| 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 |
| 2015 | A.1 | The Selfie Project: Risk-Taking in First-Year Sociology Research and Writing |
| 2015 | C.1 | From Learning Communities to Professional |
| 2015 | D.1 | A Risky Proposition: Reanimating the Critical Discourses of Advanced Composition |
| 2015 | E.1 | The Rhetoric of Advanced College Writing |
| 2015 | F.1 | Thinking about Thinking |
| 2015 | G.1 | Exploring Successful Discourse Acquisition: WAC, WID, and Beyond |
| 2015 | H.1 | Disciplinary Writing Practices of Experienced Academics |
| 2015 | K.1 | Learning, Literacy, and Genre in Graduate Student Writing |
| 2015 | M.1 | Making the Tacit Explicit: A Risky Yet Rewarding |
| 2019 | B.18 | Presentation of Findings on a Study of Reading Across the Disciplines and the Perceived Impact of the 21st-Century Digital Turn on Academic Literacy |
| 2019 | B.39 | Affects and Assimilations |
| 2019 | D.17 | WORD! Preparing for Performance: An HSI-Funded Community-Based, Pre-College, Summer Critical |
| 2019 | F.35 | Examining, Modeling, Coming of Age: Literacy Narratives across Contexts |
| 2019 | I.12 | Performing Textual Engagement: Teaching Reading from Developmental to Honors FYC |
| 2019 | J.16 | Things Fall Apart: The Role of Performance in Teaching and Learning Literacies |
| 2019 | K.2 | “This Is America”: Literacy, Revolution, and Black Narratives of Self-Actualization |
| 2019 | K.34 | Performance-Reading and Performance-Writing across Academic Contexts |
| 2019 | L.1 | Invitations to Experiment: Reading as Performance, Embodied Practice, and Self-Discovery |
| 2019 | M.2 | Performing Race, Negotiating Space |
| 2019 | N.2 | Performing Social Justice through Postsecondary Integrated Reading and Writing Instruction |
| 2019 | TSIG.32 | The Role of Reading in Composition Studies |
| 2021 | A.2 | Equity and Social Justice in Basic Writing Live |
| 2021 | B.1 | ALP in the Time of COVID: Perspectives on Accelerated Learning Programs in the Makeshift Online |
| 2021 | E.2 | Inhabiting the Metaphorical Spaces of High School to College Writing Live |
| 2021 | E.9 | Becoming Strategic, Self-Regulated Writers: A Research-Based Approach for Supporting Basic |
| 2021 | H.1 | Composing across Contexts: Multimodality and Transfer Live |
| 2021 | H.5 | What Changes in Student Writing? Live |
| 2021 | J.3 | Sheltering in Placement: Developing and Launching Placement Processes while in Crisis Live |
| 2021 | O.119 | The Promise of Wealth: Recognizing the Symbolic |
| 2021 | O.128 | Un-commonplace(ment): Directed Self-Placement at the Periphery, with the Periphery On-Demand Session |
| 2021 | O.129 | Uncommon Ground: A/typical Practices and Values in Composing New A/topias On-Demand Session |
| 2021 | O.14 | Articulating Boundaries: Contesting the Commonplace |
| 2021 | O.160 | Reading for Transfer to Disciplinary Work On-Demand |
| 2021 | O.28 | Critical Reading and Literature On-Demand Session |
| 2021 | O.60 | Three Teachers Teaching: Pedagogy in the ALP |
| 2021 | O.66 | Challenging the Commonplace of Standard Academic |
| 2021 | O.7 | A Call for Teachers: Networking Information Literacy in University Libraries and Writing Programs On-Demand |
| 2021 | O.73 | Flying Blindly through Thirdspace: Adaptations to Studio |
| 2021 | W.10 | Teaching Critical Reading in First-Year Composition |
| 2021 | W.8 | Reconsidering Basic Writing in the Changing Landscape |
| 2022 | OD.106 | Faculty Development in the Context of Corequisite |
| 2022 | OD.134 | Their Goal Is Not Equity: The Intent of Ongoing Reforms |
| 2022 | OD.136 | Social Reading for Social Justice: Digital Annotation |
| 2022 | OD.16 | “At the Door”: Access and Gatekeeping in College |
| 2022 | OD.167 | Writing at Home, and a Home for Writing: Revisiting and Revitalizing Class Community, Inclusion, and Belonging |
