Category: Uncategorized

The CCCC 2023 Workshops below will be held on Wednesday, February 15, and Saturday, February 18, 2023, at the following times:

Wednesday, February 15:

• All-Day Workshops: 9:00 a.m.–5:00 p.m. ($40)
• Morning Workshops: 9:00 a.m.–12:30 p.m. ($20)
• Afternoon Workshops: 1:30–5:00 p.m. ($20)

Saturday, February 18:

• Afternoon Workshops: 2:00-5:00 p.m. ($0)

You can add any of these workshops to your CCCC 2023 during the registration process. Please note that workshops will be in person only.

Wednesday, February 15, 2023

All-Day Workshops, 9:00 a.m.–5:00 p.m. ($40)

W.01 Troubling “Presence”: (Re)Making, Thinking, Doing Coalition
To trouble the concept of coalition—“the barriers, affordances, assumptions, and possibilities”—this full-day workshop centers the concept of presence and doing/making in relation to coalition. Featured speakers, leaders from CCCC Caucuses, makers, and participants will critically reflect on how presence acts as a prism for understanding difference with an emphasis on transmemoration and emotion.

W.02 Mining Ubuntu: Reconstituting Community to Foster Healing & Growth in Veterans Studies Ten Years On
Join us as we (re)assemble/renew connections, welcome scholars of all levels, and seek to support the success of the 3 million+ military affiliated students now enrolled in higher education. This workshop, via a new scholars panel, an international keynote message, and focused discussions, examines the intersections of veterans studies, composition, pedagogical innovations, and best practices.

W.03 Sharing Space as Professionals and Colleagues: Making Zines for Ethical Engagement at CCCC
In intercultural spaces, coexisting in ethical ways means engaging in self-reflective and proactive labor to share space thoughtfully and be in community with people like and not like you. In this zine-making workshop, we will share strategies for navigating professional spaces and develop guidelines for ethical engagement at Cs through creating zines to share with the larger Cs community.

W.04 Community-Centered Approaches to Accessible Pedagogy: Teachers and Learners Come Together to Design an Inclusive Classroom
This workshop focuses on ways to integrate accessibility in composition and TPC courses using participatory design principles. Organized in three modules, participants will explore working with LMS restrictions and options; integrating student-generated accessible writing in curriculum; and conducting reflexive accessibility evaluation. Additionally, participants will leave with a digital drive.

W.05 “With Our Hearts in Our Hands and Our Hands in the Soil”: Food Justice and Community Writing in Theory and Practice
This workshop proposes food justice as a focus for community writing projects that enact hope via material and culture work. After an overview of food justice scholarship, facilitators will describe several diverse community-engaged writing projects. Then, participants will work with facilitators to develop and refine projects that support food justice in their own communities.

W.06 Doing Hope through International Writing Research
Through a full-day series of discussions, 16 international colleagues and workshop registrants meet to engage in the discipline of writing research and development within an inclusive international framework. Participants choose among each others’ texts to read in advance and to discuss in small groups during the workshop, enabling deep, sustained international exchange.

Morning Workshops, 9:00 a.m.–12:30 p.m. ($20)

MW.01 Listening to Enhance Soundwriting
Join us in an experience of listening to enrich how we understand, create, and teach sonic texts. We’ll leave the Convention Center to listen to Chicago’s soundscapes and later immerse ourselves in the crafted sounds of a podcast episode. You’ll gain insight into the power of listening and leave the workshop with ideas about how listening can help you and your students become stronger soundwriters.

MW.02 Purposeful Practices of Hope: Critical Emotional Studies and Writing Instruction
Calls for affective practices inspiring and enacting hope are vital as we negotiate agency, social justice, and well-being in a world shaped by neoliberal values and imbued with racism and sexism. In a series of interactive mini-workshops, teacher/scholars draw on peace, empathy, leadership, and Buddhist studies to share strategies that foster hope, equity, and well-being in the academy and beyond.

MW.03 Using Place to Enhance Writing Pedagogy
This workshop explores ways that place connects college student writing to lived experiences and complex social environments. Building from the case of Appalachia, it offers opportunities for participants from any geographical background to consider how they can help students write to intervene in spatial identity making.

MW.04 Hope, Rethreaded: Strengthening Prison-based Literacies through Community Partnership
Sponsored by the Prison Literacies and Pedagogy SIG, the workshop hosts a panel discussion from Chicago literacy and prisoner reentry groups, then convenes breakout groups for sharing teaching resources, strategies for collaboration across disciplines and professions, and space to examine both relationality and terms of access.

