| 2022 | A.3 | The Ethics and Problematics of Reusing Your Own |
| 2022 | B.4 | Linguistic Justice in Praxis: Critical Language Awareness |
| 2022 | E.2 | 99 Contemplative Writing Acts and Grading Ain’t One Live |
| 2022 | I.7 | Why Am I Here? How Dissertation Writing Groups Can Provide Place and Community Live |
| 2022 | J.5 | Story as Access: Creating Storied Assignments and Invitational Classrooms Live |
| 2022 | J.6 | Design Your Content: How to Effectively Plan and Develop Online Courses with Intention for Diverse |
| 2022 | K.8 | Classrooms Won’t Save Us: Linguistic Justice Outside the University Prerecorded/Scheduled |
| 2022 | L.9 | Making Graduate Pedagogy Visible Prerecorded/ Scheduled |
| 2022 | M.3 | Culturally Relevant Student Response: Theory, Research, and Practice for the 21st Century Live |
| 2022 | OD.107 | Apperceiving Difference(s): Using Coauthorship for/as Equitable Writing Instruction |
| 2022 | OD.108 | Our Research/Our Selves: The Potential Impact of Undergraduate RAD Research on Students’ Agency and Identity |
| 2022 | OD.116 | Student Agency and Instructor Interventions in First-Year Writing, Advanced Writing, and the Graduate Teaching Practicum |
| 2022 | OD.120 | Insider Identities and Inclusivity: Gen Z, Empathic |
| 2022 | OD.122 | Supporting Underprepared Writers in Writing about Writing: A Study and Proposal from a Curriculum-in-Development |
| 2022 | OD.145 | Reconsidering Annotations as a Mode of Student |
| 2022 | OD.157 | Reconceptualizing Antiracist Labor in Composition |
| 2022 | OD.161 | Nuts and Bolts of Labor-Based Grading, or How to Make Labor-Based Grading Work for You |
| 2022 | OD.164 | Violence in the Work of Composition: The Promises and Perils of Redressing Harm |
| 2022 | OD.166 | Multiperspectival Approaches to Researching |
| 2022 | OD.172 | Tribally Specific Readings of Indigenous Literature: Putting Channette Romero’s Call into Pedagogical |
| 2022 | OD.18 | Dismantling and Recreating Structure in the Writing |
| 2022 | OD.184 | Negotiated Learning Spaces: The Ecology of Writing, Feedback, and Revision in a Disability and Writing |
| 2022 | OD.185 | Linguistic Equity for Second Language Writers: Considering Students’ Rights to Their Own Language in SLW Pedagogy |
| 2022 | OD.193 | Undergraduate Researcher Poster Session |
| 2022 | OD.194 | (Re)considering Participatory Cultures in Classrooms |
| 2022 | OD.201 | Mindfulness in Writing Studies |
| 2022 | OD.202 | The “Why Are You Here?” of Legal Writing and Rhetoric |
| 2022 | OD.204 | Writing for All Bodies: Promising Uses of Embodied |
| 2022 | OD.217 | Alternative Methods of Feedback and Evaluation |
| 2022 | OD.22 | The Praxis of “Not-Yetness”: An Invitation to Consider |
| 2022 | OD.223 | Building Inclusive Learning Communities |
| 2022 | OD.230 | Challenging Texts, Challenging Practices: Using Visual |
| 2022 | OD.248 | Equitable Assessment |
| 2022 | OD.249 | Everyday Practices: Interrogating Grading, Syllabi |
| 2022 | OD.25 | Using “Muscular Empathy” to Reconfigure Classroom |
| 2022 | OD.266 | Individual Learning Plans and Labor-Based Grading |
| 2022 | OD.286 | New Considerations When Teaching for Transfer |
| 2022 | OD.288 | Rethinking Peer Review |
| 2022 | OD.296 | Public Memory |
| 2022 | OD.299 | Reciprocity, Empathy, Compassion, and Participatory |
| 2022 | OD.314 | Teacher Preparation, Philosophies, and Transitions |
| 2022 | OD.6 | On Their Own Terms: Towards More Equitable and Accessible Forms of Assessment with Student-Centric |