| 2022 | OD.186 | A Case Study on Teaching Experiences and Practices |
| 2022 | OD.196 | Toward a Universal Timeline-Based Narrative Model: A Teachable Diagrammatic Exploration of the Ways in Which Narrative Is Constructed and Managed |
| 2022 | OD.21 | Addressing Equity Gaps in First-Year Writing: Multiple |
| 2022 | OD.229 | Challenging Literacy Deficit Frameworks with Cultural |
| 2022 | OD.242 | Developing a Multicultural Reader for First-Year Writing |
| 2022 | OD.244 | Engaging Culture in the Composition Classroom |
| 2022 | OD.247 | Revising Labor in Labor-Based Grading Contracts for Intersectional Assessment Agendas: Results from Two |
| 2022 | OD.297 | Questioning the Design of Things Visible and Invisible: How Algorithms, Access, and Graphics Shape Student |
| 2022 | OD.298 | Reading and then Reading Again: Rhetorical |
| 2022 | OD.315 | Teaching Intersectionality in the Writing Classroom |
| 2022 | OD.324 | Writing Assignment Research and Pedago |
| 2022 | OD.49 | Racist Rhetoric: Dismantling Linguistic Discrimination, Institutional Racism, and Standard Language Ideology |
| 2023 | A.10 | Very Very Tired: Understanding the Great Disengagement |
| 2023 | A.14 | Digital Reading: Building Relationships between Students, Texts, Teachers, and Technologies |
| 2023 | A.17 | An Old Desperation? A New Hope? Redesigning |
| 2023 | A.37 | WAC as Equitable Practice: Success beyond FYW |
| 2023 | C.36 | “I Hope I Get In…”: Crafting Identities through Application Writing (A Demonstration and Dialogue) |
| 2023 | C.38 | Writing Self-Efficacy of Dual Credit FYC Students: Are We |
| 2023 | E.16 | Answerability in CCCC Statement Revision: The Work |
| 2023 | F.2 | Creative Composition: Narrative, Poetry, and Blended Scholarship in Academic Writing Contexts |
| 2023 | F.28 | Grammar, Grammars, and the Teaching of Rhetorical Grammar |
| 2023 | FSIG.5 | Writing and STEM |
| 2023 | FSIG.6 | Writing Assessment |
| 2023 | G.3 | A Statewide Community of Practice on Placement into First-Year Writing: Doing Hope across Alaska through Collaborative Research |
| 2023 | G.30 | Reading across Educational, International, and Personal |
| 2023 | H.1 | Locating Empathy in Structures of Writing |
| 2023 | H.22 | Decriminalizing Plagiarism: Teaching Citations as Effective (and Affective) Pedagogy |
| 2023 | H.37 | Third Spaces: The Rhetoric of Reform, Perception, and Environment |
| 2023 | H.7 | Mercantile Identity in the Creative Writing Classroom |
| 2023 | I.30 | Reading the Room: Understanding Reading Struggle and Reading Choice |
| 2023 | I.9 | Collaborations and Connections: Thematic Writing, Gamification, and Student Anxiety |
| 2023 | L.15 | How We Keep Hope Alive: HYPE Media and Reimagining |
| 2023 | L.2 | Second Language (L2) Writers and Writing Output: Comparing Digital Multimodal Composing and Traditional Essay Writing |
| 2023 | OD.27 | Doing Hope from Multiple Perspectives: Exploring |
| 2023 | OD.49 | Hope on the Horizon: Empowering Composition Students |
| 2023 | OD.52 | Implications of Looking/Seeing: Visual Rhetoric in the College Writing Classroom |
| 2023 | OD.68 | Reading across Borders: Experimenting with Cross-Cultural Text Negotiation |
| 2023 | OD.77 | Student Stories of Writing Development and Secondary |
| 2023 | TSIG.3 | The Role of Reading in Composition Studies |
| 2024 | A.27 | Reading in the Writing Classroom: Culturally Sustaining, Practical, and Metacognitive Practices to Center and Activate Student Engagement and Agency |
| 2024 | B.09 | Abundant Opportunities for Improved Equity: Using Critical Lenses in Science Reading and Writing to Support Students in Using and Subverting Disciplinary Norms |
| 2024 | B.15 | From Educators to Artificial Intelligence: Three Perspectives on Writing Support |
| 2024 | B.24 | Write Here: Localized Literacies and Situated Knowledges in High School to University Writing Research and Pedagogy |
