Category: Uncategorized

Nomination Deadline: November 1, 2024

Purpose: The Conference on College Composition and Communication (CCCC) seeks to recognize members of CCCC/NCTE who have consistently worked to improve the experiences of sexual and gender minorities within the organization and the profession.

Award Specifics: Nominations should include a letter of nomination, 3 to 5 letters of recommendation, and a full curriculum vita. Please send nominations to cccc@ncte.org by November 1, 2024.

Recipients of this award will be recognized and receive a plaque at a reception during the CCCC Annual Convention. The winner will be notified in January 2025.

Stonewall Service Award Winners

2024 Recipient

Mark McBeth
John Jay College of Criminal Justice & The Graduate Center/CUNY

2023
No award given.

2022
GPat Patterson

2021
William P. Banks

2020
No winner.

2019
Harry Denny

2018
No award given.

2017
Joseph R. Jones

2016
Martha Brenckle

2015
Garrett W. Nichols

2014
Qwo-Li Driskill

This award program, established in 2004, honors up to 20 writing programs a year. As a term, “programs” is intended to be capacious in its application and includes:

• A first-year writing program or a coherent configuration of first-year courses.
• A basic or developmental writing program.
• An ESL writing program.
• A configuration of writing instruction within an intensive-English program.  This instruction might be integrated into courses rather than appear in separate writing courses.
• A vertical sequence of courses—e.g., a concentration, a certificate, a minor, a major.
• A WAC or WID program.
• A writing program within a writing center.
• A writing program designed for a special group.

To be eligible for this award, programs must be able to demonstrate that:

i. The program imaginatively addresses the needs and opportunities of its students, instructors, institution, and locale.
ii. The program offers exemplary ongoing professional development for faculty of all ranks, including adjunct/contingent faculty.
iii. The program treats contingent faculty respectfully, humanely, and professionally.
iv. The program uses current best practices in the field.
v. The program administrator (chair, director, coordinator, etc.) has academic credentials in writing.
vi. The program uses effective, ongoing assessment.
vii. The program uses effective placement procedures.
viii. Class size is appropriate.
ix. The program models diversity and/or serves diverse communities.

In addition, programs may want to include other documentation showing that:

a. The program has conducted research that serves similar programs at other institutions.
b. The program exhibits coherence in terms of disciplinary expectations.
c. The program exhibits some distinctive feature(s) in the student and/or faculty experience. For instance, the program could have a strand, such as critical thinking or cultural awareness, that links courses. These links might appear within the context of learning communities.
d. The program effectively integrates theory and practice.
e. The program uses practices and materials that lead to desirable learning outcomes.
f. The program provides valuable and valued community service.
g. The program has established strategic alliances with campus units and/or initiatives (e.g., service learning, student retention).

Applications are due by August 31, 2024 (they must reach cccc@ncte.org by/on this date). To apply:

A. Anyone in the program or outside the program may submit a letter nominating the program or indicating that the program is preparing a full application for an award. The purpose of the letter is to establish contact with a CCCC staff member, who will assist the writing program staff as they prepare the full application. Of course, applicants are not required to seek such assistance as they prepare application packets. Please send a short nominating email to cccc@ncte.org, including the institution nominated and contact information for the person preparing the application.

B. The following is a list of items that the full application should include, limited to 30 total pages, including all attachments, appendices, and/or supplemental materials. Please send all materials, including the application and any supplemental items, to CCCC Writing Program Certificate of Excellence, cccc@ncte.org.

1. An introductory piece, which includes the following information: contact information, identified criteria from the aforementioned list, a list of materials submitted, a one-page abstract that could subsequently appear on the Website and perhaps in CCC.
2. A description of program demographics: size of the program, size of sections, number of full-time and part-time instructors, number of TAs.
3. A description of the principles underlying the program and the ways writing pedagogy grows out of those principles. Also in that document might be the history of various orientations toward writing at that institution and how the latest program (the one being considered for an award) grows out of or dramatically departs from the previous ones.
4. Sample syllabi, including course learning goals.
5. A description of in-house professional development for faculty and teaching assistants.
6. A description of the context for the program within the department, college, and/or institution.
7. DVDs, CDs, videos, or links to pages on the program’s Website that chronicle the program’s activities.
8. Demonstrated success and the measures used to determine success.
9. Direct evidence of innovation, as well as it implementation, institutionalization, and sustainability.
10. Evidence of effective operation.

