Conference theme: Diverse Writers, Diverse Writing
The goal of this conference is to support best practices in working with diverse students in diverse writing environments. Examining the intersection of diversity and writing is critical in developing engaging and ethical composition courses. NCTE and CCCC have a long history of supporting students from diverse backgrounds with the 1974 Resolution on the Students’ Right to their Own Language and the recent Supporting Linguistically and Culturally Diverse Learners in English Education. In 2016, instructors are still concerned about honoring their students’ linguistic varieties while also working with them to write in multiple modes for many audiences. As new forms of composition emerge, instructors are seeking ways to incorporate digital literacy activities for students to write for a range of readers. This conference will provide an opportunity for participants to share their research in digital writing, multimedia writing, working with diverse students, and writing across the curriculum. We are delighted to invite proposals that consider addressing the needs of diverse writers while working in multiple genres, formats, and modalities.
Creative interpretations of our theme are welcome. Our goal is to promote new ideas and fresh voices among faculty, graduate students, non-tenure track faculty and administrators at two- and four-year institutions.
In keeping with our theme, conference organizers have carved out a variety of diverse conference options during the three-day event, including:
- Thursday Workshops—More information coming soon!
- Concurrent sessions—proposal formats include Roundtables, Panels, Ignite-Inspired Sessions, Demonstrations and “TED-style” talks, as well as traditional presentations. Descriptions for these session types can be found below. If you envision a format not mentioned, please feel free to propose it!
Please refer to theCall for Proposalsfor additional information.
Proposal Format:
- Title of Presentation (15 words or less)
- Brief Description (30-40 words)-This information will be included in the conference program.
- Abstract (300-word maximum)
Conference registration, lodging, and travel information will be available soon, via the conference website:
GENERAL CCCC Guidelines
Members of CCCC and others who are interested in the goals and activities of the CCCC are invited to submit proposals for sessions and workshops at the 2017 CCCC Regional Summer Conference in Cincinnati, OH. The program is open to everyone, including scholars from a variety of disciplines. Nonmembers of CCCC are welcome to submit proposals but are urged to join the organization. CCCC is a nonprofit organization and cannot reimburse program participants for travel or hotel expenses.
Although there will be competition for a place on the program, our goal is to make the conference accessible to people who might not otherwise attend the national convention. Proposals are evaluated by reviewers with expertise in each area, who advise the Program Chairs on proposal acceptance.
Deadline: To ensure participants receive timely notification of program participation, all submissions must be received by11:59 p.m., February 15, 2017, Eastern Standard Time.
Proposals should be submitted to
To sign up for the workshops, go to
Note on proposal review:Reviewers will consider the following factors when evaluating proposals for the CCCC Summer Conference.
- Relevance to the conference theme.
- Invitation for audience involvement and participation.
- Clearly organized and well-developed plan for session activities.
- Evidence that the proposal is grounded in contexts, issues, or practices related to writing instruction.
- Discussion of implications and applications.
Preregistration for Program Participants
CCCC depends on the support of everyone who attends. Program participants must register online and submit the registration fee when they accept their role in the program.
General Guidelines for Proposals
1. Follow the proposal format.
2. Be as specific and clear as possible about the focus and purpose of your proposals, and provide only the information requested. The intense reviewing procedure makes supplemental material a hindrance.
3. Meet the February 15th, 2017 deadline for electronic proposals.
4. Immediately notify the planning committee at f address changes.
5. Official invitations will be sent to persons on accepted proposals in early March.
6. Names appearing in the 2017 conference program will represent only peer-reviewed proposals and paid registrations.
For more information, visit the conference website:
Questions may be directed to the Local Conference Committee:
Submit proposals:
Workshop sign-up:
Submission deadline: 11:59 p.m., February 15, 2017, Eastern Standard Time
AREA CLUSTERS
The clusters below are used to help organize the review of proposals and create the program. Selecting a particular cluster neither advantages nor disadvantages your proposal. Beneath each cluster area are examples of appropriate topics, but the listing is neither comprehensive nor exclusive. Sometimes a single proposal might fit into two or three areas, or a proposal might not fit well into any area. Please consider these categories as a heuristic, and understand that in making a selection, you emphasize the primary focus of and the best reviewing audience for your proposal. You may also choose 3-5 keywords in the appropriate box on the proposal form; these will provide additional information for reviewers.
Deadline: To ensure participants receive timely notification of program participation, submissions must be received by 11:59 p.m., February 15, 2017 Eastern Standard Time. Proposals should be submitted to
1—Advanced Composition
• Disciplinarity and FYC or advanced writing courses (e.g., curricular approaches and goals)
• Politics of FYC/Advanced composition (e.g., required courses, dual credit/enrollment, competency-based approaches, direct assessment)
• Innovative pedagogical approaches
• First year/advanced writing & transfer, transformation, remix, etc.
• FYC/Advanced courses & student populations
• TA/graduate pedagogy
• Support for writers (graduate, faculty)
• WAC/WID courses or support
2—Basic Writing
• Politics of remediation
• Innovative approaches to basic writing
• Assessment and basic writing
• Basic writing & transfer, transformation, etc.
• Articulation with FYC
• Public policy and basic writing
• Basic writing and student populations
3—Community, Civic & Public
• Community literacy practices & programs
• Civic engagement and deliberation
• Community-based research or service (grant-writing, community client, etc.)
