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All Our Relations: ContestedSpace, ContestedKnowledge peoples North America.It encapsulates entire in an "all Thephrase our relations"is a familiar onefor manyindigenous - plants,animals, -- that emphasizes intricately the philosophy humans relationto otherliving things rocks,earth of in In existence the earthtogether. on that our connected of relationships sustains mutualability to live out our shared web Evenharmful,frighteningor all as all thoseteachings living thingsmatter,all areimportant, mustbe treated relatives. in if spaces. relatives importantandmustbe understood honored we areto survivetogether the same are and negative phrase invocation conclusion a heuristic that forcesus to considerthebalance "A11our relations"is a usedboth as and the human'sresponsibility maintaining balance theworld andin understanding in the of the between weightof each of smallness eachindividualin relationto the largerweb of meaning. the to how sucha concept of hereto allow CCCC'sscholars teachers chance consider and I invoke"all our relations" in and are relationality might help us build a scholarly community which knowledge space always balance webbed and originarystories, wherethe but This whereit's nevertakenfor granted we all valuethe same that contested. is a space in rather, struggle to sustain very rich, very productive is our differences stories isn't for dominance; the struggle between This community, then,is onewherethe diversityof our disciplinary the faceof socialforcesthat call for dominance. in of fields,andof thepeoplewho work here,is understood theheartbeat a vital andvibrantfuture.More practically, as to to all of bringingthis sense "all our relations" the CCCC,I wantto encourage members the organization of marginalized the Convention to makemore at and relationships arefrequently that acknowledge the scholarly both whoseexistence informsthe work thatwe do. connections the communities to outside highereducation of substantial your space our arurual nationalgathering the interest in of I'm at Soo the 2011CCCCConvention, askingyou to share for producing revise& re-create who andwhatwe areasboth a disciplinary knowledge will helpus contest, that debate, writers. and teachers, students, organization asindividualscholars, that on Key to eachof us beingableto do this is the acknowledgement we depend eachother-- you andI, digital theoristandworkplace studies writing instructor, historianand2-year collegeteacher, rhetorician second-language and We, literally,makethe disciplinary and administrator graduate and student. scholar, methodologist techwriting teacher, in for evenwhen- maybe, especially when- we don't seethe commonalities our work, community habitable oneanother the of warp & weft of our dependence, a hardtime understanding relevance oneto the have can't discern communal the of us a on as that other.This is a convention focuses thosedifferences thevery strands the web thatmakes a community, questions: someof these How then,to beginto interrogate understand and sucha web?Consider discipline.
knowledges,people and things is CCCC related to? How can those relatives be brought into the What spaces, 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? Within our graduateprograms?Within our How can we build strongercommunities within our classrooms? teacherpreparationprograms? As a discipline, how do we (how might we) extend & complicate the stories we tell about ourselves? 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, study participants, ourselves? our 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?
