Category: Uncategorized

April 9–12, 2025
Baltimore, MD
“’Computer Love’: Extended Play, B-sides, Remix, Collaboration, and Creativity”
Program Chair: Kofi J. Adisa

April 3–6, 2024
Spokane, WA
“Writing Abundance: Celebrating 75 Years of Conversations about Rhetoric, Composition, Technical Communication, and Literacy”
Program Chair: Jennifer Sano-Franchini

February 15–18, 2023
Chicago, IL
“Doing Hop in Desperate Times”
Program Chair: Frankie Condon

March 9–12, 2022
Virtual Convention
“The Promises and Perils of Higher Education: Our Discipline’s Commitment to Diversity, Equity, and Linguistic Justice”
Program Chair: Staci Perryman-Clark

April 7–10, 2021
Virtual Convention
“We Are All Writing Teachers*: Returning to a Common Place”
Program Chair: Holly Hassel

March 25–28, 2020 (Cancelled)
Milwaukee, WI
“Considering Our Commonplaces”
Program Chair: Julie Lindquist

March 13–16, 2019
Pittsburgh, PA
“Performance-Rhetoric, Performance-Composition”
Program Chair: Vershawn Ashanti Young

March 14–17, 2018
Kansas City, MO
“Languaging, Laboring, and Transforming”
Program Chair: Asao Inoue

March 15–18, 2017
Portland, OR
“Cultivating Capacity, Creating Change”
Program Chair: Carolyn Calhoon-Dillahunt

April 6–9, 2016
Houston, TX
“Writing Strategies for Action”
Program Chair: Linda Adler-Kassner

March 18–21, 2015
Tampa, FL
“Risk and Reward”
Program Chair: Joyce Carter

March 19–22, 2014
Indianapolis, IN
“Open | Source(s), Access, Futures”
Program Chair: Adam Banks

March 13–16, 2013
Las Vegas, NV
“The Public Work of Composition”
Program Chair: Howard Tinberg

March 21–24, 2012
St. Louis, MO
“Writing Gateways”
Program Chair: Chris Anson

April 6–9, 2011
Atlanta, GA
“All Our Relations: Contested Space, Contested Knowledge”
Program Chair: Malea Powell

March 17–20, 2010
Louisville, KY
“The Remix: Revisit, Rethink, Revise, Renew”
Program Chair: Gwendolyn D. Pough

March 11–14, 2009
San Francisco, CA
“Making Waves”
Program Chair: Marilyn Valentino

April 2–5, 2008
New Orleans, LA
“Writing Realities, Changing Realities”
Program Chair: Charles Bazerman

March 21–24, 2007
New York, NY
“Representing Identities”
Program Chair: Cheryl Glenn

March 22–25, 2006
Chicago, IL
“Composition in the Center Spaces: Building Community, Culture, Coalitions”
Program Chair: Akua Duku Anokye

March 16–19, 2005
San Francisco, CA
“Opening the Golden Gates: Access, Affirmative Action, and Student Success”
Program Chair: Judith Wootten

March 24–27, 2004
San Antonio, TX
“Making Composition Matter:  Students, Citizens, Institutions, Advocacy”
Program Chair: Douglas D. Hesse

March 19–22, 2003
New York, NY
“Rewriting ‘Theme for English B’: Transforming Possibilities”
Program Chair: Kathleen Blake Yancey

March 20–23, 2002
Chicago, IL
“Connecting the Text and the Street”
Program Chair: Shirley Wilson Logan

March 14–17, 2001
Denver, CO
“Composing Community”
Program Chair: John Lovas

April 12–15, 2000
Minneapolis, MN
“Educating the Imagination: Reimagining Education”
Program Chair: Wendy Bishop

March 24–27, 1999
Atlanta, GA
“Visible Students, Visible Teachers”
Program Chair: Keith Gilyard

April 1–4, 1998
Chicago, IL
“Ideas, Historias y Cuentos: Breaking with Precedent”
Program Chair: Victor Villanueva

March 12–15, 1997
Phoenix, AZ
“Just Teaching, Just Writing: Reflection and Responsibility”
Program Chair: Cynthia Selfe

March 27–30, 1996
Milwaukee, WI
“Transcending Boundaries”
Program Chair: Nell Ann Pickett

March 22–25, 1995
Washington, D.C.
“Literacies, Technologies, Responsibilities”
Program Chair: Lester Faigley

