CCCC Chair's Address
||It has been suggested that this article be merged into Conference on College Composition and Communication. (Discuss) Proposed since November 2013.|
||The topic of this article may not meet Wikipedia's general notability guideline. (November 2013)|
The CCCC (Conference on College Composition and Communication) Chair’s Address is a speech delivered at the conference’s opening general session that speaks to perceived concerns in the field. The CCCC, formed in 1949, has always had a Chair, the first being John C. Gerber, but the Chair Address is a tradition that begin in 1977 when Richard Lloyd-Jones “became the first Chair to deliver a formal address”. Many in the field of rhetoric and composition consider the CCCC Chair’s Address to be one of the most anticipated and significant texts of the year.
CCCC Chair Duties
Before becoming Chair, one must be elected Assistant Chair, a role s/he serves for a year before becoming Associate Chair for a year. After a year of being the Assistant Chair and a year of being the Associate Chair, one then becomes the official Chair, wherein s/he will deliver his/her Chair’s Address at the CCCC. After serving as Chair for a year, one becomes the Immediate Past Chair for a year.
Each of these four roles—Assistant Chair, Associate Chair, Chair, and Immediate Past Chair—has different duties and obligations. On its official website, the CCCC lists the following duties for each role:
The Assistant Chair
- In the temporary absence of the Chair and the Associate Chair, presides at all business meetings of CCCC, the Executive Committee, or the Officers' Committee.
- Represents CCCC on the NCTE Board of Directors.
- Assists the Associate Chair and the Local Chair with managing the current CCCC Annual Convention.
- Develops plans for the subsequent convention.
The Associate Chair
- In the temporary absence of the Chair, presides at all business meetings of CCCC, the Executive Committee, or the Officers' Committee.
- Directs the program of the current CCCC Annual Convention in accord with Bylaws adopted to govern the convention and the Annual Business Meeting.
- Represents CCCC on the NCTE Board of Directors and observes the five meetings of the NCTE Executive Committee during the year he/she serves as Associate Chair.
- Attends, as an observer, with the CCCC Chair the five meetings of the NCTE Executive Committee that occur during the period one serves as Associate Chair, and replaces the outgoing Chair as voting member at the post-convention meeting of the NCTE Executive Committee.
- Appoints the Resolutions Committee and the Braddock Award Committee.
- Assumes responsibility for the functioning of the organization.
- Plans the agendas for and presides at the business meetings of CCCC, the Executive Committee, and the Officers' Committee.
- Represents the organization in making public its policy decisions.
- Appoints all special committees, with the exception of those committees stipulated in Bylaws III.B.5.
- May authorize committees and define their functions.
- Arranges any CCCC program sessions for the NCTE Annual Convention.
- Arranges the CCCC program session for the MLA Annual Convention.
- Serves as a voting member of the NCTE Board of Directors and the NCTE Executive Committee.
- Prepares the Annual Report to NCTE.
- Prepares a report to the membership of CCCC after the CCCC Annual Convention.
The Immediate Past Chair
- Assumes the duties of the Chair, if the Chair is unable to serve.
- Coordinates membership development.
- Serves on the Nominating Committee.
- Is a voting member of the NCTE Board of Directors.
Trends in CCCC Chairs' Addresses
There have been recurring trends within the 32 CCCC Chairs’ Addresses, and two scholars in particular have published work on these trends.
Ellen Barton, in her 1997 study “Evocative Gestures in CCCC Chairs’ Addresses,” identifies “a tradition of what can be called ‘evocative gestures’—the articulation of broad concerns in the field”. In examining the first 20 CCCC Chairs’ Addresses, she looks for ways in which the Chairs talk with and/or at one another over topics they deem pertinent to the field and its ongoing attempts at “self-representation” and “professionalism”. Toward that end, Barton demonstrates four trends:
- Teaching: Chairs make accordant gesture about the complexity and importance of teaching composition.
- Service: Chairs make accordant gestures about the commitment on the part of composition teachers to help students become valuable and productive members of society.