• Other contexts (political, ethnic, cultural, recovery, support, prisons, adult ed. centers, religious)
4—Creative Writing
• Alt writing
• Creative nonfiction, fiction, poetry, and drama
• Digital genres
• Life writing, memoir, auto/biography
• Pedagogy
• Publishing
5—History
• History of movements in CCCC
• Histories of rhetoric
• Histories of professional
communication
• Histories of composition/the
• Histories of writing practices/ instruction
• Histories of un/schooled literacy practices
• Oral traditions or cultural histories of rhetoric
6—Information Technologies
• Computer-based literacies
• Online identities (Second Life, Twitter, Facebook, etc.)
• E-learning (online, distance learning, MOOCs, blogs)
• Electronic publishing practices and tools (epub, xml, iBook)
• Media studies
• Software development & design
• Pedagogy in digital environments
7—Institutional and Professional Concerns
• Administration of writing programs
• Working conditions (e.g., labor conditions/practices, unionization)
• Cross-institutional articulation
• Cross-professional articulation (AAHE, CLA, MLA, NCA, AERA, etc.)
• Cross-disciplinary collaboration
• Department and programs (majors, minors, graduate)
• Independent writing/rhetoric programs or centers
• Intellectual property
• Department/division assessment or review
• Teacher preparation
8— Writing Across Spaces
• Public advocacy/action for writing or writers [univto public]
• 2-yr to 4-yr transitions
• Student writing to professional writing
• Collaboration across contexts/ distances
• Adapting frameworks, theories, or methods from other contexts (community organizing, other disciplines, entrepreneurism) for writing classrooms
• Collaborations across contexts (K12/University; business/higher education/ community/postsecondary; or other)
• Creating new programs, courses, labs, experiences
• Analyses/changing perceptions of writing or writers
• Creating new programmatic, physical, or temporal spaces for writing and/or teaching
9—Language
• Second language writing/writers
• Language negotiation
• Language policies and politics
• Language identities, variation, and diversity
• World Englishes
• Globalization of English
10—Professional & Technical Writing
• Writing in the professions: business, science, public policy, etc.
• Information design & architecture
• Usability and user-experience design
• Consulting and teaching in the workplace
• Workplace studies
• Intercultural communication
11—Research
• Use and relevance of innovative research methods (historiographic, linguistic, archival, surveys, databases, ethnographies, case studies, etc.)
• IRBs and intellectual property
• Politics of research
• Extensions of research or instruction into new sites of inquiry
• Big data
• Innovative methodologies or research designs
• Reporting formats
• Ethics and representation
• Research study results
• Alignment, outcomes and/or assessment research
• Undergraduate research
12—Writing pedagogies and processes
• Student populations and instruction
• Design and evaluation of assignments
• Classroom/campus situations and strategies
• Collaborative writing
• Assignment design/evaluation
• Response to student texts
• Multimedia/multimodal classrooms
• Pedagogy in digital environments
13—Theory
• Rhetorical theory and theories of visual rhetoric
• Theories of composing
• Theories of reading and writing
• Theories of pedagogy
• Theories of learning to write and writing development
• Theories of literacy
• Theories of writing in society
• Critical, gender, race, identity, disability, feminist, queer, and cultural theories
• Theories from other disciplines (sociology, psychology, linguistics, human factors, etc.)
14—Writing Programs
• Program design
• Administrative issues or concerns
• Program-wide curriculum design
• Learning communities
• Tutoring
• Writing centers
• Adult literacy
• The writing major/minor profession
Proposals are accepted in the following formats:
Roundtable Discussion:
40-minute session in which a group of approximately ten participants will sit around a common table. The presenter will provide a brief overview of the topic and then guide a discussion on the topic. Roundtables typically do not involve audiovisual presentation, but do often include handouts for participants to use.
Panel Presentation:
40-minute session, with 3 or 4 panel members, leading to substantial audience discussion; one specific topic should be pursued by all speakers, while the coordinator introduces speakers, summarizes their approach to the topic, and leads the discussion. Submissions should include a clear description of the thematic focus, the proposed contents of the discussion, and a list of the active participants.
Ignite-Inspired Session:
Short, punchy, 5-minute presentations, with slides that advance every 15 seconds, delivered one presentation after the other. (Check out examples.) These sessions are presentation-based, and intended to produce energy, spark ideas, and inspire dialogue. These sessions will also be provided space at the poster session to continue the dialogue around your presentation.
Demonstration:
40-minute sessions with substantial audience participation. Demonstrations involve the actual doing of a task, or series of tasks. These sessions should be mini-workshops to share effective teaching tips.
TED-Style Talk:
20-minute session in which the speaker plans a scripted, well-rehearsed presentation that is given without notes. Visual aids are used to present supporting information.
Traditional Presentation:
20-minute sessions that stimulate audience participation are encouraged. These are mainly of a presentation format (15 minutes) followed by 5 minutes of questions and answers and discussion.
Poster Session:
Presenters will be expected to remain at the presentation site (a bulletin board) for approximately half an hour to discuss their topics with attendees. Poster presentations are designed to depict a topic by means of pictures and brief notes.
Deadline: To ensure participants receive timely notification of program participation, all submissions must be received by 11:59 p.m., February 15, 2017, Eastern Standard Time.
Proposals should be submitted to:
Workshop sign-up:
Conference website:
Questions: