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Writing for College Composition and Communication

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Title: Writing for College Composition and Communication


1
Writing for College Composition and Communication
  • The fields flagship journal

2
CCC is
  • The journal for CCCC (http//www.ncte.org/cccc/)
  • Which is a division of NCTE (http//www.ncte.org/)

3
Mission
  • To present the best work in composition,
    addressing a significant scholarly issue related
    to the teaching of college level writing.

4
Scope
  • CCC publishes critical work on the study and
    teaching of reading and writing at the college
    level.

5
Submission Guidelines
  • Article submissions should be
  • 4,000 7,000 words long
  • MLA style
  • In triplicate
  • Without identifying information
  • (Blind Submissions ok)

6
Submission Guidelines
  • Articles are
  • Peer Reviewed
  • Not often accepted
  • 20/220 last year (a bit less than 9.091)

7
Between the Covers
  • Scholarly Articles (4-5 per issue)
  • Interchanges, Symposia, In Brief
  • Book Reviews (solicited only)
  • Calls for Papers
  • Letter from the Editor (submission clues)
  • Advertisements (tasteful, relevant, grayscale)

8
Article Topics (broadly construed)
  • Composition
  • Linguistics
  • Rhetoric
  • Pedagogy (Theory Application)

9

Some article foci
  • Teaching practices
  • Locating teaching practices in their historical
    and institutional contexts
  • Connecting current work in composition studies to
    work going on elsewhere in English and related
    fields.

10
For example
  • English Studies (including literary studies)
  • Cultural Studies
  • Critical Theory
  • Literacy Studies
  • Race Studies
  • Philosophy
  • Assessment
  • Writing Program Administration
  • Technologies
  • Gender and Race Studies

11
Scholarly article conventions
  • Overt
  • (and covert)

12
Nearly every article has
  • An abstract
  • of sorts
  • Explanatory endnotes
  • 0-16
  • Citations
  • 6-101
  • Primarily secondary sources
  • 21 (low)
  • 151 (high)

13
And
  • Section Headers
  • Average of 4-8 section headers and a similar
    number of pullouts
  • Nearly all articles end with a short author
    biography
  • Articles do not have key word categorization

14
Some articles also have
  • Epigraphs
  • Acknowledgements
  • Bullets and/or numbered lists
  • Photographs and/or illustrations
  • Graphs and/or Charts
  • Web page images

15
Most articles cite
  • CCC (by far and away)
  • College English
  • TESOL Quarterly
  • Rhetoric Review, Kairos, JBTC, Research in the
    Teaching of English, Computers and Composition
  • And a host of others

16
A Few Articles Analyzed
17
Detailed analysis of an article I
  • Rhetorical Borderlands Chinese American
    Rhetoric in the Making, by LuMing Mao. (Volume
    56, Number 3, February 2005.)

18
Introduction
  • Clearly structured and effective
  • The author wrote about the general topic of
    growing pattern of how emergent discourses are
    trying to define themselves. Then he
    effortlessly introduced the theme of the article
    the making of the Chinese American rhetoric.
  • By using Chinese fortune cookies as an analogy in
    the beginning of the article, the author shows a
    keen sense of his audience.
  • Therefore it is a successful introduction

19
Organization
  • Carefully-written transition sentences and
    transition paragraphs throughout the article.
  • The analogy of Chinese fortune cookies
    stitches the whole article together from
    introduction to the conclusion.
  • The section headlines in bold letters are very
    helpful. Also, the opening paragraph of each
    part of the article does a great job of making
    meaningful transitions.

20
More thoughts
  • To conform to CCC guidelines which mainly focus
    on teaching college writing, the author should
    have more deeply explored the relevance of this
    topic to modern college writing, in my opinion.
    This indicates that CCC is willing to broaden its
    guidelines to fit in an interesting article.