| 2022 | OD.63 | From Imagined Student to Ecologically Grounded Reality: Interventions to Promote Equity in the Writing Classroom |
| 2022 | OD.76 | Multimodality as Diversity in Action: Revisiting the Potential for Multimodal Assignments |
| 2022 | OD.8 | Narrative, Identity Awareness, and Educational Equity: Insights from Neuroscience Research |
| 2022 | OD.90 | The Impact of the Teaching for Transfer Curriculum on Diverse Students |
| 2023 | A.19 | Generating Engagement through Assessment: Finding |
| 2023 | A.2 | Rhetoric, Conflict, and Social Change: Putting Culture |
| 2023 | A.20 | Contemplative Pedagogies, Wellness, and Empathy in Undergraduate Writing |
| 2023 | A.22 | Approaches to Genre and Professional Writing |
| 2023 | A.28 | “Religion” in Comp/Rhet: The Pedagogical Usefulness of a Ubiquitous but Unstable Category |
| 2023 | A.31 | Voice and Expressive Pedagogies |
| 2023 | A.5 | Trauma, Peace, and Mindfulness in the Writing |
| 2023 | AW.1 | Hybrid Teaching and Learning: Workshop Sponsored by the Online Writing Instruction Standing Group |
| 2023 | AW.2 | Practicing Hope through Relational Listening as Professors and Administrators |
| 2023 | AW.3 | Where Do We Go Now? Doing Hope, Healing, and Recovery through Writing Assessment Designs |
| 2023 | AW.7 | Instilling Hope, Empathy, and Self-Love: Compassionate |
| 2023 | B.13 | Anxious Students and Uncertain Professors: Assessment |
| 2023 | B.2 | Strategies for Teaching Empathic Relations |
| 2023 | B.22 | Approaches to Multilingual Student Writers and Writing |
| 2023 | B.29 | Reshaping the Box: Breaking Unwritten Rules to Help |
| 2023 | B.34 | The Emotional Work of Writing: Four Qualitative |
| 2023 | B.5 | The Joy of Discovery: What Former Writing Center |
| 2023 | B.6 | The Ethics of Text Recycling: Professional and Instructional Practices |
| 2023 | C.10 | Blasting the Feedback Process: Cultivating Hope on the Edges of the Feedback Knowns |
| 2023 | C.13 | Assessing Writing: Automation, Rubrics, and Student |
| 2023 | C.14 | Mindful Modes and Hopeful Reflections: Metacognition |
| 2023 | C.18 | Making Hope: Handcrafted Rhetorics as a Way to Encourage Invention, Reuse, and Resistance in Composing Communities |
| 2023 | C.21 | Glimmers of Hope: Engaging Practices of Deep Listening, Reflection, and Discernment |
| 2023 | C.29 | Resilient Pedagogies in Times of Crisis: Innovative |
| 2023 | C.3 | Answering the Call to Write: Celebrating John Trimbur’s |
| 2023 | C.32 | Running Up That Hill: Using Pop Culture to Teach for Social Change |
| 2023 | D.10 | Breaking the Laws: Challenging Institutional Norms in the Writing Classroom |
| 2023 | D.11 | Broad Approaches to Vexing Problems: Critical |
| 2023 | D.15 | Grading Contracts as Opportunity Structures: A Flex Model for Building Inclusive, Transparent, and Sustainable Assessment Practices across Contexts |
| 2023 | D.19 | Articulating Pain in the First-Year Writing Classroom |
| 2023 | D.3 | What We Know / What We Teach: On the Permeability of Our Professional Pursuits |
| 2023 | D.34 | The Hope in Risk: (Re)Engaging Failure by Doing |
| 2023 | E.13 | Creating Containers of Support and Hope through Mindfulness and Other Contemplative Pedagogies: Fostering Transfer in and beyond the Writing Classroom |
| 2023 | E.28 | Developments with Contract Grading |
| 2023 | E.33 | So By Plagiarism You Mean…? Rethinking Plagiarism |
| 2023 | F.13 | Against the Norm: Conflict, Hope, and Anarchy in the Writing Classroom |
| 2023 | F.15 | Collaborative Teaching and New Approaches to STEM Learning |