March 16–19, 1994
Nashville, TN
“Common Concerns, Uncommon realities: Teaching, Research, and Scholarship in a Complex World”
Program Chair: Jacqueline Jones Royster

April 1–3, 1993
San Diego, CA
“Twentieth Century Problems, Twenty-First Century Solutions: Issues, Answers, Actions”
Program Chair: Lillian Bridwell-Bowles

March 19–21, 1992
Cincinnati, OH
“Contexts, Communities, and Constraints: Sites of Composing and Communicating”
Program Chair: Anne Ruggles Gere

March 21–23, 1991
Boston, MA
“Times of Trial, Reorientation, Reconstruction: A Fin de Siecle Review/Prophecy”
Program Chair: William W. Cook

March 22–24, 1990
Chicago, IL
“Strengthening Community Through Diversity”
Program Chair: Donald McQuade

March 16–18, 1989
Seattle, WA
“Empowering Students and Ourselves in an Interdependent World”
Program Chair: Jane E. Peterson

March 17–19, 1988
St. Louis, MO
“Language, Self, and Society”
Program Chair: Andrea A. Lunsford

March 19–21, 1987
Atlanta, GA
The Uses of Literacy: A Writer’s Work In and Out of the Academy”
Program Chair: David Bartholomae

March 13–15, 1986
New Orleans, LA
“Using the Power of Language to Make the Impossible Possible”
Program Chair: Miriam T. Chaplin

March 21–23, 1985
Minneapolis, MN
“Making Connections”
Program Chair: Lee Odell

March 29–31, 1984
New York, NY
“Making Writing the Cornerstone of an Education for Freedom”
Program Chair: Maxine Hairston

March 17–19, 1983
Detroit, MI
“The Writer’s World(s): Achieving Insight and Impact”
Program Chair: Rosentene B. Purnell

March 18–20, 1982
San Francisco, CA
“Serving Our Students, Our Public, and Our Profession”
Program Chair: Donald C. Stewart

March 26–28, 1981
Dallas, TX
“Our Profession: Achieving Perspectives for the 1980’s”
Program Chair: James Lee Hill

March 13–15, 1980
Washington, D.C.
“Writing: The Person and the Process”
Program Chair: Lynn Quitman Troyka

April 5–7, 1979
Minneapolis, MN
“Writing: A Cross-Disciplinary Enterprise”
Program Chair: Frank D’Angelo

March 30–April 1, 1978
Denver, CO
“Excellence in What We Do: Our Attitude Toward Teaching Composition”
Program Chair: William F. Irmscher

March 31–April 2, 1977
Kansas City, KS
“Two Hundred Plus One: Communicating in the Third American Century”
Program Chair: Vivian I. Davis

March 25–27, 1976
Philadelphia, PA
“What’s Really Basic? A Bicentennial Review of the Basic Issues of English”
Program Chair: Richard Lloyd-Jones

March 13–15, 1975
St. Louis, MO
“Untapped Resources”
Program Chair: Marianna W. Davis

April 4–6, 1974
Anaheim, CA
“Hidden Agendas: What Are We Doing When We Do What We Do?”
Program Chair: Lionel R. Sharp

April 5–7, 1973
New Orleans, LA
“Issues, Challenges, and Opportunities”
Program Chair: Richard L. Larson

March 23–25, 1972
Boston, MA
“Reconsidering Roles: What Are We About?”
Program Chair: James D. Barry

March 25–27, 1971
Cincinnati, OH
“Coming Together—SOS from the Darkling Plain”

March 19–21, 1970
Seattle, WA

April 17–19, 1969
Miami, FL

April 4–6, 1968
Minneapolis, MN

April 6–8, 1967
Louisville, KY

March 24–26, 1966
Denver, CO

April 8–10, 1965
St. Louis, MO

March 25–28, 1964
New York, NY
“Freshman English: Return to Composition”

March 21–24, 1963
Los Angeles, CA
“The Content of English”

April 5–7, 1962
Chicago, IL

April 6–8, 1961
Washington, D.C.