| 2024 | C.07 | “Textual Abundance” as Resistance to Neoliberal Education: English Courses as Complicators of Preprofessional Majors |
| 2024 | C.22 | Reading Abundantly: Digital Annotation as Resistance to Deficit Models of Reading |
| 2024 | D.17 | Reading and Writing Pedagogy at Access-Oriented Institutions (AOIs): Reflections on Curriculum, Institutional Collaboration, and Impact |
| 2024 | E.09 | Conceptual Abundance: Seven Possible Definitions of Writing Canceled |
| 2024 | F.07 | Abundant Spaces: Exploring the Virtual and Material Arenas Informing Writing Curricula and Classrooms |
| 2024 | F.30 | Peer Review and Social Annotation: Student Rhetorical Strategies Informing Peer Review and Explicit Instruction to Improve Writing, Linguistic Consciousness, and Diversity |
| 2024 | FSIG.09 | The Role of Reading in Composition Studies |
| 2024 | FSIG.11 | Writing Assessment SIG Meeting |
| 2024 | FSIG.12 | Annual Business Meeting of the Writing with Current, Former, and Future Members of the Military Standing Group |
| 2024 | FSIG.25 | The Working-Class Culture and Pedagogy Standing Group Business Meeting |
| 2024 | G.03 | Abundant Pedagogies for Student Engagement: Process Presentations, Asset-Oriented Perspectives, and Cultural Stories as Generative Learning Tools |
| 2024 | G.14 | Economics Instructors’ Perceptions of Good Writing in an Internationalized Economics Department |
| 2024 | G.25 | Fostering Threshold Concepts through Style Pedagogy |
| 2024 | G.25 | Interrogating the Legacies of Women’s Rights and Rhetorics |
| 2024 | I.02 | Abundance, Authority, and Indigenous Research Paradigms: Examining the Possibilities of Writing and Transfer, Rhetoric and Relationship, and Oral History as Ways of Understanding |
| 2024 | I.03 | Programmatic Abundance: Examining Graduate Student Writing, a Rural University Writing Program, and a WAC Program |
| 2024 | I.19 | Min(d)ing Our Resources: Some Approaches to the Abundant Knowledge Economies of the Writing Classroom |
| 2024 | J.03 | Abundance, Social Justice, and Engagement: Community, College, and Student Engagement as Means to Make Visible Student Intellectual Production and Expand Learning and Social Change |
| 2024 | K.20 | Reconceptualizing Sustainability Literacies: Ecocritical Poetics, Home Writing, and So-Where Pedagogies |
| 2024 | MW.03 | Council on Basic Writing Workshop |
| 2025 | A.14 | Student Goals as Culturally Sustaining Literacy Pedagogy and Assessment in Developmental and First-Year Composition Contexts |
| 2025 | A.19 | Singing in the (Acid) Rain: Musical Ways to Write about Climate Crises |
| 2025 | A.4 | From Cool Reads to Academic Feeds: Bridges and Boundaries between Domains of Writing |
| 2025 | AA.6 | “Stop, Collaborate, and Listen”: Remastering K–12 Reading Literacy Assessments Canceled |
| 2025 | AB.11 | Unveiling Digital Deceptions: An Interdisciplinary Approach to Analyzing Conspiracy Theories in the Age of AI for Gen Z Advanced Writing Classes |
| 2025 | AB.3 | ChatGPT as Bootleg Recording: Key Rhetorical Differences between LLM-generated and Human-authored Texts |
| 2025 | B.6 | Cutting-Edge Practices for Crafting Clear, Meaningful, and Supportive Responses to Student Writing |
| 2025 | BA.7 | No Time like the Present: The Influence of Temporal Experiences on Writing Processes and Identities |
| 2025 | C.19 | B-side Insights: Using AI-Powered Remixes to Critically Examine Text, Genre, and Language |
| 2025 | D.13 | Reclaiming Side B: Creating Remixes and Collaborative Connections between High School and College Writing Teacher |
| 2025 | D.14 | Remixing Approaches to Studying and Facilitating Writing Self-Efficacy in New University Students Canceled |
| 2025 | D.2 | Composition’s B-side: Advanced Writing as a Site of Pedagogical Improvisation |
