| 2008 | A.37 | Writing (Visually) Across the Curriculum: Disciplinary Realities and Rhetorics |
| 2008 | B.23 | Beyond Words: Visual and Quantitative Literacies |
| 2008 | C.19 | Complicating Our Understanding of Academic Writing |
| 2008 | D.26 | Writing the Holocaust: Challenging Assumptions in the Contact Zone |
| 2008 | D.39 | University as Text : Helping Non-Native Speakers “Read” the Culture |
| 2008 | E.21 | The Reality of Writing: Alternative Perspectives of Turnitin.com |
| 2008 | F.17 | “That shit is plagiarism by any definition”: Conceptualiz-ing Cheating in an Academic Context |
| 2008 | G.17 | Frames of Reference: Approaches to Teaching Academic Writing |
| 2008 | H.18 | Redefining the Graduate Writing Experience in a Creole |
| 2008 | I.19 | Rhetorical Grammar and the Realities of Academic Writing |
| 2008 | J.19 | Academic Work as Work: Treating Reading and Writing as Material Practice |
| 2008 | K.20 | Student Expertise and Knowledge Transfer: Teaching Re-search Writing in the First-Year Academic Writing Class |
| 2009 | A.19 | Re-invigorating Traditional Research Assignments in First-Year Writing |
| 2009 | A.7 | Strategies for Teaching Original, Ethical, and Scholarly |
| 2009 | B.10 | Laughing, Lying, Arguing with Feminist Film Theory, Sta-tistics, and Satire |
| 2009 | B.8 | Teaching Graduate Student Writers |
| 2009 | C.40 | The Library as House of Argument: Teaching Critical “Information Literacy” in First-Year Writing |
| 2009 | D.9 | From Validity to Validation: How to Use Validation for Better Writing Assessment |
| 2009 | E.11 | “Can I Use First Person?” Personal Writing and the Academy |
| 2009 | F.13 | Building a Bridge over Troubled Waters: Graduate Writing Workshops |
| 2009 | F.20 | Discipline-Inflected Ethos: Rhetorical Theory in the Discipline-specific First-Year Writing Course |
| 2009 | G.11 | Strategies for Teaching Argument |
| 2009 | H.34 | Rhetoricians without Borders: Strategies for Collaborating |
| 2009 | H.4 | Studying Academic Honesty |
| 2009 | J.35 | Using Web Technology to Teach Writing |
| 2009 | K.1 | Academic Literacy as Participation: Inducting Students into an Intellectual Community |
| 2009 | K.26 | Creating Waves in the Text: Student/Faculty Views of Cre-ativity |
| 2009 | N.20 | Writing in the Disciplines as a Disciplinary Apprenticeship: Does the Metaphor Work? |
| 2009 | N.3 | Plagiarism: Politics and Accountability |
| 2009 | O.2 | Plagiarism: The Good, the Bad, the Ugly |
| 2009 | O.6 | “Not Waving but Drowning”: Strategies for Supporting |
| 2010 | B.14 | Renewing Passion for Teachers and Students: The Writing beyond the Disciplines Project |
| 2010 | B.15 | Online Social Networks and Academic Writing |
| 2010 | C.13 | Rethinking Research Writing through the Lens of Popular |
| 2010 | C.33 | Rethinking and Renewing Academic Literacy: Issues of Transfer |
| 2010 | C.39 | Seeing Is Believing: Visual Rhetoric Revisited |
| 2010 | D.10 | Pedagogical Best Practices: Learning from the Tried and True in Varied Classroom Situations |
| 2010 | D.36 | Do They Hear What We Say? Reconsidering Student |
| 2010 | D.38 | Renewing Academic Literacy: New Approaches to Academic Writing Pedagogy |
| 2010 | E.2 | Novel Approaches: Literary Texts in Composition Courses |
| 2010 | E.22 | Remixing First Year Composition: Using Traditional and Non-traditional Resources |
| 2010 | E.35 | Rethinking and Remixing Academic Writing: Using Multi-modality, Scaffolded Instruction, and Universal |
| 2010 | E.40 | Using Writing to Resituate and Locate People’s Varied |
| 2010 | F.11 | Engaging the Community in Developing Inclusive Literacy |
| 2010 | F.12 | Research Paper Remix: Understanding Research Writing in the Digital Age |
| 2010 | F.28 | Rewriting Process to Invention: Academic Writing’s Greatest Hits |
| 2010 | F.35 | Rethinking Tradition: Using Public Texts to Remix Aca-demic Writing |
| 2010 | G.10 | Is There an Essay in This Class? Writing Across the Curriculum with Web 2.0 |
| 2010 | G.26 | Testing the Limits and Uses of Ethnography to Expand |
| 2010 | G.37 | What Students and Teachers Think: Assessing the Assessors |
| 2010 | G.6 | Beyond Great Debate: Reflections on Teaching Argument |
| 2010 | H.28 | Critical Perspectives on Graduate Student Writing |