MW.05 Council on Basic Writing
The Council on Basic Writing offers an annual morning workshop for teachers and scholars of Basic Writing. This year, CBW will be revisiting the politics of assessment by examining the history, theory, and practices of ungrading in the “post-pandemic” college/university. Workshop participants will work with facilitators to design their own grading contracts for Basic Writing.

MW.06 Doing Hope for Native Americans in the Academy: Recruiting and Retaining Indigenous Students and Faculty
This workshop surveys the history of Native education; shares first-hand stories and advice about Native faculty and student retention and recruitment; helps participants map their relationship to Indian Country on their home campus; provides hands-on learning and strategies for incorporating Indigenous best practices; and models effective and appropriate recruitment and interviewing practices.

MW.07 Archiving for Life: Anticipating Histories to Preserve the Past and Craft Hopeful Futures
This workshop engages the diverse, intergenerational nature of archiving in rhetoric/composition, inviting participants to try various archival roles. How do we identify artifacts as “meaningful” and sources that can “tell” histories from multiple perspectives? How can we collaborate to co-create richer panhistorigraphic pasts, presents, and futures for all writing teachers, scholars, and WPAs?

MW.08 Never Enough Time: Staying Current by Indexing for CompPile
The official CompPile workshop guides participants through indexing and other strategies for diversifying and sustaining CompPile. Participants learn how to use CompPile as a resource, how to index, and help us at CompPile to build a more sustainable and diverse open-access database for composition and rhetoric scholarship.

MW.09 Developing Hopeful and Labor-Conscious Strategic Plans for the Writing Center
Three writing center directors from different types of institutions first share models for developing strategic plans for writing centers that account for everyday, disciplinary, and emotional labor (Caswell et al., 2016). Facilitators will then provide space and support for participants to create, revise, or strengthen their own hopeful and labor-conscious strategic plans.

Afternoon Workshops, 1:30–5:00 p.m. ($20)

AW.01 Hybrid Teaching and Learning: Workshop Sponsored by the Online Writing Instruction Standing Group
This workshop focuses on hybrid learning with emphasis on course design, professional development, and cultivating institutional support.

AW.02 Practicing Hope through Relational Listening as Professors and Administrators
This workshop aims to provide space for thinking about and practicing hope in the form of developing listening practice as professors and administrators. We will invite participants to consider the many ways we can enact more effective cross-cultural listening in our teaching, administrative, research, and service work.

AW.03 Where Do We Go Now? Doing Hope, Healing, and Recovery through Writing Assessment Designs
Punitive assessments damage students’ and teachers’ attachments to learning. This reflective, hands-on workshop presents social justice and ethics of care frameworks for writing assessment, and participants will leave with an expanded inventory of possibilities and critical questions for assessment designs for their local contexts that focus on hope, social justice, healing, and recovery.

AW.04 Demystifying the Dissertation: A Critical Conversation with Graduate Students and Advisors
We invite graduate students and advisors across institutions to critically examine the dissertation genre as an access point into the field. This workshop demystifies the dissertation genre by asking participants to collaboratively map its tensions across stakeholders; analyze a variety of examples; and negotiate possible innovations for current dissertation projects (as writers or advisors).

AW.05 Next Gen Reimagining Leadership Workshop: Institutional Change through Teaching, Administration, and Professionalism
Considering the ongoing impact of the pandemic, participants (graduate students and early career faculty) and facilitators will reflect on our own values and goals as leaders in our current and future positions, make sense of the major professional challenges we are facing, strategize responses to those challenges, and reimagine just and equitable futures in our contexts.

AW.06 The Labor of ePortfolios: Demanding Equitable and Ethical Practices
The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL)’s Digital Ethics and ePortfolios Task Force developed ten principles promoting ethical ePortfolio practices. In this workshop, facilitators invite participants to use the principles as a heuristic for demanding institutional action and support for ethical labor practices and relationships in ePortfolio practice.

AW.07 Instilling Hope, Empathy, and Self-Love: Compassionate Pedagogy for First-Year Composition, Literature, and STEM Writing Classrooms
Participants will engage in activities aimed at promoting compassionate pedagogy in the literature, first-year composition, as well as STEM writing classrooms. They will acquire classroom activities, lessons, and an understanding of how they can modify their current classroom practices and syllabi to promote a more compassionate pedagogy that is inclusive and affirming for their students.

