communication, Vol. 2: Writing: Process, Development and Communication. Ed. Carl Frederiksen and Joseph Dominic. Hillsdale, NJ: Erlbaum, 1981. 21-30.

—. The Web of Meaning. Upper Montclair, NJ: Boynton/Cook, 1983.

Goffman, Erving. Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. New York: Anchor, 1961.

—. Stigma: Notes on the Management of Spoiled Identity. Englewood Cliffs, NJ: Prentice-Hall, 1963.

Knoblauch, C. H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair, NJ: Boynton/Cook, 1984.

Laurence, Margaret. A Bird in the House. Toronto: Seal, 1978.

Murray, Donald. A Writer Teaches Writing. 2nd Ed. Boston: Houghton Mifflin, 1982.

Myers, Greg. “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching.” College English 48 (1986): 154-74.

Rich, Adrienne. “Teaching Language in Open Admissions.” On Lies, Secrets, and Silence: Selected Prose 1966-1978. New York: Norton, 1979.51-68.

Rose, Mike. “The Language of Exclusion.” College English 47 (1985): 341-59.

Young, Richard, Alton Becker, and Kenneth Pike. Rhetoric: Discovery and Change. New York: Harcourt Brace Jovanovich, 1970.

Workshop Reports of the 1954 Conference on College Composition and Communication Meeting. March 4, 5, 6, The Hotel Jefferson, St. Louis, Missouri.

Directory of Assistantships and Fellowships for Graduate Study in English and the Teaching of English and Directory of the Chairmen of Freshman Composition Programs in the Nation’s Colleges and Universities. Compiled and edited by William J. Scannell.

The College Composition and Communication (CCC) editor serves a term of five years. The editor can be invited to serve a second term, if CCCC officers decide to ask her or him to do so. The editor is a member of the CCCC Editors team, which meets face-to-face at the CCCC Convention and, on occasion, virtually throughout the year.

About two-and-a-half years before the new editor’s first issue is to appear (or roughly midway through the current editor’s term), a search committee is formed consisting of the CCCC Chair, CCCC Associate Chair, NCTE Executive Director, and two members approved by the CCCC Executive Committee from a slate of at least three nominees offered by the CCCC Officers. The NCTE Publications Director serves as staff contact person and has an ex officio role on the committee.

A search announcement is placed in appropriate NCTE journals, on the CCCC website, in the weekly INBOX newsletter, and on social media platforms. The announcement is placed 5-7 months before the next CCCC Convention (usually held in March or April), with an application deadline of 2-3 months before this meeting.

Applicants are asked to submit in PDF form the following materials: (1) a vita, (2) one published writing sample (article or chapter), and (3) a statement of vision, to include any suggestions for changing the journal as well as features of the journal to be continued. Applicants are also asked to secure statements from their institutional administrators affirming financial and general support for hosting the editor position.

After the deadline for submissions, the applications are shared with the committee, who discuss them via email or conference call, and narrow the applications down to a list of finalists. The finalists can be asked to share additional information (such as a sample editorial).

Finalists are interviewed in person at the CCCC Annual Convention. The committee meets, if possible, as soon as possible after the final interview to choose the editor. Once a choice is made, the publications director negotiates the terms of the memorandum of understanding (MOU) between CCCC/NCTE and the new editor’s institution. Upon successful completion of the MOU, the committee’s recommendation is submitted to the CCCC Executive Committee for approval.

The new editor is brought to NCTE headquarters for orientation about 18 months before her or his first issue appears.

Application Deadline: October 10

Purpose: To remember and honor the Chairs of CCCC who have passed away, the CCCC Executive Committee has created scholarships of $750 each to help cover the costs of four graduate students who are presenting at the annual conference and who show merit, defined broadly, and scholarly promise. We invite applications for the 2026 Convention in Cleveland, Ohio. The selection committee will consider the following in reviewing applications:

• Does the proposal take up—and thoughtfully extend on—ongoing issues of concern in the discipline of rhetoric and composition?
• Does the work draw on, apply, and/or innovate methods and methodologies that strongly correspond with the purpose of the work?
• Does the work demonstrate significant implications/impact for rhetoric and composition teaching, research, theories, and practice?

Eligibility: Full-time graduate students whose presentations were selected through the regular peer review process are eligible to apply.

Award Specifics: To apply, send the following documents as a single PDF attachment in the order indicated below:

• A letter of application, no longer than one page, in which you introduce yourself (and verify that you’re a full-time graduate student) and articulate your plans for a career in composition studies.
• A full copy of your accepted 2026 CCCC program proposal (NOT the acceptance letter), indicating which portion is yours.
• A brief CV (not more than one page).

