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CCC 68:1 / september 2016

Announcements and Calls

2016 TYCA Fame Award Winners: The Two-Year College English Associa- tion (TYCA) has announced the winner of the 2016 Public Image of the Two-Year College Fame Award along with an Honorable Mention.

The 2016 TYCA Fame Award went to Manny Fernandez for “A Global Community’s College,” an article published in the New York Times on Octo-ber 30, 2015. In his article, Fernandez writes about how community colleges are becoming hubs of global interaction, reflecting the more global world we live in. He highlights Houston Community College as a case study, noting that among colleges that grant AA degrees to international students, HCC ranks 29th, “ahead of prestigious destinations like Stanford, [MIT], George Washington University, and the University of California, Davis.”

Honorable Mention was awarded to a press release from the National Science Foundation titled “Community College Teams Propose Ways to Improve Natural Resource Sustainability.” The release was published on the NSF website on March 23, 2016. This article reviews the top ten finalists for the Community College Innovation Challenge (CCIC) and is notable because it promotes community colleges’ development of a tech-nical workforce in STEM careers and highlights the work two-year college students are doing to “help society deal with growing resource demands.”

The Fame Award publicly acknowledges the best positive mention of the two-year college appearing in any media during the previous year.

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Visit the Fame Award Web site at http://www.ncte.org/tyca/awards/fame to submit nominations for the 2017 award.

Diana Hacker TYCA Outstanding Programs in English Awards for Two-Year Teachers and Colleges: Call for Submissions: This annual award honors two-year teachers and their colleges for exemplary programs that enhance students’ language learning, helping them to achieve their college, career, and personal goals. Categories for submission for the 2017 award, in both credit and noncredit programs, are as follows: Reaching across Borders (Partnerships with Business; Partnerships with High Schools, Colleges, and Universities; Service Learning; Interdisciplinary Programs; Distance/Distributed Learning; Writing across the Curriculum; and Community Outreach); Fostering Student Success (Transfer and Honor Programs; Serv-ing Special Populations; Programs Teaching with Innovative Methods of Instructional Delivery; Mentoring and Tutoring Programs; Writing across the Curriculum; Student Learning Outcomes; and Writing Centers); Enhanc-ing Developmental Education (Preparing for the Workplace; Serving Special Populations; New Models for Building Writing and Reading Programs; Programs Teaching with Innovative Methods of Instructional Delivery; Assessment/Placement Programs; and Student Learning Outcomes); and Enhancing Literature and Cultural Arts (Programs Teaching Literature with Innovative Methods of Instructional Delivery; Collaborative College and Community Cultural Arts Programs or Events; and College Literary Arts Programs). The programs may be exclusively English programs or combina-tion programs with other disciplines, college services, and community or workplace groups. Colleges may enter a program in more than one category, if appropriate, but each entry must be submitted separately, and no program will receive an award in more than one category. The colleges selected for the awards and for honorable mention will be honored at the TYCA Breakfast at the CCCC Convention in Portland, Oregon, in March 2017. The programs will be judged on the following criteria: (1) programs are developed as thoughtful responses to the educational needs of diverse students; (2) programs show creative and innovative strategies that solve problems and provide solutions that go beyond the usual borders and cross traditional lines; (3) programs show success in meeting goals documented both evaluative qualitative and quantitative research; (4) programs can be shared so that other teachers and colleges can benefit by adopting or

a n n o u n c e m e n t s a n d c a l l s

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adapting them; (5) programs reflect collegiality and collaboration among those who participate in or are affected by the program; (6) programs reflect the importance of being sensitive to the educational, cultural, ethnic and business community; and (7) programs reflect pedagogy informed by sound language theory and practices. Applicants must submit a completed submission form, a brief descrip-tion of their program (60 words or fewer), and a narrative of the program (1,000 words or fewer). Submission materials must be submitted by No-vember 10, 2016. Please visit http://www.ncte.org/tyca/awards/programs for more information and to submit the nomination online. For additional information, please contact Linda Walters-Moore, NCTE, 1111 W. Kenyon Road, Urbana, IL 61801-1906; phone 800-369-6283, ext. 3632, tyca@ncte .org.

