Category: Uncategorized

2025

Officers

Chair: Jennifer Sano-Franchini, West Virginia University, Morgantown
Associate Chair: Kofi J. Adisa, Howard Community College, Columbia, MD
Assistant Chair: Melissa Ianetta, Georgia Institute of Technology, Atlanta
Immediate Past Chair: Frankie Condon, University of Waterloo, Ontario
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: Becky Mitchell Shelton, Bluegrass Community and Technical College, Lexington, KY

Executive Committee

Kimberly Bain, Palm Beach Atlantic University, West Palm Beach, FL (FORUM Editor)
Purna Chandra Bhusal, University of Texas at EL Paso (Graduate Student Member)
Earl Brooks, University of Maryland, Baltimore County (Black Caucus)
Elvira Carrizal-Dukes, The University of Texas at El Paso (NTT Faculty Representative)
Charissa Che, Queensborough Community College, Queens, NY (TYCA Associate Chair)
Matthew Davis, University of Massachusetts Boston (CCC Co-Editor)
Tiane Donahue, Dartmouth College, NH
Kayla Fettig, University of Wisconsin-Milwaukee (Graduate Student Member)
Joanne Baird Giordano, Salt Lake Community College, UT (TYCA Past Chair)
Mara Lee Grayson, California State University, Dominguez Hills
Mellissa Gyimah, Judson University, Elgin, IL (Standing Group Representative)
Ada Hubrig, Sam Houston State University, Huntsville, TX (Committee on Disability Issues in College Composition Member)
Darin Jensen, Des Moines Community College, IA (TETYC Editor)
Gavin P. Johnson, Texas A&M University-Commerce (Queer Caucus)
Jamila M. Kareem, University of Central Florida, Orlando
Stephanie L. Kerschbaum, University of Washington, Seattle (SWR Editor)
Ashanka Kumari, Texas A&M University-Commerce (Accountability for Equity and Inclusion Committee Member)
Amy Lueck, Santa Clara University, CA
Tommy Mayberry, Yorkville University and Toronto Film School, Canada (NTT Faculty Representative)
Chaim McNamee, Indiana University in Bloomington (Jewish Caucus)
Ruth Osorio, Old Dominion University, VA
Kate L. Pantelides, Middle Tennessee State University, Murfreesboro (Standing Group Representative)
Mudiwa Pettus, Medgar Evers College, New York City
Christina Saidy, Arizona State University, Tempe (Parliamentarian)
Consuelo Salas, San Diego State University, CA (Latinx Caucus)
Bethany E. Sweeney, Des Moines Area Community College, IA (TYCA Secretary)
Kara Taczak, University of Central Florida, Orlando (CCC Co-Editor)
Kim Wieser, University of Oklahoma, Norman (American Indian Caucus)
Soha Youssef, Thomas Jefferson University, Philadelphia, PA (Arab/Muslim Caucus)

2024

Officers

Chair: Frankie Condon, University of Waterloo, Ontario
Associate Chair: Jennifer Sano-Franchini, West Virginia University, Morgantown
Assistant Chair: Kofi J. Adisa, Howard Community College, Columbia, MD
Immediate Past Chair: Staci Perryman-Clark, Western Michigan University, Kalamazoo
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: Becky Mitchell Shelton, Bluegrass Community and Technical College, Lexington, KY

Executive Committee

Earl Brooks, University of Maryland, Baltimore County (Black Caucus)
Antonio Byrd, University of Missouri-Kansas City
Elvira Carrizal-Dukes, The University of Texas at El Paso (NTT Faculty Representative)
Charissa Che, Queensborough Community College, Queens, NY (TYCA Associate Chair)
Chen Chen, Winthrop University, SC
José Manuel Cortez, University of Oregon
Trace Daniels-Lerberg, University of Utah, Salt Lake City (Forum Editor)
Elise Dixon, University of North Carolina at Pembroke (Queer Caucus)
Tiane Donahue, Dartmouth College, NH
Kayla Fettig, University of Wisconsin-Milwaukee (Graduate Student Member)
Romeo Garcia, University of Utah, Salt Lake City (Latinx Caucus)
Joanne Baird Giordano, Salt Lake Community College, UT (TYCA Chair)
Mara Lee Grayson, California State University, Dominguez Hills
Ada Hubrig, Sam Houston State University, Huntsville, TX (Committee on Disability Issues in College Composition Member)
Darin Jensen, Des Moines Community College, IA (TETYC Editor)
Jamila M. Kareem, University of Central Florida, Orlando
Stephanie L. Kerschbaum, University of Washington, Seattle (SWR Editor)
Ashanka Kumari, Texas A&M University-Commerce (Accountability for Equity and Inclusion Committee Member)
Amy Lueck, Santa Clara University, CA
Chaim McNamee, Indiana University in Bloomington (Jewish Caucus)
Kendra L. Mitchell, Florida A&M University
Ruth Osorio, Old Dominion University, VA
Mudiwa Pettus, Medgar Evers College, New York City
Malea Powell, Michigan State University, East Lansing (CCC Editor)
Clancy Ratliff, University of Louisiana at Lafayette
Christina Saidy, Arizona State University, Tempe (Parliamentarian)
Jaquetta Shade-Johnson, University of Missouri, Columbia
Bethany E. Sweeney, Des Moines Area Community College, IA (TYCA Secretary)
Kim Wieser, University of Oklahoma, Norman (American Indian Caucus)
Shui-Yin Sharon Yam, University of Kentucky, KY

2023

Officers

Chair: Staci Perryman-Clark, Western Michigan University, Kalamazoo
Associate Chair: Frankie Condon, University of Waterloo, Ontario
Assistant Chair: Jennifer Sano-Franchini, West Virginia University, Morgantown
Immediate Past Chair: Holly Hassel, North Dakota State University, Fargo
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: David F. Green, Howard University, Washington, DC

Executive Committee

Antonio Byrd, University of Missouri-Kansas City
Elvira Carrizal-Dukes, The University of Texas at El Paso (NTT Faculty Representative)
Chen Chen, Winthrop University, SC
José Manuel Cortez, University of Oregon
Trace Daniels-Lerberg, University of Utah, Salt Lake City (Forum Editor)
Tiane Donahue, Dartmouth College, NH
Joanne Baird Giordano, Salt Lake Community College, UT (TYCA Chair)
Mara Lee Grayson, California State University, Dominguez Hills
Darin Jensen, Des Moines Community College, IA (TETYC Editor)
Sarah Z. Johnson, Madison Area Technical College, WI (TYCA Past Chair)
Leigh Jonaitis, Bergen Community College, Paramus, NJ (TYCA Secretary)
Jamila M. Kareem, University of Central Florida, Orlando
Stephanie L. Kerschbaum, University of Washington, Seattle (SWR Editor)
Amy Lueck, Santa Clara University, CA
Travis Margoni, Yakima Valley Community College, WA
Annie Mendenhall, Georgia Southern University, Statesboro
Kendra L. Mitchell, Florida A&M University
Maria Novotny, University of Wisconsin-Milwaukee
Timothy Oleksiak, University of Massachusetts Boston
Ruth Osorio, Old Dominion University, VA
Mudiwa Pettus, Medgar Evers College, New York City
Mya Poe, Northeastern University, Boston, MA
Malea Powell, Michigan State University, East Lansing (CCC Editor)
Clancy Ratliff, University of Louisiana at Lafayette
Jaquetta Shade-Johnson, University of Missouri, Columbia
Zhaozhe Wang, Purdue University, West Lafayette, IN (Graduate Student Representative)
Shui-Yin Sharon Yam, University of Kentucky, KY
Collin Craig, Hunter College, NY (Parliamentarian)

2022

Officers
Chair: Holly Hassel, North Dakota State University, Fargo
Associate Chair: Staci Perryman-Clark, Western Michigan University, Kalamazoo
Assistant Chair: Frankie Condon, University of Waterloo, Ontario
Immediate Past Chair: Julie Lindquist, Michigan State University, East Lansing
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: David F. Green, Howard University, Washington, DC

Executive Committee
Steven Alvarez, St John’s University, Queens, NY
Sonia Christine Arellano, University of Central Florida, Orlando
Ronisha Browdy, North Carolina State University, Raleigh
Antonio Byrd, University of Missouri-Kansas City
Chen Chen, Winthrop University, SC
José Manuel Cortez, University of Oregon
Trace Daniels-Lerberg, University of Utah, Salt Lake City (Forum Editor)
Darin Jensen, Des Moines Community College, IA (TETYC Editor)
Sarah Z. Johnson, Madison Area Technical College, WI (TYCA Chair)
Leigh Jonaitis, Bergen Community College, Paramus, NJ (TYCA Secretary)
Travis Margoni, Yakima Valley Community College, WA
Annie Mendenhall, Georgia Southern University, Statesboro
Kendra L. Mitchell, Florida A&M University
Casie Moreland, Western Oregon University, Monmouth (NTT Faculty Representative)
Andrea Riley Mukavetz, Grand Valley State University
Maria Novotny, University of Wisconsin-Milwaukee
Timothy Oleksiak, University of Massachusetts Boston
Steve Parks, University of Virginia, Charlottesville (SWR Editor)
Mya Poe, Northeastern University, Boston, MA
Malea Powell, Michigan State University, East Lansing (CCC Editor)
Jaquetta Shade-Johnson, University of Missouri, Columbia
Zhaozhe Wang, Purdue University, West Lafayette, IN (Graduate Student Representative)
Jennifer Wingard, University of Houston, TX
Tara K. Wood, University of Northern Colorado, Greeley
Xiaoye You, Pennsylvania State University, University Park
Shui-Yin Sharon Yam, University of Kentucky, KY
Becky Shelton, Bluegrass Community and Technical College, KY (Parliamentarian)

2021

Officers
Chair: Julie Lindquist, Michigan State University, East Lansing
Associate Chair: Holly Hassel, North Dakota State University, Fargo
Assistant Chair: Staci Perryman-Clark, Western Michigan University, Kalamazoo
Immediate Past Chair: Vershawn Ashanti Young, University of Waterloo, Ontario, Canada
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: David F. Green, Howard University, Washington, DC

Executive Committee
Steven Alvarez, St John’s University, Queens, NY
Sonia Christine Arellano, University of Central Florida, Orlando
Chris Blankenship, Salt Lake Community College, UT
Ronisha Browdy, North Carolina State University, Raleigh
Cristyn Elder, University of New Mexico, Albuquerque
Candace Epps-Robertson, University of North Carolina-Chapel Hill
Heidi Estrem, Boise State University, ID
Darin Jensen, Des Moines Community College, IA (TETYC Editor)
Sarah Z. Johnson, Madison Area Technical College, WI (TYCA Chair)
Leigh Jonaitis, Bergen Community College, Paramus, NJ (TYCA Secretary)
TBD (Forum Editor)
Travis Margoni, Yakima Valley Community College, WA
Annie Mendenhall, Georgia Southern University, Statesboro
Casie Moreland, Western Oregon University, Monmouth (NTT Faculty Representative)
Maria Novotny, University of Wisconsin-Milwaukee
Timothy Oleksiak, University of Massachusetts Boston
Steve Parks, University of Virginia, Charlottesville (SWR Editor)
Mya Poe, Northeastern University, Boston, MA
Malea Powell, Michigan State University, East Lansing (CCC Editor)
Jennifer Sano-Franchini, Virginia Tech, Blacksburg
Shyam Sharma, Stony Brook University, NY
Cheryl Hogue Smith, Kingsborough Community College, City University of New York, Brooklyn (TYCA Past Chair)
Trixie Smith, Michigan State University, East Lansing
Zhaozhe Wang, Purdue University, West Lafayette, IN (Graduate Student Representative)
Jennifer Wingard, University of Houston, TX
Tara K. Wood, University of Northern Colorado, Greeley
Xiaoye You, Pennsylvania State University, University Park
Frankie Condon, University of Waterloo, Ontario, Canada (Parliamentarian)

2020

Officers
Chair: Vershawn Ashanti Young, University of Waterloo, Ontario, Canada
Associate Chair: Julie Lindquist, Michigan State University, East Lansing
Assistant Chair: Holly Hassel, North Dakota State University, Fargo
Immediate Past Chair: Asao B. Inoue, Arizona State University, Mesa
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: David F. Green, Howard University, Washington, DC

Executive Committee
Steven Alvarez, St John’s University, Queens, NY
Sonia Christine Arellano, University of Central Florida, Orlando
Chris Blankenship, Salt Lake Community College, UT
Ronisha Browdy, North Carolina State University, Raleigh
Christina Cedillo, University of Houston Clear Lake, TX
Cristyn Elder, University of New Mexico, Albuquerque
Candace Epps-Robertson, University of North Carolina-Chapel Hill
Heidi Estrem, Boise State University, ID
Sarah Z. Johnson, Madison Area Technical College, WI
Jay Jordan, University of Utah, Salt Lake City
Suzanne Labadie, Oakland Community College, Royal Oaks, MI (TYCA Secretary)
Amy Lynch-Biniek, Kutztown University, PA (Forum Editor)
Casie Moreland, Western Oregon University, Monmouth (NTT Faculty Representative)
Steve Parks, University of Virginia, Charlottesville (SWR Editor)
Malea Powell, Michigan State University, East Lansing (CCC Editor)
Sherry Rankins-Robertson, University of Arkansas Little Rock
Leslie Roberts, Oakland Community College, Farmington Hills, MI
Donnie Johnson Sackey, Wayne State University, Detroit, MI
Cheryl Hogue Smith, Kingsborough Community College, City University of New York, Brooklyn (TYCA Chair)
Jennifer Sano-Franchini, Virginia Tech, Blacksburg
Shyam Sharma, Stony Brook University, NY
Trixie Smith, Michigan State University, East Lansing
Karrieann Soto Vega, Syracuse University, New York (Graduate Student Representative)
Jennifer Wingard, University of Houston, TX
Tara K. Wood, University of Northern Colorado, Greeley
Xiaoye You, Pennsylvania State University, University Park
Frankie Condon, University of Waterloo, Ontario, Canada (Parliamentarian)

2019

Officers
Chair: Asao B. Inoue, University of Washington Tacoma
Associate Chair: Vershawn Ashanti Young, University of Waterloo, Ontario, Canada
Assistant Chair: Julie Lindquist, Michigan State University, East Lansing
Immediate Past Chair: Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: Jessie L. Moore, Elon University, NC

Executive Committee
Jonathan Alexander, University of California, Irvine (CCC Editor)
Jeffrey Andelora, Mesa Community College, AZ (TYCA Past Chair)
Kristin Arola, Michigan State University, East Lansing
Resa Crane Bizzaro, Indiana University of Pennsylvania (through 9/19)
Chris Blankenship, Salt Lake Community College, UT
Sheila Carter-Tod, Virginia Tech, Blacksburg
Christina Cedillo, University of Houston Clear Lake, TX
Christine Peters Cucciarre, University of Delaware, Newark
Cristyn Elder, University of New Mexico, Albuquerque
Candace Epps-Robertson, University of North Carolina-Chapel Hill
Heidi Estrem, Boise State University, ID
Eli Goldblatt, Temple University, Philadelphia, PA (through 7/19)
Bump Halbritter, Michigan State University, East Lansing
Holly Hassel, University of Wisconsin Marathon County, Wausau (TETYC Editor)
Jay Jordan, University of Utah, Salt Lake City
Suzanne Labadie, Oakland Community College, Royal Oaks, MI (TYCA Secretary)
Amy Lynch-Biniek, Kutztown University, PA (Forum Editor)
Aja Y. Martinez, Syracuse University, NY
Bruce McComiskey, University of Alabama at Birmingham
Steve Parks, Syracuse University, NY (SWR Editor)
Sherry Rankins-Robertson, University of Arkansas Little Rock (beginning 7/19)
Leslie Roberts, Oakland Community College, Farmington Hills, MI
Michelle Bachelor Robinson, University of Alabama, Tuscaloosa
Donnie Johnson Sackey, Wayne State University, Detroit, MI
Jennifer Sano-Franchini, Virginia Tech, Blackburg
Shyam Sharma, Stony Brook University, NY (beginning 9/19)
Trixie Smith, Michigan State University, East Lansing
Cheryl Hogue Smith, Kingsborough Community College, City University of New York, Brooklyn (TYCA Chair)
Christine Tulley, University of Findlay, OH
Karrieann Soto Vega, Syracuse University, New York (Graduate Student Representative)
Shelley Rodrigo, University of Arizona, Tucson (Parliamentarian)

