The CCCC James Berlin Memorial Outstanding Dissertation Award Committee honors a graduate whose dissertation improves the educational process in composition studies, or adds to the field's body of knowledge, through research or scholarly inquiry. Applicants must submit to CCCC the following items: (1) title page; (2) abstract; (3) summary of the dissertation (maximum length 10 pages; summary must be in manuscript form); (4) an unbound copy of the dissertation. To be eligible for the 2015 Berlin Dissertation Award, the dissertation must have been accepted by the degree-granting institution, and the writer of the dissertation must have received the degree between September 1, 2013, and August 31, 2014. Submissions must be received by September 1, 2014. Send submissions to the following address: CCCC James Berlin Memorial Outstanding Dissertation Award Committee, c/o CCCC, NCTE, 1111 W. Kenyon Road, Urbana, IL 61801-1096 or firstname.lastname@example.org. Emailed submissions are accepted and encouraged.
James Berlin Outstanding Dissertation Award Winners
Nancy Bou Ayash, "Translingualism in Post-Secondary Writing and Language Instruction: Negotiating Language Ideologies in Policies and Pedagogical Practices"
2014 Honorable Mentions
Lisa Blankenship, "Changing the Subject: A Theory of Rhetorical Empathy"
Linh Dich, "Technologies of Racial Formation: Asian-American Online Identities"
Heather Brook Adams, "Secrets and Silences: Rhetorics of Unwed Pregnancy Since 1960"
Ana Maria Wetzl, “L2 Writing in the L1 Composition Course: A Model for Promoting Linguistic Tolerance”
Carolyn J. Fulford, “Writing Across the Curriculum Program Development as Ideological and Rhetorical Practice”
2011 Honorable Mention
Dawn M. Fels, “The Vernacular Architecture of Composition Instruction: What the Voices of Writing Center Tutors Reveal about the Influence of Standardized Instruction and Assessment"
Risa Applegarth, "Other Grounds: Popular Genres and the Rhetoric of Anthropology, 1900-1940"
Eric D. Turley, “The Scientific Management of Writing and the Residue of Reform”
Katherine E. Tirabassi, "Revisiting the Current-Traditional Era: Innovations in Writing Instruction at the University of New Hampshire, 1940-1949"
Julie Marie Staggers, "Learning to Love the Bomb: Secrecy and Denial in the Atomic City, 1943-1961”
Jordynn Jack, “Rhetorics of Time: Women’s Role in Wartime Science, 1939-1945"
Haivan Viet Hoang, "To Come Together and Create a Movement: Solidarity Rhetoric in the Vietnamese American Coalition (VAC)"
Jessica Enoch, "Women's Resistant Pedagogies in Turn-of-the-Century America: Lydia Maria Child, Zitkala Sa, Jovita Idar, Marta Pena, and Leonor Villegas de Magnon.”
Elizabeth Graber, "Old Believer Women in a Postmodern World: Changing Literacy, Changing Lives."
Wendy B. Sharer, "Rhetoric, Reform, and Political Activism in U.S. Women's Organizations, 1920-1930."
Katherine Kelleher Sohn, "Whistlin' And Crowin' Women Of Appalachia: Literacy Development Since College"
Elizabeth A. Miles, "Building Rhetorics of Production: An Institutional Critique of Composition Textbook Publishing"
Chris Gallagher, "Composing Inquiry: Rethinking (Progressive) Pedagogy and Literacy"
Jeffrey Maxson, "Multimedia and Multivocality in a Basic Writing Classroom"
Ellen Cushman, "The Struggle and the Tools: Oral and Literate Strategies in an Inner City Community"
Amy M. Lee, "Visions and Revisions of Teaching Writing as a Critical Process"
Margaret A. Syverson, "The Wealth of Reality: An Ecology of Composition"
Harriet Malinowitz, "Lesbian and Gay Reality and the Writing Class"
Marguerite Helmers, "The Constitution of Students: Genre and Representation in the Composition Testimonial"
Susan Carlton Brown, "Poetic, Rhetoric, and Disciplinary Discourse"