21
Still more
  • The article has 25 notes and 62 citations.
  • It is also long, compared with other CCC
    articles 53 pages

22
Thoughts about submissions I
  • Broad and interdisciplinary
  • I will look for contributions that represent a
    variety of subfields and interdisciplinary
    approaches, grounded in the scholarly contexts of
    composition studies.I hope also to broaden
    perspectives, taking us each out of our own
    sometimes narrowly prescribed areas of interest.
  • (Editor Deborah Holdstein, From the editor CCC
    in 2005 Feb. 2005)

23
Thoughts about submission II
  • Being innovative, even bold or strange
  • Ours is a tradition of innovation. (From the
    Editor CCC in 2005) "Not Too Late to Take the
    Sanitation Test" Notes of a Non-Gifted Academic
    from the Working ClassAuthor Borkowski, David
    Sep.2004, P94
  • Out of the Dead House Nineteenth-Century Women
    Physicians and the Writing of MedicineAuthor
    Braun, Lundy Sep. 2002, P143
  • Gypsy Academics and Mother-Teachers Gender,
    Contingent Labor, and Writing Instruction
  • Author Brown, Amanda Feb. 200 P500

24
Thoughts about submission III
  • For those who are technologically savvy
  • The 2005 CCCC Chairs address is talking about
    on-line writing and internet blogs with a
    multi-media on-line version!
  • A video of students performing their work is
    available at the CCC online web site to accompany
    an article titled Performing writing, performing
    literacy published in CCC 572 /Dec.2005
  • So it is quite attractive if you add state-of-the
    art technology

25
Thoughts about submission IV
  • For non-native authors
  • CCCC statement on second language writing and
    writers (June 2001, p669) acknowledging the
    emergence of non-native writers in the field.
  • Three examples of those peoples work
  • Ideology, Textbooks, and the Rhetoric of
    Production in China by Xiaoye You, Volume 56,
    Number 4, June 2005
  • Rhetorical Borderlands Chinese American
    Rhetoric in the Making by LuMing Mao, Volume 56,
    Number 3, February 2005
  • An Essay on the Work of Composition Composing
    English against the Order of Fast Capitalism by
    Lu Min-zhan

26
More for non-native writers
  • CCCC Honor won by a minority writer
  • The CCCC 2005 James Berlin Memorial Outstanding
    Dissertation Award was presented to Haivan Viet
    Hoang, To Come Together and Create a Movement
    Solidarity Rhetoric in the Vietnamese American
    Coalition (VAC).

27
Thoughts for submission V
  • Planning ahead for special issues
  • In CCC Announcements and Calls, you may find
    calls for proposals for special issues (can be
    one year ahead of the publishing time).
  • The Fall 2007 special issue will focus on Across
    the Disciplines. The deadline for proposals just
    passed this September. So please look out for
    next call for special issues.

28
Thoughts about submissions VI
  • Symposiums and Interchanges
  • CCC will offer readers the opportunity to read
    and respond to contributions by established,
    prominent thinkers in our field who take on
    issues of importance and controversy. Toward
    this end, I will often feature a regular
    symposium (or interchange) of responses to
    particular articles.
  • From the Editor CCC in 2005 CCC563 /Feb.
    2005.

29
Samples of Interchanges
  • Interchanges CCC 571 Sep. 2005
  • On asking Impertinent Questions --Richard E.
    Miller
  • An Impertinent Answer --Irvin Peckham
  • An essay on an essay about essays Response to
    Richard Millers on asking impertinent
    questions Shirley K. Rose
  • Richard Millers response to Shirley Rose and Irv
    Peckham

30
Articles read in depth
  • Rui
  • Rhetorical Borderlands Chinese American
    Rhetoric in the Making, by LuMing Mao. CCC 563)
  • Beth
  • Pedagogies of the Students Right Era The
    Language Curriculum Research Groups Project for
    Linguistic Diversity, by Scott Wible. (CCC
    573, 442-478).
  • Joel
  • 2005 CCCC Chair's Address Who Owns Writing,
    by Hesse, Douglas D. (CCC 572, 335-357).