CCCC will announce the award in CCC, on the Website, at the annual meeting, and on appropriate listservs. Winners will also be recognized at the annual Awards Session at CCCC. At that time, the program will be presented with a certificate. CCCC also will assist in sending a press release to the campus media office, to appropriate campus administrators, and to local newspapers.

For additional information, please contact the CCCC Liaison at cccc@ncte.org.

Congratulations to the 2023–2024 Recipients!

California Polytechnic University Humboldt, First Year Composition Program
The California Polytechnic University Humboldt, First Year Composition Program is notable because despite a clear lack of institutional support for the WPA and a lack of secure faculty positions within the program, Humboldt has created a writing program ecosystem of excellence. Specifically, it has an amazingly robust assessment program; uses best practices to support students in innovative ways; and has impressive professional development for instructors. We recommend that Humboldt do more to support the writing program administratively and that the institution work toward hiring more fulltime, tenure-line faculty to support the program. Without these two improvements, the director is at risk of burn out and the sustainability of the program is in question.

Salisbury University, Writing Program
The Salisbury University, Writing Program is notable for its application’s strength and demonstrates impressive work in creating equity throughout the program(s), specifically via pay; via accommodation and general accessibility policies; via support of faculty through childcare, instructional preparation, and overall; via the use of innovative solutions to support students despite legislative restrictions; and via the significant expansion of the university’s writing center services, outreach, and tutor preparation. Overall, we find that the program is highly responsive to the needs of students, TAs, and faculty and that the application clearly demonstrates excellence across criteria.

Texas Woman’s University, First-Year Composition Program
The Texas Woman’s University, First-Year Composition Program does impressive work in addressing a variety of concerns and programmatic challenges in ways that both support best practices and demonstrate access to success for students. Further, the program has done an excellent job of standardizing professional development and training instructors given the unequal levels of faculty preparation across ranks—opportunities for professional development are truly impressive. Overall, the committee was impressed with the sustainability of best practices put in place as well as with the excellent job the program does of removing barriers for students and negotiating legitimate workarounds for legislative barriers.

Writing Program Certificate of Excellence Winners

2023–2024

California Polytechnic University Humboldt, First Year Composition Program
Salisbury University, Writing Program
Texas Woman’s University, First-Year Composition Program

2022–2023

College of DuPage, Writing Studies Program
Fairfield University, Core Writing Program
Michigan State University, First-Year Writing Program
University of Central Florida, First-Year Composition Program
University of Colorado Colorado Springs, First-Year Rhetoric and Writing Program
University of Massachusetts Boston, Composition Program
University of Nevada, Reno, Core Writing Program
University of Texas at El Paso, First-Year Composition Program

2021–2022

Georgia Institute of Technology, Writing and Communication Program
Lehman College, CUNY, Writing Across the Curriculum Program
Massachusetts Institute of Technology, Writing, Rhetoric, and Professional Communication Program
Miami University, Howe Center for Writing Excellence
Moravian University, Writing at Moravian Program
North Central Texas College, First-Year Composition Textbook and Common Read Project
Rowan University, First-Year Writing Program
Salt Lake Community College, Writing Across the College Program

2020–2021

Syracuse University, Writing Across the Curriculum
Thomas Jefferson University, Writing Program
University of New Haven, Writing Across the Curriculum Program
University of Texas Rio Grande Valley, First Year Writing Program

2019–2020

University of Washington — Seattle, Expository Writing Program

2018–2019

Indiana University, Composition Program
National University of Singapore, Writing and Critical Thinking Programme, University Scholars Programme
Temple University, First Year Writing Program
Texas A&M University – Commerce, Writing Program

2017–2018

Dickinson College, Writing Program
George Washington University, Writing Program
University of Arizona, Writing Program
University of Maine, College Composition
University of North Carolina at Charlotte, University Writing Program
University of Oklahoma, First-Year Composition Program
University of Oklahoma, Writing Center
University of Pennsylvania, Critical Writing Program
Winston-Salem State University, Writing in the Majors Program

2016–2017

Boston University, College of Arts & Sciences (CAS) Writing Program
Salt Lake Community College, English Department
University of Maryland, Writing Programs: Academic Writing, Professional Writing, Writing Center
University of Wisconsin Colleges, Writing Program