AW.11 Working with Undergraduate Researchers: Developing Inclusive Projects and Mentoring
A working session sponsored by the Undergraduate Research Standing Group in which participants will collaborate with each other and facilitators to move from goals to action plans for taking next steps in mentoring undergrad researchers. We are especially interested in working with new, aspirational, or less experienced mentors, and will tailor the workshop to participants’ specific project goals.

Saturday, February 18, 2023

Afternoon Workshops, 2:00–5:00 p.m. ($0)

SW.01 Building Student Resilience in Writing Courses
This interactive workshop offers participants the opportunity to learn from faculty and student presenters as we discuss, share, and reflect on activities and strategies that cultivate resilience through teaching practices and course design in writing courses.

SW.02 Circulating Stories: A Workswap and Ideas Exchange
An opportunity for conferencegoers to exchange stories and related expertise, to acknowledge and celebrate storywork as a vital activity and sustaining means of expression within our field. We invite colleagues with diverse relationships and approaches to storying to come together, to recognize the many experiences, traditions, histories, methodologies, and approaches to story.

SW.04 Community Writing Mentorship Workshop
Sponsored by the Coalition for Community Writing, this workshop offers mentoring and feedback to attendees at any level of experience with community-based writing research, scholarship, organizing, and teaching. Led by a diverse group of prominent scholars with deep experience with community projects and who have published books and articles in community writing or are journal editors, themselves.

SW.05 Handcrafted Rhetorics: DIY and the Public Power of Made Things
This workshop brings attendees into a local makerspace to learn about making, Chicago’s DIY history, and do some making of our own. See http://www.handcraftedrhetorics.org/ for location information and details.

SW.06 Text, Power, Telling: A Writing Workshop for Sexual Trauma Survivors
This workshop is for people who have experienced sexual trauma. Sexual harm takes many forms and occurs across identities, communities, and contexts; this workshop is inclusive. This workshop will first provide survivors with an overview of writing about sexual trauma in community-based, collaborative, non-evaluative environments; the second and longer portion will be the delivery of “Text Power Telling,” a writing workshop for sexual trauma survivors designed by the workshop facilitators (both survivors). For more information, email Jess Restaino (restainoj@montclair.edu) or Jackie Regan (reganj@montclair.edu).

SW.07 Secrets of the Creative Writing Scholar: Fiction, Nonfiction, and Poetry as Theoretical Methods
Led by a trio of award-winning fiction and nonfiction writers, filmmakers, and journal editors, this workshop makes an argument for creative writing as an integral part of the history and present of our field. It offers three complementary hands-on experiences for incorporating creative writing into scholarship and incorporating scholarship into creative writing.

SW.08 Writing Creative Nonfiction: A Day of Writing and Ideas for Teaching
Sponsored by the Creative Nonfiction Standing Group, this workshop invites participants to a day writing creative nonfiction and exploring teaching ideas. Participants choose among prompts provided by CNF writers and teachers, do short writings, and share parts of work in progress. Two structured group conversations address opportunities for teaching CNF.

SW.09 Dual Enrollment Composition: Building Our Story
With a theme of “Building Our Story,” this workshop includes conversations and activities that serve as the foundation for a) examining the story of DE FYW; b) engaging participants in building the DE community within the CCCC organization; and c) providing just-in-time solutions to current challenges faced by DE composition instructors and administrators.

SW.10 Designing Access Guides: Enacting Transformative Access
This workshop will offer an introduction to access guides as an inclusive practice. Participants will learn intersectional frameworks for imagining access guides in a variety of spaces, including conferences, classrooms, and other workplaces. Activities will engage participants in brainstorming contexts for their guides, planning their docs, and learning accessible document design techniques.

SW.12 Even Job Seekers (Re)Invent the University: Understanding Teaching-Intensive Positions and Institutions as Hopeful Career Pathways
The workshop will involve analyzing job ads; workshopping attendees’ materials; preparing for interviews; and preparing for teaching demonstrations. The workshop presenters hold teaching faculty positions and seek to support others who are preparing to apply for teaching jobs at various institutions, including community colleges, regional universities, and small liberal arts colleges.

SW.13 Supporting Multilingual Writers in Diverse Literacy Spaces for Hope
This workshop shares concrete pedagogical and programmatic strategies and practices with an orientation toward advocacy in diverse literacy spaces. Following an opening session chaired by the Second Language Writing Standing Group officers, leading scholars from multiple institutions will share their expertise and facilitate roundtable discussions.