| 2025 | EB.10 | Remixing Understandings of Reading: Harmonizing Literacy Studies Approaches to Developmental and Corequisite Courses |
| 2025 | EB.5 | Helping Students Develop as Readers: Assumptions, Options, and Pesky Questions |
| 2025 | F.15 | Remixing Reversion: Using Lyrics, Music, and Songwriting to Disrupt Language Homogeneity in the Diverse Writing Classroom |
| 2025 | F.4 | Can Students Enjoy Their Writing Classes?: Ludic Learning as Antidote to Apathy |
| 2025 | FA.2 | An Investigation of Learning Transfer in Multilingual Writers’ Digital Multimodal Composing (DMC) Tasks and Academic Writing |
| 2025 | FA.7 | Incorporation of AI into Policy and Practice |
| 2025 | FB.11 | Teaching Students to Write Effective AI Prompts in Higher Education |
| 2025 | FSIG.25 | Working-Class Culture and Pedagogy Standing Group Business Meeting |
| 2025 | FSIG.28 | Writing Assessment SIG: Annual Meeting |
| 2025 | G.14 | Remixing Writing Classrooms with Public Narratives, Roleplaying Games, and Video Essays |
| 2025 | G.27 | Reflections on the Reverb: Echoing a Rhetoric of Collaboration and Negotiation in the College Writing Classroom |
| 2025 | GA.3 | Bringing New Voices to the Mix: What Adult Students Can Offer and How Theory Should Come from Community Colleges |
| 2025 | GA.6 | Listening in the Age of AI |
| 2025 | H.13 | Playing Sounds of College Literacies: Dialing In to Sonic Teaching |
| 2025 | H.3 | Coach Me if You Can: Embedding Academic Coaches into the First-Year Writing Classroom |
| 2025 | HA.1 | Artificial Memories: A Framework for Composing and Examining Text Generating Systems |
| 2025 | HA.11 | The B-side of Developmental Education: The College Reading Classroom |
| 2025 | HA.3 | From Screens to Skills: Enhancing Critical Reading in First-Year Writing with Digital Texts |
| 2025 | HB.9 | Remixing Writing: Experimental Writing from “Academic” to AI |
| 2025 | I.9 | Nontraditional Reading: Uncovering B-side Pedagogy through Cross-Institutional Use of Hypothesis |
| 2025 | IB.8 | Expert Play: Preliminary Reflections on a Longitudinal Study of Undergraduate STEM Writing |
| 2025 | K.2 | A Is for Audience but "U" Is B-side It: Using the Personal to Remix Pedagogical Approaches to Audience |
| 2025 | K.23 | Collaboration Is Key: Remixing Critical Thinking within Institutional Cultures of Writing |
| 2025 | K.26 | Empathy across the Curriculum: Shaping the Framework for Discipline-Specific Writing and Thinking |
| 2025 | L.17 | Two Sides, One Record: Addressing Rigid Conceptions of Writing/Language in Translation (in Both Directions) of Postsecondary and Secondary Education |
| 2025 | L.19 | Reimagining Postsecondary Reading and Writing for All Students: Building a Community for Equity-Minded Pedagogies |
| 2025 | MA.13 | Voice in AI-Assisted Multimodal Writing: Stories from Two Sides |
| 2025 | MA.7 | PEUMO: A Computational Tool to Support the Writing of Technical Engineering Reports in Spanish |
| 2025 | MB.12 | The Sites, Moments, and Tools of Writing Transfer |
| 2025 | TSIG.15 | High School/College Writing Connections SIG |
| 2025 | TSIG.26 | The Role of Reading in Composition Studies |
| 2025 | TSIG.7 | CCCC Standing Group on Online Writing Instruction (OWI): 2025 Business Meeting |
| 2026 | A.5 | Conferencing as Connection: Coaching, Commitment, and Collegiality |
| 2026 | AA.11 | Unsettling Conversations about Purpose: Teaching Reading with AI Tools |
| 2026 | AA.8 | What Are We Doing Here? Gathering Qualitative Data to Innovate FYW Curricula |
| 2026 | AB.1 | “Everything Old Is New Again”: Updating the Classical Progymnasmata for Modern, Diverse College Populations |
| 2026 | AB.13 | They-Say / I-Say as a Source-Reading Pedagogy |
| 2026 | AB.14 | Self-Directed: How Scholars in Rhetoric and Composition Report Finding Meaningful Reading |
