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National Council of Teachers of English1111 W. Kenyon Road, Urbana, Illinois 61801-1096
Conference on College Composition and Communication2012 CCCC Annual Convention


Writing Gateways
In March of 2012, we will convene in the elliptical shadow of one of theworld’s great structures, the St. Louis Gateway Arch—at 630 feet, the tallesthuman-made monument in the United States. Designed by futurist architectEero Saarinen and dedicated in 1968, the arch was constructed as a testa-ment to what the
 Hartford Courant 
described as “the pioneer spirit of themen and women who won the West, and those of a latter day to strive onother frontiers.” A symbol of hope and progress, the starting point of Lewisand Clark’s expedition and the threshold of the Louisiana Purchase, the archwas designed to represent the triumph of American expansionist ideology.But the arch’s symbol of manifest destiny and westward expansion also hasits down side. Through its door to history, we see the subjugation and exclu-sion of indigenous people. We see the unbridled imposition of makeshiftlaw. We see the exploitation of foreign and migrant workers. And we see theeventual destruction and overdevelopment of unspoiled land. Just as we oftenassociate movement through a gateway with gain (enlightenment, wisdom,employability), a successful passage can also mean loss: leaving behind one’sculture or language, taking on questionable new roles, or joining exclusionarycommunities of practice. Like the portals in many literary, artistic, and faithtraditions, gateways are both transition points and checkpoints—thresholdsthat promise a welcome transformation, new state of being, or a journeyonward, and borders that can block, reject, and turn away.The history of composition re
ects a spirit of continuous exploration. We’veseen movements through methodological and (inter)disciplinary orientations,and expansions into new specialized areas of inquiry. We’ve experiencednew territories of literacy: digital and multimodal forms of communication,rapidly expanding contexts of activity, and the formation and transformationof genres. In practice, our
eld is fundamentally about the transitions thatliteracy brings to individual lives and collective destinies, in the embodiedwork of turning thought into words and other media. The very act of writinghas been theorized as both inwardly and publicly transformative, the inscrip-tion of language yielding to the recursions of contemplation, reconsideration,rhetorical deliberation, and change. Such transitions lead us to higher levels of knowledge and awareness—and to action. But the progress they represent isnever ideologically neutral. Welcoming us to consider what it means to move
into
and
through
our work with writing and rhetoric, in all its forms, purposes,and contexts, the Gateway Arch offers an apt metaphor for our conference.What gateways are rhetoric and composition now creating? How does our
eldmonitor gateways created by others? Who is passing through these gateways,and toward what future? Who or what is turned away or left behind?As we look ahead to the 2012 convention, I invite you to consider someof the following questions occasioned by our conference theme. As always,we will feature some sessions that explore and advance the theme and oth-ers that explore and advance the many areas of vigorous research, theorizing,and practice in our
eld at large.

transition
—within courses and majors;between disciplines and curricula; across structurally distinct systemssuch as high school, community college, college/university, and work-place; from work, retirement, or post-military service to school; andfrom self-sponsored, non-academic worlds to classrooms, and back?How do we facilitate and study such transitions, and with what effect?

through discursive and rhetorical gateways de
ned by multiple con-texts for writing?

writing ability, especially in a digitally-mediated world?

to access? How can writing assessment welcome students into higherliteracies instead of serving as exclusionary or discriminatory check-points?

-ment, research, teaching, and learning, and how should we respond?

-eracy research and teaching, and with what new challenges?

-munication becoming new rhetorical and informational gateways?

and do they limit or open up possibilities for inquiry?

-sitions and the consequences of those who moved into new territoriesof inquiry and teaching?

students? Who among all our publics—scholars in other disciplines,policy- and lawmakers, business leaders, and the general public—areturned away, and why?
Further, I urge you to consider revitalizing our
eld’s historic roots in inter-and multidisciplinary inquiry. Scholars in many areas continue to producenew knowledge greatly relevant to our own paths of research, and teachersin more and more areas of the curriculum continue to develop interests in thepedagogies of writing. In addition, CCCC members are pursuing exciting newcollaborations with people in contexts beyond higher education, such as K-12schools, business and industry, nonpro
ts, government agencies, and prisons,to name a few. For this reason, you’ll
nd an additional category for propos-als: “interdisciplinary, multidisciplinary, and cross-contextual perspectives.”Proposals in this category don’t need to include presenters from other
eldsor settings, but, of course, we warmly welcome them.This call is being issued far enough ahead of the current annual conventionto allow CCCC members to meet and plan their panels, SIGs, workshops, andother proposals on site. For those who will gather in Atlanta, please use thisopportunity to look ahead to the 2012 convention in St. Louis. To facilitateon-site meetings among those with similar interests who want to plan sessions,we’ve set up a special Connected Community site where you can post queriesor link up with others. Please
nd a dedicated space at the new ConnectedCommunities site www.ncte.org/cccc/connectedcommunityI eagerly look forward to receiving your proposals and seeing you in St.Louis in 2012.Chris M. Anson
North Carolina State University2012 Program Chair
cccc 2012
St.Louis
 
