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The first six questions in this survey query information about your professional background and characteristics.

1. Please indicate how many years you have been a CCCC member.   1   Fewer than three full years  75 25% 2   3 - 8 years 63 21% 3   9 - 15 years 64 21% 4   16 - 25 years 57 19% 5   more than 25 years 39 13% Total 298 100%

2. Please indicate the type of institution at which you perform your main professional work.   1   Two-Year College/Community College 49 16% 2   Four-Year College/University 228 77% Other, please specify    View Responses 23 8%

3. What is your academic rank?   1   Student/Graduate Student 12 4% 2   Teaching Assistant 11 4% 3   Instructor/Lecturer 17 6% 4   Adjunct/Part-Time Faculty 28 9% 5   Assistant Professor 48 16% 6   Associate Professor 61 21% 7   Professor 54 18% 8   Director/Administrator/Department Head 44 15% 9   Retired 2 1% Other, please specify    View Responses 20 7% Total 297 100%

4. Is part of your time assigned to administrative or other "managerial" responsibilities (e.g., Dean, Director of Freshman English, Department Head)?   Yes 158 53% No 138 47% Total 296 100%

5. What is your age?   1   I'm in my 20's 16 5% 2   I'm in my 30's 53 18% 3   I'm in my 40's 67 23% 4   I'm in my 50's 104 35% 5   I'm in my 60's 55 19% 6   I'm 70+ 1 0% Total 296 100%

6. How long have you been engaged as a professional educator in Composition or Communications/Humanities Studies?   1   I'm not 6 2% 2   Less than three years 22 7% 3   3 - 8 years 53 18% 4   9 - 15 years 62 21% 5   16 - 25 years 75 25% 6   More than 25 years 80 27% Total 298 100%

The next five questions explore your relationship to research and research needs.

7. Please check all of the statements that are true for you.   1   I do not find research useful for my professional work. 4 1% 2   I read research occasionally. 81 27% 3   I read research about composition studies frequently. 216 72% 4   Research helps me understand my students better. 225 76% 5   Research influences how I teach writing. 269 90% 6   Research helps me make institutional arguments. 236 79% 7   While I find reading research interesting it does not affect my practice. 7 2% 8   I teach students about research. 235 79% 9   I conduct or write about research occasionally. 119 40% 10   I conduct or write about research often. 119 40% 11   I see major gaps in our knowledge base that CCCC should take action to fill. 105 35% 12   I have had funded research projects. 129 43% 13   I have never had a research proposal funded. 92 31% 14   I find it difficult to find funding for the research which interests me most. 98 33%

8. Which of these types of research would you be interested in reading/would advance your professional work?   1   Studies of impact of class size, teacher knowledge and training, teacher experience, and employment level of instructor. 167 56% 2   Longitudinal studies of student work across the span of college years. 185 62% 3   Case studies of individual writers or writing activities. 120 40% 4   Corpus studies of student texts and/or teacher comments. 112 38% 5   Linguistic studies of language patterns and differences. 109 37% 6   Historical studies of the development of writing forms and practices. 127 43% 7   Historical studies of educational practices and programs. 130 44% 8   Evaluation studies about programs, policies, or institutional issues. 181 61% 9   Longitudinal studies of student writing marking the transition from secondary school to college. 166 56% 10   Longitudinal studies of writing from the secondary school years to the workplace. 132 44% 11   The efficacy of various classroom (teaching) methods. 214 72% 12   Ethnographic studies in classroom settings. 123 41% 13   Ethnographic studies in home, community or work settings. 90 30% 14   Studies of cognitive processes of writers/communicators. 147 49% Other, please specify    View Responses 79 27%