| 2026 | AB.5 | Climate Change Is Multimodal: Exploring Issues of Sustainability across Cultures and Disciplines through Multimodal Writing |
| 2026 | AB.8 | Using Interdisciplinary Approaches, Carl Sagan Interviews, and Pseudoscience Warning Signs to Build Healthy Skepticism in Writing Foundations |
| 2026 | C.10 | Incorporating Strategic Reading into Writing Studies: A Postsecondary Literacy Approach to Building Academic Community |
| 2026 | CB.2 | We Kill No Readers Here: Fostering Lifelong Reading in Required Undergraduate English Courses |
| 2026 | CB.3 | Beyond the Final Exam: The Reflective Final in the Composition Classroom Canceled |
| 2026 | E.1 | Reimagining Remediation, Basic Writing, and Course Placement: A Cross-Institutional Conversation |
| 2026 | E.5 | Free for All: Perceptions and Rationales of Writing Instruction in the Age of Unclear Generative AI Policies |
| 2026 | E.6 | Applying Alternative Assessment and Universal Design in Texas Corequisite Writing Courses |
| 2026 | EA.1 | AI Integration with Instructor Intervention: Designing a Multilingual Composition Course for the Future |
| 2026 | EA.15 | Bridging the Void: Recommendations for Preparing Writing Studies Professionals to Support Reading Development |
| 2026 | F.15 | GenAI and Embodied Perspectives: Graduate Research on the Influence of Generative AI in the Writing Classroom |
| 2026 | F.4 | Teaching Writing with GenAI: How Scenario-Based Assessments Can Increase Learning |
| 2026 | FA.14 | AI, Care Work, and Writing Pedagogy: A Faculty Lead’s Conversation with Colleagues |
| 2026 | FA.2 | Writer Identity: Student Perceptions toward Using AI in Writing |
| 2026 | FB.10 | We Enrolled Them, We Took Their Money, and We Need to Help Them: Growing a State University’s Reading and Writing Programs for Low-Literacy Adults |
| 2026 | FSIG.9 | The Role of Reading in Composition Studies |
| 2026 | G.12 | Beyond Transactional Reading: Teaching Students How to Read Deeply and Why It Matters for Writing Instruction |
| 2026 | G.21 | Why Emma Can’t Read: Responses to "I Don’t Know How to Teach Reading" |
| 2026 | G.5 | Team Reading: Toward a Collaborative Axiology for the Writing Classroom |
| 2026 | H.10 | Starting a Conversation: Using Anonymous Social Annotation to Open Discourse in a Time of Self-Censorship |
| 2026 | H.12 | Feminist Neo-Expressivism and 21st-Century Embodied Pedagogy |
| 2026 | H.19 | The Art of Online Annotations: Making Reading Visible and Fostering Community |
| 2026 | H.21 | What Are Students Doing with Sources Now? How Undergraduate Source Use Has Evolved Since the Original Citation Project |
| 2026 | H.5 | Translingual Reading Practices in College Composition Classrooms: Enactment, Engagement, and Inclusion |
| 2026 | HB.14 | The Development of Writing Expertise among Working-Class and First-Generation Honors Students: From Honors Comp to the Honors Thesis |
| 2026 | I.10 | From Theory of Labor to the Practice of Slow Work in the Writing Classroom |
| 2026 | K.20 | Writing and Reading by Ear |
| 2026 | KA.3 | A Cross-National Examination of Student Perspectives on Using Generative AI for Academic Writing |
| 2026 | KB.9 | Place-Based Reading Pedagogy in First-Year Writing |
| 2026 | LB.13 | Teaching Academic Writing in Nepal: Gaps, Pressures, and Possibilities for Undergraduate Students |
| 2026 | LB.2 | Boot Camp Composition: Supporting Underprepared Writers through a Summer Readiness Model |
| 2026 | LB.8 | Knowing the Conversation: Deep Reading in the AI Era |
| 2026 | M.18 | Strategies for Addressing the Gen Z Reading Gap in the Composition Classroom |
| 2026 | MB.13 | Songwriting as Multimodal Pedagogy for Critical AI Literacy in First-Year Composition |
| 2026 | PS.1 | Undergraduate Researcher Poster Session |
| 2026 | PS.16 | Teachers in Conversation on the Secondary-University Writing Continuum (Poster Session) |