Category: Uncategorized

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

What does composition mean?

What does it mean to compose?

How do your definitions affect what you teach in first-year composition and how you teach it?

During the first Extended CCC Conversation, on March 4 at 4:00 pm EST, Cindy Selfe and Doug Hesse met in a  virtual environment to continue a conversation they began in the Interchange section of the current issue of College Composition and Communication. Along with CCC journal editor, Kathi Yancey, hope you enjoyed the conversation!

In the February 2010 issue, Doug responds to Cindy’s June 2009 CCC article, where she uses the metaphor of voice to theorize a definition of composition that is richly multimodal.  In response, Doug asks what the limits of our definition of composition might be and what a capacious answer might mean for our teaching.  Cindy offers a reply.

Together, live and online, they considered two questions. First, how do we define composition? And second, what does this definition mean for our teaching of first-year composition?  

Related Resource

In addition, you might be interested in a related resource on this topic that was recently published by NCTE, College Credit for Writing in High School: The “Taking Care of” Business by Kristine Hansen and Christine R. Farris (with a Foreword by David A. Jolliffe and Afterword by Douglas Hesse). 
  

Mission Statement

The Conference on College Composition and Communication (CCCC) is committed to supporting the agency, power, and potential of diverse communicators inside and outside of postsecondary classrooms. CCCC advocates for broad and evolving definitions of literacy, communication, rhetoric, and writing (including multimodal discourse, digital communication, and diverse language practices) that emphasize the value of these activities to empower individuals and communities. CCCC promotes intellectual and pedagogical freedom and ethical scholarship and communication. To this end, CCCC and its members

• sponsor and conduct research that produces knowledge about language, literacy, communication, rhetoric, and the teaching, assessment, and technologies of writing;
• create collaborative spaces (such as conferences, publications, and online spaces) that enable the production and exchange of research, knowledge, and pedagogical practices;
• develop evidence- and practice-based resources for those invested in language, literacy, communication, rhetoric, and writing at the postsecondary level;
• advocate for students, teachers, programs, and policies that support ethical and effective teaching and learning.

Strategic Governance Vision Statement, November 2012

By 2022, CCCC will be a clear, trusted public voice for the teaching and learning of writing, composition, rhetoric, and literacy in all higher education contexts. We will advocate for a broad definition of writing (including composition, digital production, and diverse language practices) that emphasizes its value as a human activity that empowers individuals and communities to shape their worlds. We will be the leading voice in public discussions about what it means to be an effective writer and to deliver quality writing instruction. We will provide conditions under which teachers and scholars can discuss, build, and practice sustainable, relevant, and ethical models of teaching and learning. We will encourage and support a wide and vibrant range of scholarship at the leading edge of knowledge about writing, composition, rhetoric, and literacy. To support this work, CCCC will enhance participation by members who represent a diversity of races, cultures, languages, identities, institutions, and institutional roles.

Constitution & Bylaws

The CCCC Constitution and Bylaws are the governing documents of the organization.  They were last updated in March of 2017.

Annual Financial Summary

This annual financial overview provides a brief synopsis of CCCC/NCTE financial strategy, a financial summary for fiscal year 2016, and a summary of the fiscal year 2017 budget.

Elections

Click here for information on the CCCC Elections process, how you can get involved, nomination information, and the listing of election offices and their responsibilities.

User’s Guide to CCCC

Learn more about CCCC, its organizational structure, and how CCCC members are involved.

Committees

CCCC accomplishes much of its work through the use of committees. It is because of committees that we have position statements, award programs, even a conference itself. We are always looking for potential committee members with expertise, energy, and colleagiality.  Click here for a complete listing of the currently active committees, links to committee websites, committee governance information, and information on how you can get involved.

Member Groups

The Conference on College Composition and Communication (CCCC) has a number of Member Groups that hold meetings, sponsor panels and workshops at the Annual Convention, publish newsletters, and carry on other activities within the framework of the organization. CCCC is pleased to recognize such groups, encourages their existence and growth, and provides time, space, and appropriate publicity to foster their effective operation. Please click here for more information about CCCC Member Groups.