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How can languagesother than English--including Lrdigenous languagesand less commonly taught languages-become central to our rhetorical and pedagogicaltheories and practices? Where is the spacefor an exploration of ernbodiedrhetorics? How can critical, gender,race, queer, disability, ernbodied,and cultural theories & rhetorics help us to re-make the culture of our discipline? How do theories of civic engagementintersect with composition, rhetoric, writing, and the world we all live in? 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 writing. These are, quite literally, our writing relations. And they have important things communities or second-language to bring to the table. As a way to encourageyou to craft proposalsthat seeconnectionsinstead ofboundaries, I encourage BoundariestThis you to eschewthe usual clustercategories altogetherand submit your proposalunder #I13 - Contesting the review processcan become a new category is, in fact, the spacewhere I hope all of the submissionsarrive so that even 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 have arisen. slavery - out of which some of the most elementalcontestationsof knowledge in our national consciousness As a geographicalspacecelebratedas the epicenterof the "New South," Atlanta standsat the crossroadsof a contest of like narratives of progress-despite-adversity "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 thousands of (both forced and voluntary) have flocked for hundredsof years, where both poverty and plenty are visible on immigrants 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, "a11 our 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 in Membersof the Conference CollegeCompositionand Communication.and otherswho are interested the goals and on to submit proposalsfor sessions and workshopsat the 2011 CCCC annualconvention. activitiesof the CCCC are invited will comprisethe greaterpart of the programwith the remainderconsistingof sessions Peer-reviewed submissions initiated by the Program Chair, CCCC Annual Convention programs are open to everyone,including scholarsfrom other of disciplines. Nor-rmernbers 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. The percentageofthe Competitionfor a place on the programis intense-- many good proposalscannotbe accepted. by programdevotedto a specificarea(seearea cluster list on the following page) is determined the number of proposals in without namesattached. Reviewerswith specialexpertise each receivedin that area.A11proposalsare peer-reviewed
proposal. for 3. MeettheMay 7th,deadline electronic (1-800-369-6283 3674or 217-278-3674) address changes. of ext. Maleyat NCTE immediately 4. Notifu Eileen proposals late September. by on invitationswill be sentto persons accepted 5. Official proposals paidregistrations. and pro$am will represent peer-reviewed only in 6. Names appearing the2011 convention
CCCC Scholars for the Dream Travel Award The Conferenceon College Composition and Communication sponsorsthe Scholarsfor the Dream (SFD) Awards to groups (African encorrage program participation and scholarshipby members of historically underrepresented 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 group, if you are an emerging scholar, and if you will be l. If you are from a historically underrepresented 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). and you meet 2. Your proposalwill be reviewedin the Area Clusteryou choose.If your proposalis accepted eligibility requirementsfor the travel award, you can competefor one of the ten awardsby submitting an expanded abstract. 33. Candidates travel awards should submit an expanded, to S-pageabstractby October I 1, 2010 to the CCCC for Administrative Assistant atCCCC@ncte.org 1111W. KenyonRd., Urbana,IL 6180i. At that time, you will alsobe or askedto verify eligibility. 4. The ten SFD Award winners will be notified in December2010. proposalsin terms of originality, significance,and potential. conference The SFD Awards SelectionCommitteeconsiders promisesto describea significantproblem or issuein an original way, meetingat least The Problem. The presentation one of thesecriteria: o Timeliness:contributes a currentissuein rhetoric or compositionstudies to 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 pedagogy). for wider application(beyonda particularpersonality'ssuccessful 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:
yourself,veriffing you area full-time graduate student, and introducing 1. A one-page letterof application, your plansfor a career rhetoricandcomposition studies. in articulating proposal 20ll CCCCprogram 2. A copyof your accepted 3. Aone-pageCY. or Application desdline: OctoberI l, 2010. Sendmaterialsto firstname.lastname@example.org CCCC Chairs' Memorial Scholarship, i 1 W. Kenyon Road,Urbana,IL 61801 1i
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 as reviewed and therefore will not be acceptedfor the program. So considerthesecategories 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