2018

Officers
Chair: Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA
Associate Chair: Asao B. Inoue, University of Washington Tacoma
Assistant Chair: Vershawn Ashanti Young, University of Waterloo, Ontario, Canada
Immediate Past Chair: Linda Adler-Kassner, University of California, Santa Barbara
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: Jessie L. Moore, Elon University, NC

Executive Committee
Jonathan Alexander, University of California, Irvine (CCC Editor)
Jeffrey Andelora, Mesa Community College, AZ (TYCA Chair)
Kristin Arola, Washington State University, Pullman
Sheila Carter-Tod, Virginia Tech, Blacksburg
Christina Cedillo, University of Houston Clear Lake, TX
Christine Peters Cucciarre, University of Delaware, Newark
John Duffy, University of Notre Dame, Indiana
Jessica Enoch, University of Maryland, College Park
Michael J. Faris, Texas Tech University, Lubbock
Eli Goldblatt, Temple University, Philadelphia, PA
Bump Halbritter, Michigan State University, East Lansing
Holly Hassel, University of Wisconsin Marathon County, Wausau (TETYC Editor)
Jay Jordan, University of Utah, Salt Lake City
Stephanie L. Kerschbaum, University of Delaware, Newark
Suzanne Labadie, Oakland Community College, Royal Oaks, MI (TYCA Secretary)
Neal Lerner, Northeastern University, Boston, Massachusetts
Amy Lynch-Biniek, Kutztown University, PA (Forum Editor)
Aja Y. Martinez, Syracuse University,  NY
Bruce McComiskey, University of Alabama at Birmingham
Steve Parks, Syracuse University, NY (SWR Editor)
Leslie Roberts, Oakland Community College, Farmington Hills, MI
Michelle Bachelor Robinson, University of Alabama, Tuscaloosa
Donnie Johnson Sackey, Wayne State University, Detroit, MI
Cheryl Hogue Smith, Kingsborough Community College, City University of New York, Brooklyn (TYCA Associate Chair)
Christine Tulley, University of Findlay, OH
Karrieann Soto Vega, Syracuse University, New York (Graduate Student Representative)
Bo Wang, California State University, Fresno
Shelley Rodrigo, University of Arizona, Tucson (Parliamentarian)

2017

Officers
Chair: Linda Adler-Kassner, University of California, Santa Barbara
Associate Chair: Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA
Assistant Chair: Asao B. Inoue, University of Washington Tacoma
Immediate Past Chair: Joyce Carter, University of Arkansas, Little Rock
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: Jessie L. Moore, Elon University, NC

Executive Committee
Jonathan Alexander, University of California, Irvine (CCC Editor)
Jeffrey Andelora, Mesa Community College, AZ (TYCA Chair)
Kristin Arola, Washington State University, Pullman
Sheila Carter-Tod, Virginia Tech, Blacksburg
Christine Peters Cucciarre, University of Delaware, Newark
John Duffy, University of Notre Dame, Indiana
Jessica Enoch, University of Maryland, College Park
Michael J. Faris, Texas Tech University, Lubbock
Jennifer P. Gray, College of Costal Georgia, Brunswick
Angela M. Haas, Illinois State University, Normal
Bump Halbritter, Michigan State University, East Lansing
Holly Hassel, University of Wisconsin Marathon County, Wausau (TETYC Editor)
Stephanie L. Kerschbaum, University of Delaware, Newark
Neal Lerner, Northeastern University, Boston, Massachusetts
Amy J. Lueck, Santa Clara University, CA
Aja Y. Martinez, Syracuse University,  NY
Bruce McComiskey, University of Alabama at Birmingham
Eva Payne, Chemeketa Community College, Salem, OR (TYCA Past Chair)
Eric Darnell Pritchard, University of Illinois, Urbana-Champaign
Michelle Bachelor Robinson, University of Alabama, Tuscaloosa
Wendy Sharer, East Carolina University, Greenville, North Carolina
Ryan Skinnell, San Jose State University, CA
Cheryl Hogue Smith, Kingsborough Community College, City University of New York, Brooklyn (TYCA Secretary)
Christine Tulley, University of Findlay, OH
Bo Wang, California State University, Fresno
Shelley Rodrigo, University of Arizona, Tucson (Parliamentarian)

2016

Officers
Chair: Joyce Carter, Texas Tech University, Lubbock
Associate Chair: Linda Adler-Kassner, University of California, Santa Barbara
Assistant Chair: Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA
Immediate Past Chair: currently vacant
Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director
Secretary: Jessie L. Moore, Elon University, NC

Executive Committee
Jonathan Alexander, University of California, Irvine (CCC Editor)
Jeffrey Andelora, Mesa Community College, AZ (TYCA Associate Chair)
Jennifer Clary-Lemon, University of Winnipeg, Manitoba
William DeGenaro, University of Michigan-Dearborn
Dana Driscoll, Oakland University, Rochester, MI
John Duffy, University of Notre Dame, Indiana
Jessica Enoch, University of Maryland, College Park
Michael J. Faris, Texas Tech University, Lubbock
Jennifer P. Gray, College of Costal Georgia, Brunswick
Angela M. Haas, Illinois State University, Normal
Holly Hassel, University of Wisconsin Marathon County, Wausau (TETYC Editor)
Stephanie L. Kerschbaum, University of Delaware, Newark
Gesa Kirsch, Bentley University, Waltham, MA
Jeffrey Klausman, Whatcom Community College, Bellingham, WA
Neal Lerner, Northeastern University, Boston, Massachusetts
Amy J. Lueck, University of Louisville, Kentucky
Bruce McComiskey, University of Alabama at Birmingham
Eva Payne, Chemeketa Community College, Salem, OR (TYCA Chair)
Les Perelman, Massachusetts Institute of Technology, Cambridge
Octavio Pimentel, Texas State University-San Marcos
Eric Darnell Pritchard, University of Illinois, Urbana-Champaign
Wendy Sharer, East Carolina University, Greenville, North Carolina
Ryan Skinnell, San Jose State University, CA
Cheryl Hogue Smith, Kingsborough Community College, City University of New York, Brooklyn (TYCA Secretary)
Bo Wang, California State University, Fresno
Shelley Rodrigo, University of Arizona, Tucson (Parliamentarian)

2015

Officers
Chair: Adam Banks, Stanford University, CA (through 9/15); Howard Tinberg, Bristol Community College, Fall River, MA (9/15 – 12/15)
Associate Chair: Joyce Carter, Texas Tech University, Lubbock
Assistant Chair: Linda Adler-Kassner, University of California, Santa Barbara
Immediate Past Chair: currently vacant
Executive Secretary/Treasurer: Kent Williamson, NCTE Executive Director (1/15); Barbara Cambridge, Interim NCTE Executive Director (2/15 – 11/15); Emily Kirkpatrick, NCTE Executive Director (12/15)
Secretary: Dominic DelliCarpini, York College of Pennsylvania

Executive Committee
Jonathan Alexander, University of California, Irvine (CCC Editor)
Andy Anderson, Johnson County Community College, Overland Park, KS (TYCA Past Chair)
Tamika L. Carey, University at Albany, NY
Jennifer Clary-Lemon, University of Winnipeg, Manitoba
William DeGenaro, University of Michigan-Dearborn
Dana Driscoll, Oakland University, Rochester, MI
Angela M. Haas, Illinois State University, Normal
Melissa Ianetta, University of Delaware, Newark
Gesa Kirsch, Bentley University, Waltham, MA
Jeffrey Klausman, Whatcom Community College, Bellingham, WA
Amy J. Lueck, University of Louisville, Kentucky
Lori Ostergaard, Oakland University, Rochester, MI
Eva Payne, Chemeketa Community College, Salem, OR (TYCA Chair)
Les Perelman, Massachusetts Institute of Technology, Cambridge
Octavio Pimentel, Texas State University-San Marcos
Margaret Price, Spelman College, Atlanta, GA
Eric Darnell Pritchard, University of Illinois, Urbana-Champaign
Jenny Edbauer Rice, University of Kentucky, Lexington
Wendy Sharer, East Carolina University, Greenville, North Carolina
Ryan Skinnell, University of North Texas, Denton
Cheryl Hogue Smith, Kingsborough Community College, City University of New York, Brooklyn (TYCA Secretary)
Jeff Sommers, Miami University, Middletown, OH (TETYC Editor)
Denise Valdes, Onondaga Community College, Syracuse, New York
Scott Wible, University of Maryland, University Park
Erika Lindemann, University of North Carolina, Chapel Hill (Parlimentarian)

2014

Officers
Chair: Howard Tinberg, Bristol Community College, Fall River, MA
Associate Chair: Adam Banks, University of Kentucky, Lexington
Assistant Chair: Joyce Carter, Texas Tech University, Lubbock
Immediate Past Chair: Chris Anson, North Carolina State University, Raleigh
Executive Secretary/Treasurer: Kent Williamson, NCTE Executive Director (1/14 – 2/14 and 7/14 – 12/14); Mila Fuller, Interim NCTE Executive Director (3/14 – 6/14)
Secretary: Dominic DelliCarpini, York College of Pennsylvania

Executive Committee
Jonathan Alexander, University of California, Irvine
Andy Anderson, Johnson County Community College, Overland Park, KS (TYCA Chair)
John C. Brereton, University of Massachusetts Boston
Tamika L. Carey, University at Albany, NY
Jennifer Clary-Lemon, University of Winnipeg, Manitoba
Tom Deans, University of Connecticut, Storrs
William DeGenaro, University of Michigan-Dearborn
Dana Driscoll, Oakland University, Rochester, MI
Melissa Ianetta, University of Delaware, Newark
Sarah Z. Johnson, Madison Area Technical College, WI (TYCA Secretary)
Gesa Kirsch, Bentley University, Waltham, MA
Jeffrey Klausman, Whatcom Community College, Bellingham, WA
Kendall Leon, Portland State University, OR
Daisy Levy, Southern Vermont College, Bennington (Graduate Student Representative)
Lori Ostergaard, Oakland University, Rochester, MI
Eva Payne, Chemeketa Community College, Salem, OR (TYCA Associate Chair)
Les Perelman, Massachusetts Institute of Technology, Cambridge
Staci M. Perryman-Clark, Western Michigan University, Kalamazoo
Octavio Pimentel, Texas State University-San Marcos
Margaret Price, Spelman College, Atlanta, GA
Keith Rhodes, Grand Valley State University, Allendale, MI
Jenny Edbauer Rice, University of Kentucky, Lexington
Jeff Sommers, Miami University, Middletown, OH (TETYC Editor)
Scott Wible, University of Maryland, University Park
Kathleen Blake Yancey, Florida State University, Tallahassee (CCC Editor)
Traci Zimmerman, James Madison University, Harrisonburg, VA
Erika Lindemann, University of North Carolina, Chapel Hill (Parlimentarian)

2013

Officers
Chair: Chris Anson, North Carolina State University, Raleigh
Associate Chair: Howard Tinberg, Bristol Community College, Fall River, MA
Assistant Chair: Adam Banks, University of Kentucky, Lexington
Immediate Past Chair: Malea Powell, Michigan State University, East Lansing
Executive Secretary/Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Dominic DelliCarpini, York College of Pennsylvania

Executive Committee
Jonathan Alexander, University of California, Irvine
Andy Anderson, Johnson County Community College, Overland Park, KS (TYCA Associate Chair)
John C. Brereton, University of Massachusetts Boston
Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA (TYCA Chair)
Tamika L. Carey, University at Albany, NY
Joyce Locke Carter, Texas Tech University, Lubbock
Tom Deans, University of Connecticut, Storrs
Melissa Ianetta, University of Delaware, Newark
Sarah Z. Johnson, Madison Area Technical College, WI (TYCA Secretary)
Debra Journet, University of Louisville, KY
Kendall Leon, Purdue University, West Lafayette, IN
Daisy Levy, Southern Vermont College, Bennington (Graduate Student Representative)
Jessie L. Moore, Elon University, NC
Lori Ostergaard, Oakland University, Rochester, MI
Staci M. Perryman-Clark, Western Michigan University, Kalamazoo
Margaret Price, Spelman College, Atlanta, GA
Paul M. Puccio, Bloomfield College, NJ
Keith Rhodes, Grand Valley State University, Allendale, MI
Jenny Edbauer Rice, University of Kentucky, Lexington
Richard (Dickie) Selfe, Ohio State University, Columbus
Jeff Sommers, Miami University, Middletown, OH (TETYC Editor)
Susan Thomas, University of Sydney, Australia
Scott Wible, University of Maryland, University Park
Kathleen Blake Yancey, Florida State University, Tallahassee (CCC Editor)
Lauren Yena, GateWay Community College, Phoenix, AZ
Traci Zimmerman, James Madison University, Harrisonburg, VA
Eric Bateman, San Juan College, Farmington, New Mexico (Parlimentarian)

2012

Officers
Chair: Malea Powell, Michigan State University, East Lansing
Associate Chair: Chris Anson, North Carolina State University, Raleigh
Assistant Chair: Howard Tinberg, Bristol Community College, Fall River, MA
Immediate Past Chair: Gwendolyn D. Pough, Syracuse University, NY
Executive Secretary/Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Dominic DelliCarpini, York College of Pennsylvania

Executive Committee
Andy Anderson, Johnson County Community College, Overland Park, KS (TYCA Associate Chair)
Linda S. Bergmann, Purdue University, West Lafayette, IN
David Blakesley, Clemson University, SC
John C. Brereton, University of Massachusetts Boston
Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA (TYCA Chair)
Joyce Locke Carter, Texas Tech University, Lubbock
Tom Deans, University of Connecticut, Storrs
Nancy C. DeJoy, Michigan State University, East Lansing
Roger Graves, University of Alberta, Edmonton, Canada
Sarah Z. Johnson, Madison Area Technical College, WI (TYCA Secretary)
Debra Journet, University of Louisville, KY
Kendall Leon, Purdue University, West Lafayette, IN
Paula Mathieu, Boston College, Chestnut Hill, MA
Jessie L. Moore, Elon University, NC
Staci M. Perryman-Clark, Western Michigan University, Kalamazoo
Paul M. Puccio, Bloomfield College, NJ
Keith Rhodes, Grand Valley State University, Allendale, MI
Rochelle (Shelley) Rodrigo, Old Dominion University, VA
Richard (Dickie) Selfe, Ohio State University, Columbus
Jeff Sommers, Miami University, Middletown, OH (TETYC Editor)
Michael Stancliff, Arizona State University, Tempe
Susan Thomas, University of Sydney, Australia
Kathleen Blake Yancey, Florida State University, Tallahassee (CCC Editor)
Lauren Yena, GateWay Community College, Phoenix, AZ
Traci Zimmerman, James Madison University, Harrisonburg, VA
Eric Bateman, San Juan College, Farmington, New Mexico (Parlimentarian)