Nell Ann Pickett Service Award Call for Nominations: This award is granted each year to an outstanding teacher whose vision and voice have had a major impact on two-year college professionalism and whose teaching exemplifies such outstanding personal qualities as creativity, sensitivity, and leadership. The award, presented at the annual CCCC Awards Ceremony, consists of a plaque from NCTE and free registration to the following year’s CCCC convention. Candidates must meet the following criteria:

1. Major impact on two-year college professionalism.2. Service qualifications: Positive contributions to professional

leadership with a clearly national reach and an inclusive vision demonstrated in such activities as mentoring, publication, or work uniting the goals and efforts of organizations and groups that pro-mote two-year colleges.

3. Teaching qualifications: Past or present excellence in teaching, which exemplifies such outstanding personal qualities as creativity, sensitivity, and leadership.

Any person may nominate a service award candidate who meets the award criteria by sending an overview of the applicant’s qualifications in no more than two double-spaced typed pages and a current vita. The selection committee may request other supporting materials. The 2017 award com-mittee will select the winner from nominations postmarked no later than November 15, 2016. Please send two-page nominating materials (include

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a resume, if possible) to: Linda Walters-Moore, Nell Ann Pickett Service Award Committee, NCTE, 1111 W. Kenyon Road, Urbana, IL 61801-1096, tyca@ncte.org.

Call for Papers, MCEA Conference: The Michigan College English Association will hold its annual convention, in conjunction with the Michigan Writing Centers Association, October 21–22, 2016, at Macomb Community Col-lege in Warren, Michigan. The theme is Innovation and Tradition, and the featured luncheon speaker on Friday is poet M. L. Liebler. We invite proposals for individual papers and for complete panels. We welcome proposals from experienced academics, young scholars, and graduate students. We encourage a variety of papers, including pedagogi-cal and scholarly essays as well as work from creative writers. Although we encourage papers and panels that reflect the conference theme, we also welcome proposals from all areas that English and writing departments encompass. Graduate students with the best scholarly paper and the best creative writing will receive awards. To qualify for graduate student awards, the completed papers must be submitted to the program chairs by September 30, 2016. Proposals are due by September 30, 2016. Early submissions are welcome. Please send your name, university affiliation, e-mail address, AV requests, time/day preference, and a 250-word abstract to Cheryl Caesar and Curtis VanDonkelaar, Program Chairs, via email at caesarc@msu.edu and vandonkc@msu.edu. To submit a panel proposal, please include the information for all members (maximum of 4 participants) in the same proposal.

Help Shape NCTE Positions by Submitting a Resolution: If you have concerns about issues that affect your teaching or if you’d like to see NCTE take a stand on a position you support, you have an opportunity to be heard! Propose a resolution that may be voted on at NCTE’s Annual Convention.

For details on submitting a resolution, to see resolutions already passed by Council members, or to learn about proposing position statements or guidelines other than resolutions, visit the NCTE website (http://www.ncte.org/positions/call_for_resolutions) or contact Lori Bianchini at NCTE

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Headquarters (800-369-6283, ext. 3611; lbianchini@ncte.org). Resolutions must be postmarked by October 15, 2016.

Call for Proposals: We welcome proposals for articles in a special issue of WLN: A Journal of Writing Center Scholarship on the topic of Transfer of Learning in the Writing Center. The issue will be guest edited by Dana Lynn Driscoll (Indiana University of Pennsylvania) and Bonnie Devet (College of Charleston).

A vital topic in higher education is transfer of learning, or what is generally known as students’ ability to adapt, apply, or remix prior knowl-edge and skills in new contexts, including educational, civic, personal, and professional. As recent writing center scholarship attests, transfer of learn-ing is of key importance to the work we do in writing centers, both with our work with clients but also with our tutors themselves. For this special issue of WLN, we encourage contributors to consider, as starting points, some of the following questions:

How might transfer be defined and considered in a writing center con-text? How does transfer help characterize the development of consultants, both novice and expert? How do consultants transfer knowledge between settings? What strategies can consultants use to support and encourage cli-ents’ transfer of prior knowledge and skills during sessions? How do clients use the writing center to transfer writing knowledge between courses? What role do dispositions play in transfer in a writing center context? What can writing center directors do to help prepare tutors to better support trans-fer? How can transfer of learning be a primary mission for writing centers?