- Research Paradigms: Chairs make contentious gestures about what research model the field should promote, humanistic or empirical.
- Disciplinarity vs. Interdisciplinarity: Chairs make contentious gestures about where the field should be housed within the academy, as its own discipline or as an intradisciplinary focus within English departments.
Duane Roen, in his book Views from the Center: The CCCC Chairs’ Addresses 1977-2005, acknowledges Barton’s trends and provides a few of his own:
- Scholarly Teaching: Chairs emphasizing the importance of teaching that is grounded in and predicated on resources pertinent to the field.
- The Scholarship of Teaching and Learning: Chairs emphasizing the importance of scholarly work that addresses pedagogical issues.
Other recent trends include:
- Stake in Writing: Chairs focusing on the clout (or lack thereof) writing teachers have in writerly matters at the academic and legislative levels.
- Literacy: Chairs looking outside the academy first in making others aware of the role literacy plays both in and outside the classroom and/or speaking to the literacy practices being implemented or that should be implemented in the composition classroom.
- Diversity: Chairs discussing diversity in two corresponding ways: (1) we are not racially diverse as a field, and the diversity we do have in areas of institution, position, and sexual orientation does not mask and, in some cases, can actually exacerbate issues of equity, and (2) we need to put forth more effort in making the salient issues attached to diversity present in our pedagogies and curricula.
Publication of CCCC Chair's Address
A version of almost every Chair’s Address, whether altered slightly or not at all, has been reprinted in an issue of College Composition and Communication  (CCC). From 1987 to 1998, the Chair’s Address would appear in the February Issue of CCC; recently, however, the yearly Chair’s Address has been reprinted in the December issue of CCC.
CCCC Chairs’ Addresses Chart
|1977||Richard Lloyd-Jones||“A View from the Center”||Kansas City, Missouri||29.1 (Feb. 1978)|
|1978||Vivian I. Davis||“Our Excellence: Where Do We Grow from Here?"||Denver, Colorado||30.1 (Feb. 1979)|
|1979||William F. Irmscher||“Writing as a Way of Learning and Developing”||Minneapolis, Minnesota||30.3 (Oct. 1979)|
|1980||Frank D’Angelo||“Regaining Our Composure”||Washington, D.C.||31.4 (Dec. 1980)|
|1981||Lynn Quitman Troyka||“Perspectives on Legacies and Literacy in the 1980s”||Dallas, Texas||33.3 (Oct. 1982)|
|1982||James Lee Hill||“Beyond Access to Education—Literacy and Learning in Perspective”||Washington, D.C.||Unpublished in CCC|
|1983||Donald C. Stewart||“Some History Lessons for Composition Teachers”||Detroit, Michigan||Unpublished in CCC (published in Rhetoric Review  Issue 3.2 Jan, 1985)|
|1984||Rosentene B. Purnell||“Using Language to Unlock the Limits”||New York, New York||Unpublished in CCC|
|1985||Maxine Hairston||“Breaking Our Bonds and Reaffirming Our Connections”||Minneapolis, Minnesota||36.3 (Oct. 1985)|
|1986||Lee Odell||“Diversity and Change: Toward a Maturing Discipline”||New Orleans, Louisiana||37.4 (Dec. 1986)|
|1987||Mariam T. Chaplin||“Issues, Perspectives and Possibilities”||Atlanta, Georgia||39.1 (Feb. 1988)|
|1988||David Bartholomae||“Freshman English, Composition, and CCCC”||St. Louis, Missouri||40.1 (Feb. 1989)|