Applications are due by October 10, 2025, as a single PDF email attachment to
cccc@ncte.org

Recipients will be notified in December.

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.

Email Questions

Chair’s Memorial Scholarship Winners

2025
Purna Chandra Bhusal, The University of Texas at El Paso
Conor McMahon, The University of Massachusetts Boston
Jagadish Paudel, The University of Texas at El Paso
Julie Mi-Yeong Kidder, Carnegie Mellon University  

2024
José Luis Cano Jr., Texas Christian University
Madeline Crozier, University of Tennessee, Knoxville
Jade Shiva Edward, University of Texas at Austin
Meng-Hsien (Neal) Liu, University of Illinois Urbana-Champaign

2023
Priyanka Ganguly, Virginia Polytechnic Institute and State University
Jay McClintick, University of Arizona
Jessa Wood, University of Minnesota, Twin Cities
Griffin Zimmerman, University of Arizona

2022
Su Yin Khor, Pennsylvania State University, University Park 
Nkenna Onwuzuruoha, University of Utah, Salt Lake City 
Bibhushana Poudyal, University of Texas at El Paso 
Nisha Shanmugaraj, Carnegie Mellon University, Pittsburgh, PA 

2021
Benesemon Simmons, Syracuse University, NY

2020
Sweta Baniya, Purdue University
Ashok Bhusal, University of Texas, El Paso
Brandon Erby, Penn State University
Joanna E. Sanchez-Avila, University of Arizona

2019
Lama Alharbi, Indiana University of Pennsylvania
Leslie R. Anglesey, University of Nevada, Reno
Erin Brock Carlson, Purdue University, West Lafayette, IN
Charissa Che, University of Utah, Salt Lake City

2018
Vani Kannan, Syracuse University, NY
Temptaous T. Mckoy, East Carolina University, Greenville, NC
Vincent Portillo, Syracuse University, NY
Sherita V. Roundtree, The Ohio State University, Columbus

2017
Sara P. Alvarez, University of Louisville, KY
Janine Butler, East Carolina University, Greenville, NC
Megan Faver Hartline, University of Louisville, KY
Brittany S. Hull, Indiana University of Pennsylvania

2016
Dan Ehrenfeld, University of Massachusetts Amherst
Romeo García, Syracuse University, NY
Annika Konrad, University of Wisconsin-Madison
Lina Trigos-Carrillo, University of Missouri-Columbia

2015
Rachel Bloom, University of Kansas, Lawrence
Heather Lindenman, University of Maryland, College Park
Shannon Madden, University of Oklahoma, Norman
Elisabeth L. Miller, University of Wisconsin-Madison

2014
Elizabeth Ellis, University of Maryland, College Park
Jerry Won Lee, University of Arizona, Tucson
Travis L. Martin, University of Kentucky, Lexington
Shui-yin Sharon Yam, University of Wisconsin-Madison

2013
Nancy Bou Ayash, University of Louisville, KY
Marcos J. Del Hierro, Texas A&M University, College Station
Kendra L. Mitchell, Florida State University, Tallahassee
Christie Toth, University of Michigan, Ann Arbor

2012
Jessica Barros, St. John’s University, New York, NY
Benjamin Miller, CUNY Graduate Center, New York, NY
Vanessa Rouillon, University of Illinois, Urbana-Champaign
Tanita Saenkhum, Arizona State University, Tempe

2011
Erin R. Anderson, University of Pittsburgh, PA
Beth Godbee, University of Wisconsin-Madison
Rebecca Lorimer, University of Wisconsin-Madison
Ryan Trauman, University of Louisville, KY

2010
Iris Deana Ruiz, University of California, San Diego
Jota Samper, Massachusetts Institute of Technology, Cambridge
Kyle D. Stedman, University of South Florida, Tampa
Kara Taczak, Florida State University, Tallahassee

2009
Tabetha Adkins, University of Louisville, KY
Michael Harker, The Ohio State University, Columbus
Susan Meyers, University of Arizona, Tucson
Ehren Pflugfelder, Purdue University, West Lafayette, IN

2008
J. James Bono, University of Pittsburgh, Pennsylvania
Rasha Diab, University of Wisconsin-Madison
Hyechong Park, Ohio State University, Columbus
Kate Vieira, University of Wisconsin, Madison

2007
Celeste Del Russo, University of New Orleans
Spencer Salas, University of Georgia
Lee Shenandoah Vasquez, University of Oklahoma
Richard LeMoine Wright, University of Illinois at Chicago

2006
Rachel Brooks-Pannell, Ohio University
Lisa Dush, University of Massachusetts Amherst
Melanie Kill, University of Washington
Iswari P. Pandey, University of Louisville