2011

Officers
Chair: Gwendolyn D. Pough, Syracuse University, NY
Associate Chair: Malea Powell, Michigan State University, East Lansing
Assistant Chair: Chris Anson, North Carolina State University, Raleigh
Immediate Past Chair: Marilyn Valentino, Lorain County Community College, Elyria, OH
Executive Secretary/Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Duane Roen, Arizona State University, Tempe

Chair: Gwendolyn D. Pough, Syracuse University, NYAssociate Chair: Malea Powell, Michigan State University, East LansingAssistant Chair: Chris Anson, North Carolina State University, RaleighImmediate Past Chair: Marilyn Valentino, Lorain County Community College, Elyria, OHExecutive Secretary/Treasurer: Kent Williamson, NCTE Executive DirectorSecretary: Duane Roen, Arizona State University, Tempe

Executive Committee
Sandie McGill Barnhouse, Rowan-Cabarrus Community College, Salisbury, NC (TYCA Past Chair)
Linda S. Bergmann, Purdue University, West Lafayette, IN
David Blakesley, Clemson University, SC
Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA (TYCA Chair)
Joyce Locke Carter, Texas Tech University, Lubbock
Nancy C. DeJoy, Michigan State University, East Lansing
Christine R. Farris, Indiana University, Bloomington
Roger Graves, University of Alberta, Edmonton, Canada
Clint Gardner, Salt Lake City Community College, UT (TYCA Secretary)
Rhonda Grego, Midlands Technical College, Beltline Campus, Columbia, SC
Asao B. Inoue, California State University-Fresno
Debra Journet, University of Louisville, KY
Paula Mathieu, Boston College, Chestnut Hill, MA
Jessie L. Moore, Elon University, NC
Paul M. Puccio, Bloomfield College, NJ
Kelly Ritter, University of North Carolina at Greensboro
Rochelle Rodrigo, Mesa Community College, AZ
Carlos Salinas, University of Texas at El Paso
Richard (Dickie) Selfe, The Ohio State University, Columbus
Michael Stancliff, Arizona State University, Phoenix
Jeff Sommers, West Chester University, PA (TETYC Editor)
Susan Thomas, University of Sydney, Australia
Kathleen Blake Yancey, Florida State University, Tallahassee (CCC Editor)
Lauren Yena, GateWay Community College, Phoenix, AZ
Vershawn Ashanti Young, University of Kentucky, Lexington
Eric Bateman, San Juan College, Farmington, New Mexico (Parlimentarian)

2010

Officers
Chair: Marilyn Valentino, Lorain County Community College, Elyria, OH
Associate Chair: Gwendolyn D. Pough, Syracuse University, NY
Assistant Chair: Malea Powell, Michigan State University, East Lansing
Immediate Past Chair: Charles Bazerman, University of California, Santa Barbara
Executive Secretary/Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Duane Roen, Arizona State University, Mesa

Executive Committee
Sandie McGill Barnhouse, Rowan-Cabarrus Community College, Salisbury, North Carolina (TYCA Chair)
Linda S. Bergmann, Purdue University, West Lafayette, Indiana
David Blakesley, Purdue University, West Lafayette, Indiana
Carolyn Calhoon-Dillahunt, Yakima Valley Community College, Washington (TYCA Associate Chair)
Michael Day, Northern Illinois University, DeKalb
Nancy C. DeJoy, Michigan State University, East Lansing
Christine R. Farris, Indiana University, Bloomington
Lauren Fitzgerald, Yeshiva University, New York, New York
Roger Graves, University of Alberta, Edmonton, Canada
Clint Gardner, Salt Lake City Community College, Utah (TYCA Secretary)
Rhonda Grego, Midlands Technical College, Beltline Campus, Columbia, South Carolina
David G. Holmes, Pepperdine University, Malibu, California
Asao B. Inoue, California State University-Fresno
Sandra Jamieson, Drew University, Madison, New Jersey
Kate Mangelsdorf, University of Texas-El Paso
Paula Mathieu, Boston College, Chestnut Hill, Massachusetts
Dora Ramírez-Dhoore, Boise State University, Idaho
Kelly Ritter, University of North Carolina at Greensboro
Rochelle (Shelley) Rodrigo, Mesa Community College, Arizona
Carlos Salinas, University of Texas at El Paso
Jeff Sommers, Miami University, Middletown, Ohio (TETYC Editor)
Michael Stancliff, Arizona State University, Tempe
Anne Frances Wysocki, University of Wisconsin-Milwaukee
Kathleen Blake Yancey, Florida State University, Tallahassee (CCC Editor)
Vershawn Ashanti Young, University of Iowa, Iowa City

2009

Officers
Chair: Charles Bazerman, University of California, Santa Barbara
Associate Chair: Marilyn Valentino, Lorain County Community College, Elyria, Ohio
Assistant Chair: Gwendolyn D. Pough, Syracuse University, New York
Immediate Past Chair: Cheryl, Glenn, Penn State University, University Park
Executive Secretary-Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Duane Roen, Arizona State University, Mesa
CCC Editor: Deborah H. Holdstein, Columbia College Chicago, Illinois

Executive Committee
Sandie McGill Barnhouse, Rowan-Cabarrus Community College, Salisbury, North Carolina (TYCA Chair)
Eric Bateman, San Juan College, Farmington, New Mexico (TYCA Past Chair)
Samantha Blackmon, Purdue University, West Lafayette, Indiana
Michael Day, Northern Illinois University, DeKalb
Christine R. Farris, Indiana University, Bloomington
Lauren Fitzgerald, Yeshiva University, New York, New York
Kristie S. Fleckenstein, Florida State University, Tallahassee
Clint Gardner, Salt Lake City Community College, Utah (TYCA Secretary)
Paula Gillespie, Marquette University, Milwaukee, Wisconsin
Rhonda Grego, Midlands Technical College, Beltline Campus, Columbia, South Carolina
David G. Holmes, Pepperdine University, Malibu, California
Asao B. Inoue, California State University-Fresno
Sandra Jamieson, Drew University, Madison, New Jersey
Kate Mangelsdorf, University of Texas-El Paso
Paul Kei Matsuda, Arizona State University, Tempe
Dora Ramirez-Dhoore, Boise State University, Idaho
Kelly Ritter, University of North Carolina at Greensboro
Carlos Salinas, University of Texas at El Paso
Kip Strasma, Nova Southeastern University, Fort Lauderdale, Florida
Peter Vandenberg, DePaul University, Chicago, Illinois
Jeff Sommers, West Chester University, Pennsylvania (TETYC Editor)
Janice R. Walker, Georgia Southern University, Statesboro
Anne Frances Wysocki, University of Wisconsin-Milwaukee
Vershawn Ashanti Young, University of Iowa, Iowa City
Erika Lindemann, University of North Carolina, Chapel Hill (Parlimentarian)

2008

Officers
Chair: Cheryl, Glenn, Penn State University, University Park
Associate Chair: Charles Bazerman, University of California, Santa Barbara
Assistant Chair: Marilyn Valentino, Lorain County Community College, Elyria, Ohio
Immediate Past Chair: Akua Duku Anokye, Arizona State University, Glendale
Executive Secretary-Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Duane Roen, Arizona State University, Mesa
CCC Editor: Deborah H. Holdstein, Columbia College Chicago, Illinois

Executive Committee
Sandie McGill Barnhouse, Rowan-Cabarrus Community College, Salisbury, North Carolina (TYCA Associate Chair)
Eric Bateman, San Juan College, Farmington, New Mexico (TYCA Chair)
Samantha Blackmon, Purdue University, West Lafayette, Indiana
Carolyn Calhoon-Dillahunt, Yakima Valley Community College, Grandview, Washington (TYCA Secretary)
Luisa Rodriguez Connal, Arizona State University-West, Glendale
Michael Day, Northern Illinois University, DeKalb
Amy Devitt, University of Kansas, Lawrence
Lauren Fitzgerald, Yeshiva University, New York, New York
Kristie S. Fleckenstein, Florida State University, Tallahassee
Paula Gillespie, Marquette University, Milwaukee, Wisconsin
Carolyn Handa, The University of Alabama, Tuscaloosa
John Heyda, Miami University, Middletown, Ohio
David G. Holmes, Pepperdine University, Malibu, California
Sandra Jamieson, Drew University, Madison, New Jersey
Kate Mangelsdorf, University of Texas-El Paso
Paul Kei Matsuda, Arizona State University, Tempe
Clyde Moneyhun, Stanford University, California
Dora Ramirez-Dhoore, Boise State University, Idaho
Kip Strasma, Nova Southeastern University, Fort Lauderdale, Florida
Peter Vandenberg, DePaul University, Chicago, Illinois
Jeff Sommers, Miami University, Middletown, Ohio (TETYC Editor)
Elizabeth Vander Lei, Calvin College, Grand Rapids, Michigan
Janice R. Walker, Georgia Southern University, Statesboro
Anne Frances Wysocki, University of Wisconsin-Milwaukee
Erika Lindemann, University of North Carolina, Chapel Hill (Parlimentarian)

2007

Officers
Chair: Akua Duku Anokye, Arizona State University, Glendale
Associate Chair: Cheryl Glenn, Penn State University, University Park
Assistant Chair: Charles Bazerman, University of California, Santa Barbara
Immediate Past Chair: Judith Wootten, Kent State University, Salem Campus, Ohio
Executive Secretary-Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Carol Rutz, Carleton College, Northfield, Minnesota
CCC Editor: Deborah H. Holdstein, Northern Illinois University, DeKalb

Executive Committee
Eric Bateman, San Juan College, Farmington, New Mexico (TYCA Associate Chair)
Carolyn Calhoon-Dillahunt, Yakima Valley Community College, Grandview, Washington (TYCA Secretary)
Samantha Blackmon, Purdue University, West Lafayette, Indiana
Juanita Rodgers Comfort, West Chester University, Pennsylvania
Luisa Rodriguez Connal, University of Detroit Mercy, Michigan
Amy Devitt, University of Kansas, Lawrence
Kristie S. Fleckenstein, Florida State University, Tallahassee
Paula Gillespie, Marquette University, Milwaukee, Wisconsin
Carolyn Handa, The University of Alabama, Tuscaloosa
John Heyda, Miami University, Middletown, Ohio
Paul Kei Matsuda, University of New Hampshire, Durham
Libby Miles, University of Rhode Island, Kingston
Susan Miller-Cochran, North Carolina State University, Raleigh
Sharon Mitchler, Centralia College, Washington (TYCA Chair)
Clyde Moneyhun, Stanford University, California
Malea Powell, Michigan State University, East Lansing
Duane Roen, Arizona State University, Tempe
Kip Strasma, Illinois Central College, Peoria
Peter Vandenberg, DePaul University, Chicago, Illinois
Jeff Sommers, Miami University, Middletown, Ohio (TETYC Editor)
Elizabeth Vander Lei, Calvin College, Grand Rapids, Michigan
Janice R. Walker, Georgia Southern University, Statesboro
Morris Young, Miami University, Oxford, Ohio
Erika Lindemann, University of North Carolina, Chapel Hill (Parlimentarian)

2006

Officers
Chair: Judith Wootten, Kent State University, Ohio
Associate Chair: Akua Duku Anokye, Arizona State University, Phoenix
Assistant Chair: Cheryl Glenn, Penn State University, University Park
Immediate Past Chair: Douglas D. Hesse, Illinois State University, Normal
Executive Secretary-Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Carol Rutz, Carleton College, Northfield, Minnesota
CCC Editor: Deborah H. Holdstein, Northern Illinois University, DeKalb

Executive Committee
Eric Bateman, San Juan College, Farmington, New Mexico (TYCA Associate Chair)
Carolyn Calhoon-Dillahunt, Yakima Valley Community College, Grandview, Washington (TYCA Secretary)
Juanita Rodgers Comfort, West Chester University, Pennsylvania
Luisa Rodriguez Connal, University of Detroit Mercy, Michigan
Amy Devitt, University of Kansas, Lawrence
Gwen Gresham, North Arkansas College, Harrison
Laura Gurak, University of Minnesota, St. Paul
Carolyn Handa, The University of Alabama, Tuscaloosa
John Heyda, Miami University, Middletown, Ohio
Mary Hocks, Georgia State University, Atlanta
Dale Jacobs, University of Windsor, Ontario, Canada
Cristina Kirklighter, Texas A&M University, Corpus Christi
Libby Miles, University of Rhode Island, Kingston
Susany Miller-Cochran, Mesa Community College, Arizona
Sharon Mitchler, Centralia College, Washington (TYCA Chair)
Clyde Moneyhun, Stanford University, California
Gretchen Flesher Moon, Willamette University, Salem, Oregon
Renee M. Moreno, California State University-Northridge
Malea Powell, Michigan State University, East Lansing
Duane Roen, Arizona State University, Tempe
Tony Silva, Purdue University, West Lafayette, Indiana
Jeff Sommers, Miami University, Middletown, Ohio (Incoming TETYC Editor)
Elizabeth Vander Lei, Calvin College, Grand Rapids, Michigan
Morris Young, Miami University, Oxford, Ohio
Erika Lindemann, University of North Carolina, Chapel Hill (Parlimentarian)

2005

Officers
Chair: Doug Hesse, Illinois State University, Normal
Associate Chair: Judith Wootten, Kent State University, Ohio
Assistant Chair: Akua Duku Anokye, Arizona State University, Phoenix
Immediate Past Chair: Kathleen Blake Yancey, Clemson University, South Carolina
Executive Secretary-Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Carol Rutz, Carleton College, Minnesota
CCC Editor: Deborah H. Holdstein, Northern Illinois University, DeKalb

Executive Committee
Lena Ampadu, Towson University, Baltimore, Maryland
Sandra McGill Barnhouse, Rowan Cabarrus Community College, North Carolina (TYCA Secretary)
Juanita Rodgers Comfort, West Chester University, Pennsylvania
Gwen Gresham, North Arkansas College, Harrison
Laura Gurak, University of Minnesota, St. Paul
Mary Hocks, Georgia State University, Atlanta
Dale Jacobs, University of Windsor, Canada
Joseph Janangelo, Loyola University, Chicago
Cristina Kirklighter, Texas A&M University, Corpus Christi
Judith O. Kirkpatrick, Kapiolani Community College, Honolulu
Scott Lyons, Syracuse University, New York
Libby Miles, University of Rhode Island, Kingston
Susan Kay Miller, Mesa Community College, Arizona
Sharon Mitchler, Centralia College, Washington (TYCA Chair)
Gretchen Flesher Moon, Willamette University, Salem, Oregon
Renee M. Moreno, California State University – Northridge
Malea Powell, Michigan State University, East Lansing
Duane Roen, Arizona State University, Tempe
Tony Silva, Purdue University, West Lafayette, Indiana
C. Jan Swearingen, Texas A&M University, College Station
Todd Taylor, University of North Carolina, Chapel Hill
Howard Tinberg, Bristol Community College, Fall River, Massachusetts (TETYC Editor)
Marilyn Valentino, Lorain County Community College, Elyria, Ohio (TYCA Past Chair)
Morris Young, Miami University, Oxford, Ohio
Erika Lindemann, University of North Carolina, Chapel Hill (Parlimentarian)

2004

Officers
Chair: Kathleen Blake Yancey, Clemson University, South Carolina
Associate Chair: Doug Hesse, Illinois State University, Normal
Assistant Chair: Judith Wootten, Kent State University, Ohio
Immediate Past Chair: Shirley Wilson Logan, University of Maryland, College Park
Executive Secretary-Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Carol Rutz, Carleton College, Minnesota
CCC Editor: Marilyn M. Cooper, Michigan Technological University, Houghton