We welcome 500-word proposals for articles that are no longer than 3,000 words including works cited (fewer if there are figures and/or tables], written in MLA format; items for the Tutor’s Column should be no longer than 1,500 words. We encourage articles that are RAD-research oriented, practical, or theoretical to consider the above and other questions sur-rounding transfer.

Proposals will be accepted until May 1, 2017. Invitations to submit full articles will be issued by June 1, 2017. Invited authors will submit drafts by Sept. 1, 2017, and revised manuscripts will be due by Jan. 15, 2018. Send proposals to wlnlearningtransfer@gmail.com.

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�e Desire for LiteracyWriting in the Lives of Adult LearnersLauren Rosenberg185 pp. 2015. College.

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�e literate tend to take their literacy and all it a�ords them for granted; they are equally likely to assume that nonliterate people do not know, think, or understand in the ways they do, that the silence of nonliteracy is both intrinsic and deserved. But as Lauren Rosenberg illustrates, marginalized adult learners are quite capable of theorizing about their position in society, questioning dominant ideas, disrupting them, and challenging traditional literacy narratives in American culture. In �e Desire for Literacy: Writing in the Lives of Adult Learners, Rosenberg takes up the imperative established by community literacy researchers to engage with people in communities outside of formal schooling in an e�ort to understand adult learners’ motivations and desires to become more literate when they choose reading and writing for their own purposes. Focusing on the experiences, knowledge, and perspectives of four adult learners, she examines instances in which participants resist narratives of oppression, particularly when they become authors. Rosenberg’s qualitative study demonstrates that these adult learners are already knowledgeable individuals who can teach academics about how literacy operates, not only through service-learning lenses of re�ection and action, but also more radically in terms of how students, instructors, and scholars of composition think about the meanings and purposes of literacy.

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From Boys to Men o�ers an accessible, engaging, richly detailed rhetorical history that will be of use to any student or teacher of rhetoric interested in US history, national identity, or gender construction. Its cogent exploration of how organizations for boys promoted idealized, racialized, and class-based masculine development amidst the pressures of national development brings essential depth to ongoing scholarly conversations in rhetorical studies.

—Christa J. Olson, University of Wisconsin–Madison

Jones’s reading of Kenneth Burke’s rhetoric of identi�cation provides teachers with a powerful method of rhetorical criticism that exposes the motives that shape the shared experience of many American boys. In the process, she shows us all how to recognize and judge for ourselves the in�uence of the institutions that would organize our social lives.

—Gregory Clark, Brigham Young University

Institutional, organized expressions of male coming-of-age encourage Americans to believe that emergent masculinity is an enduring natural phenomenon and an essential component of American identity, and that the outcomes of the transformation process from boy to man have important consequences for the United States as a nation. Leigh Ann Jones explores performances of developing young male identity in case studies from twentieth- and twenty-�rst-century federal and civic organizations that recruit boys and young men using appeals to American national identity, often coding these appeals as character building. Examining documents from the Boy Scouts of America during the Progressive Era, the Sigma Chi college fraternity in the 1960s, and the US Army’s “Army of One” recruiting campaign in the early 2000s, Jones explicates rhetorical strategies that position the young male �gure as a source of enduring national identi�cation and as a citizen who is the product of a distinct trajectory of development and transformation. �ese strategies emerge from an intense interest among community leaders in the psychology of boys and are characterized by language that directs and shapes boys’ consciousness of themselves as males, tying that consciousness to an American identity. Applying Kenneth Burke’s concept of rhetoric as identi�cation, particularly his understanding of constitutive rhetoric, Jones outlines a frame- work for understanding how such organizations for boys have endured, along with their myths about masculinity, in spite of the ways in which these stories are troubled by economics, gender, race, and sexuality.

SWRSTUDIES IN WRITING AND RHETORIC

From Boys to Men Rhetorics of

Emergent American Masculinity

Leigh Ann Jones

Jones FR

OM

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EN CCCC/NCTE

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Institutional, organized expressions of male coming-of-age encourage Americans to believe that emergent masculinity is an enduring natural phenomenon and an essential component of American identity, and that the outcomes of the transformation process from boy to man have important consequences for the United States as a nation. Leigh Ann Jones explores performances of developing young male identity in case studies from twentieth- and twenty-�rst-century federal and civic organizations that recruit boys and young men using appeals to American national identity, often coding these appeals as character building.