| 2023 | F.36 | Writing with Monsters: College Composition Topic Approaches to Cultural Perceptions |
| 2023 | F.38 | Unlearning What We Know |
| 2023 | F.4 | Disparate Measures for Desperate Times: Writing about Writing Pedagogies and the Post-Pandemic Turn |
| 2023 | FSIG.1 | CCCC 2023 Council for Play and Game Studies |
| 2023 | FSIG.2 | Studio PLUS |
| 2023 | FSIG.3 | Writing about Writing |
| 2023 | FSIG.4 | Writing with Current, Former, and Future Members of the Military |
| 2023 | G.15 | Composition Pedagogy Goes to High School: Trouble |
| 2023 | G.16 | Composition and Rhetoric in Contentious Times: Cautious Optimism through Collective Reflection |
| 2023 | G.22 | Empirical and Theoretical Approaches to the Study of Writing |
| 2023 | G.27 | Feminist Pedagogies: Care, Resilience, and Vulnerabilities in the Writing Classroom |
| 2023 | G.32 | Teaching and Learning about Privacy and Surveillance: Doing Hope through the Digital Rhetorical Privacy |
| 2023 | G.38 | Translating Identities |
| 2023 | H.23 | Encompassing Collaboration in a Post-Pandemic World: Meeting Our Students’ Needs |
| 2023 | H.27 | Grounding Relationality in the Writing Classroom |
| 2023 | H.31 | Reckoning Pasts to Reimagine Disciplinary Futures: Black Feminist Methodologies, Sexual Violence |
| 2023 | H.33 | Reconsidering Research-Based Practices in Online |
| 2023 | H.9 | Collaboration, Teamwork, and Peer Review |
| 2023 | I.16 | The Transformative Power of Stories in Critical Composition Pedagogies |
| 2023 | I.6 | Making Global Rhetorics Central to the Classroom in Difficult Times |
| 2023 | J.12 | A Language of Labor? Attention to Language in Alternative Approaches to Grading |
| 2023 | J.24 | Experiments in Vulnerability: Counterstory, Embodiment, Hope |
| 2023 | J.3 | Uncommon Agency: Finding Motivation in All the Wrong |
| 2023 | J.33 | What Students Hope for from Writing: From FYW to the PhD |
| 2023 | J.4 | “Don’t Say Gay”: Disclosure, Identity Affirmation, and Trauma in Desperate Times |
| 2023 | K.10 | Chicago Style: The Hopeful Legacy of Joseph M. Williams |
| 2023 | K.15 | Doing Faculty Development in Desperate Times: Supporting Our Colleagues as Writers and Teachers |
| 2023 | K.21 | Pedagogies of the Flesh: Orienting Abstract Theories into Corporeal Experiences in Writing Classrooms |
| 2023 | K.25 | Exploring the Hakawati Tradition and Genres of Storytelling in Composition Course to Empower |
| 2023 | L.10 | Classroom Policy and Teacher Education |
| 2023 | L.11 | Pandemic Pedagogies or, How We Managed to Survive |
| 2023 | L.14 | Light as a Feather: Hopeful Collaboration and Playful |
| 2023 | L.18 | Pedagogies of Flesh: Embodied, Lived Experience as Feminist Practices for Teaching and Researching |
| 2023 | L.33 | Unlearning Problematic Beliefs to Improve the Teaching |
| 2023 | L.39 | Working In Progress: Our Chance to Create a New Model |
| 2023 | L.4 | It’s in the Syllabus! (Mis)alignments between Student |
| 2023 | L.8 | Pedagogical Experiences and Identities as Resources for Hope: Implications for Our Students and Ourselves |
| 2023 | M.12 | Handle with Care: Trauma-Informed Approaches to the First-Year Writing Classroom |
| 2023 | M.18 | New Directions in TFT Research During and Post-pandemic |
| 2023 | M.23 | Inviting Alternative Perspectives: Emerging Scholars and Multidisciplinary Approaches to Teaching and Learning |
| 2023 | M.28 | Storying, Storytelling, and Counterstory in the Writing |
| 2023 | M.32 | Teaching Engaging Practices: Games, Music, and Multimodal Pedagogy |
| 2023 | M.33 | “Hope That Has Lost Its Bearings”: Making Space for Lament in Writing, Teaching, and Professional Life |