March 31–April 2, 1960
Cincinnati, OH

April 2–4, 1959
San Francisco, CA

March 27–29, 1958
Philadelphia, PA

March 21–23, 1957
Chicago, IL

March 22–24, 1956
New York, NY

March 24–26, 1955
Chicago, IL

March 4–6, 1954
St. Louis, MO

March 13–14, 1953
Chicago, IL

March 28–29, 1952
Cleveland, OH

March 30–31, 1951
Chicago, IL

March 24–25, 1950
Chicago, IL

September 11, 2017

Dear CCCC Friends and Colleagues,
 
Thank you for your patience as we have discussed the 2018 CCCC Convention. As an organization, we are deeply committed to creating conditions where we can learn from and support each other. In these troubling times, we feel especially passionate about supporting our most vulnerable members—members of color, undocumented members, LGBTQ members, members who are adjunct faculty, and others. We recognize that as an organization, we must act—and we will continue to act—on these commitments.

The Executive Committee has deliberated intensely about CCCC 2018. We held four discussions—three conversations via Zoom video conferencing and an extended online meeting—about the convention, the NAACP’s travel advisory, and the issues that we outlined in the update from CCCC on Kansas City. As we indicated in that statement, these discussions were intensive and challenging. They focused on this Convention, but also on CCCC as an organization and the larger issues and fissures that we are immediately starting to address.

Ultimately, the EC voted to hold the 2018 CCCC Convention in Kansas City and to create a task force to prioritize and incorporate recommendations from the Joint Caucus Statement and additional suggestions from members. In making a decision about the Convention, we have chosen to go to Kansas City and use our commitment to justice, our opposition to inequity and injustice, our passion, and our financial resources to make our presence and those commitments known.

This will not be “conferencing as usual.” We will transform the Convention beginning immediately, with the creation of the task force, and we will devote considerable financial resources from the CCCC Contingency Fund to create a safe, welcoming, and committed space where we can engage together in the work of languaging and transforming. As we work to enact recommendations for CCCC 2018, our priorities will be safety and access for members and supporting the local community. Additionally, we plan to invest in sustainable changes to the Convention that are long overdue. We hope that those who do attend will come, not only to present their research and network with colleagues, but also to lend their voices and abilities to engage in civic action with communities in our host city.

The task force that will implement recommendations from the Joint Caucus Statement and other members will be led by Convention Chair Asao B. Inoue. It will work closely with the Kansas City NAACP, the Convention’s local site committee, and, if possible, the office of Kansas City mayor Sly James and other local Kansas City organizations dedicated to equity and justice.

Asao will provide frequent updates on the task force’s work and what you can expect at the Convention in Kansas City on his blog. As an early update, we can tell you that the convention space is immediately adjacent to the main hotel. Since we are contractually renting the convention center, we can work to make that space safe and comfortable for attendees. We also will work with the local committee to create a list of welcoming restaurants and businesses around the convention site. Finally, you can expect to receive notifications about presentations, workshops, and roundtables within the next four to five weeks (our target is by Oct. 16).
 
We thank everyone for their compassion and voices, their help and words. We realize that each one of us is trying to do what is right and most helpful, and that none of us have a perfect view of any situation. We feel confident that CCCC will move forward stronger, more committed to our core mission, and more able to meet tomorrow’s challenges.
 
The CCCC Executive Committee

The Conference on College Composition and Communication invites applications for a five-year appointment as Editor of the Studies in Writing and Rhetoric (SWR) book series. SWR supports the mission of CCCC in its publication of monograph-length works from a variety of theoretical and research perspectives on current topics or concerns within composition studies.

Working with an editorial board appointed by the CCCC officers, the SWR editor solicits and reviews manuscripts, then works with authors to develop and prepare accepted projects into production-ready form for the publication staff. The current CCCC budget permits publishing three to four monographs a year. CCCC provides partial support for the office of editor; the amount of support will be negotiated with the finalist. In addition, the editor is a member of the CCCC Editors’ Team, which meets face-to-face at the CCCC Convention and, occasionally, online.

The CCCC officers request that a detailed application dossier be submitted as a PDF by April 18, 2022, to Kurt Austin, NCTE Senior Books Editor, at kaustin@ncte.org, including (1) a letter articulating the applicant’s vision for the SWR series, (2) a CV, (3) a statement of possible institutional support (including financial support, preferably), and (4) a sample of the applicant’s writing (article or chapter). Applicants must be CCCC members.

Based on those materials, the officers will interview a group of finalists via teleconference in May 2022.

Entire Convention Program

(Note: this is a large PDF file and may take several minutes to open)

Program by section

• Calendar
• Contents
• CCCC Officers
• Greetings from the Program Chair
• Information for Newcomers
• Local Arrangements
• General Information, Special Events, Award Winners, Sessions Presented by Two Year College Faculty, Committee Meetings, Topic Index to Sessions
• Preconvention Activities
• Wednesday
• Thursday
• Friday
• Saturday
• Past Chairs, Exhibitors, Maps

Entire Convention Program

(Note: this is a large PDF file and make take several minutes to open.)

