Young man wearing headphones sitting between library shelves looking down at laptop, with superimposed text: Critical Literacies in the 21st Century Classroom

Photo credit: Vipul Uthaiah

A CCCC Summer Conference

July 6-7, 2021

Registration is now open!

Please log in or register on this site. You will find a link on your dashboard.

We are excited to host the virtual Northeast CCCC Summer Conference from July 6-7, 2021. While it is unfortunate that we had to postpone our in-person conference planned for the summer of 2020, the conference committee is putting the health and safety of conference participants first and has moved the entire conference to a virtual platform. This site will be updated regularly as the plans for the virtual conference come together.

This two-day conference offers New England-area college writing instructors the opportunity to develop ideas for the classroom, build a network within the region, and become actively involved in the national organization. The virtual platform, however, allows folks from beyond the region to attend, and we look forward to extending the reach of this conference while remaining committed to our regional charge.

The NE CCCC Summer Conference is especially committed to connecting high school and college educators from the region. Although students’ literacy education happens on a continuum, high school instructors and college instructors rarely have opportunities to engage with and learn from each other in professional development settings. This conference provides opportunities for both populations to participate together in interactive sessions that will give them research-based practical approaches to teaching literacy in their classrooms.

We have chosen Critical Literacies in the 21st Century Classroom as the conference’s theme to emphasize reading and writing equally. In recent years, the field of composition and its flagship organization, CCCC, have begun to recognize the importance of teaching critical reading alongside writing. Most notably, perhaps, CCCC awarded Deep Reading: Teaching Reading in the Writing Classroom the Best Book honor (in the edited collection category) in 2019 at its annual meeting, and the Executive Board of CCCC has commissioned a Task Force to prepare a position statement on reading. This conference builds upon this momentum by offering participants opportunities to explore the connections between reading and writing, as well as the importance of offering students versatile and flexible reading strategies necessary for navigating both their academic careers and our contemporary information landscape.

Call for Postscript (P.S.) Proposals

We received hundreds of exciting proposals before last year’s deadline and sent out acceptance notifications at that time. We are now requesting what we are calling “Postscript (P.S.) Proposals,” proposals that reflect the changes we have experienced as a country and community of educators since the initial call for proposals went out. We invite proposals that address issues such as teaching reading and writing during the COVID-19 pandemic; developing and delivering online, hybrid, and distance learning writing courses; and keeping students engaged and motivated to read and write during these difficult times. P.S. Proposals might also address how the increased attention to race in our country, as well as how the political divisiveness and violence we have seen has affected the teaching of critical literacies.

By no means is this an exhaustive list of possible subjects for P. S. Proposals. We invite P.S. Proposals that address the conference theme in especially timely ways that enrich and expand the field’s discussions about reading-writing instruction.


We strongly encourage P.S. Proposals from high school instructors, part-time and adjunct faculty, graduate students, non-tenure track faculty, as well as full-time faculty engaged in the teaching of reading and writing. The program is open to everyone, including scholars from other disciplines. Nonmembers of CCCC are welcome to submit P.S. Proposals but will be required to join the organization upon registering for the conference.

Registration Fees

To encourage participation and attendance, registration fees will be $30 for graduate students and retirees and $40 for professionals (part-time and adjunct faculty, full-time faculty, and secondary teachers).

As mentioned above, nonmembers of CCCC are welcome to submit proposals but will be required to join the organization upon registering for the conference.

For those who are already NCTE members, the charge is an additional $25 to become CCCC members. (CCCC membership is $75, or $37.50 for students, and includes NCTE membership and a subscription to the CCC journal.)

Session formats

Overall, we envision an interactive virtual conference. As such, we have asked participants to propose interactive panels, workshops, and working groups. P.S. Proposals should also adhere to one of the formats below.

Please note that we are not accepting individual paper proposals. However, individuals are welcome to propose workshops and working groups.