Executive Committee
Lena Ampadu, Towson University, Baltimore, Maryland
Sandra McGill Barnhouse, Rowan Cabarrus Community College, North Carolina (TYCA Secretary)
Ralph Cintron, University of Illinois at Chicago
Gwen Gresham, North Arkansas College, Harrison
Mary Hocks, Georgia State University, Atlanta
Dale Jacobs, University of Windsor, Canada
Joseph Janangelo, Loyola University, Chicago
Cristina Kirklighter, Texas A&M University, Corpus Christi
Judith O. Kirkpatrick, Kapiolani Community College, Honolulu
Scott Lyons, Syracuse University, New York
Laura Rose Micciche, East Carolina University, North Carolina
Jody Millward, Santa Barbara City College, California (TYCA Past Chair)
Sharon Mitchler, Centralia College, Washington (TYCA Associate Chair)
Gretchen Flesher Moon, Willamette University, Salem, Oregon
Renee M. Moreno, California State University – Northridge
Gwendolyn D. Pough, University of Minnesota, Twin-Cities
Shirley K. Rose, Purdue University, West Lafayette, Indiana
Barbara Sherr Roswell, Goucher College, Baltimore, Maryland
Tony Silva, Purdue University, West Lafayette, Indiana
C. Jan Swearingen, Texas A&M University, College Station
Pamela Takayoshi, University of Louisville, Kentucky
Todd Taylor, University of North Carolina, Chapel Hill
Howard Tinberg, Bristol Community College, Fall River, Massachusetts (TETYC Editor)
Marilyn Valentino, Lorain County Community College, Elyria, Ohio (TYCA Chair)
Erika Lindemann, University of North Carolina, Chapel Hill (Parlimentarian)

2003

Officers
Chair: Shirley Wilson Logan, University of Maryland, College Park
Associate Chair: Kathleen Blake Yancey, Clemson University, South Carolina
Assistant Chair: Doug Hesse, Illinois State University, Normal
Immediate Past Chair: John Lovas, DeAnza College, Cupertino, California
Executive Secretary-Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Joyce Neff, Old Dominion University, Norfolk, Virginia
CCC Editor: Marilyn M. Cooper, Michigan Technological University, Houghton

Executive Committee
Lena Ampadu, Towson University, Baltimore, Maryland
Sandra McGill Barnhouse, Rowan Cabarrus Community College, Charlotte, North Carolina
Yuet Sim Chiang, University of California, Berkeley
Ralph Cintron, University of Illinois at Chicago
Scott Lloyd DeWitt, The Ohio State University, Columbus
Deborah Holdstein, Governors State University, University Park, Illinois
Bruce Horner, University of Wisconsin-Milwaukee
Joseph Janangelo, Loyola University, Chicago
Judith O. Kirkpatrick, Kapiolani Community College, Honolulu
Scott Lyons, Syracuse University, New York
Frank Madden, SUNY Westchester Community College, Valhalla, New York (TYCA Past Chair)
Laura Rose Micciche, East Carolina University, North Carolina
Joyce Middleton, St. John Fisher College, Rochester, New York
Jody Millward, Santa Barbara City College, California (TYCA Chair)
Gwendolyn D. Pough, Unviersity of Minnesota, Twin-Cities
Shirley K Rose, Purdue University, West Lafayette, Indiana
Barbara Sherr Roswell, Goucher College, Baltimore, Maryland
Stephen Ruffus, Salt Lake Community College, Utah
Eileen Schell, Syracuse University, New York
Pamela D. Takayoshi, University of Louisville, Kentucky
Todd Taylor, University of North Carolina, Chapel Hill
Howard Tinberg, Bristol Community College, Fall River, Massachusetts
Judith (Jay) Wootten, Kent State University, Salem Campus, Ohio
Erika Lindemann, University of North Carolina, Chapel Hill (Parliamentarian)

2002

Officers
Chair: John Lovas, DeAnza College, Cupertino, California
Associate Chair: Shirley Wilson Logan, University of Maryland, College Park
Assistant Chair: Kathleen Blake Yancey, Clemson University, South Carolina
Immediate Past Chair: Wendy Bishop, Florida State University, Tallahassee
Executive Secretary-Treasurer: Kent Williamson, NCTE Executive Director
Secretary: Joyce Neff, Old Dominion University, Norfolk, Virginia
CCC Editor: Marilyn M. Cooper, Michigan Technological University, Houghton

Executive Committee
Akua Duku Anokye, University of Toledo, Ohio
Yuet Sim Chiang, University of California, Berkeley
Ralph Cintron, University of Illinois at Chicago
Scott Lloyd DeWitt, The Ohio State University at Marion
Amanda Espinosa-Aguilar, University of Wisconsin, Oshkosh
Cheryl Glenn, Pennsylvania State University, University Park
Gail E. Hawisher, University of Illinois, Urbana-Champaign
Deborah Holdstein, Governors State University, University Park, Illinois (member and Local Arrangements Committee Chair)
Bruce Horner, University of Wisconsin-Milwaukee
M. Jimmie Killingsworth, Texas A&M University, College Station
Frank Madden, Westchester Community College, Valhalla, New York (TYCA Chair)
Laura Rose Micciche, East Carolina University, North Carolina
Joyce Middleton, St. John Fisher College, Rochester, New York
Jody Millward, Santa Barbara City College, California (TYCA Associate Chair)
Georgia Newman, Georgia College & State University, Milledgeville (TYCA Past Chair)
Gwendolyn D. Pough, Unviersity of Minnesota, Twin-Cities
Shirley K Rose, Purdue University, West Lafayette, Indiana
Barbara Sherr Roswell, Goucher College, Baltimore, Maryland
Stephen Ruffus, Salt Lake Community College, Utah
Eileen Schell, Syracuse University, New York
T. Ella Strother, Madison Area Technical College, Wisconsin
Pamela D. Takayoshi, University of Louisville, Kentucky
Howard Tinberg, Bristol Community College, Fall River, Massachusetts
Judith (Jay) Wootten, Kent State University, Salem Campus, Ohio
Erika Lindemann, University of North Carolina, Chapel Hill (Parliamentarian)

Editorial Board
Gary Bays, Wayne College, Orrville, Ohio
Ralph Cintron, University of Iowa, Iowa City
Sharon Crowley, Arizona State University, Tempe
Juan C. Guerra, University of Washington, Seattle
Anne Herrington, University of Massachusetts, Amherst
Robert J. Kirby-Werner, Syracuse University, New York
Beverly J. Moss, Ohio State University, Columbus
Gail Y. Okawa, Youngstown State University, Ohio
Paul Prior, University of Illinois, Urbana-Champaign
Teresa M. Redd, Howard University, Washington, DC
Stephen Ruffus, Salt Lake Community College, Salt Lake City, Utah
Jack Selzer, Pennsylvania State University, University Park

2001

Officers
Chair: Wendy Bishop, Florida State University, Tallahassee
Associate Chair: John Lovas, DeAnza College, Cupertino, California
Assistant Chair: Shirley Wilson Logan, University of Maryland, College Park
Immediate Past Chair: Keith Gilyard, Pennsylvania State University, University Park
Secretary: Joyce Neff, Old Dominion University, Norfolk, Virginia
CCC Editor: Marilyn M. Cooper, Michigan Technological University, Houghton

Executive Committee
Akua Duku Anokye, University of Toledo, Ohio
Yuet Sim Chiang, University of California, Berkeley
Scott Lloyd DeWitt, The Ohio State University at Marion
Gayle W. Duskin, Dillard University, New Orleans, Louisiana
Amanda Espinosa-Aguilar, University of Wisconsin, Oshkosh
Linda Ferreira-Buckley, University of Texas, Austin
Cheryl Glenn, Pennsylvania State University, University Park
Gail E. Hawisher, University of Illinois, Urbana-Champaign
Douglas D. Hesse, Illinois State University, Normal
Deborah Holdstein, Governors State University, University Park, Illinois
Bruce Horner, University of Wisconsin-Milwaukee
M. Jimmie Killingsworth, Texas A&M University, College Station
Cynthia Lewiecki-Wilson, University of Maryland, College Park
Jabari Mahiri, University of California, Berkeley
Frank Madden, Westchester Community College, Valhalla, New York (TYCA Associate Chair
Jaime Armin Mejía, Southwest Texas State University, San Marcos
Joyce Middleton, St. John Fisher College, Rochester, New York
Richard E. Miller, Rutgers University, New Brunswick, New Jersey
Georgia Newman, Georgia College & State University, Milledgeville (TYCA Chair)
Donna Reiss, Tidewater Community College, Virginia Beach, Virginia
Mark Reynolds, Jefferson Davis Community College, Brewton, Alabama (TETYC Editor)
Stephen Ruffus, Salt Lake Community College, Utah
Eileen Schell, Syracuse University, New York
Linda Shohet, Dawson College, Montreal, Quebec, Canada
Sarah J. Sloane, University of Puget Sound, Tacoma, Washington
T. Ella Strother, Madison Area Technical College, Madison, Wisconsin (TYCA Secretary)
Howard Tinberg, Bristol Community College, Fall River, Massachusetts
Margaret E. Whitt, University of Denver, Colorado (2001 Local Arrangements Chair)
Judith (Jay) Wootten, Kent State University, Salem Campus, Ohio (TYCA Past Chair)
Representative to NCTE College Section: Jeff Sommers, Miami University, Middletown, Ohio
Representative to TYCA: Jody Millward, Santa Barbara City College, California

Editorial Board
Gary Bays, Wayne College, Orrville, Ohio
Ralph Cintron, University of Iowa, Iowa City
Sharon Crowley, Arizona State University, Tempe
Juan C. Guerra, University of Washington, Seattle
Anne Herrington, University of Massachusetts, Amherst
Robert J. Kirby-Werner, Syracuse University, New York
Beverly J. Moss, Ohio State University, Columbus
Gail Y. Okawa, Youngstown State University, Ohio
Paul Prior, University of Illinois, Urbana-Champaign
Teresa M. Redd, Howard University, Washington, DC
Stephen Ruffus, Salt Lake Community College, Salt Lake City, Utah
Jack Selzer, Pennsylvania State University, University Park

2000

Officers
Chair: Keith Gilyard, Pennsylvania State University, University Park
Associate Chair: Wendy Bishop, Florida State University, Tallahassee
Assistant Chair: John Lovas, DeAnza College, Cupertino, California
Immediate Past Chair: Victor Villanueva, Jr., Washington State University, Pullman
Secretary: Joyce Neff, Old Dominion University, Norfolk, Virginia
CCC Editor: Marilyn M. Cooper, Michigan Technological University, Houghton

Executive Committee
Lisa Albrecht, University of Minnesota, Minneapolis (2000 Local Arrangements Chair)
Akua Duku Anokye, University of Toledo, Ohio
Gayle W. Duskin, Dillard University, New Orleans, Louisiana
Amanda Espinosa-Aguilar, University of Wisconsin, Oshkosh
Linda Ferreira-Buckley, University of Texas, Austin
Cheryl Glenn, Pennsylvania State University, University Park
Gail E. Hawisher, University of Illinois, Urbana-Champaign
Paul Heilker, Virginia Tech University, Blacksburg
Douglas D. Hess, Illinois State University, Normal
Mara Holt, Ohio University, Athens
M. Jimmie Killingsworth, Texas A&M University, College Station
Cynthia Lewiecki-Wilson, University of Maryland, College Park
Shirley Wilson Logan, University of Maryland, College Park
Jabari Mahiri, University of California, Berkeley
Jaime Armin Mejía, Southwest Texas State University, San Marcos
Richard E. Miller, Rutgers University, New Brunswick, New Jersey
Georgia Newman, Polk Community College, Winter Haven FL (TYCA Associate Chair)
Stephen North, State University of New York, Albany
Donna Reiss, Tidewater Community College, Virginia Beach, Virginia
Mark Reynolds, Jefferson Davis Community College, Brewton, Alabama (TETYC Editor)
Linda Shohet, Dawson College, Montreal, Quebec, Canada
Sarah J. Sloane, University of Puget Sound, Tacoma, Washington
T. Ella Strother, Madison Area Technical College, Madison, Wisconsin (TYCA Secretary)
Howard Tinberg, Bristol Community College, Fall River, Massachusetts
Margaret E. Whitt, University of Denver, Colorado (2001 Local Arrangements Chair)
Ben Wiley, St. Petersburg Junior College, Florida (TYCA Past Chair)
Judith (Jay) Wootten, Kent State University, Salem Campus, Ohio (TYCA Chair)
Representative to NCTE College Section: Jeff Sommers, Miami University, Middletown, Ohio
Representative to TYCA: Rebecca Burnett, Iowa State University, Ames
Representative to TYCA: Jody Millward, Santa Barbara City College, California

1999

Officers
Chair: Victor Villanueva, Jr., Washington State University, Pullman
Associate Chair: Keith Gilyard, Syracuse University, New York
Assistant Chair: Wendy Bishop, Florida State University, Tallahassee
Immediate Past Chair: Cynthia L. Selfe, Michigan Technological University, Houghton
Secretary: Barbara Stout, Montgomery College, Rockville, Maryland
CCC Editor: Joseph Harris, University of Pittsburgh, Pennsylvania

Executive Committee
Arnetha F. Ball, University of Michigan, Ann Arbor
Lil Brannon, University of North Carolina, Charlotte
Constance Chapman, Georgia State University, Atlanta
Gayle W. Duskin, Dillard University, New Orleans, Louisiana
Linda Ferreira-Buckley, University of Texas, Austin
Paul Heilker, Virginia Tech University, Blacksburg
Douglas D. Hesse, Illinois State University, Normal
Mara Holt, Ohio University, Athens
Cynthia Lewiecki-Wilson, Miami University, Middletown, Ohio
Shirley Wilson Logan, University of Maryland, College Park
John Lovas, DeAnza College, Cupertino, California
Jabari Mahiri, University of California, Berkeley
Jaime Mejia, Southwest Texas State University, San Marcos
Richard E. Miller, Rutgers University, New Brunswick, New Jersey
Jody Millward, Santa Barbara City College, California
Stephen North, State University of New York, Albany
Gail Okawa, Youngstown State University, Ohio
Lois Powers Fullerton College, California
Paul Puccio, University of Central Florida, Orlando
Donna Reiss, Tidewater Community College, Virginia Beach, Virginia
Mark Reynolds, Jefferson Davis Community College, Brewton, Alabama
Linda Shohet, Dawson College, Montreal PQ, Canada
Sarah J. Sloane, University of Puget Sound, Tacoma, Washington
Geneva Smitherman, Michigan State University, East Lansing
Irwin Weiser, Purdue University West Lafayette, Indiana
Representative to NCTE College Section: Jeff Sommers, Miami University, Middletown Ohio

1998

Officers
Chair: Cynthia L. Selfe, Michigan Tech University, Houghton
Associate Chair: Victor Villanueva, Jr., Washington State University, Pullman
Assistant Chair: Keith Gilyard, Syracuse University, New York
Immediate Past Chair: Nell Ann Pickett, Hinds Community College, Raymond, Mississippi
Secretary: Barbara Stout, Montgomery College, Rockville, Maryland
CCC Editor: Joseph Harris, University of Pittsburgh, Pennsylvania