| 2023 | MW.1 | Listening to Enhance Soundwriting |
| 2023 | MW.2 | Purposeful Practices of Hope: Critical Emotional Studies |
| 2023 | MW.3 | Using Place to Enhance Writing Pedagogy |
| 2023 | OD.1 | “A story that demands to be told”: Teaching Embodiment |
| 2023 | OD.35 | Failing Sideways: Queer Possibilities for Writing |
| 2023 | OD.50 | “Hope That Has Lost Its Bearings”: Making Space for Lament in Writing, Teaching, and Professional Life |
| 2023 | OD.56 | Jesus, Take the Keyboard: Spirituality, Music, and the Writing Classroom |
| 2023 | OD.59 | Learning Together: Collaborative Contract Building in Writing Courses |
| 2023 | OD.79 | Subtractive Schooling: Providing and Examining Hope for Cultural Ethnic Students |
| 2023 | OD.82 | The Basic Needs of Writers: Using Self-Determination |
| 2023 | OD.89 | Transformative L2 Writing Teacher Identity at the Nexus |
| 2023 | OD.97 | New Directions in TFT Research During and Post-Pandemic |
| 2023 | SW.1 | Building Student Resilience in Writing Courses |
| 2023 | TSIG.2 | Teaching for Transfer |
| 2023 | W.2 | Mining Ubuntu: Reconstituting Community to Foster |
| 2024 | A.05 | Building Student Autonomy through Participation and Care |
| 2024 | A.09 | Abundance in WAW: Cross-Institutional, Programmatic, and Classroom Contexts |
| 2024 | A.15 | Labor-Based Assessment as Writing Abundance: Making Space at a Hispanic-Serving Institution |
| 2024 | A.18 | Questioning Generative AI |
| 2024 | AW.08 | Role-Playing Peer Review: Games and Gatekeepers—Round Two |
| 2024 | B.10 | An Abundance of Contexts: Pedagogies in STEM Writing |
| 2024 | C.02 | Teaching Diverse Literacies and Genres in Writing Classes |
| 2024 | C.11 | An Abundance of Humanity: Teaching Writing in the Age of Generative AI |
| 2024 | C.14 | Dear Academia, I Refuse To Be a Zombie: P.S. Undergrad STEM Students and Writing Instructor |
| 2024 | C.30 | Increasing Student Agency in the Classroom through Collaborative and Reflective Practices |
| 2024 | D.14 | Navigating the Brave New World of AI in Writing Education: Notes from a Field-Wide Survey |
| 2024 | D.19 | Seeking Abundance through Assessment: GTAs and NTT Faculty Speak on Their Experiences Using Alternative Assessment |
| 2024 | E.02 | Coming Back to the Self through Storytelling: Indigenous and Spiritual Practices in the Classroom |
| 2024 | E.06 | An Abundance of Learning: Students Teaching Faculty about Diversity, Equity, Inclusion, and Belonging through Innovative Research Projects |
| 2024 | E.10 | Designing Writing Instruction as Exploratory Play: Tools, Self-Assessment, and Student Agency |
| 2024 | E.11 | Go Slow and Be Fallible! Reclaiming Time to Learn and Space for Becoming |
| 2024 | E.26 | Teaching to Disrupt, Teaching to Uplift |
| 2024 | F.09 | Better For Whom? Trauma-Informed Pedagogy Successes, Failures, and Adjustments |
| 2024 | F.20 | Teaching Composition-Rhetoric beyond/with Literary-Theory Scholarly Backgrounds |
| 2024 | FSIG.08 | Studio PLUS Special Interest Group |
| 2024 | FSIG.24 | The Assembly for Expanded Perspectives on Learning (AEPL) Business Meeting |
| 2024 | G.28 | Teaching With ChatGPT |
| 2024 | H.01 | FYC and Job Prep |
| 2024 | H.04 | Teaching Writing across Disciplines to Ensure Student Success |
| 2024 | H.13 | Creating Ecologies of Abundance through Humane Writing Assessment |
| 2024 | H.18 | How Can Artificial Intelligence Help Students Learn to Write? Exploring Abundant Opportunities for Learning Design, Writing Feedback, and Digital Storytelling |
