2019 CCCC Undergraduate Researcher Poster Session – Call for Proposals

  • Peer feedback and coaching available via Eli Review, October 8-November 2, 2018
  • Proposals due via online submission by November 19, 2018 November 28, 2018 (extended deadline)

Pittsburgh, Pennsylvania | Conference on College Composition and Communication | March 13-16, 2019

We invite proposals for the Undergraduate Researcher Poster Session on Thursday, March 14, 2019, at the Conference on College Composition and Communication (CCCC) in Pittsburgh, Pennsylvania. The poster session showcases undergraduate research in writing studies, rhetoric and composition, professional writing, and related areas of study.

CCCC  is an annual convention for teachers, researchers, and students interested in all aspects of teaching and researching writing. It routinely attracts 3,000 attendees, ranging from professors to undergraduate students. This year’s conference theme focuses on “Performance-Rhetoric,  Performance-Composition.” Undergraduate researcher posters are not restricted to that theme, but may respond to it.

The Undergraduate Researcher Poster Session provides an opportunity for students to share the questions about writing and rhetoric that you are performing – and seeing performed – from your unique perspective as you begin to enter the field.

The annual poster session was initiated at the 2012 CCCC to encourage undergraduate participation in the conference; to attract younger members who are contemplating further education and careers in rhetoric and composition; to extend the organization’s diversity; and to examine, support, and represent the growing presence of undergraduate research in rhetoric, composition, and communication. In the context of these ongoing discussions, this poster session showcases the field’s premier undergraduate researchers and their projects.

The Undergraduate Researcher Poster Session is organized by a multi-institutional team of faculty and students, including undergraduate and graduate students who presented at the prior undergraduate researcher poster sessions; members of the special interest group on undergraduate research; and members of the Committee on Undergraduate Research.

To be considered for this poster session, submit a poster presentation title and a 400-word proposal that:

  • Explains your research project,
  • Indicates the anticipated status of the project by March 2019 (note that projects may just be beginning, or still in-progress, when you submit this proposal),
  • Discusses your interest in sharing your research with CCCC attendees, and
  • Identifies your mentor or supervising faculty member (name, professional title, and email) for your research project. If you are collaborating with a team, please also discuss your role in the research project.

If your research involves human participants and your school has an institutional review board or ethics review process for research, your proposal also should indicate if you have (or plan to apply for) IRB-approval for your research.

New this year, undergraduate researchers may submit proposal drafts for peer feedback and coaching via Eli Review. This opportunity will be available October 8-November 2, 2018. Proposal authors who submit a draft for feedback must be willing to provide peer feedback on at least one other draft by November 2, 2018. More information will be posted on the poster session website when the peer feedback and coaching site opens.

Submit proposals via the online submission form by 11:59 PM EST on November 28, 2018. Proposals will be reviewed by the Poster Session Planning Team, and applicants will be notified about the status of their proposals by mid-December.

To help accepted presenters prepare for the poster session, in early January, the Planning Team will share strategies for designing posters. Accepted presenters also will be invited to participate in an online peer review of poster drafts throughout February.

The 2012 poster session was highlighted in a Kairos review by Jan Roser. Learn more about the previous poster sessions and past presenters on the Undergraduate Research in Writing Studies website. Undergraduate presenters from all five years have proposed papers or panels for subsequent conferences – and appeared on the CCCC program in 2013, 2014, 2015, 2016,  2017, and 2018.

If you have questions about the poster session or about the proposal process, please contact Jessie L. Moore at jmoore28@elon.edu. We look forward to learning about your undergraduate research projects!

CCCC Undergraduate Researcher Poster Session Planning Team

CCCC Undergraduate Researchers Poster Session – 2018 Presenters

The Undergraduate Researchers presenting at the 2018 Poster Session (March 15, 10:30 AM to 11:45 AM) in Kansas City, Missouri, are:

  • Alexandra Begley, Whitworth University, The Effects of Cognitive Disorders on the First-Year Compositions Student
  • Nathan Call, Nevada State College, Building Conversation Through Assessments
  • Anne Crawford, University of Missouri – Kansas City, Women’s Epistolary Rhetoric in the Early American Republic: Navigating Private Discourse in Letters to Founding Fathers
  • Aliethia Dean, University of Texas of the Permian Basin, Self-Efficacy Development Through Self-Sponsored Writing Groups
  • Hannah Grip, The University of Oklahoma, Arguing for the Environment: A Study of Individual Action and Persuasion
  • Andrea Johnson, University of Missouri – Kansas City, One tough mother: Madalyn Murray’s rhetoric of femininity and atheism
  • Eduardo Mabilog, Nevada State College, Developing Voice and Intrinsic Motivation: Letter Writing In The Writing Process
  • Aishah Mahmood and Katherine Stein, Marquette University, Grappling with Threshold Concepts Over Time: A Perspective from Tutor Education
  • Abigail Mechley, Miami University, Writing Wrongs: The Interactions of Writing, Misconceptions, and Community
  • Andrew Stone, University of Nebraska at Omaha, Millennials vs the Typewriter: An Exercise in Purpose
  • Megan Tyler, University of Utah, Gamification of Biology Literacy
  • Field Watts, Oklahoma State University, Introducing a Writing Fellows Program to Aid Writing Instruction in Mathematics
  • Alyssa Wistuba,  Emporia State University, Making the Pages Bleed: An Error and Feedback Study of Mainstream and Multilingual Writers

The Planning Team enjoyed reading all the submissions and extends a thank you to our reviewers for volunteering their time in support of the poster session.