2015–2016
Oakland University, Major in Writing and Rhetoric
Roger Williams University, Department of Writing Studies, Rhetoric, and Composition

2014–2015
Community College of Baltimore County, Developmental Writing Program
Illinois State University, Writing Program
Northeastern University, Writing Program
University of Alberta, Writing Studies 101: Exploring Writing

2013–2014
Montclair State University, Center for Writing Excellence
St. John’s University, University Writing Center & Writing Across the Curriculum Program
University of Colorado at Boulder, Program for Writing and Rhetoric
University of Wisconsin-Eau Claire, Blugold Seminar in Critical Reading and Writing
University of Wisconsin-Milwaukee, First-Year Writing Program

2012–2013
Emerson College, First-Year Writing Program
John Jay College of Criminal Justice, First-Year Composition Program
Oakland University, Department of Writing and Rhetoric
Pennsylvania State University, Rhetoric and Writing Program
University of California, Santa Barbara, Writing Program
University of Central Florida, First-Year Composition Program
University of Colorado, Boulder, McNeill Writing Program

2011–2012

Appalachian State University, Vertical Writing Curriculum
Montclair State University, First-Year Writing Program
St. Louis Community College, ESL Program
University of Illinois at Urbana-Champaign, Undergraduate Rhetoric Program
University of South Florida, First-Year Writing Composition Program
University of Tennessee, Knoxville, Writing Program
The University of Texas at El Paso, First-Year Composition

2010–2011

Binghamton University, State University of New York, First-Year Writing
University of Connecticut, University Writing Center
Wheaton College, Writing Across the Curriculum Program

2009–2010

Louisiana State University, Communication across the Curriculum Program

2008–2009 

North Carolina State University, First-Year Writing Program
University of Massachusetts Amherst, Writing Program
Washington State University, Writing Program

2007–2008

The University of Denver, Writing Program
University of Toronto Scarborough, Writing Centre

2006–2007

Ball State University, Writing Program
Michigan Technological University, Writing Center
Purdue University, Introductory Composition
Swarthmore College, Writing Associates Program
University of Toronto, Office of English Language and Writing Support

2005–2006

Duke University, University Writing Program
Eastern Michigan University, First-Year Writing Program
Marquette University, First-Year English Program

Winter 2005

Carleton College, Writing Program
The Ohio State University, First-Year Writing Program

Fall 2004

Central European University, Center for Academic Writing
Clemson University, The Advanced Writing Program
Michigan Technological University, Department of Humanities Writing Program
Michigan Technological University, Scientific and Technical Communication Program
Purdue University, Writing Lab
Rowan University, Department of Composition and Rhetoric
Saint Joseph College, Writing Portfolio Program
Salt Lake Community College, Community Writing Center
San Francisco State University, Technical and Professional Writing Program
University of Missouri, Campus Writing Program
University of Washington, Engineering Communication Program

Application Deadline: June 15

Purpose and Eligibility: Two $1,000 travel reimbursement awards are available to scholars living and working/studying in Mexico, Central, or South America who have papers accepted for presentation at the 2025 CCCC Convention in Baltimore, MD.

Award Specifics: To apply, simply submit a short statement describing your intention to attend the meeting and need for the funds (maximum 300 words—email to cccc@ncte.org no later than June 15, 2024).

Shortly after the proposal review process is finished, you will be notified if your request has been funded.

Other Considerations: In the event that the CCCC Annual Convention moves to an online-only event with no in-person component, recipients will receive a complimentary registration for the convention in lieu of any travel funds.

Email Questions

Marcuschi Travel Award Winners

2024
Not awarded

2023
Paula Carlino, Universidad de Buenos Aires, Argentina
Luciani Tenani, Universidade Estadual Paulista, São Paulo, Brazil

2022
Tatiana Galván de al Fuente, Universidad Autónoma de Baja California, Mexicali, Baja California, México
Saúl Gonzalez Medina, Universidad Autónoma de Baja California, Mexicali, Baja California, México 

2021
Not awarded

2020
Not awarded

2019
Not awarded

2018
René Agustín De los Santos, Universidad Autónoma de Mexico
Tatiana Galván de la Fuente, Universidad Autónoma de Baja California, México