9. With which of these types of research projects would you be in a position to participate?   (Click all that apply).   1   Studies of impact of class size, teacher knowledge and training, teacher experience, and employment level of instructor. 140 52% 2   Longitudinal studies of student work across the span of college years. 103 38% 3   Case studies of individual writers or writing activities. 164 61% 4   Corpus studies of student texts and/or teacher comments. 99 37% 5   Linguistic studies of language patterns and differences. 58 22% 6   Historical studies of the development of writing forms and practices. 83 31% 7   Historical studies of educational practices and programs. 83 31% 8   Evaluation studies about programs, policies, or institutional issues. 137 51% 9   Longitudinal studies of student writing marking the transition from secondary school to college. 74 28% 10   Longitudinal studies of writing from the secondary school years to the workplace. 50 19% 11   The efficacy of various classroom (teaching) methods. 164 61% 12   Ethnographic studies in classroom settings. 102 38% 13   Ethnographic studies in home, community or work settings. 54 20% 14   Studies of cognitive processes of writers/communicators. 75 28%

10. What funding agencies/sources do you see as most critical to the composition community?   View 162 Responses

11. What is our strongest argument to attract more grant funding for composition research?   View 191 Responses

Please share your insights about the following issues influencing the composition community and the prospects for change.

12. Please rate how important the following long-standing issues are to you.   Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option. Not important 1 2 3 4 5 Very important 6 Systematic overuse of adjuncts and part-time faculty 5 2% 6 2% 24 8% 57 19% 65 22% 138 47% Lack of tenure track positions in our field 9 3% 16 5% 38 13% 57 19% 73 25% 101 34% Class size 8 3% 10 3% 31 11% 52 18% 82 28% 111 38% Inadequate professional development in the teaching of writing 4 1% 10 3% 37 12% 65 22% 84 28% 97 33% Lack of diversity among writing faculty 21 7% 30 10% 67 23% 77 27% 53 18% 42 14% Dual enrollment and other plans that off-load the teaching of writing to other institutions 26 9% 34 12% 62 22% 56 20% 57 20% 51 18% Required assessments 9 3% 27 9% 60 20% 70 24% 72 25% 55 19% Lack of coordination between the teaching of writing at preK-12 levels and colleges 5 2% 18 6% 43 15% 68 23% 76 26% 83 28% Limited writing experience of incoming college students 12 4% 18 6% 44 15% 67 23% 66 23% 84 29% Inadequate or unstable support budgets for writing faculty/programs 4 1% 10 3% 33 11% 49 17% 79 27% 114 39% Low priority accorded to writing programs on college campuses 3 1% 10 3% 29 10% 44 15% 81 28% 121 42%

13. Please rate how open to or resistant to change you believe these issues are in the current political and economic envirionment.   Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option. Easy to change 1 2 3 4 5 Highly resistant to change 6 Systematic overuse of adjuncts and part-time faculty 3 1% 4 1% 9 3% 32 11% 82 29% 157 55% Lack of tenure track positions in our field 3 1% 6 2% 31 11% 56 20% 95 33% 94 33% Class size 5 2% 12 4% 44 15% 58 20% 81 28% 87 30% Inadequate professional development in the teaching of writing 7 2% 47 16% 75 26% 64 22% 55 19% 40 14% Lack of diversity among writing faculty 20 7% 52 18% 99 35% 63 22% 30 11% 20 7% Dual enrollment and other plans that off-load the teaching of writing to other institutions 8 3% 28 10% 88 33% 54 20% 54 20% 37 14% Required assessments 7 2% 21 7% 58 21% 58 21% 60 21% 77 27% Lack of attention to the teaching of writing in the K-12 system 8 3% 39 14% 80 28% 68 24% 49 17% 39 14% Limited writing experience of incoming college students 5 2% 37 13% 69 24% 67 24% 63 22% 44 15% Inadequate or unstable support budgets for writing faculty/programs 4 1% 10 4% 39 14% 56 20% 86 30% 89 31% Low priority accorded to writing programs on college campuses 4 1% 20 7% 61 21% 60 21% 65 23% 74 26%

14. Of the issues listed above, which do you consider to be the most important to act upon that is also reasonably amenable to change? Why did you select this issue?   View 214 Responses

15. What belief/misconception about writing in higher education is most critical to address if positive change is to be effectuated?   View 218 Responses

16. What social, political, or economic factors currently inhibit progressive change and how might they be addressed?   View 203 Responses