Program by Section

• Calendar, Individual Program
• Table of Contents, CCCC Officers
• Greetings from the Program Chair, Acknowledgements
• Information for Newcomers
• Local Arrangements, About the Convention
• Computer Connection, Digital Pedagogy Posters
• General Information, Special Events
• Award Winners, Sessions Presented by Two Year College Faculty, Committee Meetings
• Index of Concurrent Sessions
• Wednesday
• Thursday
• Friday
• Saturday
• Past CCCC Chairs
• Exhibit Hall
• Maps
• Advertisers
• Index of Participants

 

 

    

Entire Convention Program

(Note: this is a large PDF file and may take several minutes to open)

Program by section

• Calendar 
• Individual CCCC Program 
• Contents 
• CCCC Officers, Greetings from the Program Chair, Information for Newcomers, About the CCCC Convention, Technology Center Presentations 
• Special Events, Award Winners, Sessions Presented by Two-Year College Faculty 
• General Information, Committee Meetings, Topic Index to Sessions 
• Preconvention Activities 
• Wednesday 
• Thursday 
• Friday 
• Saturday 
• Past Chairs, Exhibitors, Maps 
• Index

Following are key definitions and how they are used in the specific context of OWI for the purposes of this document.

• Accessible: An information technology system that is accessible is one that can be operated in a variety of ways and does not rely on a user’s single sense or ability. For example, a system that provides output only in visual format may not be accessible to people with visual impairments, and a system that provides output only in audio format may not be accessible to people who are deaf or hard of hearing. Some individuals with physical and/or learning disabilities may need accessibility-related software or peripheral devices in order to use systems that comply with Section 508 (Guide to Disability Rights Laws). For the purposes of this document, accessibility issues also include those that affect multilingual writers and writers with socioeconomic inequality for whom literal access to technology has or can be problematic.
• Assistive technology or devices: Assistive technology is “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities” (29 U.S.C. Sec 2202[2]). Examples include screen reader software, screen magnifiers, adapted keyboard and alternative input/ output devices, mobility devices, assistive hearing devices, and can include learning software, among many other things.
• Asynchronous: Referring to a learning modality that permits participants to communicate over flexible time periods; typically, there is a significant time lag (non-real-time) between and among interactions. Most often, asynchronous interactions occur through text although one-way voice and video communications also can be asynchronous.
• Digital environment: A learning setting that is computer-based or that uses other integrated technologies that can be accessed anywhere and anytime.
• Disability: According to the Americans With Disabilities Act (ADA), “the term ‘disability’ means an individual has a physical or mental impairment that substantially limits one or more of his/her major life activities or there is a record of such an impairment or an individual is regarded as having such an impairment.” Caused by injury, disease or medical condition, or neurological, chemical, or developmental factors, severe disabilities affect about 12% of the U.S. population.
• Distributed environment: A learning setting that is linked through a computer network while being geographically dispersed.
• Fully online: Any writing course that meets in a completely online-based setting through computer mediation with no scheduled face-to-face interactions among or between students and faculty.
• Hybrid: Sometimes called “blended,” any writing course that meets in both a distance-based or computer-mediated setting and in a traditional onsite classroom.
• Learning Management System (LMS): Also known as a “Course Management System” (CMS). Some of the most common examples are Blackboard, Moodle, Angel, and Sakai. These are online sites that house the course’s content and facilitate communication among teacher and students.
• Massive Open Online Course (MOOC): Also known as scalable online educational experience (SOE2). College classes that are (1) extremely large with as many as 50,000 or more participants, (2) open access to all who can pay when they are not free, (3) online with potential for both asynchronous and synchronous components, and (4) courses that enable various set-ups such as credit, noncredit, drop-in, or enrolled participants.
• Multimodal: Strategically using modes of communication beyond traditional alphabetic text, for example, still image, motion video, and sound.
• Online environment: A learning setting that is Internet-based (e.g., through the World Wide Web) or Intranet-based (e.g., through a common server).
• Online: Referring to any communication or activity, such as instruction, that is mediated by digital, Internet-connected technologies. In most contexts, the word online refers to text-based technologies (e.g., discussion boards, emails, blogs, chat), but it also can refer to other media, such as audio (e.g., podcasts) and video (e.g., video presentations, live video meetings).
• OWC: Online writing course.
• OWI: Online writing instruction.
• OWL: Online writing lab or online writing center
• Synchronous: Referring to a learning modality that permits participants to communicate in real time or nearly in real time. Many real-time synchronous interactions occur through two-way voice or voice and video. Many near-real-time synchronous interactions transpire using text in a chat-based scenario.

