Steve Lamos, Associate Professor and Associate Director of the Program for Writing and Rhetoric at the University of Colorado-Boulder, for his article “Toward Job Security for Teaching-Track Composition Faculty: Recognizing and Rewarding Affective-Labor-in-Space,” March 2016.
The selection committee found Lamos’s article to be timely and illuminating for many audiences. Lamos offers a thoughtful analysis of a prevalent problem in the conversation about labor in composition pedagogy: the terrible working conditions of most composition teachers. Through his discussion on “affective labor,” Lamos helps readers both inside and outside of the academy appreciate what writing teachers do in the writing classroom, which he identifies as “nurturance, supportiveness, interdependence, and nondominance” (76). Lamos not only addresses the problem, but he also theorizes a way forward that will build dignity and a professional work environment for composition teachers. Through his concrete suggestions for creating change, Lamos conveys a persistent hopefulness for composition teachers and the field.
Steve Lamos is an associate professor in the Program for Writing and Rhetoric at the University of Colorado–Boulder. His publications include Interests and Opportunities: Race, Racism, and University Writing Instruction in the Post-Civil Rights Era (U of Pitt P 2011), articles in CCC, CE, JBW, and WPA, and several book chapters. Lamos’s current book project examines how various understandings of affect can improve the professional and material conditions in which non-tenure-track writing instruction takes place.
2016 Award Committee:
Isabel Baca, University of Texas, El Paso, Chair
Steph Ceraso, University of Maryland, Baltimore
TJ Geiger, Syracuse University, New York
Rene Moreno, California State University, Northridge
Clancy Ratliff, University of Louisiana, Lafayette
Patrick Sullivan, Manchester Community College, Manchester, CT
Purpose: The Richard Ohmann Award recognizes an outstanding refereed article in the journal College English that makes the most significant contribution to the field of English studies.
Eligibility: Articles to be considered will be chosen from the College English volume year, September through July in the year prior to selection.
Award Criteria: The award will recognize an outstanding refereed article in the past volume year of College English that makes the most significant contribution to scholarship or research, or theory or pedagogy, in English Studies.
Award Specifics: The Ohmann Award Committee chair presents the award at the College Celebration during the NCTE Annual Convention. The winner receives complimentary registration, a plaque, and $200 honorarium.
Ohmann Award winning articles offer an innovative, well-researched inquiry regarding an exigent problem, issue, or debate in a manner that is relevant and accessible to a wide range of College English readers. The award is given in the name of Richard Ohmann, landmark editor of College English from 1966 to 1978. The first award was given for the 2000-2001 issues of the journal.
Judging: The Ohmann Award Committee determines the winner based upon articles meeting the criteria by September 1. The editor(s) of the College English journal are a part of the award selection committee.
2015: Steph Ceraso, “(Re)Educating the Senses: Multimodal Listening, Bodily Learning, and the Composition of Sonic Experiences,” College English, November 2014
2014: Jim Ridolfo, "Delivering Textual Diaspora: Building Digital Cultural Repositories as Rhetoric Research,” College English, November 2013
2013: Bump Halbritter and Julie Lindquist, "Time, Lives, and Videotape: Operationalizing Discovery in Scenes of Literacy Sponsorship," College English, November 2012
2012: Amy Wan, “In the Name of Citizenship: The Writing Classroom and the Promise of Citizenship,” College English, September 2011
2011: Nancy Welch, "We're Here, and We're Not Going Anywhere: Why Working Class Rhetorical Traditions Still Matter," College English, January 2011
2010: Susan C. Jarratt, "Classics and Counterpublics in Nineteenth-Century Historically Black Colleges," College English, November 2009
2009: Christopher Carter, "Writing with Light: Jacob Riis's Ambivalent Exposures," College English, November 2008
2008: Mary Queen, “Transnational Feminist Rhetorics in a Digital World,” College English, May 2008
2007: LuMing Mao, “Studying the Chinese Rhetorical Tradition in the Present:
Re-presenting the Native’s Point of View,” College English, January 2007
2006: Paul Kei Matsuda, “The Myth of Linguistic Homogeneity in U.S. College Composition,” College English, July 2006
2005: Eli Goldblatt, “Alinsky's Reveille: A Community-Organizing Model for Neighborhood-Based Literacy Projects,” College English, January 2005
2004: Susan Romano, "Tlaltelolco: The Grammatical Colonial Indios of Colonial Mexico," College English, January 2004
2003: J. Blake Scott, “Extending Rhetorical-Cultural Analysis: Transformations of Home HIV Testing,” College English, March 2003
2002: Candace Spigelman, "Argument and Evidence in the Case of the Personal," College English, Sept. 2001
2001: John Alberti, "Returning to Class: Opportunities for Multicultural Reform at
Majority Second Tier Schools," College English, May 2001
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