| 2010 | H.30 | Reclaiming the Old School: The Role of Grammar Instruc-tion in Composition Classrooms |
| 2010 | I.21 | Loving to Write, Writing to Love: The Eros of Composition |
| 2010 | I.33 | To Cite or Not to Cite: Reconsidering Methods of Accountability in Composition Classrooms and Programs |
| 2010 | J.20 | Cross Talk on Writing in the Disciplines for Doctoral Students: Re-imagining Doctoral Writing Development in Research-Intensive Universities |
| 2010 | J.34 | Second Language Writing and Pedagogy: Strategies for Undergraduate and Graduate Courses |
| 2010 | K.30 | More Groups Out of the Closet: Reconsidering Definitions |
| 2010 | L.29 | Still Writing in the Centers: Reconsidering Current |
| 2010 | M.5 | Remixing Audience: Addressed, Invoked, Interactive |
| 2010 | P.14 | The Citation Project: Engaged Reading, Engaged |
| 2011 | A.20 | Emotions and Authority in Academic Writing |
| 2011 | A.3 | The Successful Dissertation Boot Camp: Time, Space, and Motivation for Writing |
| 2011 | B.20 | Writing in the Disciplines (WID) Programs and Interdisciplinary Curricula |
| 2011 | C.20 | Students’ Perceptions of Writing Assessment and Teacher |
| 2011 | D.20 | Gender, Performance, and Academic Writing |
| 2011 | E.20 | Genre Studies |
| 2011 | F.23 | Sibling Rivalry and Reconciliation: Information Literacy and Learning in the Academy |
| 2011 | G.14 | Writing Communities and Cultural Literacies |
| 2011 | G.8 | Ways with Texts: Reading, Writing, and New Media Practices |
| 2011 | H.14 | Retooling Curricula |
| 2011 | H.31 | The Story of the Dissertation Writing Institute |
| 2011 | I.14 | Graduate Student Writing: Dissertations, Grant Proposals, and Publications |
| 2011 | J.14 | New Media and Civic Spaces |
| 2011 | J.3 | All Our (Global) Relations: Academic Writing, Global |
| 2011 | M.5 | Taking the Citation Project Back into History and Across |
| 2011 | N.18 | Training and Sustaining: Producing Effective Writers of Long-Term Academic Writing Projects |
| 2011 | N.7 | Reading, Literacy, and Play: Contesting Composition Pedagogy |
| 2012 | A.14 | Communicating in Digital Environments: Implications of the WPA Outcomes Statement |
| 2012 | A.2 | Constructing Student Identity: Honor Placement, Peer |
| 2012 | B.12 | The Development of Writing Instruction in Israeli Higher |
| 2012 | B.25 | The Composition and Rhetoric of the Writing Teacher |
| 2012 | B.32 | Conflict as Space for Agency |
| 2012 | C.14 | Teaching Reading and Writing in New Media |
| 2012 | C.17 | Learning Outside the Classroom: Academic Support |
| 2012 | C.27 | Closing the Gap between Identities and Writing in the Academy |
| 2012 | D.2 | Generation 1.5 Students’ Transition to College Reading |
| 2012 | D.24 | Reflection and Rhetorical Knowledge as Gateways to Transfer |
| 2012 | E.1 | Research, Library Reference, and Bibliographic Studies |
| 2012 | E.14 | Enter Write Here: Online Writing Placement as Portal to Academia |
| 2012 | E.7 | From Assessment of ePortfolios to Assessment with ePortfolios: Fostering Flexible, Engaged Student Writers |
| 2012 | F.23 | Wikipedia, Research Writing, and the People Formerly Known as the Audience: Knowledge Making, Audience, and Motivation in the Read/Write Web First-Year Composi-tion Classroom |
| 2012 | F.27 | L2 Writing: Pedagogy and Academic Socialization |
| 2012 | F.33 | Accountability Culture and Critical Interpretation of Error |
| 2012 | F.38 | Almost There: What Works in the Dissertation Writing Institute? |
| 2012 | G.17 | Awareness: Disciplinary Differences and Critical Thinking |
| 2012 | H.9 | Expansion of Acceleration in Basic Writing: The Replication Program |
| 2012 | I.15 | International Studies of Literacy and Learning |
| 2012 | I.22 | Gateways to College: High School Writing Instruction and Dual-Credit Courses |
| 2012 | I.9 | Acquisition and Learning in New Environments |
| 2012 | J.16 | Consulting with Students about Source-Work: The Citation Project in the Writing Center and the First-Year |
| 2012 | K.12 | Questioning the Myth of Transience for Multilingual |
| 2012 | K.14 | New Gateways for Research: Digital Humanities and Writing Studies |
| 2012 | K.24 | Reconsidering Reading and Style in Composition |
| 2012 | L.10 | Pedagogies to Promote Deep and Critical Thinking: Feminist Freewriting, Problem-Based Learning, and WAC/WID |