Examining documents from the Boy Scouts of America during the Progressive Era, the Sigma Chi college fraternity in the 1960s, and the US Army’s “Army of One” recruiting campaign in the early 2000s, Jones explicates rhetorical strategies that position the young male �gure as a source of enduring national identi�cation and as a citizen who is the product of a distinct trajectory of development and transformation. �ese strategies emerge from an intense interest among community leaders in the psychology of boys and are character-ized by language that directs and shapes boys’ consciousness of themselves as males, tying that consciousness to an American identity. Applying Kenneth Burke’s concept of rhetoric as identi�cation, particularly his understanding of constitutive rhetoric, Jones outlines a framework for understanding how such organizations for boys have endured, along with their myths about masculinity, in spite of the ways in which these stories are troubled by economics, gender, race, and sexuality.

From Boys to MenRhetorics of Emergent American MasculinityLeigh Ann Jones147 pp. 2016. College.

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Adult basic education for older learners remains a vital but largely unexplored area for literacy studies. Rosenberg approaches the people in this excellent book with that most precious human instrument for researchers and novelists: an attentive ear.

—Eli Goldblatt, Temple University

Rosenberg reminds us that even those who are nonliterate have a relationship to writing—usually one charged with violence. Yet she also reveals how that relationship can change, even late in life. Keenly observed and gracefully written, this book enriches our understanding of the extracurriculum of composition.

—Tom Deans, University of Connecticut

equally likely to assume that nonliterate people do not know, think, or understand in the ways they do, that the silence of nonliteracy is both intrinsic and deserved. But as Lauren Rosenberg illustrates, marginalized adult learners are quite capable of theorizing about their position in society, questioning dominant ideas, disrupting them, and challenging traditional literacy narratives in American culture. In Desire for Literacy: Writing in the Lives of Adult Learners, Rosenberg takes up the imperative established by community literacy researchers to engage with people in

motivations and desires to become more literate when they choose reading and writing for their own purposes. Focusing on the experiences, knowledge, and perspectives of four adult learners, she examines instances in which participants resist narratives of oppression, particularly when they become authors. Rosenberg’s qualitative study demonstrates that these adult learners are already knowledgeable individuals who can teach academics about how literacy operates, not only through

how students, instructors, and scholars of composition think about the meanings and purposes of literacy.

L AUREN R OSENBERG

Rosenberg TH

E DESIRE

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ITERACY

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STUDIES IN WRITING AND RHETORICConference on College Composition and Communication

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Adult basic education for older learners remains a vital but largely unexplored area for literacy studies. Rosenberg approaches the people in this excellent book with that most precious human instrument for researchers and novelists: an attentive ear.

—Eli Goldblatt, Temple University

Rosenberg reminds us that even those who are nonliterate have a relationship to writing—usually one charged with violence. Yet she also reveals how that relationship can change, even late in life. Keenly observed and gracefully written, this book enriches our understanding of the extracurriculum of composition.

—Tom Deans, University of Connecticut

equally likely to assume that nonliterate people do not know, think, or understand in the ways they do, that the silence of nonliteracy is both intrinsic and deserved. But as Lauren Rosenberg illustrates, marginalized adult learners are quite capable of theorizing about their position in society, questioning dominant ideas, disrupting them, and challenging traditional literacy narratives in American culture. In Desire for Literacy: Writing in the Lives of Adult Learners, Rosenberg takes up the imperative established by community literacy researchers to engage with people in

motivations and desires to become more literate when they choose reading and writing for their own purposes. Focusing on the experiences, knowledge, and perspectives of four adult learners, she examines instances in which participants resist narratives of oppression, particularly when they become authors. Rosenberg’s qualitative study demonstrates that these adult learners are already knowledgeable individuals who can teach academics about how literacy operates, not only through

how students, instructors, and scholars of composition think about the meanings and purposes of literacy.