SW.15 Playing for Hope: Interactive Narratives in the Classroom
This is a hands-on, half-day workshop introducing Twine, a tool for creating branching narratives, games, and other types of interactive writing. Aimed at those interested in incorporating interactive writing into their classes and requiring little experience with Twine or coding, participants will learn the Twine programming structure and ideas for how to implement it in their classrooms.

Conference on College Composition and Communication
November 2019

Executive Summary: This statement establishes principles for graduate student mentorship that is inclusive, equitable, sustained, and networked. These principles are intended for graduate faculty and program administrators in masters and doctoral programs in rhetoric and composition and related fields to help sustain robust mentorship and related initiatives (including redirecting resources; creating a culture of mentorship; encouraging curricular innovation; developing extracurricular panels or workshops; and provoking discussion among graduate faculty and students, among other efforts.)

Ethical mentorship¹ requires ongoing institutional and interpersonal efforts to move graduate students into, through, and beyond degree completion toward satisfactory job placement beyond or within the academy. The imperative for mentorship is especially urgent now in light of pervasive precarity within higher education including scarcity, contingency, overloads, corporatization, and labor exploitation (e.g., Bérubé, 2013; MLA Task Force, 2014). In these contexts especially, mentoring relationships can become flexible responses to students’ differentiated needs as well as a part of larger efforts to dismantle institutional biases and exploitative practices. Graduate faculty and administrators have a responsibility to engage in inclusive, differentiated, and collaborative mentorship with graduate students. We thus affirm the following principles for sustaining mentorship that is responsive to local conditions, needs, and individuals:

Make academic practice and conventions accessible: Graduate study necessitates that students take on new languages, discourses, epistemologies, and ways of being, and navigate unfamiliar and potentially hostile spaces and discourses. Each student, with their ranging prior experience and positionalities (e.g., neurodiverse, veteran, parent, working-class background, multilingual) will experience the culture(s) in their graduate program differently. To help make academic cultures explicit and accessible, mentors can:

Demystify practice: Explicitly address discourses, genres, research methods, and networking, especially with minority, first-generation, and/or historically underrepresented or marginalized students who may disproportionately labor to acclimate to and work within an institutional academic culture as a “foreign place with a different language” (Sinanan, 2016, p.156).

Demystify writing and research: Teach students to identify, acclimate to, and interrogate (with the possibility of resisting and transforming) academic discourses and practices. Graduate faculty should work to unpack and make available disciplinary ways of critically writing, researching, and publishing (Micciche with Carr, 2011; Brooks-Gillies et al., 2015).

Advocate for financial support: Advise on professional opportunities, like conference travel, mindful of students’ varying financial situations. Advocate in departments and programs for adequate or increased financial support for critical professionalization activity (e.g., conference travel, summer support, job market support).

Enact collaborative and networked mentorship: More than a one-to-one relationship alone, graduate students and mentors benefit from a networked approach. Complementing mentorship in students’ home departments, graduate mentors can encourage horizontal mentoring (VanHaitsma and Ceraso, 2017) and facilitate mentorship across their institution (and even in other institutions and the field) to help meet varying needs, intersectional positionalities, interests, and concerns. To practice networked mentoring, graduate mentors can:

Scaffold mentoring: Enact advising schemes which intentionally build mentoring relationships with multiple faculty and program stakeholders (e.g., assign students a first-year advisor, then assign a different second-year advisor before they select a dissertation or thesis director). Networked mentoring can also involve the expertise of various stakeholders, including alumni, university career centers, graduate school personnel, mental health professionals, faculty in other departments, field organizations, and so on.

Manage relationships: In co-advising situations graduate students should not be responsible for managing or resolving potential conflicts. Moreover, the labor and responsibility of mentorship should not be disproportionately placed on students themselves nor on the generosity of any individual mentor. It should not be assumed that certain students should be mentored by certain faculty, that mentoring is any single faculty member’s responsibility, or that mentoring is limited only to those sharing scholarly interests.

Practice mentoring as transformation: “Remaining wedded to outmoded systems, including a model of apprenticeship in higher education that reinforces the false assumption that professorship is the only meaningful career for humanities doctoral recipients, does a tremendous disservice to all individuals and organizations that benefit from humanistic perspectives” (Rogers, 2013, p. 21). More than apprenticeship, mentorship can take transformation as its paradigm, as new pathways to success embrace the diverse needs of contemporary graduate students and the worlds in which they live and work (see Smith, 2012; MLA Task Force, 2014). To enact mentorship as transformation, graduate mentors can:

Learn about mentees’ intentions: Those involved in the mentorship of graduate students should learn why each student has chosen to pursue graduate education and how to (re)imagine “the field” and its varied work in ways that exceed mentors’ own.