General Information
Members of the Conference on College Compo-sition and Communication and others who areinterested in the goals and activities of the CCCCare invited to submit proposals for sessions andworkshops at the 2012 CCCC annual convention.Peer-reviewed submissions will comprise thegreater part of the program, with the remainderconsisting of sessions initiated by the ProgramChair. CCCC Annual Convention programs areopen to everyone, including scholars from otherdisciplines. Nonmembers of CCCC are welcometo submit proposals but are urged to join the or-ganization. CCCC is a nonpro
t organization andcannot reimburse program participants for travelor hotel expenses.
Competition for a place on the program is intense—many good proposals cannot be accepted. Thepercentage of the program devoted to a speci
carea (see
area cluster 
list on the following page) isdetermined by the number of proposals received inthat area. All proposals are peer-reviewed withoutnames attached. Reviewers with special expertise ineach area will advise the Program Chair on proposalacception.
Deadline:
To ensure participants receive an earlyfall noti
cation of program participation,
allelectronic submissions must be received by
 11:59 p.m., May 6, 2011, Central Standard Time.
All mailed submissions must be postmarked by
 April 29, 2011.
Program Format
The 2012 CCCC Annual convention consists of 75-minute Concurrent Sessions offered Thursdaythrough late Saturday afternoon. Additionally,special presentations by featured speakers will beorganized by the Program Chair. Half-day and all-day workshops take place on Wednesday. SpecialInterest Groups (SIGs) meet Thursday and Fridayfor one hour business meetings.
Concurrent Sessions
Members may propose whole sessions (75-minutesessions consisting of three or more participants)or submit a proposal as an individual, which willbe combined into a panel by the Program Chair.Presenters may propose separately titled papers, per-formances, digital installations, visual presentations,etc., in whatever format best delivers the presenters’ideas and engages the audience. In a panel wheremore than 3 participants are proposed, formats suchas position statements and abstracts are acceptable.Every panel must be designed to allow at least 15minutes of discussion and audience response.
Workshop Sessions
Workshops provide opportunities for engagedintroductions to new developments in the
eldand participatory discussion of current ideas andpractice. Successful workshop proposals explainclearly
how
registrants will participate in workshopactivities and
must 
include a schedule indicatingtimes, registrant activities, and speakers
(onlythe
 
rst 12
 
names will be listed on the program).
Workshops are limited to 30-50 registrants andcarry an additional fee.
Preconvention Workshops are scheduled for afull day on Wednesday, 9:00 a.m.-5:00 p.m., or ahalf-day Wednesday, either 9:00 a.m.-12:30 p.m.or 1:30 p.m.-5:00 p.m.
Proposed Workshops withno evidence of active participation by registrantswill not be accepted.
SIGs
SIGs convene for one-hour business meetings afterthe last Concurrent Session on Thursday and Fri-day. Every SIG that wishes to meet
must submit a proposal each year 
that includes a statement of thegroup’s interest and potential value to CCCC mem-bers as well as any special space requirements. Thenumber of SIGs is limited by the number of meetingrooms available. Presentation titles and speakers willnot be listed on the convention program.
Audiovisual Equipment
CCCC is usually able to provide overhead projec-tors, with the accompanying projection screen,for concurrent sessions and workshops. You
must 
 indicate what equipment you need as part of yourproposal, and include a rationale for the neces-sity of its integral use. Because of high costs andlimited availability of equipment, we may not beable to honor all such requests; in those cases,proposers will need to rent equipment at theirown cost or provide it themselves.
 If you request  AV equipment and it is assigned to you, you willget a con
 
rmation from the CCCC. If you do NOT receive a con
 
rmation, the equipment will not beavailable for you at the conference.
Preregistration for Program Participants
CCCC depends on the support of everyone whoattends. Program participants must completea registration form (or register online at www.ncte.org/cccc/conv) and return it with payment whenthey accept their role in the program.
General Guidelines for Proposals
1. Follow the proposal format.2. Be as speci
c and clear as possible about thefocus and purpose of your proposals, andprovide
only
the information requested. Theintense reviewing procedure makes supple-mental material a hindrance.3. Meet the May 6th deadline for electronicproposals.4. Notify Eileen Maley at NCTE immediately(1-800-369-6283 ext. 3674 or 217-278-3674)of address changes.5. Of 
cial invitations will be sent to persons onaccepted proposals by late August.6. Names appearing in the 2012 conventionprogram will represent only peer-reviewedproposals and paid registrations.The Conference on College Composition andCommunication sponsors the Scholars for theDream (SFD) Awards to encourage programparticipation and scholarship by members of historically underrepresented groups (AfricanAmericans, Asian Americans, Mexican Ameri-cans, Puerto Ricans and other Latino/a Ameri-cans, and American Indians). Their presence andcontributions are central to the full realizationof our professional goals.
To this end, the CCCC offers up to ten travelawards of $750 each, sponsors a reception for allaward winners, and gives a one-year membershipin NCTE and CCCC. Applications are submittedas part of 2012 CCCC Convention session pro-posal materials. Award winners will be noti
edin December.
Eligibility and Submission Information
1. If you are from a historically underrepre-sented group, if you are an emerging scholar,and if you will be presenting at the CCCCfor the
rst time,
 you may apply by checkingthe Dream checkbox
on the online submis-