L AUREN R OSENBERG

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STUDIES IN WRITING AND RHETORICConference on College Composition and Communication

�rough a blend of African American cultural theory and literacy and rhetorical studies highlighting the intellectual and pedagogical traditions of African American people, Rhea Estelle Lathan argues that African Americans have literacy traditions that represent speci�c, culturally in�uenced ways of being in the world. She introduces gospel literacy, a theoretical framework analogous to gospel music within which to consider how the literacy activities of the Civil Rights Movement illumi-nate a continual interchange between secular and religious ideologies. Lathan demonstrates how gospel literacy is deeply grounded in an African American tradition of refusing to accept the assumptions underlying European American thought and institutions, including the oppression of African American people and the denial of full citizenship rights.

Lathan’s critical historical analysis of the Citizenship Schools on South Carolina’s Sea Islands draws on oral histories, personal interviews, and archival data, allowing her to theorize about African American literacy practices, meanings, and values while demonstrating the symbiotic relation-ship between literacy and the Civil Rights Movement. Central to her research are local participants who contributed to the success of citizenship education, and she illuminates in particular how African American women used critical intellectualism and individual creative literacy strategies to aid in the struggle for basic human rights.

Freedom WritingAfrican American Civil Rights Literacy Activism, 1955–1967

Rhea Estelle Lathan143 pp. 2015. College. PrintStock No. 17880$34 member/$36 nonmember

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P E N G U I N P U B L I S H I N G G R O U P www.penguin.com/academicAcademic Ser vices | 375 Hudson Street | New York , New York 10014

Graydon Carter, editorVANITY FAIR’S WRITERS ON WRITERSIntroduction by David FriendA collection of beloved authors on beloved writers, including Martin Amis on Saul Bellow, Truman Capote on Willa Cather, and Salman Rushdie on Christopher Hitchens, as featured in Vanity Fair.Penguin • 432 pp. • 978-0-14-311176-4 • $20.00

David AttwellJ. M. COETZEE AND THE LIFE OF WRITINGFace-to-face with TimeIn this insightful biography and literary study, Attwell draws on Coetzee’s manuscripts, notebooks, and research papers to explore the creative processes behind the Nobel Laureate’s novels, illuminating the autobio-graphical and self-reflective nature of his work.Penguin • 272 pp. • 978-0-14-312881-6 • $17.00

J. M. Coetzee and Arabella KurtzTHE GOOD STORYExchanges on Truth, Fiction and PsychotherapyDrawing on great writers like Cervantes and Dostoevsky and psychoanalysts like Freud and Melanie Klein, Coetzee and Kurtz explore the human capacity for self-examination through a fascinating dialogue about psychotherapy and the art of storytelling.Penguin • 208 pp.• 978-0-14-310982-2 • $16.00

Steven PinkerTHE SENSE OF STYLEThe Thinking Person’s Guide to Writing in the 21st Century“[The Sense of Style] is more contemporary and comprehensive than The Elements of Style, illustrated with comic strips and cartoons and lots of examples of comically bad writing. [Pinker’s] voice is calm, reasonable, benign, and you can easily see why he’s one of Harvard’s most popular lecturers.”—The New York Times.Penguin • 368 pp. • 978-0-14-312779-6 • $17.00

Alice MattisonTHE KITE AND THE STRINGHow to Write with Spontaneity and Control—and Live to Tell the TaleAn insightful guide to writing fiction and memoir without falling into common traps. Also includes tips for wisely navigating the writing life: protecting writing time, preserving solitude, finding trusted readers, and setting the right goals for publication. “Brimming with a practitioner’s re-flective wisdom and immediately useful insight....Mattison is so canny and experienced that her insights are hugely relevant for all of us who write. Indeed, this book goes right next to James Wood’s How Fiction Works on the shelf by the desk.”—Sven Birkerts, author of The Art of Time in Memoir.Viking • 256 pp. • 978-0-525-42854-1 • $25.00

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See You in Philly!

The MLA Annual Convention returns to Philadelphia from 5 to 8 January 2017. The largest scholarly meeting in the humanities, the MLA convention brings together a broad cross-section of the profession to discuss new research, make decisions, and build professional networks. Hundreds of members in the composition and rhetoric field will be in attendance.

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