Learn about job markets: Graduate students and mentors should learn about the state of the academic job markets, including the casualization (i.e., the current climate of nontenure track and contingent labor) of the academic workforce. Mentors and graduate students should learn about resources for quality positions outside higher education, including careers in education, nonprofits, government, etc. Some resources include MLA’s Connected Academics initiative, Versatile PhD, or #Alt-Ac Academy.

Validate and help students prepare for diverse careers: Graduate students should be encouraged and validated for career aspirations, choices, and outcomes beyond (ever fewer) conventional academic tenure-track positions (MLA Task Force, 2014). Toward mentorship that imagines a rich range of postgraduation options, we recommend that mentors:

Avoid myths: Mentors should not invoke or imply damaging and unrealistic myths about what success on the (academic) job market must look like (e.g., that only R1 academic positions are desirable, that a national academic job search is the only way to secure satisfactory employment). Instead, faculty should work with graduate students to imagine myriad postdegree options and follow students’ leads on working to meet their goals (see also Miller, et al., 2015).

Share information: Mentors and students should share information about writing careers, academic job markets, and where program graduates go. Programs might consider tracking and making available information about student job placement after graduation (Rogers, 2013, p. 19) and/or build networks among recent graduates and current students for horizontal mentoring.

Embody commitments to inclusion and diversity through differentiated mentorship: Mentorship is, of course, never one-size-fits-all. Students coming from undergraduate and graduate work at minority serving institutions (for instance, a student of color entering a predominately white institution) may experience the academy as a “brave space,” a positioning which leaves them to take on additional emotional and mental labor as they give up a former condition in favor of a new way of seeing and understanding (Arao & Clemens, 2013). While all graduate students work to become socialized into their varied roles as graduate students (Golde, 1999), historically underrepresented and marginalized groups benefit from mentorship practices in and outside of the classroom (Okawa, 2002). Toward practicing inclusive and differentiated mentorship, mentors should:

Stand as an ally: To practice allyship (see Edwards; Patel) mentors can, to start, reflect on their own privileged positions and work to understand the experiences of those they’re allying themselves with; publicly identify their allyship efforts by marking their own and others’ positionalities of privilege, practice self-reflection, and “initiate the change toward personal, institutional, and societal justice and equality” (Kendall, 2003).

Rhetorically listen: Mentors should practice rhetorical listening, which “signifies a stance of openness that a person may choose to assume in relation to any person, text, or culture” and combats how whiteness may function as an invisible racial category that influences the lens through which the listener may hear certain voices (Ratcliffe, 2005).

Make and protect space: Mentors should never engage in exclusionary practices, such as using stereotypical language, engaging in microaggressions, or enacting privileged acts of socialization. Mentors should practice vigilance against and intolerance for implicit or explicit bias. In sum, mentors should make and protect spaces for all graduate student issues and concerns.

Efforts to enact a culture of equitable and accessible mentoring are in the interest of all stakeholders in higher education to realize a diverse future scholar population that will continue to enact change throughout our field and varied institutions.

¹Domains of mentorship include (but are not limited to) field knowledge; research practices; academic discourses and critical writing; classroom, tutoring, administration, and other work training and experience; networking; professional development (including conferences, publication, research grants, institutes, and so on); life-work balance; time-to-degree planning; as well as securing employment post-graduation in a range of possible settings, including positions in government, higher education, nonprofits, education, etc.

References and Further Resources

“#Alt-Ac Academy: a Media Commons Project.” #Alt-Ac Academy. http://mediacommons.org/alt-ac/

Ahmed, S. (2012). On being included: Racism and diversity in institutional life.  Durham: Duke UP.

Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces. The art of effective facilitation: Reflections from social justice educators, 135-150.

Bérubé, M. (2013, Feb. 18).  The humanities, unraveled. The Chronicle of Higher Education, https://www.chronicle.com/article/Humanities-Unraveled/137291/.

