The Conference on College Composition & Communication is inviting applications for its Emergent Researcher Awards.
The program is intended to support the efforts of the organization and its members in becoming a clear, trusted public voice on issues of writing and writing instruction. To that end, grants of up to $10,000 over up to two years will be awarded to projects that contribute to or affect discussions about literacy and writing instruction in and out of formal education. The initiative also asks recipients to clearly address the impact their research might have on these conversations, conveying the potential implications of their work in at least two final products: one that is addressed to a scholarly audience of researchers and teachers in the field, and one that is addressed to a specifically identified more public audience.
Topics and areas of interest include but are not limited to research that produces knowledge about language, literacy, communication, rhetoric, and the teaching, assessment, and technologies of writing at the postsecondary level; writing in organizations, communities, and/or cultures; transfer of writing ability across contexts; disciplinarity of writing studies/composition, historiography; assessment of writing and literacy; development of writers or writing abilities among different groups; and material and working conditions for writing instruction and their influence on teaching and learning.
CCCC encourages projects that employ diverse perspectives and methodologies, including historical, archival, rhetorical, qualitative, quantitative, ethnographic, and textual.
To be eligible, principal investigators must be a member of CCCC at the time of application.
See the CCCC website for complete program guidelines, application instructions, and a list of previous awardees.