2017
Lucía Natale, Universidad Nacional de General Sarmiento, Argentina

2016
Violeta Molina-Natera, Pontificia Universidad Javeriana Cali

2015
Natalia Ávila, Pontificia Universidad Católica de Chile
Diana Mónica Waigandt, Universidad Nacional de Entre Ríos

2014
Paula González-Álvarez, Pontificia Universidad Católica de Chile
Lina Marcela Trigos, University of Missouri–Columbia

2013
Not awarded

2012
Federico Navarro, University of Buenos Aires and University of General Sarmiento, Argentina
Désirée Motta Roth, Universidade Federal de Santa Maria, Brazil

Nomination Deadline: July 15

Purpose: The Research Impact Award is presented annually for the empirical research publication in the previous two years that most advances the mission of the organization or the needs of the profession.

Eligibility: A work eligible for the 2025 award will have been published in calendar year 2023 or 2024. To be eligible for the award, a nominee must be a member of CCCC and/or NCTE at the time of nomination. To nominate a publication for the award, the author, editor, publisher, or reader must be a CCCC and/or NCTE member.

Award Specifics: Nominations must be received by July 15, 2024, and must include a brief statement of the work’s contribution to the profession (Note: You do not need to send copies of the nominated publication with the nomination.). Please send the statement of the publication’s contribution to the CCCC Research Impact Award Committee at cccc@ncte.org.

Email Questions

Research Impact Award Winners

2024 Winner

Laura Gonzales, Designing Multilingual Experiences in Technical Communication, Utah State University Press, 2022

2024 Honorable Mention

Jacob Greene, Composing Place: Digital Rhetorics for a Mobile World, Utah State University Press, 2023

2023
Qianqian Zhang-Wu, Languaging Myths and Realities: Journeys of Chinese International Students

2023 Honorable Mention
Claire Lutkewitte, Juliette C. Kitchens, and Molly J. Scanlon, Stories of Becoming: Demystifying the Professoriate for Graduate Students in Composition and Rhetoric

2022
Huatong Sun, Global Social Media Design: Bridging Differences Across Cultures, Oxford University Press, 2020

2021
Nancy Bou Ayash, Toward Translingual Realities in Composition: (Re)Working Local Language Representations and Practices, Utah State University Press, 2019

Michelle LaFrance, Institutional Ethnography: A Theory of Practice for Writing Studies Researchers, Utah State University Press, 2019

2020
Meredith A. Johnson, W. Michele Simmons, and Patricia Sullivan, Lean Technical Communication: Toward Sustainable Program Innovation, Routledge

2019
Derek N. Mueller, Network Sense: Methods for Visualizing a Discipline, WAC Clearinghouse Press

2018
Xiaoye You, Cosmopolitan English and Transliteracy, Southern Illinois University Press

2017
Jim Ridolfo, Digital Samaritans: Rhetorical Delivery and Engagement in the Digital Humanities, University of Michigan Press

2016
Laurie E. Gries, Still Life with Rhetoric: A New Materialist Approach for Visual Rhetorics

2015
Kathleen Blake Yancey, Liane Robertson, and Kara Taczak, Writing across Contexts: Transfer, Composition, and Sites of Writing

2014
Laura Wilder, Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines

2013
Patrick W. Berry, Gail E. Hawisher, and Cynthia L. Selfe, Transnational Literate Lives in Digital Times

2012
Christopher Schroeder, Diverse by Design: Literacy Education in Multicultural Institutions

Application Deadline: October 10

Purpose: CCCC presents six awards designed to support scholarship dedicated to improving knowledge about the intersections of disability with composition and rhetoric, the value of disability as a source of diversity, inclusive practices and the promotion of access, and the value of disability as a critical lens. These awards encourage new scholars who investigate issues relating to disability and to the field of composition and rhetoric to present their work at the conference; we hope to recognize the efforts of individuals dedicated to improving the experiences of people with disabilities in the field, and we believe it is important to support scholars with disabilities to travel to share their work.

Eligibility: CCCC offers up to three travel awards for graduate students and three travel awards for faculty and staff members. The awards are to be used for travel assistance, based on review of accepted CCCC Annual Convention program proposals. The awards will go to the eligible scholars whose convention program proposals are determined to have the greatest potential to further the goals laid out in the CCCC Position Statement on Disability Studies in Composition.