Brooks-Gillies, M., Garcia, E.G., Kim, S.H., Manthey, K., & Smith, T.G. (2015). Graduate reading and writing across the disciplines, introduction [Special Issue]. Across the Disciplines: A Journal of Language, Learning, and Academic Writing 12(3).  https://wac.colostate.edu/atd/graduate_wac/index.cfm

Eble, M.F., & Gallet, L. Lewis (2008). Stories of mentoring: Theory and praxis. Anderson: Parlor Press.

Edwards, K. (2006). Aspiring social justice ally development: A conceptual model. NASPA Journal 43(4), 39-60.

Golde, C. M. (1998). Beginning graduate school: Explaining first-year doctoral attrition. New Directions for Higher Education, 1998(101), 55-64. doi:10.1002/he.10105

Kendall, Frances E. (2003). How to be an ally if you are a person with privilege.  http://www.scn.org/friends/ally.html

Lopez, M. (n.d.) On mentoring first generation and graduate students of color. MLA Commons. https://clpc.mla.hcommons.org/on-mentoring-first-generation-and-graduate-students-of-color/

Micciche, L.R. with A. Carr (2011). Toward graduate-level writing instruction. CCC 62(3), 477-501.

Miller, S., Pereira, M., Rummell, K., Simon, K., & Walsh, R. (2015). Myth busting the job search. ADE Bulletin, 154, 77-85.

MLA Task Force on Doctoral Study in Modern Language and Literature. (2014). Report of the MLA Task Force on Doctoral Study in Modern Language and Literature. The Modern Language Association of America.. https://apps.mla.org/pdf/taskforcedocstudy2014.pdf

Okawa, G. Y. (2002). Diving for pearls : Mentoring as cultural and activist practice among academics of color. College Composition and Communication, 53(3), 507–532.

Patel, V.S. (2011). Moving toward an inclusive model of allyship for racial justice. The Vermont Connection 32, 78-88.

The Ph.D. Placement Project. (2013). The Ph.D. Placement Project. The Chronicle of Higher Education,  https://www.chronicle.com/blogs/phd/

Ratcliffe, K. (2005). Rhetorical listening: Identification, gender, whiteness. Carbondale: Southern Illinois University Press.

Rogers, K. (2013). Humanities unbound: Supporting careers and scholarship beyond the tenure track. Scholarly Communication Institute, http://katinarogers.com/wp-content/uploads/2013/08/Rogers_SCI_Survey_Report_09AUG13.pdf

Sinanan, A. (2016). The value and necessity of mentoring African American college students at PWIs. The Journal of Pan African Studies (Online), 9(8), 155-166.

Smith, S. (2012). At the crossroads: Transforming doctoral education in the humanities. ADE Bulletin 152, 7-16.

VanHaitsma, P., & Ceraso, S. (2017). “Making it” in the academy through horizontal mentoring.” Peitho, 19(2), 210-233. http://peitho.cwshrc.org/making-it-in-the-academy-through-horizontal-mentoring/

Wright, G., ed. (2016). The mentoring continuum: From graduate school through tenure. Syracuse: Graduate School Press Syracuse University.

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

This year CCCC is piloting a mentorship initiative for graduate students who will be applying for jobs in the next cycle (2020-21). Volunteer mentors from among the CCCC membership will assist with the following:

• general consultation/discussion of career planning, the state of the market, interpreting job ad language
• feedback on letter and CV
• practice interview with feedback (via video or phone)
• practice interview with feedback (in person at the CCCC Convention in Milwaukee)
• follow-up communication

Because this is a new pilot initiative, we will be limiting the number of participants to 20, prioritizing first-come-first-served, student need, and inclusivity. Participants must be members of CCCC. If you’re interested in receiving mentoring, please fill out this survey form by October 18, 2019.

Thank you for considering the role of session chair the CCCC Annual Convention! The session chair’s role is an important one to ensuring that the Convention runs smoothly. These guidelines provide an overview for serving as a session chair.

Before the Convention

Contact the presenters in your assigned session and introduce yourself. You can access contact information by logging into the unique URL to your presenter portal.

Request outlines or papers and other presentation material from panelists so you can familiarize yourself with the presentations included on your panel prior to the Convention. Use this information to help develop introductions, transitions, and possible questions to use during the session.

Remind presenters to consider accessibility as they prepare their presentations (e.g., creating materials in accessible formats, ensuring text and images are large and easy to read from a distance, captioning all audio and video materials). Encourage them to visit the Composing Access; the site has multiple resources on preparing accessible presentations.

Encourage your panelists to make their materials available online prior to the Convention.

