Mina P. Shaughnessy Prize Winners


  • Suresh Canagarajah, Penn State University, for Translingual Practice: Global Englishes and Cosmopolitan Relations (Routledge, 2013)


  • David Fleming, University of Massachusetts, Amherst, for From Form to Meaning: Freshman Composition and the Long Sixties, 1957–1974 (Univ. of Pittsburgh Press, 2011)

  • Honorable mention: Ellen Cushman, Michigan State University, for The Cherokee Syllabary: Writing the People’s Perseverance (Univ. of Oklahoma Press, 2011)


  • Jane Stanley, University of California, Berkeley, for The Rhetoric of Remediation: Negotiating Entitlement and Access to Higher Education (Univ. of Pittsburgh Press, 2010)


  • Robert E. Cummings, University of Mississippi, for Lazy Virtues: Teaching Writing in the Age of Wikipedia (Vanderbilt Univ. Press, 2009)

  • Honorable mention: Walter H. Beale, University of North Carolina, Greensboro, for Learning from Language: Symmetry, Asymmetry, and Literary Humanism (Univ. of Pittsburgh Press, 2009)


  • Jennifer Seibel Trainor, San Francisco State University, for Rethinking Racism: Emotion, Persuasion, and Literacy Education in an All-White High School (Southern Illinois Univ. Press, 2008)

  • Honorable mention: LuMing Mao, Miami University, and Morris Young, University of Wisconsin, Madison, editors, for Representations: Doing Asian American Rhetoric (Utah State Univ. Press, 2008)


  • John L. Schilb, Indiana University, for Rhetorical Refusals: Defying Audiences' Expectations (Southern Illinois Univ. Press, 2007)

  • Honorable mention: Byron Hawk, George Mason University, for A Counter-history of Composition: Toward Methodologies of Complexity (Univ. of Pittsburgh Press, 2007)


  • Janet Alsup, Purdue University, for Teacher Identity Discourses: Negotiating Personal and Professional Spaces (Lawrence Erlbaum Associates and National Council of Teachers of English, 2006)


  • Jean Ferguson Carr, University of Pittsburgh, Stephen L. Carr, University of Pittsburgh, and Lucille M. Schultz, University of Cincinnati, for Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States (Southern Illinois Univ. Press, 2005)


  • David Bartholomae, University of Pittsburgh, for Writing on the Margins: Essays on Composition and Teaching (Bedford/St. Martin's, 2004)


  • Catherine Prendergast, University of Illinois, Urbana, for Literacy and Racial Justice: The Politics of Learning after Brown vs. Board of Education (Southern Illinois Univ. Press, 2003)

  • Honorable mention: Gerald Graff, University of Illinois, Chicago, for Clueless in Academe: How Schooling Obscures the Life of the Mind (Yale Univ. Press, 2003)


  • Ruth Spack, Bentley College, for America’s Second Tongue: American Indian Education and the Ownership of English, 1860–1900 (Univ. of Nebraska Press, 2002)


  • Deborah Brandt, University of Wisconsin, Madison, for Literacy in American Lives (Cambridge Univ. Press, 2001)


  • Jacqueline Jones Royster, Ohio State University, for Traces of a Stream: Literacy and Social Change among African American Women (Univ. of Pittsburgh Press, 2000)


  • A. Suresh Canagarajah, Baruch College, City University of New York, for Resisting Linguistic Imperialism in English Teaching (Oxford Univ. Press, 1999)


  • Sharon Crowley, Penn State University, for Composition in the University: Historical and Polemical Essays (Univ. of Pittsburgh Press, 1998)


  • Thomas P. Miller, University of Arizona, for The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces (Univ. of Pittsburgh Press, 1997), and Marilyn S. Sternglass, City College, City University of New York, for Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level (Lawrence Erlbaum Associates, 1997)


  • James Crosswhite, University of Oregon, for The Rhetoric of Reason: Writing and the Attractions of Argument (Univ. of Wisconsin Press, 1996)

  • Honorable mention: Linda Brodkey, University of California, San Diego, for Writing Permitted in Designated Areas Only (Univ. of Minnesota Press, 1996)


  • Ross Talarico, National University, for Spreading the Word: Poetry and the Survival of Community in America (Duke Univ. Press, 1995)


  • Kathleen McCormick, University of Hartford, for The Culture of Reading and the Teaching of English (St. Martin's Press, 1994)

  • Honorable mention: Edward M. White, California State University, San Bernardino, for Teaching and Assessing Writing (Jossey-Bass, 1994)


  • Lester Faigley, University of Texas, Austin, for Fragments of Rationality: Postmodernity and the Subject of Composition (Univ. of Pittsburgh Press, 1992)


  • Susan Miller, University of Utah, for Textual Carnivals: The Politics of Composition (Southern Illinois Univ. Press, 1991)

  • Honorable mention: Susan C. Jarratt, Miami University, for Rereading the Sophists: Classical Rhetoric Refigured (Southern Illinois Univ. Press, 1991)


  • Mike Rose, University of California, Los Angeles, for Lives on the Boundary: The Struggles and Achievements of America's Underprepared (The Free Press, 1989)


  • Denny Taylor, Teachers College, Columbia University, and Catherine Dorsey-Gaines, Kean College of New Jersey, for Growing Up Literate: Learning from Inner-City Families (Heinemann Educational Books, 1988)

  • Jasper P. Neel, University of Waterloo, for Plato, Derrida, and Writing (Southern Illinois Univ. Press, 1988)


  • Nancie Atwell, for In the Middle: Writing, Reading, and Learning with Adolescents (Boynton/Cook, 1987)

  • Honorable mention: James A. Berlin, Purdue University, for Rhetoric and Reality: Writing Instruction in American Colleges, 1900–1985 (Southern Illinois Univ. Press, 1987)

  • Honorable mention: Myron C. Tuman, University of Alabama, for A Preface to Literacy: An Inquiry into Pedagogy, Practice, and Progress (Univ. of Alabama Press, 1987)


  • Judith Summerfield, Queens College, City University of New York, and Geoffrey Summerfield, New York University, for Texts and Contexts: A Contribution to the Theory and Practice of Teaching Composition (Random House, 1986)


  • Robert Scholes, Brown University, for Textual Power: Literary Theory and the Teaching of English (Yale Univ. Press, 1985)


  • Robert J. Connors, University of New Hampshire, Lisa S. Ede, Oregon State University, and Andrea A. Lunsford, University of British Columbia, for Essays on Classical Rhetoric and Modern Discourse (Southern Illinois Univ. Press, 1984)

  • Carl Klaus and Nancy Jones, University of Iowa, for Courses for Change in Writing (Boynton/Cook, 1984)


  • Janet Emig, Rutgers University, for The Web of Meaning: Essays on Teaching, Learning, and Thinking (Boynton/Cook, 1983)


  • Marie Ponsot and Rosemary Deen, Queens College, City University of New York, for Beat Not the Poor Desk: Writing: What to Teach, How to Teach It, and Why (Boynton/Cook, 1982)

  • Honorable mention: T. D. Allen, for Writing to Create Ourselves: New Approaches for Teachers, Students, and Writers (Univ. of Oklahoma Press, 1982)


  • John Hollander, Yale University, for Rhyme's Reason: A Guide to English Verse (Yale Univ. Press, 1981)


  • Judith Wells Lindfors, University of Texas, Austin, for Children's Language and Learning (Prentice-Hall, 1980)