The CCCC Disability in College and Composition Travel Award is committed to investing in our organization’s members by rewarding and supporting nontraditional researchers, especially:

• researchers who have not had the opportunity to engage in funded research and
• researchers who have little to no support for research within their institutions.

Award Criteria: The Awards Selection Committee invites a range of in-progress scholarship, teaching, service, and/or activism in line with critical disability studies. Submissions will be assessed on whether the proposal meet at least one of the following criteria:

• Exigence: contributes critically to a current issue in writing studies and/or disability studies, including but not limited to classroom spaces, disability resource centers, disability cultural centers, or other online/hybrid/in-person spaces used by disabled bodyminds
• Theory: references, extends, or complicates a disability framework within writing studies; sharpens concepts or models presently engaged in disability and writing
• Research: employs or develops disability studies methodology and/or crip research methods; identifies a research void at the intersection of disability and writing
• Pedagogy: engages accessible pedagogy, relating specific classroom practices to theoretical frameworks in a manner prioritizing the presence of disability in writing studies while allowing for replicable practices across instructional modalities
• Community: presents ideas or frameworks for building cross-disability community, expanding access to professional conversations and spaces, and/or engaging in disability advocacy and activism

Award Specifics: Self-nominations are invited. Self-nominees must submit a copy of their accepted CCCC convention program proposal and are invited to add an additional 500 words of justification in support of their self-nomination. To nominate an individual, nominators are invited to write up to 500 words of justification in support of the nominee; the nominee will then be asked to provide a copy of their accepted CCCC convention program proposal. Both self-nominations and nominations must include the full contact details of the nominee. Nominations should directly address the nominee’s efforts to further the previously mentioned goals laid out in the CCCC Policy on Disability. Nominations are due by October 10, 2024, and should be emailed as a single PDF attachment to cccc@ncte.org.

Clear preference will be given to first-time conference attendees and/or untenured faculty.

Determinations will be made by early December.

The travel awards will be in the amount of $750. Award recipients will receive their award at a reception during the annual convention, and will have these awards officially recognized in publications and announcements.

Other Considerations: In the event that the CCCC Annual Convention moves to an online-only event with no in-person component, recipients will receive a complimentary registration for the convention in lieu of any travel funds.

Disability in College Composition Travel Awards Winners

2024

 

Jennifer Baker, University of Washington, Seattle

Janelle Capwell Giles, University of Arizona

Kathleen Dillion, University of Nebraska-Lincoln

Abygail Gutierrez, University of Washington

Jack Wolfram, University of Washington-Seattle 

 

2023
Ashley Barry, University of New Hampshire
Lesley Owens, University of Illinois at Urbana-Champaign
Devon Pham, University of Pittsburgh
Kerri Rinaldi, Old Dominion University
Rebecca Spiegel, Drexel University

2022
Kari Hanlin, Bowling Green State University
Millie Hizer, Indiana University, Bloomington
Rachel Kurasz, Northern Illinois University, DeKalb
Sherrel D. McLafferty, Bowling Green State University
Rachel Roy, University of New Hampshire, Durham

2021
Kristin Bennett, Arizona State University
Elena Kalodner-Martin, University of Massachusetts Amherst
Alex Sibo, Penn State University

2020
Anna Barritt, University of Oklahoma, Norman
Brielle Campos, Middle Tennesee State University, Murfreesboro
Adam Hubrig, University of Nebraska-Lincoln
Jessie Male, Ohio State University, Columbus
Ruth Osorio, Old Dominion University, Norfolk
Neil Simpkins, University of Washington-Bothell

2019
Mary De Nora, Texas Tech University, Lubbock
Rachel Donegan, Middle Tennessee State University, Murfreesboro
Rachel Herzl-Betz, Nevada State College, Henderson
Cody A. Jackson, Texas Christian University, Fort Worth
Caitlin Ray, University of Louisville, KY
Anne-Marie Womack, Tulane University, New Orleans, LA

2018
Dev K. Bose, University of Arizona, Tucson
Meg Carlson, University of Michigan, Ann Arbor
Mary Glavan, University of Southern California, Los Angeles
Ai Binh Ho, University of Michigan, Ann Arbor
Heather Lang, Susquehanna University, Selinsgrove, PA
Kelin Loe, University of Massachusetts Amherst

