2011CCCC Annual Convention

April6-9,2011
Atlanta, Georgia

All Our Relations: ContestedSpace, ContestedKnowledge

Thephrase"all our relations"is a familiar onefor manyindigenouspeoplesin North America.It encapsulates an entire
- --
philosophyof humansin relationto otherliving things plants,animals,rocks,earth that emphasizes the intricately
connectedweb of relationships that sustainsour mutualability to live out our sharedexistenceon the earthtogether.In
thoseteachingsall living thingsmatter,all areimportant,all mustbe treatedasrelatives.Evenharmful,frighteningor
negativerelativesareimportantandmustbe understoodandhonoredif we areto survivetogetherin the samespaces.
"A11our relations"is a phraseusedboth asinvocationandconclusion- a heuristicthat forcesus to considerthebalance
betweenthe weightof eachhuman'sresponsibilityin maintainingthe balanceof theworld andin understanding the
smallnessof eachindividualin relationto the largerweb of meaning.

I invoke"all our relations"hereto allow CCCC'sscholarsandteachersthe chanceto considerhow sucha conceptof

balanceandwebbedrelationalitymight help us build a scholarlycommunityin which knowledgeandspacearealways
contested.This is a spacewhereit's nevertakenfor grantedthatwe all valuethe sameoriginarystories,but wherethe
strugglebetweenstoriesisn't for dominance;rather,the struggleis to sustainour very rich, very productivedifferencesin
the faceof socialforcesthat call for dominance.This community,then,is onewherethe diversityof our disciplinary
fields,andof thepeoplewho work here,is understoodastheheartbeatof a vital andvibrantfuture.More practically,in
bringingthis senseof "all our relations"to the CCCC,I wantto encourage all membersof the organizationto
acknowledge boththe scholarlyrelationships that arefrequentlymarginalizedat the Conventionandto makemore
substantialconnections to the communitiesoutsideof highereducationwhoseexistenceinformsthe work thatwe do.
Soofor the 2011CCCCConvention,I'm askingyou to shareyour spaceat our arurualnationalgatheringin the interestof
producingknowledgethatwill helpus contest,debate,revise& re-createwho andwhatwe areasboth a disciplinary
organizationandasindividualscholars,teachers,students, writers.

Key to eachof us beingableto do this is the acknowledgement that we dependon eachother-- you andI, digital
rhetoricianandsecond-language writing instructor,historianand2-yearcollegeteacher,theoristandworkplacestudies
scholar,methodologist andtechwriting teacher,administratorandgraduatestudent.We, literally,makethe disciplinary
communityhabitablefor oneanotherevenwhen- maybe,especiallywhen- we don't seethe commonalities in our work,
can't discernthe communalwarp & weft of our dependence, havea hardtime understandingthe relevanceof oneto the
other.This is a conventionthat focuseson thosedifferencesasthevery strandsof the web thatmakesus a community,a
discipline.How then,to beginto interrogateandunderstand sucha web?Considersomeof thesequestions:

What spaces,knowledges,people and things is CCCC related to? How can those relatives be brought into the
center of our conversations,in both our disciplinary and individual practices?
How do we define communities within our discipline and the institutions within which we build our professional
homes?How do we make our work meaningful outside of those disciplines and institutions?
How can we build strongercommunities within our classrooms?Within our graduateprograms?Within our
teacherpreparationprograms?
a As a discipline, how do we (how might we) extend & complicate the stories we tell about ourselves?
a How do we define "theory" & what it means to"theoize" in our discipline? What kinds of theories do we need to
build in order to enrich our shared community?
What kinds of rhetorics do we enact as teachersand scholars?What kinds of methodologiesand theories do we
have to identiff and study theserhetorics?
How are we being responsibleto our relatives in the ways that we mentor one another,our graduatestudents,our
undergraduates,our study participants, ourselves?
How might creative writing (all genres) and/or digital writing help us to explore ways we can attain a more vital
and vibrant conversation about all kinds of writins?
 . How can languagesother than English--including Lrdigenous languagesand less commonly taught languages--
become central to our rhetorical and pedagogicaltheories and practices?
o Where is the spacefor an exploration of ernbodiedrhetorics?
o How can critical, gender,race, queer, disability, ernbodied,and cultural theories & rhetorics help us to re-make
the culture of our discipline?
o How do theories of civic engagementintersect with composition, rhetoric, writing, and the world we all live in?
o How can our discipline transition from an understandingof rhetoric as a Greek and Roman tradition to rhetoric as
a set of rules/practiceslocatable in all cultures, places,and times?

