The College Section of NCTE supports the exploration of English Studies in a variety of collegiate settings that include higher education institutions and early colleges. We are educators who teach English, composition, and literacy studies across the disciplines in colleges and universities, especially to undergraduate students. CCCC Annual Convention
March 18-21, 2015
Risk and Reward
Innovation is a catch-phrase we hear every day in our institutions, a buzzword in the popular consciousness. We’re encouraged to innovate, take chances, try new teaching approaches, apply new research methods, start new degree programs, and reach out to forge new partnerships with the community. Read more from Joyce Locke Carter, 2015 CCCC Convention Chair.
2014 Richard Ohmann Award Winner Announced
Jim Ridolfo is the recipient of the 2014 Richard Ohmann Award for Outstanding article in College English for his essay, “Delivering Textual Diaspora: Building Digital Cultural Repositories as Rhetoric Research.” Learn more about Jim and his article.
Policy Analysis Initiative
A network of NCTE, CCCC, and TYCA volunteers track state policy developments impacting English language arts, English studies, literacy, and the humanities. These volunteers, one covering P12 education and one covering higher education in each state, provide other members with analyzed information about state policies. Learn more about the NCTE Policy Analysis Initiative.
New College Level Books
On Multimodality: New Media in Composition Studies
Jonathan Alexander and Jacqueline Rhodes argue that composition’s embrace of new media and multimedia often makes those media serve the rhetorical ends of writing and composition, as opposed to exploring the rhetorical capabilities of those media.
CCCC/NCTE Studies in Writing & Rhetoric (SWR) series.
Students' Right to Their Own Language: A Critical Sourcebook
This critical sourcebook revisits the complexities of one of the most controversial statements in CCCC history. Perspectives are collected from some of the field's most influential scholars to provide a foundation for understanding the historical and theoretical context informing the affirmation of all students' right to exist in their own languages.
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