Executive Committee
Arnetha F. Ball, University of Michigan, Ann Arbor
Paul Bodmer, Bismark State College, North Dakota
Lil Brannon, State University of New York, Albany
Rebecca E. Burnett, Iowa State University, Ames
Kermit E. Campbell, University of Texas, Austin
Ann Feldman, University of Illinois, Chicago
Patricia Harkin, Purdue University, west Lafayette, Indiana
Richard H. Haswell, Texas A&M, Corpus Christi
Paul Heilker, Virginia Tech University, Blacksburg
Mara Holt, Ohio University, Athens
Shirley Wilson Logan, University of Maryland, College Park
John Lovas, DeAnza College, Cupertino, California
LuMing Mao, Miami University, Oxford, Ohio
Jaime Mejia, Southwest Texas State University, San Marcos
Jody Millward, Santa Barbara City College, California
Elizabeth Nist, Anoka-Ramsey Community College, Coon Rapids, Minnesota
Stephen North, State University of New York, Albany
Gail Okawa, Youngstown State University, Ohio
Lois Powers, Fullerton College, California
Paul Puccio, University of Central Florida Orlando
Teresa M. Redd, Howard University, Washington, D.C.
Mark Reynolds, Jefferson Davis Community College, Brewton, Alabama
Nedra Reynolds, University of Rhode Island, Kingston
Geneva Smitherman, Michigan State University, East Lansing
Lynn Troyka, Beechhurst, New York
Irwin Weiser, Purdue University, West Lafayette, Indiana
Representative to NCTE College Section: Jeffrey Sommers, Miami University, Middletown, Ohio
Liaison for Conference on English Education: Elizabeth Chiseri-Strater, University of North Carolina, Greensboro

1997

Officers
Chair: Nell Ann Pickett, Hinds Community College, Raymond, Mississippi
Associate Chair: Cynthia L. Selfe, Michigan Tech University, Houghton
Assistant Chair: Victor Villanueva, Jr., Washington State University, Pullman
Immediate Past Chair: Lester Faigley, University of Texas, Austin
Secretary: Barbara Stout, Montgomery College, Rockville, Maryland
CCC Editor: Joseph Harris, University of Pittsburgh, Pennsylvania

Executive Committee
Arnetha F. Ball, University of Michigan, Ann Arbor
Don Bialostosky, Pennsylvania State University, University Park
Paul Bodmer, Bismark State College, North Dakota
Lil Brannon, State University of New York, Albany
Rebecca E. Burnett, Iowa State University, Ames
Kermit E. Campbell, University of Texas, Austin
Juanita Comfort, Old Dominion University, Norfolk, Virginia
Richard Fulkerson, Texas A&M University, Commerce
Patricia Harkin, Purdue University, West Lafayette, Indiana
Richard H. Haswell, Texas A&M, Corpus Christi
Deborah (Dee) James, University of North Carolina, Asheville
Gesa E. Kirsch, Wayne State University, Detroit, Michigan
John Lovas, DeAnza College, Cupertino, California
LuMing Mao, Miami University, Oxford, Ohio
Jody Millward, Santa Barbara City College, California
Elizabeth Nist, Anoka-Ramsey Community College, Coon Rapids, Minnesota
Gail Okawa, Youngstown State University, Ohio
Lois Powers, Fullerton College, California
Paul Puccio, University of Central Florida Orlando
Teresa M. Redd, Howard University, Washington, D.C.
Mark Reynolds, Jefferson Davis Community College, Brewton, Alabama
Nedra Reynolds, University of Rhode Island, Kingston
Duane Roen, Arizona State University, Tempe
Geneva Smitherman, Michigan State University, East Lansing
C. Jan Swearingen, University of Texas, Arlington
Lynn Quitman Troyka, Beechhurst, New York
Irwin Weiser, Purdue University, West Lafayette, Indiana
Representative to NCTE College Section: Theresa Enos, University of Arizona, Tucson
Liaison for Conference on English Education: Keith Gilyard, Syracuse University, New York

1996

Officers
Chair: Lester Faigley, University of Texas, Austin
Associate Chair: Nell Ann Pickett, Hinds Community College, Raymond, Mississippi
Assistant Chair: Cynthia L. Selfe, Michigan Tech University, Houghton
Immediate Past Chair: Jacqueline Jones Royster, The Ohio State University, Columbus
Secretary: Barbara Stout, Montgomery College, Rockville, Maryland
CCC Editor: Joseph Harris, University of Pittsburgh, Pennsylvania

Executive Committee
Chris Anson, University of Minnesota, Minneapolis
Libby Bay, Rockland Community College, Suffern, New York
Suzanne Benally, Western Interstate Commission for Higher Education, Boulder, Colorado
Don Bialostosky, Pennsylvania State University, University Park
Paul Bodmer, Bismark State College, North Dakota
Rebecca E. Burnett, Iowa State University, Ames
Kermit E. Campbell, University of Texas, Austin
Juanita Comfort, Old Dominion University, Norfolk, Virginia
Jo Ellen Coppersmith, Utah Valley State College, Orem
Peter Elbow, University of Hawaii, Honolulu (visiting)
Richard Fulkerson, Texas A&M University, Commerce
Paula F. Gillespie, Marquette University, Milwaukee, Wisconsin
Patricia Harkin, Purdue University, West Lafayette, Indiana
Richard H. Haswell, Washington State University, Pullman
Deborah (Dee) James, University of North Carolina, Asheville
Gesa E. Kirsch, Wayne State University, Detroit, Michigan
Dennis P. Kriewald, Laredo Community College, Texas
LuMing Mao, Miami University, Oxford, Ohio
Beverly Moss, The Ohio State University, Columbus
Elizabeth Nist, Anoka-Ramsey Community College, Coon Rapids, Minnesota
Teresa M. Redd, Howard University, Washington, D.C.
Mark Reynolds, Jefferson Davis Community College, Brewton, Alabama
Nedra Reynolds, University of Rhode Island, Kingston
M. Elizabeth (Betsy) Sargent, Western Oregon State College, Monmouth
Marie J. Secor, Pennsylvania State University, University Park
C. Jan Swearingen, University of Texas, Arlington
Arthur Young, Clemson University, South Carolina
Representative to NCTE College Section: Theresa Enos, University of Arizona, Tucson
Liaison for Conference on English Education: Keith Gilyard, Syracuse University, New York

1995

Officers
Chair: Jacqueline Jones Royster, The Ohio State University, Columbus
Associate Chair: Lester Faigley, University of Texas, Austin
Assistant Chair: Nell Ann Pickett, Hinds Community College, Raymond, Mississippi
Immediate Past Chair: Lillian Bridwell-Bowles, University of Minnesota, Twin Cities
Secretary: Lois Powers, Fullerton College, California
CCC Editor: Joseph Harris, University of Pittsburgh, Pennsylvania

Executive Committee
Akua Duku Anokye, Queensborough Community College, Bayside, New York
Chris Anson, University of Minnesota, Minneapolis
Libby Bay, Rockland Community College, Suffern, New York
Suzanne Benally, Western Interstate Commission for Higher Education, Boulder, Colorado
Don Bialostosky, Pennsylvania State University, University Park
Paul Bodmer, Bismark State College, North Dakota
Juanita Comfort, Old Dominion University, Norfolk, Virginia
Bobby Cummings, Central Washington University, Ellensburgh
Emily Decker, University of Michigan, Ann Arbor
Marla Dinchak, Glendale Community College, Arizona
Peter Elbow, University of Massachusetts, Amherst
Thomas Fox, California State University, Chico
Richard Fulkerson, East Texas State University, Commerce
Barbara Griffin, Howard University, Washington, D.C.
Barbara Guilland, Big Bend Community College, Moses Lake, Washington
Deborah (Dee) James, University of North Carolina, Asheville
Dennis P. Kriewald, Laredo Community College, Texas
Nancy Duke S. Lay, City College of New York, New York
Joyce Irene Middleton, University of Rochester, New York
Susan Miller, University of Utah, Salt Lake City
Beverly Moss, The Ohio State University, Columbus
Gary A. Olson, University of South Florida, Tampa
Mark Reynolds, Jefferson Davis Community College, Brewton, Alabama
Marie J. Secor, Pennsylvania State University, University Park
C. Jan Swearingen, University of Texas, Arlington
Victor Villanueva, Jr., Northern Arizona University, Flagstaff
M. Elizabeth Wallace, Western Oregon State College, Monmouth
Edward M. White, California State University, San Bernardino
Ben Wiley, St. Petersburgh Junior College, Florida
Arthur Young, Clemson University, South Carolina
Representative to NCTE College Section: Theresa Enos, University of Arizona, Tucson
Liaison for Conference on English Education: Keith Gilyard, Syracuse University, New York
Liaison for Conference on English Leadership: James Strickland, Slippery Rock University, Pennsylvania

1994

Officers
Chair: Lillian Bridwell-Bowles, University of Minnesota, Twin Cities
Associate Chair: Jacqueline Jones Royster, The Ohio State University, Columbus
Assistant Chair: Lester Faigley, University of Texas, Austin
Immediate Past Chair: Anne Ruggles Gere, University of Michigan, Ann Arbor
Secretary: Lois Powers, Fullerton College, California
CCC Editor: Joseph Harris, University of Pittsburgh, Pennsylvania

Executive Committee
Dale Adams, Lee College, Bay Town, Texas
Akua Duku Anokye, Queensborough Community College, Bayside, New York
Chris Anson, University of Minnesota, Minneapolis
Libby Bay, Rockland Community College, Suffern, New York
Suzanne Benally, Western Interstate Commission for Higher Education, Boulder, Colorado
Wendy Bishop, Florida State University, Tallahassee
Paul Bodmer, Bismark State College, North Dakota
Bobby Cummings, Central Washington University, Ellensburgh
Emily Decker, University of Michigan, Ann Arbor
Marla Dinchak, Glendale Community College, Arizona
Peter Elbow, University of Massachusetts, Amherst
Thomas Fox, California State University, Chico
Barbara Griffin, Howard University, Washington, D.C.
Barbara Guilland, Big Bend Community College, Moses Lake, Washington
Gloria Johnson, Tennessee State University, Nashville
Nancy Duke S. Lay, City College of New York, New York
Min-Zhan Lu, Drake University, Des Moines, Iowa
Joyce Irene Middleton, University of Rochester, New York
Susan Miller, University of Utah, Salt Lake City
Beverly Moss, The Ohio State University, Columbus
Gary A. Olson, University of South Florida, Tampa
Mark Reynolds, Jefferson Davis Community College, Brewton, Alabama
Marie J. Secor, Pennsylvania State University, University Park
Kurt Spellmeyer, Rutgers University, New Brunswick, New Jersey
Victor Villanueva, Jr., Northern Arizona University, Flagstaff
M. Elizabeth Wallace, Western Oregon State College, Monmouth
Edward M. White, California State University, San Bernardino
Ben Wiley, St. Petersburg Junior College, Florida
Susan Wyche-Smith, Washington State University, Pullman
Arthur Young, Clemson University, South Carolina
Representative to NCTE College Section: Theresa Enos, University of Arizona, Tucson
Liaison for Conference on English Education: Keith Gilyard, Syracuse University, New York
Liaison for Conference on English Leadership: James Strickland, Slippery Rock University, Pennsylvania

Paul T. Bryant

The original article was published in College Composition and Communication in February 1974. The updated version below has been edited by graduate students…explanation of project goes here…

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THE TITLE IS DELIBERATELY AMBIGUOUS. It could be taken negatively or affirmatively, as a failure to learn from experience or as an affirmation that despite past mistakes, we may yet get it right. The ambiguity is deliberate to suggest both possibilities. In effect, I have good news and bad news. Let’s take the bad news first.

There is an old saying that a goose is a very stupid animal, because for a goose it is a brand new world every morning. Geese resolutely refuse to learn from experience. Instead they insist upon being constantly surprised, puzzled, and alarmed by everything that happens, even when it happens over and over again. Their consciousness can handle only the present, never the past or future. I mention this bit of barnyard folklore because we as college teachers of composition too often seem to operate on the same basis. Too often we behave as if there is no continuity in the teaching of composition, as if the subject has just been invented and every idea for teaching it is new at the moment. We fail to draw on the experience of colleagues. We learn neither from past successes, of which there have been a few, nor from past failures, of which there have been all too many. As a group, we are the living proof of the adage that those who do not know history are condemned to repeat it.

When I first considered this subject, I thought of making a survey of back issues of various journals to gain evidence showing the cyclical, non-linear way in which we wander through the many approaches to teaching composition, abandoning “old” ones only long enough to forget about them. Then we return to them as new discoveries, which we insist on finding “exciting” and “innovative,” always those words, as if our vocabularies of approbation were limited. I was going to appeal to the historical record for evidence of how little we have made use of past experience and of how much needless and unproductive repetition of failure such a lack of historical sense has cost.

To my embarrassment, I found that I, too, was proposing to do what has already been done. My own incomplete knowledge of the past was about to lead me to commit the very fault of which I complain, and to do it in the very act of complaining. As recently as the October 1972 issue of College Composition and Communication, Robert Gorrell discusses this problem with wit and insight (pp. 264-270) in an article entitled “The Traditional Course: When Is Old Hat New.” In that same issue, Richard Jordan presents “An Interview with Ben Jonson, Composition Teacher” (pp. 277-278), demonstrating that many of our “exciting and innovative” ideas about composition go back at least as far as 1640.

They have made the point, so I will refrain from plodding back through dusty volumes of bound journals merely to document in detail the number of times some of our most current and fashionable innovations have been tried and discarded, by our predecessors and even by ourselves.

Please don’t misunderstand me here. I do indeed object to the repeated reinvention of the same pedagogical wheels just so that we may continue to revolve in the same unproductive academic circles generation after generation. But I do not object to change, even when it may not always lie in a clear and direct line of improvement. Just as every age must reinterpret and re-evaluate works of art in terms of that age’s own values, experiences, and visions of the beautiful, so every generation must seek its own best modes of teaching and of learning, based on its own needs and style of thinking. Whether or not such modes resemble those of any earlier generation is beside the point. At the same time, however, selecting our most useful devices and techniques for teaching, we should not waste our energies, and make ourselves intellectually shabby into the bargain, pretending that useful old ideas are really new pedagogical breakthroughs. The millenium cannot arrive quarterly with every issue of College Composition and Communication. Millenia are generally spaced farther apart than that.

Most people will probably agree with my principal point, although perhaps not all will like my way of making it, so there is no need to labor it further. On the other hand, it is more difficult to put such generalizations into practice than it is to enunciate them. Let me try to go a step beyond the generalization to suggest at least a few guidelines for applying it to our real situation in the teaching of composition.

Let us begin from the assumption that teaching composition is both a science and an art and that this dual nature offers opportunities as well as problems.

Teaching composition is a science to the extent to which it deals with objective, reproducible phenomena involved in or affected by the teaching process. For example, psychologists can tell us much about the learning process in the normal human mind, linguists can tell us much about the function and interaction of the elements of language, and both groups should be able to tell us much about how language patterns are acquired by the normal mind. These are matters about which we can learn by objective, empirical means, and the knowledge thus gained can be used as a base for further investigation and further knowledge. We can move ahead in the accumulation of such knowledge in a clearly linear fashion. Once a principle is established, it can be stated and used, and need not be reestablished for every new generation. Every generation of composition teachers not only can, but is obligated to, stand upon the intellectual shoulders of the generations that have gone before. An ahistorical, know-nothing approach to this type of knowledge is wasteful and stupid, to say the least.