As you read through this call, I hope you'll think of ways to deliberately violate the categoricalboundariesthat the
standardarea clusters for submissionusually force us to live within. What do I mean by that? For example, all too often
when we talk about "teaching writing," we're really using a short-handthat meansteachingfirst-year writing or teaching
composition But there are more kinds of writing getting taught than that and when we narrow our stories down, we run
the risk of not listening to folks who are teaching digital writing or professional writing or life writing or writing in
communities or second-languagewriting. These are, quite literally, our writing relations. And they have important things
to bring to the table. As a way to encourageyou to craft proposalsthat seeconnectionsinstead ofboundaries, I encourage
you to eschewthe usual clustercategoriesaltogetherand submit your proposalunder #I13 - ContestingBoundariestThis
new category is, in fact, the spacewhere I hope all of the submissionsarrive so that even the review processcan become a
moment of leaming from each other!

Why here?Why now? The city of Atlanta is itself a contestedspace.Built on land that was taken from the Cherokeeand
Creek nations, it plays a role in at least two iconic national narratives- that of manifest destiny and of a nation divided by
slavery - out of which some of the most elementalcontestationsof knowledge in our national consciousnesshave arisen.
As a geographicalspacecelebratedas the epicenterof the "New South," Atlanta standsat the crossroadsof a contest of
narratives of progress-despite-adversitylike "the Trail of Tears," "we shall overcome," "the South shall rise again." ln
fact, the city of Atlanta's seal shows a phoenix rising from the ashes.And yet, al1that has been destroyedin its history
(i.e.: "overcome") cannotsimply be forgotten.ln this racially diversecity of over 5 million, where thousandsof
immigrants (both forced and voluntary) have flocked for hundredsof years, where both poverty and plenty are visible on
the face of the city, and where the non-whitepopulationis more than 600/o,Iinvite you to considerhow the complex,
problematic history of the city of Atlanta might help us better understandour own community today.

In the end, "a11our relations" should remind us that only in our connectionsto others- even those profoundly and
uncomfortably different than ourselves- can we find the key to our own survival. ln asking you to take a more personal,
more relational approachto our convention time together in Atlanta, I'm also asking you to take responsibility for your
part in making the culture of our discipline,a place we've all chosento live.

Malea Powell
Michigan StateUniversity
2011 ProsramChair

General Information
Membersof the Conferenceon CollegeCompositionand Communication.and otherswho are interestedin the goals and
activitiesof the CCCC are invited to submit proposalsfor sessionsand workshopsat the 2011 CCCC annualconvention.
Peer-reviewedsubmissionswill comprisethe greaterpart of the programwith the remainderconsistingof sessions
initiated by the Program Chair, CCCC Annual Convention programs are open to everyone,including scholarsfrom other
disciplines. Nor-rmernbersof CCCC are welcome to submit proposalsbut are urged to join the organization. CCCC is a
nonprofit organization and cannot reimburse progmm participants for travel or hotel expenses.
Competitionfor a place on the programis intense-- many good proposalscannotbe accepted.The percentageofthe
programdevotedto a specificarea(seearea cluster list on the following page) is determinedby the number of proposals
receivedin that area.A11proposalsare peer-reviewedwithout namesattached.Reviewerswith specialexpertisein each
3. MeettheMay 7th,deadlinefor electronic proposal.
4. Notifu EileenMaleyat NCTE immediately (1-800-369-6283ext.3674or 217-278-3674)of address
changes.
5. Official invitations will be to
sent personson acceptedproposals
by late September.
6. Namesappearing in the2011 convention pro$am will represent proposals
only peer-reviewed andpaidregistrations.

CCCC Scholars for the Dream Travel Award

The Conferenceon College Composition and Communication sponsorsthe Scholarsfor the Dream (SFD) Awards to
encorrage program participation and scholarshipby members of historically underrepresentedgroups (African
Americans, Asian Americans, Mexican Americans, Puerto Ricans and other Latinola Americans, and American lndians).
Their presenceand contributions are central to the full realization of our professional goals.

To this end, the CCCC offers up to ten travel awards of $750 each, sponsorsa reception for all award wiruters, and gives a
one-yearmembershipin NCTE and CCCC. Applications are submittedas part of 2011 CCCC Conventionsession
proposal materials. Award winners will be notified in Decernber.