31
And now

for something completely different
32

TITLE MATCH
  • The
  • CURMUDGEON
  • vs.
  • The
  • HAMMER

33
Standard Academic Format
34
Or not
  • ?

35
The match-up?
  • (do articles published match the journals
    statement about what it publishes)
  • The editorial staff of CCC invites submission of
    research and scholarship in composition studies
    that supports college teachers in reflecting on
    and improving the practices in teaching writing.

36
Subject matter and methodologies
  • Hammer
  • Broad range of subjects
  • Related, in one way or another, to composition or
    rhetoric, or both
  • Narrower range of methodologies
  • Textual analysis (broadly construed)
  • Theoretical and Historical Approaches
  • Qualitative Research
  • Ethnography, interview, case study, some survey

37
Exception
  • Curmudgeon declines to engage in the discussion
  • at this point!
  • O.k. point conceded.

38
The Standard of Standards
  • Hammer
  • Journals flagship status is reflected in its
    content and structure.
  • Introductions and conclusions Standard academic
    articles with introductions that define and
    refine the question, followed by literature
    review or historical overviews, then clearly
    defined position. Conclusions are usually strong
    but not sweeping.

39
Whats Standard?
  • Curmudgeon
  • Introductions and conclusions Some willingness
    to push the boundaries
  • Starts with narrative seemingly not directly
    related to topic (the right to sing Spirituals),
    goes on to humor (writing by computer evaluated
    by computer - check it out quite funny).
  • Stirring conclusion rewrite of a spiritual

40
Organizational Moves
  • Hammer
  • Usually clear, sometimes explicit.
  • Forecasts
  • Transitions

41
(Dis) Organizational Moves
  • Curmudgeon
  • Moves at a leisurely pace. Unlike most other CCC
    articles no explicit transitions. Glyphs indicate
    a break as topic shifts.

42
Argumentative Moves
  • Hammer
  • Usually clear, sometimes explicit
  • Forecasts
  • Transitions

43
(Not So) Argumentative Moves (Why argue? Have a
nice glass of tea instead.)
  • Curmudgeon
  • Easy and interesting to read, BUT not quite so
    easy to pick out the argument and the
    argumentative moves.

44
Use of Resources
  • Hammer
  • Lit Review
  • Completely
  • Quotations v Paraphrases
  • Paraphrases
  • Primary v secondary sources
  • Secondary (all the way)

45
Use of Resources
  • Curmudgeon
  • Lit Review
  • Not really
  • Quotations vs. Paraphrases
  • Some of one some of the other
  • Primary vs. secondary sources
  • Some of one some of the other

46
Design
  • Hammer
  • The journals status and authority is reflected
    in its design
  • Traditional layout, materials, structures, and
    fonts
  • No mistakes

47
Design
  • Curmudgeon
  • The print article preserves the flavor of a
    website and the richness of web textual media
    that can only partly reproduced in print
    (hypertext, the look of a webpage including
    arrangement of text and image on the page).
  • It is accessible on the website.

48
In Conclusion
  • U2 CAN BE A CCC
  • EASY WRITER SIMPLY BY FOLLOWING THESE HELPFUL
    TIPS

49
Hot Tips from Holdstein
  • Deborah Holdstein, editor, CCC
  • http//www.niu.edu/PubAffairs/RELEASES/2005/march/
    engchair.shtml

50
Know Your Area
  • And do your homework
  • Good scholarship depends upon strong research.

51
Use MLA and Use it Well
  • CCC carefully checks facts and sources. Mistakes
    will delay publication.
  • (Or worse)

52
Think, Think, Think
  • You are probably not the first person whos ever
    had this idea.

53
A Seminar Paper
  • Does Not an Article Make
  • Your paper might provide the basis for an
    article, but it will not become one without
    substantial research and revision.

54
Keep on Reading
  • Stay current. Its important to know what others
    are doing and understand how your work connects
    to theirs.

55
GOOD LUCK!! WRITERS!

56
Presented to you by
  • Beth the Hammer Campbell
  • Joel the Curmudgeon Diamond
  • Rui the Peacemaker Ma
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