sion page. Later in the process, you will needto submit an expanded abstract (instructionsbelow).2. Your proposal will be reviewed in the AreaCluster you choose. If your proposal is ac-cepted and you meet eligibility requirementsfor the travel award, you can compete for oneof the ten awards by submitting an expandedabstract.
3. Candidates for travel awards should submit an expanded, 3- to 5-page abstract by October 10, 2011
to the CCCC Administrative Assistantat CCCC@ncte.org or 1111 W. Kenyon Rd.,Urbana, IL 61801. At that time, you will alsobe asked to verify eligibility.4. The ten SFD Award winners will be noti
edin December 2011.The SFD Awards Selection Committee consid-ers conference proposals in terms of originality,signi
cance, and potential.
The Problem.
The presentation promises to de-scribe a signi
cant problem or issue in an originalway, meeting
at least 
one of these criteria:

in rhetoric or composition studies

framework within rhetoric or compositionstudies, sharpening concept de
nitions orpresenting alternative viewpoints.

research techniques or creative use of known techniques, demonstrates and
llsa research void, creates or improves aninstrument for observing and analyzingresearch data.

-room practices to particular theoreticalframes, demonstrating potential for widerapplication (beyond a particular personal-ity’s successful pedagogy).
The Potential.
Whether theory, research, orpedagogy, the presentation should hold promisefor future exploration and investigation.
2
 
The clusters below are used to help organize the review of proposals and create theprogram. To ensure fairness and equal representation, proposals are generally acceptedin proportion to numbers received in the clusters. Selecting a particular cluster neitheradvantages 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. However, if you do not choose a category, your proposal will not be reviewed andtherefore will not be accepted for the program. Please consider these categories as a heu-ristic, and understand that in making a selection, you emphasize the primary focus of andthe best reviewing audience for your proposal. Clusters are arranged alphabetically.

We invite applications for the 2012 CCCC Convention in St. Louis. To remember andhonor the Chairs of CCCC who have passed away, the CCCC Executive Committeehas created scholarships of $750 each to help cover the costs of four, full-time graduatestudents who are presenting at the annual convention.
Full-time graduate students whose presentations were selected through the regularpeer-review process are eligible to apply. Applications include the follow:
1. A
one-page
letter of application, introducing yourself, verifying you are a full-time graduate student, and articulating your plans for a career in rhetoric andcomposition studies.2. A copy of your accepted 2012 CCCC program proposal.3. A
one-page
CV.
 Application deadline: October 10, 2011.
Send materials to cccc@ncte.org or CCCCChairs’ Memorial Scholarship, 1111 W. Kenyon Road, Urbana, IL 61801
1—Academic Writing

critical writing

research writing

forms of writing

for graduate student writing

writing campus-wide
2—Community, Civic & Public

Community-based research or service

cultural, recovery, support, prisons,adult ed. Centers, religious)
3—Creative Writing

4—History

 communication

 profession
 
 instruction

practices

5—Information Technologies

 Facebook)

issues

6—Institutional andProfessional

(AAHE, CLA, MLA, NCA, AERA,etc.)

minors, graduate)

 programs or centers

review

7—Interdisciplinary, Multidisci-plinary, and Cross-Contextual Perspectives

-plinary scholarly and instructionalpartnerships

-plines and contexts

-tion of methods from other disci-plines

into new sites of inquiry

different contexts (e.g., K12/Univer-sity; business/higher education)

-ies or projects
8—Language

diversity

Writing

9—Professional and TechnicalWriting

science, public policy, etc.
 
-place

10—Research

analysis, stylistics, and genreanalysis, etc.)

 linguistic, archival, surveys, data-bases, ethnographies, case studies,etc.)

311—Teaching Writing &Rhetoric

(environmental, spiritual, etc.)

strategies

 assignments

disclosure
 
 technical communication

 writing classroom
12—Theory

visual rhetoric

writing development

disability, and cultural theories inrhetoric & writing studies
13—Writing Programs

 Disciplines speci
c writing programs

programs


Two $1000 travel reimbursement awards are availableto scholars from Mexico, Central, or South Americawho have papers accepted for presentation at the 2012CCCC Convention in St. Louis. To apply, simplysubmit a short statement describing your intention toattend the meeting and need for the funds (maximum300 words—email to cccc@ncte.org no later thanJune 10, 2011). Shortly after the proposal reviewprocess is
nished, you will be noti
ed if your requesthas been funded.

 

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