Eligibility and SubmissionInformation

l. If you are from a historically underrepresentedgroup, if you are an emerging scholar, and if you will be
presentingat the CCCC for the first time, you may apply by checking the Dream checkboxon the online submissionpage.
Later in the process,you will need to submit an expandedabstract(instructions below).
2. Your proposalwill be reviewedin the Area Clusteryou choose.If your proposalis acceptedand you meet
eligibility requirementsfor the travel award, you can competefor one of the ten awardsby submitting an expanded
abstract.
3. Candidatesfor travel awards should submit an expanded,3- to S-pageabstractby October I 1, 2010 to the CCCC
AdministrativeAssistantatCCCC@ncte.org or 1111W. KenyonRd., Urbana,IL 6180i. At that time, you will alsobe
askedto verify eligibility.
4. The ten SFD Award winners will be notified in December2010.

The SFD Awards SelectionCommitteeconsidersconferenceproposalsin terms of originality, significance,and potential.

The Problem. The presentationpromisesto describea significantproblem or issuein an original way, meetingat least
one of thesecriteria:
o Timeliness:contributesto a currentissuein rhetoric or compositionstudies
o Theory: referencesa specific theoretical framework within rhetoric or composition studies,sharpeningconcept
definitions or presentingalternative viewpoints.
o Research:provides exploration with new researchtechniquesor creative use of known techniques,demonstrates
and fills a researchvoid, createsor improves an instrument for observing and analyzingresearchdata.
o Pedagogy:relates specific, creative classroompractices to particular theoretical frames, demonstratingpotential
for wider application(beyonda particularpersonality'ssuccessfulpedagogy).

The Potential. Whether theory, research,or pedagogy,the presentationshould hold promise for future exploration and
investigation.

CCCC Chair's Memorial Scholarship

We invite applications for the 20ll CCCC Convention in Atlanta. To remember and honor the Chairs of CCCC
who have passed away, the CCCC Executive Committee has created scholarships of $750 each to help cover the
costs of four, full-time graduate students who are presenting at the annual convention.
Full-time graduate students whose presentations were selected through the regular peer-review process are
eligible to apply. Applications include the follow:
 1. A one-pageletterof application,introducingyourself,veriffing you area full-time graduatestudent,and
articulatingyour plansfor a careerin rhetoricandcompositionstudies.
2. A copyof your accepted20ll CCCCprogramproposal
3. Aone-pageCY.

Application desdline: OctoberI l, 2010. Sendmaterialsto cccc@ncte.orgor CCCC Chairs' Memorial

Scholarship,1i i 1 W. Kenyon Road,Urbana,IL 61801

e-;F

AREA CLUSTERS
Beneatheach cluster areaare examplesof appropriatetopics, but the listing is neither comprehensivenor
exclusive. Frequently, a single proposal could fit into two or three areas: often, a proposal (especially that of
emerging scholarship)may not fit well into any area. Nonetheless,we need a way to organizeboth the review
of the proposalsand the allocationof sessions.If you do not choosea category, your proposal wiII not be
reviewed and therefore will not be acceptedfor the program. So considerthesecategoriesas a heuristic,
and understandthat in making a selection,you emphasizethe primary focus of and the best reviewing audience
for your proposal.