| 2012 | L.20 | Community Action Genres as Gateways to Civic |
| 2012 | M.13 | College Level Thinking and Writing: Multidisciplinary and Cross-Contextual Perspectives |
| 2012 | M.27 | More than the Average Research Paper Assignment: Heuristics, FAQ, and Yoga |
| 2012 | M.8 | Ruptures, Riots, and Regeneration: The Epistemology of Bodies in the Gateway |
| 2012 | N.15 | Preparing and Supporting Graduate Student Writers |
| 2012 | N.33 | There’s Nothing Basic about Basic Writing |
| 2012 | N.7 | Facilitating Deep and Ethical Learning with Multimedia |
| 2013 | A.16 | Strategies, Supports, and Barriers: The Complex Transfer |
| 2013 | B.15 | Critical Thinking and Writing in the First-Year Compo-sition Classroom |
| 2013 | E.15 | From Resource to Resourcefulness: English-Library |
| 2013 | E.4 | Public Works: How Writing Centers Build and Sustain |
| 2013 | F.27 | Race and Gender: Lessons in Constructing Identity |
| 2013 | F.31 | Reaching Out to a Discipline and Profession: Writing |
| 2013 | H.25 | Teaching Research as Metadisciplinary Awareness |
| 2013 | J.28 | Approaches to Teaching and Conducting Research: The Possibilities for Student Research |
| 2013 | J.30 | A Campus Collaboration for Critical and Information |
| 2013 | J.5 | Themes of Performance to Teach Writing Cross |
| 2013 | J.6 | Virtual Publics, Real Argument |
| 2013 | K.13 | Reconciling Genres and Research in School and Work |
| 2013 | K.16 | The Public Work of Writing, Seeing, and Reading: Composition Sources as Sites of Contention and Social Change |
| 2013 | K.32 | The Writing Center as Public Space: Developing |
| 2013 | L.5 | The Visible Dissertation: Graduate Student as Writer and Programmatic Efforts in the Dissertation Writing Institute |
| 2013 | M.14 | Methods, Methodology, Procedures: Devising a Swalesian Move/Step Schema for Research Article |
| 2013 | M.16 | Challenges and Directions for Citation Pedagogy: Taking |
| 2013 | M.5 | Narratives at Work and in School Settings to Teach |
| 2013 | N.23 | Faculty Peer Mentoring: Improving Student Writing |
| 2013 | N.24 | Graduate Writing and Graduate Writing Pedagogy: The Writer Teaching Writing |
| 2013 | N.26 | Lesson on the Transfer of Writing Skills: Adapting to New School and Public Environment |
| 2013 | N.4 | The Modes as Critical Tropes |
| 2014 | A.1 | WAC and WID Reformulated: Alternative Programming, Reading, Writing, and Assessment for Authentic |
| 2014 | B.36 | New Media, Pop Culture, and Testifying in Academic Discourse |
| 2014 | C.1 | Unification, Epistemic Moves, and Human Subjects |
| 2014 | C.36 | Collaborative Academic Writing: Wikis, Graduate Peer Tutoring, and the Graduate Writing Center |
| 2014 | D.1 | The LILAC Project: Opening and Furthering Faculty and Student Dialogues about Information Literacy |
| 2014 | E.37 | Appropriation, Attribution, Plagiarism: Laying Open the Complex Codes of Textuality |
| 2014 | F.1 | Collaboration Unbound: Expanding Partnerships between Teachers, Students, and Scholars |
| 2014 | F.2 | Opening up Disciplinary Discourses: Revealing Instability, Heterogeneity, and Cross-Disciplinarity in WAC/WID |
| 2014 | G.1 | Cross-Cultural Perspectives on Academic Literacies |
| 2014 | G.2 | Rhetoric of Science: Exploring Arguments and Pedagogy within the Field |
| 2014 | G.40 | Meeting the Needs of L1 and L2 Graduate Student and Post-Doc Writers: From Needs Assessment to Program |
| 2014 | H.1 | Going to the Source: Rhetorical Approaches to Research-Based Writing |
| 2014 | H.2 | STEM and Spectrum Issues in WAC Initiatives |
| 2014 | I.1 | Models and Concepts for Academic Writing: Rethinking ‘Open’ and ‘Free’ |
| 2014 | I.2 | The Things They Carry: First-Year Composition and the Quest for Transferability |
| 2014 | K.1 | Opening the Writing Classroom to Play: Using Games to Teach the Argumentative Paper |
| 2014 | L.1 | Learning and Teaching: Advancing the Way You Write |
| 2014 | L.2 | Online Eloquence in Open Forums: College Composition as Persuasive Public Writing |
| 2014 | L.3 | Transfer and Transformation: Open Access via Threshold Concepts |
| 2014 | M.2 | The Opening Landscape of Graduate Student Writing in and across Disciplines: Using Data to Align Instructional |
| 2014 | N.1 | Empirical Studies of Academic Writing |
| 2014 | N.2 | Toward a Rhetorical Literacy Narrative: Re-Opening a Dead Genre |