2017
Ellen Birdwell, Alvin Community College, TX
Janine Butler, East Carolina University, Greenville, NC
Rachel Donegan, Middle Tennessee State University, Murfreesboro
Hailee Yoshizaki Gibbons, University of Illinois at Chicago
Denise Y. Hill, Arizona State University, Tempe
Margaret Anne Moore, Fairfield University, CT

2016
Amanda Athon, Governors State University
Dev Bose, University of Arizona
Heather Lang, Florida State University
Andrew Lucchesi, The Graduate Center, CUNY
Lauren Terbrock, University of Missouri-St. Louis
Melanie Yergeau, University of Michigan-Ann Arbor

2015
Elisabeth Hassler, Humboldt State University
Allison H. Hitt, Syracuse University
Laura Kolaczkowski, University of Dayton
Katharine G. Monger, University of Wisconsin-Milwaukee
Lauren Obermark, University of Missouri-St. Louis
Tara K. Wood, Rockford University

Nomination Deadline: August 1

Purpose: The Conference on College Composition and Communication (CCCC) Lavender Rhetorics Award is presented annually to four works (one book, one article or book chapter, one dissertation, and one nontraditional scholarly text) published within the past two years that best make queer interventions into the study of composition and rhetoric. Works should rise to a high level of excellence in their originality, the significance of their pedagogical or theoretical contributions to the field, their affective impact, and their existing or potential influence.

Eligibility: For the 2025 awards, works must have been published/conferred in calendar year 2023 or 2024. To be eligible for an award, both the author of the work and the individual making the nomination must be members of CCCC and/or NCTE at the time of nomination.

Award Criteria: The Selection Committee will consider the nature of the problem(s) addressed, the contribution’s timeliness, how effectively the work utilizes research or scholarship to fill voids in our existing knowledge, how well the work demonstrates potential for application (pedagogically or in other contexts), affective impact, and what promise the work holds for future exploration and investigation.

Award Specifics: Self-nominations are accepted and encouraged. Nominations must be received by August 1, 2024. Please submit the following items to cccc@ncte.org:

• Book Award: A one-page statement of the work’s contribution to queer scholarship in rhetoric and composition studies. (Note: It is not necessary to send copies of the nominated book.) In the case that an edited collection is selected, editors and contributors will receive the award equally.
• Article or Book Chapter Award: A one-page statement of the work’s contribution to queer scholarship in rhetoric and composition studies as well as an electronic copy of the article. Nominators may, if they choose, put forward an entire special issue. In the case that the special issue is selected, editors and contributors will receive the award equally.
• Dissertation Award: A one-page statement of the work’s contribution to queer scholarship in rhetoric and composition studies as well as an electronic copy of the dissertation.
• Nontraditional Scholarship Award: A one-page statement of the work’s contribution to queer scholarship in rhetoric and composition studies with specific attention to the ways the nominated text breaks with traditional scholarly presentation of ideas as well as a link to or electronic copy of the text.

Individuals may only win one award per year and no more than one award in a two-year period.

Any unanticipated cases facing the awards committee that make selection difficult will be resolved by members of that committee with a rationale provided to the Queer Caucus Co-chairs and CCCC Chair.

Recipients of these awards will be recognized and receive a plaque or, in the case of special issues or edited collections, a certificate at a reception during the CCCC Annual Convention. Winners will be notified in January.

Lavender Rhetorics Award Winners

2024 Winners

Book: J. Logan Smilges, Queer Silence: On Disability and Rhetorical Absence, University of Minnesota Press, 2022

and

Book: Stephanie West-Puckett, Nicole I. Caswell, and William P. Banks, Failing Sideways: Queer Possibilities for Writing Assessment, Utah State University Press, 2023

 

Book Chapter: Tommy Mayberry, “Teaching Can Be a Real Drag (Show); Or, Move over, Sage! That Stage Is Mine”, Visual Pedagogies: Concepts, Cases and Practices, 2022

Dissertation: Ruby Mendoza, “A Rhetorical, Decolonial, and Cultural Critique on Cistematic Academic Scholarly Practices: Mobilizing Queer and Trans* Formative BIPOC Resistance for Institutional Critique”

 