|1989||Andrea A. Lunsford||“Composing Ourselves: Politics, Commitment, and the Teaching of Writing”||Seattle, Washington||41.1 (Feb. 1990)|
|1990||Jane E. Peterson||“Valuing Teaching: Assumptions, Problems, and Possibilities”||Chicago, Illinois||42.1 (Feb. 1991)|
|1991||Donald McQuade||“Living In—and On—the Margins”||Boston, Massachusetts||43.1 (Feb. 1992)|
|1992||William W. Cook||“Writing in the Spaces Left”||Cincinnati, Ohio||44.1 (Feb. 1993)|
|1993||Anne Ruggles Gere||“Kitchen Tables and Rented Rooms: The Extracurriculum of Composition”||San Diego, California||45.1 (Feb. 1994)|
|1994||Lillian Bridwell-Bowles||“Freedom, Form, Function: Varieties of Academic Discourse”||Nashville, Tennessee||46.1 (Feb. 1995)|
|1995||Jacqueline Jones Royster||“When the First Voice You Hear Is Not Your Own”||Washington, D.C.||47.1 (Feb. 1996)|
|1996||Lester Faigley||“Literacy after the Revolution”||Milwaukee, Wisconsin||48.1 (Feb. 1997)|
|1997||Nell Ann Pickett||“The Two-Year College as Democracy in Action”||Phoenix, Arizona||49.1 (Feb. 1998)|
|1998||Cynthia L. Selfe||“Technology and Literacy: A Story about the Perils of Not Paying Attention”||Chicago, Illinois||50.3 (Feb. 1999)|
|1999||Victor Villanueva||“On the Rhetoric and Precedents of Racism”||Atlanta, Georgia||50.4 (June 1999)|
|2000||Keith Gilyard||“Literacy, Identity, Imagination, Flight”||Minneapolis, Minnesota||52.2 (Dec. 2000)|
|2001||Wendy Bishop||“Against the Odds in Composition and Rhetoric”||Denver, Colorado||53.2 (Dec. 2001)|
|2002||John C. Lovas||“All Good Writing Develops at the Edge of Risk”||Chicago, Illinois||54.2 (Dec. 2002)|
|2003||Shirley Wilson Logan||“Changing Missions, Shifting Positions, and Breaking Silences”||New York, New York||55.2 (Dec. 2003)|
|2004||Kathleen Blake Yancey||“Made Not Only in Words: Composition in a New Key”||San Antonio, Texas||56.2 (Dec. 2004)|
|2005||Douglas Hesse||“Who Owns Writing?”||San Francisco, California||57.2 (Dec. 2005)|
|2006||Judith A. Wootten||“Riding a One-Eyed Horse: Reigning In and Fencing Out”||Chicago, Illinois||58.2 (Dec. 2006)|
|2007||Akua Duku Anoyke||“Voices of the Company We Keep”||New York, New York||59.2 (Dec. 2007)|
|2008||Cheryl Glenn||“Representing Ourselves”||New Orleans, Louisiana||60.2 (Dec. 2008)|
|2009||Charles Bazerman||“The Wonder of Writing”||San Francisco, California||61.3 (Feb. 2010)|
|2010||Marilyn Valentino||“Rethinking the 4th C: Call to Action”||Louisville, Kentucky||62.2 (Dec. 2010)|
|2011||Gwendolyn Pough||“It's Bigger Than Comp/Rhet: Contested and Undisciplined”||Atlanta, Georgia||63.2 (Dec. 2011)|
|2012||Malea Powell||“Stories Take Place: A Performance in One Act”||St. Louis, Missouri||64.2 (Dec. 2012)|
|2013||Chris M. Anson||“Climate Change” ||Las Vegas, Nevada||Unpublished|
- Roen, Duane. Views from the Center: The CCCC Chairs’ Addresses, 1977-2005. Boston, MA: Bedford/St. Martin’s, 2006.
- Constitution of the Conference on College Composition and Communication of the National Council of Teachers of English: http://www.ncte.org/cccc/about/constitution
- Barton, Ellen. “Evocative Gestures in CCCC Chairs’ Addresses.” History, Reflection, and Narrative: The Professionalization of Composition, 1963-1983. Stamford, CT: Ablex, 1999. 235-252.
- Page 235
- Page 236
- Lee, Rory http://etd.lib.fsu.edu/theses/available/etd-07132009-125559/
- Anson, Chris http://www.ansonica.net/papers.html