EMAIL: Kathleen Blake Yancey, Editor, CCC, firstname.lastname@example.org
MAIL: Kathleen Blake Yancey, Editor, College Composition and Communication, Department of English, 223 Williams Building, Florida State University, Tallahassee, FL 32306
Since 2010 College Composition and Communication has featured one special issue a year: the first, commemorating the journal’s 60th anniversary, addressed the future of rhetoric and composition; the second, in 2011, focused on ethnic and indigenous rhetorics; the third, in 2012, is identifying and articulating research methodologies central to the field/discipline; and the fourth, in 2013, will speak to issues associated with the profession in two genres, articles and small-scope narratives.
In this context, we are pleased to announce the fifth special issue, to be published in 2014, focused on Locations of Writing.
I especially welcome two kinds of responses to this CFP.
The first is a proposal of 250 words for a full-length manuscript of addressing:
• Historical locations for writing classes
• Historical locations for other curricular writing activities (e.g. writing centers)
• Writing across different institutional locations: e.g., community college/four-year college, private/public, WAC, and WID
• Connections across sites of writing
• Historical locations for out-of-school writing events and activities
• Contemporary locations for out-of-school writing events and activities
• New locations for writing including programs and departments
• The relationship between writing locations and the profession
• The influence of location on curricular and pedagogical practices
• The role of locations in an era of mobile technology
• Student work on websites, portfolios, and other digital sites conceived of as locations
• Advantages, disadvantages, and opportunities linked to re-locating writing
• Location as metaphor: space, place, and geography as compatible and/or alternative metaphors
• Location as site of knowledge, especially regarding issues of difference
• Location and its relationship to faculty status
• Location as a metaphor for a career trajectory
This list, however, is not meant to be prescriptive—I welcome queries, ideas, and proposals.
The second response I welcome is a complete vignette or “small-scope narrative” of our lived experience in a given location in writing (limited to 1000 words). This must be complete at the time of submission and should be appropriately labeled.
Deadline for proposals and vignettes is Monday, January 7, 2013. No duplicate submissions, and please be sure to limit proposals to 250 words each and vignettes to 1000 words.
In the interim, please submit all questions and proposals to email@example.com
The editorial staff of College Composition and Communication (CCC) invites submission of research and scholarship in composition studies that supports college teachers in reflecting on and improving their practices in teaching writing. The field of composition studies draws on research and theories from a broad range of humanistic disciplines— English studies, linguistics, literacy studies, rhetoric, cultural studies, gay studies, gender studies, critical theory, education, technology studies, race studies, communication, philosophy of language, anthropology, sociology, and others—and within composition studies, a number of subfields have also developed, such as technical communication, computers and composition, writing across the curriculum, research practices, history of composition, assessment, and writing center work.
Articles for CCC may come out of the discussions within and among any of these fields, as long as the argument presented is clearly relevant to the work of college writing teachers and responsive to recent scholarship in composition studies. The usefulness of articles to writing teachers should be apparent in the discussion, but articles need not contain explicit sections detailing applications to teaching practices.
In writing for CCC, you should consider a diverse readership for your article, a readership that includes at least all teachers of college-level writing at diverse institutions and literacy centers, and may include administrators, undergraduate and graduate students, legislators, corporate employers, parents, and alumni. To address such an audience, you need not avoid difficult theories or complex discussions of research and issues or detailed discussions of pedagogy; rather you should consider the interests and perspectives of the variety of readers who are affected by your theories, pedagogies, and policies.
Genre, Format, Length, Documentation. You are encouraged to submit articles in whatever genre and format best fits your purposes, and to use alternate genres and formats if they best express your meanings; similarly, the use of endnotes and subheadings should align with your purposes and meanings. Most articles in CCC run between 4,000 and 7,000 words (or approximately 16–28 double-spaced pages), though articles may be shorter or longer in line with your purposes. All articles should be documented according to the MLA Style Manual and Guide to Scholarly Publishing (2nd ed.). NCTE's Guidelines for Gender-Fair Use of Language can be found here: http://www.ncte.org/positions/statements/genderfairuseoflang.
Research Practices and Citing Unpublished Work. If your article reports the results of empirical or observational research, you need to be attentive to the ethics as well as the validity of your research methods. In any article, if you quote or otherwise reproduce unpublished writing by students or teachers or others, you need to get permission from the writers to do so, even if you use their writing anonymously. Permission forms for citing unpublished work are available from the CCC editor and on CCC Online.
Submission and Review of Articles. Please send three clean copies of an article, along with postage for mailing to two outside readers; also submit your article by email as a Word attachment. Articles will be read blind by outside reviewers, so please make sure that your name does not appear on the title page or first page and that you do not identify yourself in the text or in the list of works cited. Please include your address, phone number, and email address (if you have one) with all submissions.
Interchanges. Responses to articles that raise important issues or different perspectives will be considered for publication in the Interchanges section. Please phrase any differences with the article you are responding to in a tone respectful to the writer and to the profession. Responses usually run between 500 and 2,000 words (approximately 2–8 double-spaced pages). Sets of short related articles may also be submitted to or solicited by the editor for the Interchanges section.
Book Reviews. CCC is currently publishing book review essays, each addressing a set of books, and all review essays are invited by the editor. If you have ideas for review essays, please contact the editor.
In Brief. Brief (500–1,500 words) pieces detailing information about laws, institutional or governmental policies, or other events that materially affect the work of college writing teachers may be submitted for the In Brief section.
CCC Online. Articles that are composed in a format for online reading may be submitted for publication on CCC Online. Such articles will be reviewed in the same way as print-format articles. Please contact the editor for submission requirements. CCC Online also publishes parallel electronic materials that complement articles printed in the paper edition of CCC, and responses to articles in an interactive format.
About half of the submissions to CCC are sent to outside readers after the first stage of review by the editorial staff. You should receive prompt acknowledgment of receipt of your piece by either postcard or email, followed by a report on its status from the editor within 16 weeks. The time between acceptance and publication is usually less than a year. Authors receive two copies of the issue in which their work appears. Please feel free to write or call the editor if you have any questions about submitting work to CCC.
Click HERE to read/download a copy of the CCC permission form needed to include the work of others in your submission (especially student work).