Back to Main Page: A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI)

The Committee intends to continue its work with identifying OWI Principles and Effective Practices for OWI as a means of validating this document. Additionally, we will work to present example effective practices using various media for the Web that will be accessible to CCCC members, WPAs, writing teachers, and writing tutors nationwide.

Back to Main Page: A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI)

A position statement is a document that asserts the official position of an organization (in this case, CCCC) on a particular issue or set of issues. The position statement is itself a genre. However, effective position statements should make possible the creation of other genres intended for other audiences through their clear and cogent presentation of position, relevant evidence and/or data, and implications.

CCCC position statements should address issues associated with writing or literacy activities (including instruction, instructors, research, use, or other activities). These statements should be written with clear and explicit purposes and audiences in mind. They should synthesize positions or stances that reflect research/research-based best practices, and outline implications of this work for action.

Position Statement Guidelines

Position statements should:

• Be no longer than 4 pages (excluding appendices)
• Include an executive summary
• Clearly identify the purpose(s) of and audience(s) for the statement
• Include a clear statement of no more than 1–3 sentences of the goal or thesis of the statement
• Outline research-based actions associated with the position and implications
• Use language that is direct and accessible to an educated audience

Position statements may:

• Outline the exigency for the statement as part of the purpose
• Position the point(s) advanced in the statement as an alternative to the exigency
• Include a synthesis of research with citations or references to additional information
• Use concise, descriptive headings to help organize the statement

Position statements should avoid:

• Buried leads—putting the primary argument of the position statements deep in the document
• Becoming articles—documents that include levels of exploration of subjects appropriate for a group of researchers rather than other audiences (unless appropriate for the audience)
• Include resolutions or advocate for CCCC action outside of the established resolution process.

How Position Statements Come About

The genesis of CCCC position statements can come from a resolution or sense-of-the-house motion passed at an Annual Business Meeting; from a strategic governance motion; from a committee or task force; or from the CCCC Executive Committee or officers. (See /cccc/resources/positions/creation.) Position statements cannot, however, be generated by or from an individual.

The Executive Committee and/or Officers will authorize a group of people to create position statements. The authorization will include a charge, broad parameters for the statement (i.e., the broad issue/s it should address), and a timeline for submission of a draft statement. Statements will then be reviewed by a working group of the Executive Committee. Comments will be returned to the primary author/chair of the authoring task force by the CCCC liaison. Each statement will also have an Executive Committee liaison, who will work with the task force to coordinate recommended revisions and guide the statement through the EC approval process. Once the Executive Committee approves the statement, it will be posted on the CCCC web site.

Models:

http://legacy.ncte.org/positions/statements/contingent_faculty
/cccc/resources/positions/writingassessment
/cccc/resources/positions/promotionandtenure
/cccc/resources/positions/secondlangwriting

Resources:

Frameworks Institute materials on framing messages about education (P–16):
All education: http://www.frameworksinstitute.org/issues-education.html
Higher ed: http://www.frameworksinstitute.org/higher-education.html

SPIN Works! (Strategic Press Information Network guide to writing, frame changing, op-ed pieces, and more): http://spinacademy.org/wp-content/uploads/2012/04/SPIN-Works.pdf

The Op Ed Project (Resources on writing and pitching op eds): http://www.theopedproject.org/

A conversation with Steven Fraiberg, author of “Pretty Bullets: Tracing Transmedia/Translingual Literacies of an Israeli Soldier across Regimes of Practice” (17:15).

Steven Fraiberg is an assistant professor in the Department of Writing, Rhetoric, and American Cultures at Michigan State University. His research focuses on multilingual literacy practices in classrooms, communities, and workplaces. He has published in CCC, Kairos, Computers and Composition, Israel Studies Review, and Technical Communication Quarterly. His forthcoming book (coauthored with Xiaoye You and Xiqiao Wang) published by Utah State University Press is titled Inventing the World Grant University: Chinese International Students’ Mobilities, Literacies, and Identities.