l0l-Teaching Writing & Rhetoric Theories of reading and writing

Theoriesofpedagogy
Basic, first-year,advanced,ESL Theories of learning to write and writing development
Alternative or expandedperspectives(environmental, Theoriesofliteracy
spiritual, etc.) Theories of writing in society
Classroom/campussituations and strategies Critical, gender,race, identity, disability, and cultural theories
Collaborative writing in rhetoric & writing studies
Design and evaluation of assignments
Responseto studenttexts
Responseto student written self-disclosure
Multimedia/multimodal classrooms 104-History
Studentdiversity
Writing about controversial topics in CCCC
Historyof movements
Next generationmethodology Historiesof rhetoric
Pedagogyin digital environments Histories of professional communication
Teaching professional writing/technical communication Historiesof composition/theprofession
Undergraduateresearchin the writing classroom Histories of writing practices/instruction
Histories of un/schooledliteracy practices
l02-Writing Programs Histories of protest writing
Cultural histories of rhetoric
Large or small programs
Curriculum design
10S-Research
Outcomesand assessment
Learning communities Researchfindings
Service learning or outreach Analytic techniques(discourseanalysis,stylistics, and genre
Tutoring analysis,etc.)
Writing Across the Curriculum and in Disciplines specific Methodologies (historiographic, linguistic, archival, surveys,
writing programs databases,ethnographies,casestudies,etc.)
Writing centers Reporting formats
Adult literacy Researchdesign
The writing major/minor Ethics and representation
Undergraduateresearchin writing programs Researchin digital rhetoric
Researchin cultural rhetoric
1O3-Theory Digital humanities research
Rhetorical theory and theories ofvisual rhetoric Assessmentresearch
Theories of composing Undergraduateresearch
 World Englishes
1 0G--Information Technologies Globalizationof English
Computer-basedliteracies
Online identities (MySpace, Facebook) l09-Creative Writing
EJeanring (online, distance learning)
Alt writing
Electronic Publishing
Creativenonfiction
Controversial, political and economic issues
Digital genres
Hlpertext and hypermedia
Fiction,poetry,anddrama
The Internet and World Wide Web
Journalismand documentary
Media studies
Life writing, memoir, auto/biography
Political and economicissues
Pedagogy
Software development and design
Publishing
Pedagogyin digital environments
llO-Academic Writing
l07-Institutional and Professional Teachingargument,analyticand critical writing
Teachingtheresearchpaperandresearchwriting
Administration of writing programs
Teachingdisciplinaryandspecializedformsof writing
Advocacy of composition studies
WAC pedagogy
Cross-institutional articulation
Graduatewriting coursesandsupportfor graduatestudent
Cross-professionalarticulation (AAHE, CLA, MLA, NCA,
writing
AERA, etc.)
Supportfor facultyandresearchwriting campus-wide
Cross-disciplinary collaboration
Department programs (majors, minors, graduate) 1I l-Professional and Technical Writing
Independentwriting/rhetoric programs or centers
Intellectual properfy
business,science,publicpolicy, etc,
Writing in theprofessions:
Department/division assessmentor review
Consultingandteachingin theworkplace
Teacher preparation
Wor\placestudies
Working conditions ll2-Commudty, Civic & Public
Adjunct faculty concerns
Literacypracticesandprograms
108-Language Civic engagement anddeliberation
Community-based researchor service
Languagepolicies and politics Othercontexts(political,ethnic,cultural,recovery,support,
Language identity, variation and diversity prisons,adulted.Centers,religious)
Biliteracies and SecondLanguage Writing

I l3-Contesting Boundaries

This cluster is for proposals that are especially inspired by the conferencetheme to "break" with the categorical boundariesof the
traditional clusters.You are encouragedto submit both proposals that especially fit with the conferencetheme and proposalsusually
thoughtto fit neatly'into clusters10I - I 12 in this cluster!They will be revie'*'edby the samevariety of scholarlypedago-eical
experts
as the other clustersubmissionsfor this conference.
 Suggestionsfor Drafting EfrectiveCCCC Proposals

JosephJanangelo
Loyola University of Chicago;ij anang@luc.edu
ImmediatePastPresident,Council of Writing ProgramAdminishators,wpacouncil.org
Member,CCCCNewcomers'Committee

Hereare somequestionsand suggestionsintendedto help you write your CCCC proposals.

Goodluck!

l. What is your generaltopic? What arethe two or threethings that interestyou the
most aboutit?

2. Who elsewould or could be interestedin you topic? What would interestyour

readersthe most?Why?

3. What haveotherscholarswritten aboutyour topic? You might beginby searching

throughissuesof CollegeCompositionand Comrnunication,CollegeEnglish,
TeachingEnglish in the Two-YearCollegeJournal, The llriting CenterJournal, and
WPA: WritingProgramAdministration. Also consultotherprofessionaljoumals
(perhapson JSTOR- http://wwwjstor.org),listservs,web sites(e.g.CompPile-
http://comppile.org/search/comppile_main_search.php,theWACCleartngHouse-
http://wac.colostate.edu),
and booksto becomefamiliar with scholarlyconversations
pertinentto your topic.

4. ln the contextof what othershave saidor written, what would you like to say?What
is "ned'about your idea,approach,data"or argurnent?Are therespecificways that
you arc countering,qualiffing, exploring, or extendingother scholars'work?

5. What kind of interventionwill you project make?For example,will your work

inspireyour CCCCcolleagues to reconsideracceptedtheoriesandpractices?Does
your projectoffer compellingcasestudiesthat chartnew pedagogicalor theoretical
directions?

6. What do you want CCCCmembersto learnfrom your work? Are you proposinga
plan of action?

7. Onceyou draft your proposal,sendit to your colleaguesfor peerreview. Ask them if

they think your proposal'stitle accuratelyandcompellinglyreflectsits content.

8. After you revisein light of colleagues'feedback,considerthe most appropriate"area

cluster" in which submityour work.

9. Before you sendyour proposalto the CCCC readers,readit aloud for clarity and
concision.