2023

Article: GPat Patterson, “Loving Students in the Time of Covid: a Dispatch from LGBT Studies,” Journal of Liberal Arts, Thammasat University, 2022
Article Honorable Mention: Timothy Oleksiak, “Composing Consent as a Response to the Challenge of Openness,” College English, 2022
Book: Travis Webster, Queerly Centered: LGBTQA Writing Center Directors Navigate the Workplace, Utah State University Press, 2021
Dissertation: Wilfredo Flores, “Toward a Virulent Community Literacy: Constellating the Science, Technology, and Medicine of Queer Sexual Health”
Nontraditional Scholarly Text Award: Jonathan Alexander, Creep Trilogy, WRITING SEX, and Stroke Book: The Diary of a Blindspot

2022
Article: James Joshua Coleman, “Restorying With the Ancestors: Historically Rooted Speculative Composing Practices and Alternative Rhetorics of Queer Futurity,” Written Communication, 2021
Dissertation: Danielle Bacibianco (former Bacigalupo), “Queerstory of Recovery: Literacy and Survival in A.A”
Nontraditional Scholarly Text Award: Jacqueline Rhodes, “Once a Fury,” Morrigan House, 2020

2021
Article: Seth E. Davis, “Shade: Literacy Narratives at Black Pride,” Literacy in Composition Studies, 2019
Book: Ian Barnard, Sex Panic Rhetorics, Queer Interventions, University of Alabama Press, 2020
Dissertation: Gavin P. Johnson, “Queer Possibilities in Digital Media Composing”

2020
Article: Johnathan Smilges, “White Squares to Black Boxes: Grindr, Queerness, Rhetorical Silence,” Rhetoric Review, 2019
Book: William P. Banks, Matthew B. Cox, and Caroline Dadas, Re/Orienting Writing Studies: Queer Methods, Queer Projects, Utah State University Press, 2019
Dissertation: Josie Rush, “Just Between Us Girls: Discursive Spaces from America’s First Gay Magazine to the World’s Last Website for Queer Women, 1947–2019”

2019
Article: Joyce Olewski Inman, “Breaking out of the Basic Writing Closet: Queering the Thirdspace of Composition.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2018.
Book: Melanie Yergeau, Authoring Autism: Authoring Autism: On Rhetoric and Neurological Queerness. Duke University Press, 2017.
Dissertation: Seth E. Davis, “Fierce: Black Queer Literacies of Survival”

2018
Article: Collin Craig, “Courting the Abject: A Taxonomy of Black Queer Rhetoric.” College English, 2017.
Book: Eric Darnell Pritchard. Fashioning Lives: Black Queers and the Politics of Literacy. Southern Illinois University Press, 2016.
Dissertation: Stephanie West-Puckett, “Materializing Makerspaces: Queerly Composing Space, Time, and (What) Matters”

2018 Book Award Honorable Mention
Qwo-Li Driskill. Asegi Stories: Cherokee Queer and Two-Spirit Memory. The University of Arizona Press, 2016.

2017
Article: Jean Bessette, “Queer Rhetoric in Situ.” Rhetoric Review, 2016.
Book: Jonathan Alexander and Jacqueline Rhodes. Sexual Rhetorics: Methods, Identities, Publics. Routledge, 2016.
Dissertation: Jon M. Wargo, “Connective Compositions and Sitings of Selves: Elastic Literacies, Queer Rhetorics, and the Online/Offline Politics of LGBT Youth Writing”

2016
Book: Jacqueline Rhodes and Jonathan Alexander. Techne: Queer Meditations on Writing the Self. Computers and Composition Digital Press/Utah State University Press, 2015.
Dissertation: Kathleen Livingston, “The Queer Art & Rhetoric of Consent: Theories, Practices, Pedagogies”

2015
Article: R. Joseph Rodriguez, “There Are Many Rooms.” Pennsylvania Literary Journal 6(1), Spring 2014.
Book: Serkan Gorkemli. Grassroots Literacies: Lesbian and Gay Activism and the Internet in Turkey. Albany, NY: State University of New York Press, 2014.
Dissertation: Garrett Wedekind Nichols, “Rural Drag: Settler Colonialism and the Queer Rhetorics of Rurality”

2014
Article: Eric Darnell Pritchard, “For Queer Kids Who Committed Suicide, Our Outrage Isn’t Enough: Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety.” Harvard Educational Review, 2013, 83:2, 320-345.
Dissertation: G Patterson, “Doing Justice: Addressing the LGBTQ-Religious Junction in English Studies”