What I am suggesting, of course, is that to the extent to which the teaching of composition lends itself to the scientific approach, we should learn to behave as do professional scientists, building upon previous knowledge in the most systematic way possible. By this I mean that we should learn to construct clear and specific hypotheses concerning teaching methods, learn to formulate adequate tests for those hypotheses, accept or modify or reject hypotheses on the basis of our tests, and then move on to new ground. Every significant hypothesis should be tested objectively, not just offered and debated and finally forgotten, and the tests should be carefully designed and controlled. A subjective report from one teacher on the basis of a single trial is not enough. We should attempt in our professional journals to record as adequately as possible all new knowledge as we develop it, and we should learn to consult those journals carefully as a part of the process of formulating hypotheses and as a part of the preparation of our own reports for those journals. Our editorial standards should be rigorous enough to avoid repetitive reporting of the same hypotheses or discoveries. Our personal intellectual standards should be rigorous enough for us to avoid repeating experiments that have already been made, except for the purpose of checking results in which we lack confidence. In short, we should bend every effort to making the development of this aspect of our field as linearly progressive as possible.

Teaching is an art, too, and does not altogether lend itself to the scientific, objective approach, of course. The effectiveness of the individual teacher with a specific subject matter, both in the classroom and with individual students, may be heavily influenced by a whole concatenation of characteristics that might be summed up as individual style. Style is something every artist must develop personally, individually, uniquely. Without it, the artist is little more than a technician, if that, and the same is true for the teacher. We all know highly effective teachers whose personal styles would be absolute disaster for anyone else, and who in turn could not succeed with any other style in their own teaching. So what can we say about style? Can we communicate with each other on the subject? Can we learn from each other on anything more than a personal basis? I believe that we can.

Most of us have substantial backgrounds in literature. With such backgrounds, we should be the last to deny the validity and usefulness of tradition, of the influence of one artist upon another, of the existence of “schools” of writing made up of people whose styles are similar because they draw upon similar techniques or similar subject matters or just interpretations of the nature of reality. These are not linear, objective matters that can be treated in the same way as the kind of information developed by the scientific method, but they are not chaotic, formless, and absolutely random either. Artists can learn from each other. Regardless of how innovative they may try to be, they do draw consciously and unconsciously upon an artistic tradition. Certainly if a contemporary writer produced poetry in heroic couplets and claimed that he had invented a new poetic form, which he found exciting and innovative, he would be taken as absurd and ignorant. Yet we are sometimes guilty of similar absurdities because we do not know the history of the pedagogical techniques in our field, and we have no tradition for checking that history before triumphantly announcing our discoveries. The editors of our journals seem to have no such tradition, either.

If we as teachers are to make any progress in the art of teaching, we must develop this sense of a pedagogical tradition, a bank of successful artistic experience upon which we can draw at need. Otherwise, not all of us will have the genius to invent the sonnet all over again, or whatever the pedagogical equivalent might be, and our students will be the poorer for it.

Most of us have had some experience with student government on college campuses. We have been alternately frustrated and amused by the tendency of student officers to regard themselves each year as the new brooms designated to sweep out all the old dust of the past and run student government the way it should really be run, for a change. The result too often is a complete lack of continuity that keeps student-government programs from accomplishing as much as their sometimes considerable resources would lead us to expect from them. We as teachers of composition have behaved in much the same way, trying to be new brooms every year or so, sweeping out experience that might have been of some value to us, changing direction and emphasis so often and so unsystematically that we finally are lost, wandering in circles. Probably the only really dependable feature of composition programs across the country, the one thing we can count on, is that students will resent having to take the courses, and faculty from other departments will complain that we don’t teach the students to write well enough. Everything else seems to be in an unending flux. Of course, it is not entirely. We have learned, we have made some progress, we are capable of moving. What we must do if we are to move at a rate commensurate with our numbers, our resources, and our abilities, is to break out of our erratic circles and begin some linear progress. As I have suggested, we can do this by learning both from scientists and from artists to build systematically on past experience and knowledge already acquired by others.

One device we may wish to develop to !elp us achieve responsible linearity is a eadily accessible, widely disseminated annual bibliography on teaching composition, perhaps in the pages of College Composition and Communication.

Both scientists and literary scholars use similar bibliographies as a means for keeping informed and for checking on what has already been done before offering articles for publication or undertaking research programs. Such a bibliography on teaching composition would serve much the same purpose. It would help us to avoid meaningless repetition. It should help us to move forward into genuinely new knowledge. I urge careful consideration for such a project.

Another possibility might be the commissioning of an annual review of “the state of the art,” written by a leading scholar and practitioner of college composition and communication. Many fields of science rely regularly and gratefully on such reviews.

Such careful building on the knowledge of others may do less for our soaring egos than will unrelated solos in a wild blue historical limbo, but it will do a great deal more for our students and for our own intellectual integrity. If we can accomplish this, or if we are willing to begin, at least, we can then take my title in its positive sense. We can say that we will learn from past successes and past mistakes, and building on that knowledge we can make a brand new world every morning that will be better than the one we had the night before.

I totally agree with this article.

Colorado State University
Fort Collins

Did you miss the 2011 CCCC Convention in Atlanta? Did you attend the Convention but run out of time to see all of the stellar sessions? If so, check out the first CCCC Virtual Conference, bringing you a “flavor of the 2011 CCCC Annual Convention” from the convenience of your desktop!

Over the course of a month following the 2011 CCCC Convention, CCCC will host five, 60-minute virtual sessions that were presented in Atlanta. With FREE registration, you not only have the opportunity to attend the live virtual events, you will also gain full access to the on-demand recordings of those events which you can revisit at any time and even share with your colleagues in your department. You will have the freedom to attend as many of the virtual events as you wish but still have access to all of them on-demand after each session.

Registration Information

Seats are limited for this event, REGISTER TODAY!

FREE Registration includes:

• Live access to all five, 60-minute virtual sessions
• On Demand recordings of each of the five sessions
• Added Bonus: Access to the recording of CCCC Chair Gwendolyn D. Pough’s Address from Atlanta
• Extended conversations and resource sharing in an eGroup within the CCCC Conneted Community for all registrants

Is your computer ready to particiate
in a virtual conference?

 

Conference Information: All Our Relations: Contested Space, Contested Knowledge

Session 1 Cancelled

Session 2 April 14 1 to 2 pm EDT

Session 3 April 19 12 to 1 pm EDT

Session 4 April 27 2 to 3 pm EDT

Session 5 April 29 1 to 2 pm EDT

Session 6 May 6 1 to 2 pm EDT

Session 2: Thursday, April 14, 2011 – 1 to 2 p.m. EDT

Communicating Tradition: Textual Politics in the Composition of Cherokee Stories of the Turtle Island Liars’ Club

Presenter: Christopher B. Teuton, University of Victoria
For the past several years Christopher Teuton has been collaborating on a book project with a group of esteemed Cherokee Nation and United Keetoowah Band elders and cultural traditionalists who call themselves the “Turtle Island Liars’ Club.” Now in the editorial stage and under advance contract with the University of North Carolina Press, Cherokee Stories of the Turtle Island Liars’ Club will represent the first volume of transcribed Western Cherokee oral traditional stories published in over forty years. This session explores how Cherokee Stories was constructed through multiple nodes and channels of communication—oral, graphic, digital, and visual. More than simply a collection of orally recorded stories, the back story of the composition of Cherokee Stories shows how the book emerged within a complex matrix of forms of communication and technologies working sometimes in concert, other times at odds with one another as the Liars’ Club expressed their ideas concerning Cherokee culture, tradition, and teachings. Today, when elders email and Facebook as well as tell stories around the fire, what are the textual politics of communicating tradition?

Session 3: Tuesday, April 19, 2011 – 12 to 1 p.m. EDT

A Future of Writing Studies

Presenter: Sid Dobrin, The University of Florida, Gainesville
This is a presentation about writing and writing theory, and how changes outside of the field require substantial changes within. Synthesizing diverse discussions of posthumanism, visual/rhetoric, design, materiality, and ecology, the speaker considers what a future of writing studies might look like, if it wants to remain relevant intellectually. In order to engender and encourage conversations of possibility and opportunity in the current, burgeoning, self-critical moment in composition studies, this presentation considers a significant shift in approaches to writing studies that challenges entrenched ideas and assumptions that have defined composition studies—assumptions like the autonomous (student) subject and the role of visuals (in) writing. Such challenges to and within contested disciplinary spaces create discomfort, of course, and part of that discomfort emerges in this presentation as challenges to the mythologies and the removal of the guarantors upon which composition studies has relied, such as the management of student identities. As this presentation argues, however, we must do so in order to map writing studies’ intellectual future beyond composition studies’ academic past.

Session 4: Wednesday, April 27, 2011 – 2 to 3 p.m. EDT

What to do with a Million Texts: Rhetoric, Composition and High Performance Computing

Presenter: Dean Rehberger, Michigan State University, East Lansing
Dean Rehberger is the Director of MATRIX: the Center for Humane Art, Letters, and Social Science Online and also Associate Professor of Writing, Rhetoric and American Cultures. His primary areas of research include: information design and architecture; digital libraries, museums and archives; Internet technologies in the classroom; and hybrid learning environments. He recently coedited the book, Virtual Decisions: Digital Simulations for Teaching Reasoning in the social Science and Humanities. An expert in user experience design, Dean oversees MATRIX’s multi-partner, multi-site projects in digital libraries, humanities and social science computing. He has helped to bring in over $16 million in grants for the digital humanities. He is a seasoned leader in implementing major humanities technology projects that involve collaboration among multiple institutions, both in the U.S .and internationally. Dean is faculty advisor to the MSU Usability and Accessibility Center and teaches humanities computing, and rhetorical theory and history. Dean was recently awarded a Digging into Data Challenge Competition (www.diggingintodata. org), funded NSF, NEH, JISC, SSHRC, and consists of an international, multidisciplinary team of researchers from the University of Illinois, National Center for Supercomputing Applications, Michigan State University, and the University of Sheffi eld. The challenge explores the ways we do qualitative research on large quantities of digital media. The digital humanities and high performance computing promise to open up new avenues of research and change the face of scholarship in the humanities. Dean will speak about these new paths and how scholars in rhetoric and composition can take a leading role and be agents of change in the humanities.

Session 5: Friday, April 29, 2011 – 1 to 2 p.m. EDT

Questioning Pedagogical Contested Space: A Chicana Perspective

Presenters: Dora Ramirez-Dhoore, Boise State University, ID
Patricia Trujillo, Northern New Mexico College, Espanola
Carol Brochin-Ceballos, University of Texas, El Paso
In paying respects to “all our relations,” this presentation directs our attention to how individuals listen to the rhetoric regarding racialized notions of how Ethnic Studies is brought into and taught in the classroom as a contested space. The story of the Chicana/o as a minority has been complicated with memories and lived realities of English-Only laws, propositions that break up families, rhetoric that dehumanizes (“illegal aliens”), and the list continues. This session focuses on a movement that has been part of “cultural pedagogy” referring to the idea that “education takes place in a variety of social sites including but not limited to school.” Cultural pedagogy acknowledges that “pedagogical sites are places where power is organized and deployed” (Steingberg and Kincheloe). This panel interrogates “contested knowledge” while remembering all our relations, by not forgetting the political and educational histories of students of color.

Dora Ramirez-Dhoore’s presentation “Difference is in the Voice: Listening to the “minor-ity” perspective in Academia” draws on the educational and thus political history of the Chicana/o student in the academy and how it affects their learning and success in the academy. She focuses on two of the texts that have been monitored by AZ House Bill 2281:  Rudy Acuña’s Occupied America and Paolo Freire’s Pedagogy of the Oppressed.  Patricia Trujillo’s “Writing/Righting/Riting Northern New Mexico: A Statement on Improving Writing at Northern New Mexico College” examines how faculty and students at Northern New Mexico College, a traditionally Hispanic and Native American serving institution, are co-creating a writing community around the concept of “academic rigor/cultural relevance,” in efforts to understand not only the grammar/ mechanics/ context of academic writing, but also how to understand the grammar/mechanics /context of the colonization that has shaped (is shaping) their literal community. Carol Brochin Ceballos’s presentation, “The Borderlands Literacy Project: (Re)Conceptualizing Literacy Practices in Transnational Spaces” uncovers the historical, cultural, and sociocritical literacy practices (Gutierrez, 2008) within the third space—in this case the geographical region of the US/Mexico borderlands and the spaces between official and unofficial literacies (Kirkland, 2009).  She documents a series of literacy events enacted with pre-service and practicing teachers at the University of Texas at El Paso (UTEP) that place at the center activities geared to uncover the role of both official and unofficial literacy practices and the ways in which these literacy practices are shaped by living within and across transnational communities.

Session 6: Friday, May 6, 2011 – 1 to 2 p.m. EDT

The State of Dual-Credit/Concurrent-Enrollment Writing Courses

Presenters: Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA
Christine Farris, Indiana University, Bloomington
Kelly Ritter, The University of North Carolina at Greensboro
Duane Roen, Arizona State University, Tempe
In this session, we will consider some recent scholarship on dual-credit/concurrent writing courses, especially the recent NCTE book, College Credit for Writing in High School: The “Taking Care of” Business, edited by Kristine Hansen and Christine R. Farris. The panelists, all members of the CCCC working group on dual-credit/concurrent enrollment writing courses, will also present data collected in a survey of CCCC, TYCA, and NCTE Secondary Section members. Panelists will also engage the audience in conversation about recent scholarship, the CCCC survey data, and audience members’ experiences with dual-credit/concurrent-enrollment writing courses. This panel’s aim is to provide a closer examination of how existing programs operate, as well as how they are evaluated and researched in order to help us take informed and responsible positions in this controversy.

Studies in Writing & Rhetoric (SWR) series. 176 pp. 2011. College. NCTE/CCCC and Southern Illinois University Press. ISBN 0-8093-3019-5.

Listen to the Podcast interview with author Mary Soliday and CCCC member Elaine Hays…

…and view a video, “Access to Learning,” from the author:

 

Purchase Everyday Genres from Southern Illinois University Press.

Author Information

Mary Soliday completed her PhD in British literature at the University of Illinois, Urbana-Champaign, where she directed the first university-wide writing center. She completed her dissertation on eighteenth-century fiction in 1990, and then taught at the City College of New York, City University of New York for 17 years. At City, Soliday directed the campus writing center and then the writing across the curriculum program. With Barbara Gleason, she wrote a FIPSE grant to develop a writing program that mainstreamed remedial students with freshmen. She also taught upper-level writing intensive courses in literature.

Soliday joined the faculty at San Francisco State in 2008, and began to direct a new writing across the curriculum / in the disciplines program while also teaching in the undergraduate writing and literature, and MA in Composition, programs in the Department of English. She has made, and maintains, a website for the SF State WAC program (http://wac.sfsu.edu)

Soliday is the author of The Politics of Remediation: Institutional and Student Need in Higher Education (University of Pittsburgh Press, 2002), which received the 2004 Outstanding Book Award from the College Conference on Composition & Communication; Everyday Genres: Writing Assignments Across the Disciplines (Studies in Writing & Rhetoric, Southern Illinois U P, 2011); and many articles in essay collections and journals such as College English and College Composition and Communication.  She is currently working with her composition colleagues on a study of how students transfer writing and reading skills across rhetorical situations.

Tags

Writing across the curriculum; WAC; writing in the disciplines; WID; genre theory; CUNY; writing fellows; faculty development

Studies in Writing & Rhetoric (SWR) series. 181 pp. 2009. College. NCTE/CCCC and Southern Illinois University Press. ISBN/ISSN: 978-0-8093-2931-1

Listen to the Podcast Interview with author James Ray Watkins Jr. and interviewer Lindsay Rose Russell:

Purchase A Taste for Language from Southern Illinois University Press.