Basic, first-year,advanced,ESL Alternative or expandedperspectives(environmental, spiritual, etc.) situations and strategies Classroom/campus Collaborative writing Design and evaluation of assignments Responseto studenttexts Responseto student written self-disclosure Multimedia/multimodal classrooms Studentdiversity Writing about controversial topics Next generationmethodology Pedagogyin digital environments Teaching professional writing/technical communication Undergraduateresearchin the writing classroom Theories of reading and writing Theoriesofpedagogy Theories of learning to write and writing development Theoriesofliteracy Theories of writing in society Critical, gender,race, identity, disability, and cultural theories in rhetoric & writing studies
104-History in History movementsCCCC of
Historiesof rhetoric Histories of professional communication profession Historiesof composition/the Histories of writing practices/instruction Histories of un/schooledliteracy practices Histories of protest writing Cultural histories of rhetoric
Large or small programs Curriculum design Outcomesand assessment Learning communities Service learning or outreach Tutoring Writing Across the Curriculum and in Disciplines specific writing programs Writing centers Adult literacy The writing major/minor Undergraduateresearchin writing programs
10S-Research Research findings
Analytic techniques(discourseanalysis,stylistics, and genre analysis, etc.) Methodologies (historiographic, linguistic, archival, surveys, databases, ethnographies,casestudies,etc.) Reporting formats Researchdesign Ethics and representation Research digital rhetoric in Researchin cultural rhetoric Digital humanities research Assessmentresearch Undergraduateresearch
Rhetorical theory and theories ofvisual rhetoric Theories of composing
World Englishes Globalization English of l09-Creative Writing
Computer-basedliteracies Online identities (MySpace, Facebook) EJeanring (online, distance learning) Electronic Publishing Controversial, political and economic issues Hlpertext and hypermedia The Internet and World Wide Web Media studies Political and economicissues Software development and design Pedagogyin digital environments
Alt writing Creative nonfiction Digital genres Fiction,poetry,anddrama Journalismand documentary Life writing, memoir, auto/biography Pedagogy Publishing llO-Academic Writing
l07-Institutional and Professional
Administration of writing programs Advocacy of composition studies Cross-institutional articulation Cross-professionalarticulation (AAHE, CLA, MLA, NCA, AERA, etc.) Cross-disciplinary collaboration Department programs (majors, minors, graduate) Independentwriting/rhetoric programs or centers Intellectual properfy Department/division assessment review or Teacher preparation Working conditions Adjunct faculty concerns
Teachingargument, analyticand critical writing paperandresearch Teaching research the writing and formsof writing Teaching disciplinary specialized WAC pedagogy for student Graduate writing courses support graduate and writing for writing campus-wide Support facultyandresearch 1I l-Professional and Technical Writing
publicpolicy, etc, science, Writing in theprofessions: business, in Consulting teaching theworkplace and Wor\placestudies ll2-Commudty, Civic & Public
Languagepolicies and politics Language identity, variation and diversity Biliteracies and SecondLanguage Writing
Literacypractices programs and Civic engagement deliberation and research service Community-based or (political,ethnic,cultural,recovery, Othercontexts support, prisons, adulted.Centers, religious)
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 experts thoughtto fit neatly'into clusters10I - I 12 in this cluster!They will be revie'*'edby the samevariety of scholarlypedago-eical as the other clustersubmissions this conference. for
for Suggestions Drafting EfrectiveCCCC Proposals Joseph Janangelo Loyola University of Chicago;ij anang@luc. edu ImmediatePastPresident, Council of Writing ProgramAdminishators,wpacouncil.org Member,CCCCNewcomers' Committee Hereare somequestions suggestions and intendedto 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 interested you topic? What would interestyour in readers most?Why? the 3. What haveotherscholars written aboutyour topic? You might beginby searching throughissues CollegeCompositionand Comrnunication, of CollegeEnglish, Teaching English in the Two-YearCollegeJournal, The llriting CenterJournal, and joumals WPA: WritingProgramAdministration. Also consultotherprofessional - http://wwwjstor.org),listservs, (perhaps JSTOR on web sites(e.g.CompPilehttp://comppile.org/search/comppile_main_search.php,the WACCleartngHousehttp://wac.colostate.edu), booksto becomefamiliar with scholarlyconversations and 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? therespecificways that Are you arc countering,qualiffing, exploring, or extendingother scholars'work? 5. What kind of interventionwill you project make?For example,will your work Does inspireyour CCCCcolleagues reconsider to theories practices? and accepted your projectoffer compellingcasestudiesthat chartnew pedagogical theoretical or directions? 6. What do you want CCCCmembers learnfrom your work? Are you proposinga to plan of action? 7. Onceyou draft your proposal,sendit to your colleagues peerreview. Ask them if for proposal'stitle accuratelyandcompellinglyreflectsits content. they think your 8. After you revisein light of colleagues'feedback, "area considerthe most appropriate cluster" in which submityour work. 9. Before you sendyour proposalto the CCCC readers, readit aloud for clarity and concision.