During the Session

Arrive early and connect with all panelists: confirm speaker order, double check pronunciation of names and introduction information, and review how the session will run. Determine how time signals will be given and how time limits will be handled.

Introduce the session. Provide the overall session title and, if needed, a brief overview of the session (e.g., the presentation order or the common topic or theme connecting all presentations). Name all presenters at the beginning of the session, but wait until it’s the presenter’s turn to speak before giving a full individual introduction. Remind audience members to hold their questions until the end to ensure all presenters get the full speaking time they were allotted and prepared for.

Introduce each speaker, including affiliation/title and the title of the presentation.

Keep time: no more than 12–15 minutes per presenter to allow a full 15 minutes (and ideally more) at the end of the session for Q&A and discussion.

As needed, assist with distribution of presenters’ print materials during the session.

If relevant, provide some closing remarks that will help initiate discussion during the Q&A period. Ideally, be prepared with a question or observation about each presenter’s work to ensure all presenters have a chance to participate in the post-presentation discussion.

If someone is employing an ASL interpreter in your session, be sure the interpreter is positioned in a clear, well-lit place up front.

Moderate the discussion: repeat audience members’ questions so the whole room can hear them; direct questions to the appropriate presenter(s); try to balance participation among audience members and presenters to the extent possible; and keep the discussion flowing.

When the session time is over, stop discussion and thank presenters. Encourage presenters and audience members to continue conversations outside the session room to allow the next group of presenters ample time to set up.

If possible, help facilitate post-presentation discussion and information dissemination by posting to social media about the session, by encouraging presenters to make their materials available online, by inviting continued discussion after the session, etc.

Thank you to the following CCCC 2022 Documentarians!

Kelly I. Aliano, LaGuardia Community College, CUNY

Emily Plummer Catena, Florida State University

Chen Chen, Winthrop University

Trace Daniels-Lerberg, University of Utah

Alexander Evans, Cincinnati State Community and Technical College

Lauren Esposito, Marywood University

Jenn Fishman, Marquette University

Christa Fraser, University of California, Merced

Kat M. Gray, Virginia Tech University

Jennifer Grouling, Ball State University

Lena Hakim, Wayne State University

Megan Kane, Temple University

Vee Lawson, Michigan State University

Reymond Levy, Florida International University

Dr. Bryan A. Lutz, Ohio Northern University

Kate Maddalena, University of Toronto Mississauga

Pamela J. Mahan, Texas State University; University of Texas at San Antonio

Dr. Bunny McFadden, unaffiliated/independent scholar

Dan Metzger, Northeastern University

Sarah L. Morris, West Virginia University

Nitya Pandey, Florida State University

Stephanie Hassan Richardson, Georgia State University

Kylie Stocker, Tiffin University

Dr. Peggy Suzuki, New York University

Dr. Kimberly Thomas, New York University

Hailey Whetten, Marquette University

Jessie Wiggins, James Madison University

Kristina Wilson, DePaul University, Northwestern University

SJAC Mission Statement:

The Social Justice at the Convention (SJAC) Committee is committed to the principles of diversity, inclusion, equity, fairness, access, and equal representation in all aspects of our profession and in all the communities that we inhabit. We promote and advance these principles through education and activism at our annual convention: opposing racism and other forms of systemic oppression, providing forums for those whose voices have been silenced or marginalized, and promoting cultural change that will guarantee equal opportunities for all, regardless of race, gender, religion, sexuality, or national origin.

Committee Members

Antonio Byrd, Co-Chair (2021–2025)
Gabrielle Kelenyi, Co-Chair (2024–2026)
Virginia Schwarz, Co-Chair (2024–2026)
TBD, 2025 Co-Chair (Local Arrangements Chair)
Al Harahap (2018–2025)
Chris Lindgren (2024–2027)
Bryan Lutz (2024–2027)
Lauren Obermark (2021–2026)
Nicole Ramer (2021–2026)
Oscar Garcia Santana (2024–2027)

Committee Charge

Social Justice at the Convention Committee (SJAC)

General Charge: Promotes and advances principles of diversity, inclusion, equity, fairness, access, and equal representation in all aspects of the profession and in all the communities that are inhabited through education and activism at the Annual Convention.

Responsibilities

• Works with the Associate Chair to understand their vision for the CCCC Annual Convention and to collaboratively outline a scope for the SJAC’s efforts at the convention.
• Collaborates with the Local Arrangements Committee Chair, CDICC, and CCCC Caucuses to develop social justice and local engagement activities that complement the convention theme.
• Promotes participation and engagement in SJAC-sponsored activities at the CCCC Annual Convention and supports an inclusive conference culture.
• Creates opportunities for CCCC attendees to connect with activist communities in convention cities.
• Sponsors an annual panel that features local activists and organizations.