Book Description

In A Taste for Language: Literacy, Class, and English Studies, James Ray Watkins Jr explores the value of college-level education in literature and language.  Using a blend of genres (biography, autobiography, history, manifesto), Watkins traces a family past in order to imagine a more democratic future for English studies, both within the academy and in America at large. Watkins’ opening analysis of the influence an English composition textbook had on his accountant father’s professional writing gives way, in chapters two and three, to a theorization of English studies as inculcation into language for both pragmatic and aesthetic ends.  As Watkins argues in chapter four, the late twentieth century has witnessed an internal imbalance within English such that pragmatic writing is both academically and institutionally undervalued and aesthetic writing is only implicitly understood as imparting crucial cultural competencies and skills.  In his fifth and final chapter, Watkins imagines a future for English that not only acknowledges American class differences but intercedes in them to advocate for the equal importance of pragmatic and aesthetic languages within student, instructor, and citizen communities.  Watkins insists that English studies is central to the professional and cultural worth of a twenty-first century college education.

Author Information

James Ray Watkins Jr. is an online educator working full time for the Art Institute of Pittsburgh. He also teaches for the Center for Talented Youth at Johns Hopkins University. His website, Writing in the Wild, includes a blog and resources for writers and teachers.

Reviews

Reviewed by Victor Villanueva in CCC 62.4 (June 2011)

Reviewed by Chanon Adsanatham in Teaching English in the Two-Year College 38.3 (March 2011).

 

Studies in Writing & Rhetoric (SWR) series. 192 pp. 2011. College. NCTE/CCCC and Southern Illinois University Press. ISBN 978-0-8093-3048-5.

Listen to the Podcast Interview with author Rebecca S. Nowacek and interviewer Angela Rounsaville:

Book Description

The question of how students transfer knowledge is an important one, as it addresses the larger issue of the educational experience. In Agents of Integration: Understanding Transfer as a Rhetorical Act, Rebecca S. Nowacek explores, through a series of case studies, the issue of transfer by asking what in an educational setting engages students to become “agents of integration”— individuals actively working to perceive, as well as to convey effectively to others, the connections they make.

Author Information

Rebecca S. Nowacek is a professor of English at Marquette University.

Purchase Agents of Integration from Southern Illinois University Press.

Hear more from our authors and learn about their work in the CCCC Studies in Writing & Rhetoric (SWR) Series.

 

Mara Holt, Collaborative Learning as Democratic Practice: A History

 

 

 

 

 

Sandra L. Tarabochia, Reframing the Relational A Pedagogical Ethic for Cross-Curricular Literacy Work

 

 

 

 

 

Leslie Seawright, Genre of Power: Police Report Writers and Readers in the Justice System

 

 

 

 

 

Kathleen Blake Yancey and Stephen J. McElroy, Assembling Composition

 

 

 

 

 

Ashley J. Holmes, Public Pedagogy in Composition Studies

 

 

 

 

 

Leigh Ann Jones, From Boys to Men: Rhetorics of Emergent American Masculinity

 

 

 

 

 

Tiffany Rousculp, Rhetoric of Respect: Recognizing Change at a Community Writing Center

 

 

 

 

 

Rhea Estelle Lathan, Freedom Writing:
African American Civil Rights Literacy Activism, 1955-1967

 

 

 

 

 

Rebecca S. Nowacek, Agents of Integration: Understanding Transfer as a Rhetorical Act

 

 

 

 

 

Mary Soliday, Everyday Genres: Writing Assignments across the Disciplines

 

 

 

 

 

Howard Tinberg and Jean-Paul Nadeau, The Community College Writer: Exceeding Expectations

 

 

 

 

 

James Ray Watkins Jr., A Taste for Language: Literacy, Class, and English Studies

 

 

 

 

 

Kelly Ritter, Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960

 

 

 

 

 

Tiffany Rousculp is founding director of the Salt Lake Community College Community Writing Center and author of the SWR Series book Rhetoric of Respect: Recognizing Change at a Community Writing Center.

In this conversation with C. C. Hendricks, Rousculp talks about the founding of the CWC, the impact that its locations have had on its staff’s work and on its clientele, the process of writing her book, and the importance of blurring boundaries between the world of higher education and the larger communities it inhabits. She also offers some advice for others interested in engaging in community literacy work. (30:31)

 

Conference on College Composition and Communication
January 2001, Revised November 2009, Reaffirmed November 2014, Revised May 2020

Part One: General Statement

The Conference on College Composition and Communication (CCCC) recognizes campuses around the world as fundamentally multilingual spaces, in which students and faculty bring to the acts of writing and communication a rich array of linguistic and cultural resources that enrich academic life and should be valued and supported. The aim of this document is to provide broad research-based guidelines for teachers and administrators to advocate for multilingual writers in all spaces of universities and colleges, including first-year writing, undergraduate and graduate courses across the curriculum, writing centers, and intensive English programs. The secondary aim of this statement is to promote social justice for all multilingual members of the academic community, students, faculty, and staff in order to make visible otherwise underutilized linguistic and literacy resources. This document is divided into sections detailing guidelines for writing classes, writing programs, teacher preparation, and teaching contexts as well as a selected bibliography of helpful resources.

In this document, we will use the term multilingual writers to describe students who often are institutionally categorized as English as a Second Language (ESL) learners. These students are also referred to by other terms such as English language learners (ELLs), second language (L2) writers, and limited English proficiency (LEP) learners. These terms point toward established fields of scholarship as well as a history of student support programs and pedagogical practices. We will use the term multilingual writers to acknowledge that for such writers English may be a second, third, fourth, or fifth language, as well as to acknowledge emerging scholarship about language use by these students.

Multilingual writers include international visa holders, refugees, permanent residents, and undocumented immigrants, as well as naturalized and native-born citizens of the United States and Canada. Many have grown up speaking languages other than English at home, in their communities, and in schools; others began to acquire English at a very young age and have used it alongside their native languages. Multilingual writers can have a wide range of literacies in their first languages, from being unable to read or write to having completed graduate degrees in that language. They learn and acquire English in various educational contexts, by employing various strategies, and to meet various global/local standards.

Colleges and universities, including technical colleges, two-year colleges, four-year institutions, and graduate programs, have actively sought to increase the diversity of their student populations through recruitment of international students and establishment of international branch campuses, even as domestic language minoritized populations have grown. Multilingual writers are and should be recognized as an integral part of writing courses and programs worldwide.

Multilingual writers may demonstrate different expectations for and understandings of discourse, because the nature and functions of discourse, audience, and rhetorical appeals often differ across national, linguistic, and educational contexts—for example, within academic writing, whether the main argument of an essay should appear at the beginning or end, or how sources should be used, are deeply rooted in specific cultural assumptions held by instructors and students. At the same time, however, other writers—especially graduate students—are already knowledgeable about the discourse and content of their respective disciplines. The process of acquiring academic literacies—including syntactic and lexical competence—in an additional language is a complex, recursive, lifelong process.

Historically, languages have been viewed as occupying separate spaces in the minds of multilinguals, so that language users actually “switch” between languages, using the resources from only one language at a time. We understand languages as integrated, so that multilingual writers have the ability to draw on their full linguistic repertoire for communication and meaning-making. We also recognize that language use takes place within material spaces, using diverse resources such as gestures, images, and physical objects. Even as writers develop their competence and confidence in English, they may (intentionally or unintentionally) employ features of multiple languages and literacies in their English writing as they begin to participate as members of their fields through upper-division and/or graduate courses, and beyond.

For these reasons, we urge writing teachers and writing program administrators to

• recognize and support multilingual writers’ practices of integrating their unique linguistic and cultural resources into writing both in classrooms and at the level of the writing program.
• recognize and take responsibility for the regular presence of multilingual students in writing classes, to understand their characteristics, and to develop instructional and administrative practices that are sensitive to their linguistic and cultural backgrounds.
• offer teacher preparation based on evidence-based scholarship and best practices for multilingual writers in the forms of graduate courses, faculty workshops, relevant conference travel, and, when possible, require such coursework or other similar preparation for instructors working with writers in a higher-education context.
• investigate issues surrounding multilingual writing and writers in the context of writing programs, including first-year writing programs, undergraduate and graduate, technical, creative, and theoretical writing courses, writing centers, and Writing Across the Curriculum programs, and make multilingual practices visible and central across these spaces.
• include cross-disciplinary perspectives on multilingual writers in developing theories, designing studies, analyzing data, and discussing implications of studies of writing.
• advocate for emotional and legal support for multilingual writers around issues such as immigration and discrimination, and challenge materials and pedagogical and programmatic practices that disadvantage multilingual writers.

In the following sections, we provide more detailed guidelines for writing and writing-intensive courses, for writing program administrators, and for teacher preparation and pedagogy.

Part Two: Guidelines for Writing and Writing-Intensive Courses

Class Size

Since working with multilingual writers often requires additional feedback and conference time with the instructor, enrollments in mainstream classes with a substantial number of multilingual writers should be reduced to a maximum of 20 students per class. In classes made up exclusively of multilingual writers, enrollments should be limited to a maximum of 15 students per class.

Writing Assignment Design

When designing assignments, instructors should avoid topics that require substantial background knowledge that is related to a specific culture or history that is not being covered by the course. Instructors should also be aware that topics such as sexuality, criticism of authority, political beliefs, personal experiences, and religious beliefs may be sensitive for students of different cultural and educational backgrounds. We encourage instructors to provide students with multiple options for successfully completing an assignment, such as by providing multiple prompts or allowing students to write in a variety of genres for completing the assignment. Instructors should provide clearly written assignments so that expectations are not left tacit. For more on assignment design, see the teacher preparation section.

Assessment

The evaluation of second language texts should take into consideration various aspects of writing (e.g., topic development, organization, grammar, word choice). Writing instructors should look for evidence of a text’s rhetorically effective features, rather than focus only on one or two of these features that stand out as problematic. To reduce the risk of evaluating students on the basis of their cultural knowledge rather than their writing proficiency, writing prompts for placement and exit exams should avoid cultural references that are not readily understood by people who come from various cultural backgrounds. When possible, instructors should provide students with a rubric that articulates assessment criteria. For best practices on responding to student writing, see the teacher preparation section.

The Committee on Second Language Writing supports the recommendations in the CCCC position statement on Writing Assessment. In particular, we endorse the ideas that best assessment practices use multiple measures, that writing ability should be assessed via “more than one piece of writing, in more than one genre, written on different occasions, for different audiences, and responded to and evaluated by multiple readers,” and that instructors should “respect language variety and diversity and [assess] writing on the basis of effectiveness for readers.”

Textual Borrowing

Textual ownership and the ownership of ideas are concepts that are culturally based and therefore not shared across cultures and educational systems. Further, “patchwriting,” defined by Rebecca Moore Howard as the copying of sections of texts, such as phrasings and sentence patterns, is a natural part of the process of learning to write in a second language. As with native English-speaking students, multilingual students may plagiarize when they panic about getting an assignment completed in time or doubt their ability to complete the assignment competently. Plagiarism is attributed to practices that range from the wholesale taking of an entire text to the improper use of citation conventions. To help second language writers avoid practices that violate institutional policies, all writing instructors, as well as disciplinary instructors and writing centers, should teach US expectations for textual borrowing and citation conventions. Instructors and administrators should not expect multilingual writers to perfectly execute these practices after a single lesson. We advocate that when suspecting a multilingual writer of plagiarism, instructors should take into consideration the student’s cultural background, level of experience with North American educational systems, and confidence level for writing in English.

Teacher Preparation

Any writing course, including basic writing, first-year composition, advanced writing, and professional writing, as well as any writing-intensive course that enrolls any second language writers should be taught by an instructor who is able to identify and is prepared to address the linguistic and cultural needs of second language writers.  This preparation may be offered through preparing future faculty programs, first-year composition programming for instructors, or faculty development programming offered through Writing Across the Curriculum programs, writing centers, ESL support services, or other campus initiatives. (More guidelines related to teacher preparation are provided in Part Four: Guidelines for Teacher Preparation and Preparedness.)

Resources for Teachers

Writing programs should provide resources for teachers working with second language writers, including textbooks and readers on the teaching of second language writing as well as reference materials such as dictionaries and grammar handbooks for language learners. Moreover, writing programs should encourage  — and offer incentives for — teachers to attend workshops on teaching second language writers that are presented at professional conferences such as CCCC, NCTE, and Teachers of English to Speakers of Other Languages (TESOL). Writing programs without experts in second language writing are encouraged to seek consultation from disciplinary experts.

Part Three: Guidelines for Writing Programs

First-Year Composition

Placement

Decisions regarding the placement of multilingual writers into first-year writing courses should be based on students’ writing proficiency rather than their race, native-language background, nationality, or immigration status. Placement decisions should also not be based solely on the scores from standardized tests of general language proficiency or of spoken language proficiency. Instead, wherever possible, scores from the direct assessment of students’ writing proficiency should be used, ideally with multiple writing samples. Writing programs should work toward making a wide variety of placement options available—including mainstreaming, basic writing, and second language writing as well as courses that systematically integrate native and nonnative speakers of English, such as cross-cultural composition courses.

Not all students self-identify as “ESL,” “multilingual,” or “second language” students. Some students may welcome the opportunity to enroll in a writing course designated for multilingual writers for the additional language support, while others may prefer to enroll in a mainstream first-year composition course. Due to these considerations, we advocate Directed Self-Placement (see Royer and Gilles; Saenkhum) using a combination of direct assessment of student writing and student choice. Writing programs should inform international and residential multilingual students of the advantages and disadvantages of each placement option so that students can make informed decisions.

Credit

Second language sections of first-year composition courses should be offered for credit that satisfies the college’s or university’s writing requirement. Second language writing courses that are prerequisite to required composition courses should be offered for credit that can be used toward satisfying the foreign-language requirement and should receive the same credit accorded other prerequisite composition courses.

Resources for Teachers

Writing programs should provide resources for teachers working with multilingual writers, including textbooks and readers on the teaching of second language writing as well as reference materials such as dictionaries and grammar handbooks for language learners. Moreover, writing programs should encourage—and offer incentives for—teachers to attend workshops on teaching second language writers that are presented at professional conferences sponsored by groups such as CCCC, NCTE, and Teachers of English to Speakers of Other Languages (TESOL). Writing programs without experts in second language writing are encouraged to seek consultation from disciplinary experts.

Staffing

In order to ensure that multilingual students receive high-quality instruction based on up-to-date developments in relevant disciplines (writing studies, TESOL, applied linguistics), it is important to prioritize, when possible, the hiring of tenure-track and tenured faculty. It is a common misperception that “native speakers” of English will necessarily be better teachers; in fact, teachers who are themselves multilingual can offer valuable insight into language learning and serve as models of successful users of English.

Writing Across the Curriculum/Writing in the Disciplines Programs

Beyond the composition requirements, writing instruction, at some institutions, is encouraged or required to further promote academic literacy and prepare students for disciplinary discourse within and beyond the academy. This includes professional writing courses, often taught in English departments. Therefore, the literacy support of multilingual writers needs to extend beyond the composition requirement as well.

Institutions requiring undergraduates to complete writing-intensive courses across the curriculum should offer faculty development in second language writing that should include information about second language writing development, information about second language populations at the institution, approaches for designing writing assignments that are culturally inclusive, and approaches for assessing writing that are ethical in relation to second language writing. When possible, institutions are encouraged to design resources that accommodate their writing students who have moved beyond the first-year writing program (e.g., a campus with a large number of multilingual writers taking technical writing courses may develop a separate section for multilingual writers taught by an individual with expertise in both fields). Institutions requiring a writing assessment as a graduation requirement should design this writing assessment so that it is fair and equitable for multilingual writers.