Interactive Panels
(Length: 2 hours)

Panels will be comprised of 3-4 speakers who will present their work in such a way that involves audience participation throughout sessions rather than just during a question-and-answer period. We are accepting proposals for panels rather than individual papers to ensure coherent sessions that prioritize audience interaction. Interactive panel proposals should include a detailed statement outlining the various ways that the audience will be involved in the panel throughout the session. We will not consider proposals that neglect to address audience participation.

(Length: 2 hours)

Workshops will be led by an expert or experts on their chosen subject relating to the conference theme and will be entirely interactive for the duration of the session. Workshop proposals should provide details such as the workshop’s objectives, means of achieving those objectives, the intended audience, and the role of the audience throughout the workshop. Please also include a statement indicating the proposer(s) experience leading workshops.

Working Groups: Work-in-Progress Groups and New Project Groups
(Length: 2 hours)

Working group proposals may take two forms:

  • The first kind of working group is the work-in-progress group. The meeting of a work-in-progress group allows teacher-scholars already working on a project (no matter the stage) to come together and use the conference as a meeting space to further develop that project. These sessions would not be open to anyone outside of the group.
  • The second kind of working group is the new project group. These sessions are focused on a particular subject (e.g., the reading transition from high school to college; motivating students to read; teaching students to use digital annotation software) and open to all conference goers who are interested in developing a project (e.g., a research study, an article, an advocacy project, an edited collection) on that subject.

Please indicate in your proposal which kind of working group you are proposing, as well as the subject. If you are proposing a work-in-progress working group, please list all of the participants in your proposal.

Both kinds of working group proposals require a statement including the working group’s objectives, means of achieving those objectives, the progress that will be made toward the project during the session, as well as the ultimate plans for the project (e.g., publication, presentation, development of a teaching module or pedagogical intervention, grant proposal).

Submission Rules

  • All submissions must be kept to 500 words. In your proposal, please address how you will be providing accessible materials.
  • Deadline: P. S. Proposals are due by April 15, 2021, 11:59 p.m EST
  • Submit a P.S. proposal: Proposal form
  • Participants will be notified of acceptance by May 15, 2021.
  • Questions? Contact
  • P.S. Proposal Review Criteria

    As they read P.S. Proposals, reviewers will focus on five broad criteria:

    • Connection to key contexts, issues, and practices. Is the proposal situated contextually in the field’s research traditions, current issues, and/or practices? The connection to the field’s broader identities, research, and interests should be clear to reviewers.
    • Relationship to the conference theme of “Critical Literacies in the 21st Century Classroom.” Does the proposal specify and elaborate on major issues and ask questions about or propose actions that others might take in relation to the conference theme? The proposal should make clear the opportunities that are opened through consideration of its approach or focus.
    • Focus. Does the proposal seem focused enough for the time available, keeping in mind the need to engage audiences in discussion? Reviewers should be able to readily understand the proposal’s primary question or the idea it will explore and see potential for interaction among presenters and attendees or working group members.
    • Audience engagement. For workshops and interactive panels, does the proposal describe how the presenter(s) will sustain engagement from participants throughout the session? Does the proposal describe what attendees will take away from the session? For working groups, does the proposal clearly articulate how those participating will support the objectives of the group?
    • Innovation. Do the practices described establish new ground or point to wider implications or new questions based in research and experience, rather than just describing “what I do in my classroom?” Reviewers should be able to identify what is new, different, and exciting about what is being proposed.

    General Guidelines for P.S. Proposals and Participants

    • Provide only the information requested. The intense reviewing procedure makes supplemental material a hindrance.
    • In your proposal please address how you will be providing accessible materials.
    • Persons with accepted proposals will be notified by May 15, 2021.
    • Names appearing in the conference program will represent only peer-reviewed proposals and paid registrations.
    • CCCC depends on the support of everyone who attends. Program participants must register online and submit the registration fee when they accept their role in the program.