Membership

• Members will serve three-year terms.
• Chair: Selects members in consultation with administrative committee chairs and is responsible for fulfilling or delegating its charges.
• Members: Assist Chair in fulfilling the responsibilities of its charges.

Social Justice at the Convention Case Study, Hazelwood, Pittsburgh, Pennsylvania (PDF)

To Whom It May Concern:

Earlier this year, the National Communication Association (NCA) changed its selection and nomination processes for its Distinguished Scholars program, which created controversy over whether the organization was responding properly to its recent commitment to encouraging diversity and equity among its members and in the organization. After a series of editorials and open letters from NCA members and many others that reveal a divide between those who feel that encouraging diversity in organizations and their most prestigious awards amounts to lessening the rigor and value of such organizations and awards, and those who reject such an either-or logic, the Conference on College Composition and Communication (CCCC) felt it necessary to offer a letter of support, encouraging NCA to continue a robust commitment to diversity and equity in its organization, which only makes it stronger and more relevant in global communication studies.

The Conference on College Composition and Communication supports NCA in its commitment to diversity and equity as reflected in its recent decision to change the selection process of its Distinguished Scholars program. CCCC, however, rejects the recent editorial written by Martin J. Medhurst, editor of Rhetoric and Public Affairs, and subsequent statements made by Distinguished Scholars, which draw a false dichotomy between “merit” and “diversity.” CCCC unanimously denounces the logic of these statements, which at their core assert that the rigor and integrity of rhetorical studies suffer under equity initiatives. These remarks demonstrate how entrenched inequity and injustice are in the academy, and how some scholars in the field and in positions of power remain possessively invested in structural and institutional systems of exclusion and oppression.

The Conference on College Composition and Communication Executive Committee

Downloadable PDF of the full report.

Introduction to the 2018 Annual
Clancy Ratliff

In Memoriam: TyAnna Herrington
The rhetoric and composition community, and especially the close-knit group who studies copyright and intellectual property, experienced a sad loss in the summer of 2018: the passing of TyAnna Herrington, one of our leading lights. She was in the forefront of scholars who demonstrated the importance of copyright issues to rhetoric, composition studies, and technical communication. She was a kind and generous person who welcomed new scholars and teachers into our community and whose legacy will be remembered and treasured. Read on (full report).

Table of Contents

1 Introduction to the 2018 Annual
Clancy Ratliff

5 “Blockbuster Sermons” and Authorship Issues in Evangelicalism
T J Geiger

10 Plagiarizing a Pushcart Prize
Lanette Cadle

16 Sue for Mario Bros.: Nintendo vs. Emulation
Kyle D. Stedman

21 “Cockygate”: Trademark Trolling, Romance Novels, and Intellectual Property
Devon Fitzgerald Ralston

27 A (Zombie) Legislative Proposal with Implications for Fair Use and Remix Culture
Kim D. Gainer

33 Contributors

A conversation with Rachael W. Shah, author of “The Courage of Community Members: Community Perspectives of Engaged Pedagogies” (13:51).

 

 

Rachael W. Shah is an assistant professor of English at University of Nebraska–Lincoln, where she teaches graduate and undergraduate courses in community literacy, public rhetoric, and teacher education. Her current book project explores community perspectives of university-community partnerships. Former director of the Wildcat Writers program, she now coordinates a similar program called Husker Writers in Nebraska.

 

 

A conversation with Joyce Olewski Inman and Rebecca A. Powell, authors of “In the Absence of Grades: Dissonance and Desire in Course-Contract Classrooms” (12:59).

 

 

Joyce Olewski Inman is an assistant professor of English and director of composition at The University of Southern Mississippi, where she teaches first-year to senior-level composition courses, as well as graduate courses on theories and pedagogies of composition. Her research interests include legal discourse analysis, basic writing pedagogies, literacy politics, and the ways space and locale can influence writers, their identities, and their texts.

Rebecca A. Powell is an assistant professor of English at The University of Southern Mississippi, where she teaches preservice teachers and writing students. Her research interests include adolescent writing experiences, K–16 writing pedagogy, community literacy, and place studies. Current projects include researching the circulation of writing experiences through people’s lives and communities and the implications of place studies for teacher education and assessment.