Writing Centers

Writing centers offer crucial resources to multilingual students in undergraduate and graduate levels. These students often visit the writing center to seek support in understanding writing assignments or developing a piece of writing, and to gauge reader response to their writing. They may also seek input on interpreting teacher feedback or assessment and learning more about nuances of the English language. Therefore, it is imperative that writing centers model and discuss effective approaches for working with multilingual writers in tutor training, make available reference materials specific to language learners such as dictionaries on idiomatic English, and hire tutors with specialized knowledge in second language writing. Writing centers that hire multilingual tutors will have someone who can provide second language writing students with firsthand writing strategies as well as empathy. Multilingual graduate writers can benefit from a writing center with a staff well versed in graduate-level literacy expectations and second language writing.

Support for Graduate Students

At institutions with graduate programs, various writing administrators (especially WAC directors), second language acquisition specialists, and/or other informed advocates of multilingual writers should work closely with graduate programs enrolling multilingual writers to create discipline-specific writing support, such as a graduate writing fellows program, English for Academic Purposes courses, or English for Specific Purposes courses. In these courses second language writing graduate students can learn to examine discipline-specific discourse, and they can compose texts that will help them fulfill program requirements and participate in professionalization opportunities, in addition to learning academic English literacy conventions.

Part Four: Guidelines for Teacher Preparation

The teaching of writing occurs in multiple contexts, from the type of course (basic writing, first-year composition, professional writing, WAC/WID, graduate writing, writing centers, and intensive English courses) to the media through which the course is taught (online classes, hybrid classes). As instructors prepare for these teaching contexts and student populations, they will need to consider some of the pedagogical assumptions that inform their practices.  Writing instructor preparation needs to expand instructors’ knowledge of writing issues in general, as well as how to specifically work with multilingual writers. Writing programs should encourage instructors to perceive their institutional roles as guides that will help all students develop their academic literacy by identifying the strengths and the issues that need the student’s attention. To this end, second language writing should be integrated throughout the professional preparation and development programs of all writing teachers, whether that be through a practicum experience, WAC workshops, ESL support services, writing center training, or other campus initiatives. If case studies are used as a methodology, for example, teachers in training might also conduct case studies with second language writers. If observation is used, teachers in training should consider observing both Native English speaking (NES) and nonnative English speaking (NNES) students. If student texts are shared for analysis, both NES and NNES texts should be used.

Teacher preparation should address the following topics:

Cultural Beliefs Related to Writing

Multilingual writers often come from contexts in which writing is shaped by linguistic and cultural features different from their NES peers. Beliefs related to individuality versus collectivity, ownership of text and ideas, student versus teacher roles, revision, structure, the meaning of different rhetorical moves, writer and reader responsibility, and the roles of research and inquiry all impact how student writers shape their texts. Teacher preparation should address the empirical research on these differences, although it is equally important for teachers to consider students’ individual experiences and avoid reducing students to stereotypes.

Assignments

Writing instructors should gain experience in reflecting on how writing assignments may tacitly include cultural assumptions or tacitly rely on knowledge of culturally specific information.  Writing instructors should also gain experience designing writing assignments with second language students in mind, considering topics that are culturally sensitive to multilingual writers and including directions easily understandable to multiple audiences. Discussions on assignment design might include scaffolding, creating benchmarks within larger projects, and incorporating additional resources such as the writing center. Discussions might also include reflections on students’ negotiations between composing in a home country language (including variations of English) and composing in academic English.

Building on Students’ Competencies

Teacher preparation programs should encourage instructors to identify strengths that multilingual writers bring to the classroom. Instructors should look for opportunities to use students’ current literacy practices as a foundation for teaching the expectations of academic literacy. For example, second language students who use digital technology to keep in touch with friends and family across national borders often demonstrate savvy rhetorical strategies, including the ability to communicate with others who write in other varieties of English. With the help of an instructor, multilingual writers can learn to bridge the strategies they use to communicate socially through digital media to the expectations of the academy.

Response to Student Writing

Teacher preparation should include discussion on how the prose second language writers produce can violate their aesthetic expectations for academic English. Instructors need to learn strategies for seeing and promoting the textual features that are rhetorically effective, and for prioritizing two or three mechanical or stylistic issues that individual multilingual writers should focus on throughout the duration of the course. Teacher preparation should include discussion on how response tools, such as rubrics and conferencing, might consider these differences.

Sustained Professional Development

Teacher preparation experiences are often held as meetings during an orientation, guest lectures by experts, faculty workshops, and graduate-level seminars. While there is value in single-experience situations (e.g., a guest lecture, a single workshop, or a single class dedicated to second language issues), instructors will be better prepared to work with multilingual students if issues of second language writing and writers are a consistent feature that is reinforced throughout their training in writing instruction, especially inservice training encouraged of all writing instructors.

Part Five: Considering L2 Writing Concerns in Local Contexts

The role English has assumed as the lingua franca of academic, business, political, and technical communication internationally has increased the demand for English instruction in global contexts. US colleges and their surrounding communities have grown considerably more diverse in recent years. Recent statistics (2017) collected by the US Census Bureau indicate that 21.3% of the US population speaks a language other than English at home. Writing programs should consider that students enrolled in US college composition courses—“ESL” or “mainstream”—as well as in writing and writing-intensive courses across the curriculum may vary in their linguistic backgrounds and their experiences with academic English. We recommend that writing programs develop a better awareness of the language experiences of their students, including understanding the evolution of English—its fluidity and its global variation (i.e., World Englishes).

Building Awareness of Local Multilingual Populations

We recommend that writing programs familiarize themselves with the multilingual populations surrounding their institutions. Doing so not only provides valuable insight into the language experiences of some students in their writing programs, but it also could identify large multilingual populations wishing to matriculate into the college/university. Information on local populations can be collected from the US Census Bureau’s website. Also, websites such as the National Center for Education Statistics provide data on the number of English language learners (ELLs) receiving special services in area high schools, some of whom might aspire to enter the university one day. Such information can be collected and disseminated on a centrally managed university website for the benefit of both instructors within the composition program and other university faculty.

Collecting Information on Language Use and Language Background

Further, writing programs should actively seek to determine the language use and language backgrounds of their students, particularly since many universities often do not collect such information from multilingual students who enter the university from US high schools. Yearly surveys conducted across the sections of first-year writing could provide writing programs with insight into the language needs of students in their courses. Further, posting the results of these surveys on a centrally managed website could help educate faculty across the university on the language needs and backgrounds of their students.

Encouraging Cross-Institutional Collaborations

For many resident second language students, the journey from secondary school to postsecondary is often met with awkward or inconsistent transitions (Harklau). Writing teachers and writing program administrators would benefit greatly from developing a better understanding of these students’ experiences prior to entering the college or university setting. One way to begin to learn about those experiences and to facilitate a more fluid journey across these educational contexts is to create more opportunities for cross-institutional collaborations with secondary schools and local secondary school teachers. Some possibilities for encouraging such collaborations might include bridge programs for local second language students, writing center outreach to local schools, and collaborations with English teacher education programs.

For more information, see the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs): https://ncte.org/statement/teaching-english-ells/.

Part Six: Selected Bibliography

Belcher, Diane, and Alan Hirvela, editors. Linking Literacies: Perspectives on L2 Reading-Writing Connections. University of Michigan Press, 2001.

Bloch, Joel. “Technology for Teaching English as a Second Language (ESL) Writing.” Teaching and Technology, 2018.

Bruce, Shanti, and Ben Rafoth, editors. ESL Writers: A Guide for Writing Center Tutors, 2nd ed., Boynton/Cook Heinemann, 2009.

Canagarajah, Suresh. “The Place of World Englishes in Composition: Pluralization Continued.” College Composition and Communication, vol. 57, no. 4, 2006, pp. 586–619.

Caplan, Nigel A. Grammar Choices for Graduate and Professional Writers. University of Michigan Press ELT, 2019.

Caplan, Nigel, and Ann Johns, editors. Changing Practices for the L2 Writing Classroom: Moving Beyond the Five-Paragraph Essay. University of Michigan Press, 2019.

Casanave, Christine Pearson. Controversies in Second Language Writing: Dilemmas and Decisions in Research and Instruction. 2nd ed., University of Michigan Press, 2017.

Cox, Michelle, Jay Jordan, Christina Ortmeier-Hooper, and Gwen Gray Schwartz, editors. Reinventing Identities in Second Language Writing. NCTE, 2010.

Crusan, Deborah. Assessment in the Second Language Writing Classroom. University of Michigan Press, 2010.

Ferris, Dana R. Teaching College Writing to Diverse Student Populations. University of Michigan Press, 2009.

—. Treatment of Error in Second Language Student Writing. University of Michigan Press, 2011.

Ferris, Dana R., and John Hedgcock. Teaching L2 Composition: Purpose, Process, and Practice. Routledge, 2013.

Harklau, Linda, Kay M. Losey, and Meryl Siegal, editors. Generation 1.5 Meets College Composition: Issues in the Teaching of Writing to U.S.-Educated Learners of ESL. Erlbaum, 1999.

Horner, Bruce, Min-Zhan Lu, and Paul Kei Matsuda, editors. Cross-Language Relations in Composition. Southern Illinois University Press, 2010.

Howard, Rebecca Moore. “Plagiarisms, Authorships, and the Academic Death Penalty.” College English, vol. 57, no. 7, 1995, pp. 708–36.

Hyland, Ken. Second Language Writing. 2nd ed., Cambridge University Press, 2019.

Hyland, Ken, and Fiona Hyland, editors. Feedback in Second Language Writing. Cambridge

University Press, 2019.

Journal of Second Language Writing. New York: Elsevier.

Lam, Wan Shun Eva. “L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet.” TESOL Quarterly, vol. 34, no. 3, 2000, pp. 457–82.

Laverick, Erin N. “A Late Adopter’s Chance to Take an ESL Program Multimodal.” Teaching/Writing: The Journal of Writing Teacher Education, vol. 3, no. 1, 2014, pp. 56–60.

Laverick, Erin N. “Weaving Multimodal Compositions into an ESL Curriculum.” Cultivating Visionary Leadership by Learning for Global Success, edited by Don Parlow and Mary Alice Trent, Cambridge Scholars Publishing, 2015, 80–8.

Lee, Jerry Won. “Beyond Translingual Writing.” College English, vol. 79, no. 2, 2016, pp. 174–195.

Leki, Ilona. Undergraduates in a Second Language: Challenges and Complexities of Academic Literacy Development. Erlbaum, 2007.

Leki, Ilona, Alister Cumming, and Tony Silva. A Synthesis of Research on Second Language Writing in English. Routledge, 2008.

Manchón, Rosa M., and Paul Kei Matsuda, editors. Handbook of Second and Foreign Language Writing. De Gruyter, 2016.

Matsuda, Paul Kei. “Basic Writing and Second Language Writers: Toward an Inclusive Definition.” Journal of Basic Writing, vol. 22, no. 2, 2003, pp. 67–89.

—. “Composition Studies and ESL Writing: A Disciplinary Division of Labor.” College Composition and Communication, vol. 50, no. 4, 1999, pp. 699–721.

—. “The Myth of Linguistic Homogeneity in U.S. College Composition.” College English, vol. 68, no. 6, 2006, pp. 637–51.

Matsuda, Paul Kei, Michelle Cox, Jay Jordan, and Christina Ortmeier-Hooper, editors. Second Language Writing in the Composition Classroom: A Critical Sourcebook. Bedford/St. Martin’s; NCTE, 2006.

Matsuda, Paul Kei, Maria Fruit, and Tamara Lee Burton Lamm, editors. “Bridging the Disciplinary Divide: Integrating a Second-Language Perspective into Writing Programs.” Spec. issue of WPA: Writing Program Administration, vol. 30, no. 1–2, 2006.

Matsuda, Paul Kei, Christina Ortmeier-Hooper and Xiaoye You, editors. The Politics of Second Language Writing: In Search of the Promised Land. Parlor Press, 2006.

Matsuda, Paul Kei, and Tony Silva, editors. Second Language Writing Research: Perspectives on the Process of Knowledge Construction. Erlbaum, 2005.

Matsuda, Paul Kei, Sarah Elizabeth Snyder, and Katherine Daily O’Meara, editors. Professionalizing Second Language Writing. Parlor Press, 2017.

Ortmeier-Hooper, Christina. “English May Be My Second Language, but I’m Not ‘ESL.’“ College Composition and Communication, vol. 59, no. 3, 2008, pp. 389–419.

Ortmeier-Hooper, Christina, and Todd Ruecker, editors. Linguistically Diverse Immigrant and Resident Writers: Transitions from High School to College. Routledge, 2016.

Pecorari, Diane. Teaching to Avoid Plagiarism: How to Promote Good Source Use. McGraw-Hill Education, 2013.

Raimes, Ann. Grammar Troublespots: A Guide for Student Writers. Cambridge University Press, 2004.

Roberge, Mark, Meryl Siegal, and Linda Harklau, editors. Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL. Routledge, 2009.

Robertson, Wayne, director. Writing Across Borders. Oregon State University, 2005. (For more information, go to http://wic.oregonstate.edu/writingacrossborders).

Royer, Daniel and Roger Gilles, editors. Directed Self-Placement: Principles and Practices. Hampton Press, 2003.

Saenkhum, Tanita. Decisions, Agency, and Advising: Key Issues in the Placement of Multilingual Writers into First-Year Composition Courses. Utah State University Press, 2016.

Severino, Carol. Tutoring Second Language Writers. Utah State University Press, 2016.

Shapiro, Shawna, Raichle Farrelly, and Mary Jane Curry, editors. Educating Refugee-Background Students: Critical Issues and Dynamic Contexts. Multilingual Matters, 2018.

Shin, Dongshin, and Tony Cimasko. “Multimodal Composition in a College ESL Class: New Tools, Traditional Norms.” Computers and Composition, vol. 28, 2008, pp. 376–95.

Silva, Tony, and Zhaozhe Wang, editors. Reconciling Translingualism and Second Language Writing. Routledge, forthcoming.

Swales, John M., and Christine B. Feak. Academic Writing for Graduate Students: Essential Tasks and Skills. Vol. 1. University of Michigan Press, 2004.

Tardy, Christine. Building Genre Knowledge. Parlor Press, 2009.

Trimbur, John. “The Dartmouth Conference and the Geohistory of the Native Speaker.” College English, vol. 71, no. 2, 2008, pp. 142–69.

Zamel, Vivian, and Ruth Spack, editors. Crossing the Curriculum: Multilingual Learners in College Classrooms. Erlbaum, 2003.

This position statement may be printed, copied, and disseminated without permission from NCTE.

The Conference on College Composition and Communication (CCCC) presents this position statement to provide guidelines for how best to prepare and support postsecondary instructors of writing throughout their careers. In producing this statement, CCCC envisions many audiences that may possess disparate interests, including undergraduate and graduate students; parents or guardians; high school instructors who facilitate Dual Credit and Concurrent Enrollment (DC/CE) courses; prospective and current postsecondary instructors of writing; writing program administrators; department chairs; college and university administrators; and municipal, state, and national legislators. With so many interested groups involved in or concerned about the preparation of those who teach postsecondary writing, there is a need for direction and clarity regarding what principles should inform the preparation and continued professional development of postsecondary writing instructors.

Read the full statement, CCCC Statement on Preparing Teachers of College Writing [November 2015 (replaces the 1982 CCCC “Position Statement on the Preparation and Professional Development of Teachers of Writing”)]