| 2024 | H.22 | Pedagogical Abundance while (Re)“Inventing the University” |
| 2024 | H.25 | Teaching and Learning in the Age of AI: Approaches and Engagement toward Writing Transfer |
| 2024 | H.29 | Toward Pedagogies of Abundance: Examining the Impact of Writing Instructor Positionality on Pedagogical Practice |
| 2024 | H.31 | Approaches to Assessment in the Classroom: Equity, Accessibility, and Responsibility |
| 2024 | I.01 | Critical Citation Practices |
| 2024 | I.07 | Approaches to Giving Feedback to Student Writing |
| 2024 | I.09 | Achieving Writing Abundances and Restorative Agency: Challenging Deficit Models of Thinking through Literacy Narratives |
| 2024 | I.24 | Teaching the Whole Body in the Sonoran Desert: Physical, Emotional, Autonomic, and Cellular Abundance in Writing Studies |
| 2024 | I.27 | Using Cooperative Learning to Activate Knowledge from Within |
| 2024 | I.30 | Ways to Use AI in the Classroom |
| 2024 | J.17 | Personal Writing at a Time of AI |
| 2024 | J.22 | The Abundance of Paranoia in National Security Rhetorics: Understanding and Transforming Philosophies, Pedagogies, and Praxes in First-Time Military Educators |
| 2024 | J.25 | Words, Earth, and Gift-giving: Learning from/with Disparate Voices |
| 2024 | K.02 | Graduate Student Writing Abundance |
| 2024 | K.13 | Designing, Adapting, Developing, Assessing: Teaching for Transfer & Flexible Reflection |
| 2024 | L.15 | Hidden Riches: The Affordances of Contract Grading and Linguistic Justice-Oriented Translanguaging Practices for Multilingual Writers |
| 2024 | L.21 | Teaching Community: Conversations on Controversy and Contested Ideas in Hip-Hop and Black Oratorical Traditions |
| 2024 | L.24 | Toward Plural Productivities: Critically Reenvisioning Graduate Writing Development across Contexts |
| 2024 | L.26 | Writing "Just as You Are": Celebrating Students through Curricular and Attitudinal Abundance |
| 2024 | M.02 | Developing More Equitable and Accessible Labor-Based Grading Practices |
| 2024 | M.04 | “Antic Meet”: Creating Abundant Energy in the Writing Classroom |
| 2024 | M.28 | Building Abundant Literacies |
| 2024 | SW.04 | Cultivating Context-Specific Approaches to Contract Grading |
| 2024 | SW.08 | Question-Based Pedagogy (QBP) as Heuristic and Antiracist: Using QBP to Center Student Knowledge and Student Voices |
| 2024 | TSIG.05 | CCCC Intellectual Property in Composition Studies Standing Group Business Meeting |
| 2024 | TSIG.12 | ePortfolios and Multimodal Composition |
| 2024 | TSIG.18 | Online Writing Instruction Standing Group Business Meeting |
| 2024 | TSIG.21 | Teaching for Transfer Standing Group Meeting |
| 2024 | TSIG.28 | Council for Play and Game Studies Business Meeting |
| 2025 | A.16 | The Labor of Extended Play: Reflections on “Edutainment” and Access in the Writing and Rhetoric Classroom |
| 2025 | A.18 | Recursive, Remixed, Reflective Scavenging: Making and the Writer’s Identity Vulnerability in Multimodality |
| 2025 | A.22 | Collaborating beyond Comfort: Risk-Taking, Writing, and Teaching in High School and College |
| 2025 | A.29 | Teaching for Transfer (TFT) Sponsored Panel: Research & Adaptations |
| 2025 | A.3 | Developing Rhetorical Reasoning for Critical Generative AI Tool Literacy |
| 2025 | AB.2 | Punk Rock Pedagogies: Facilitating Clash in the Classroom |
| 2025 | AW.1 | “Play at Your Own Risk”: Workshopping Risk and Failure Pedagogies |
| 2025 | AW.10 | Remixing Peer Review: Playful and Liberatory Pedagogies to Maximize Student Engagement |
| 2025 | AW.3 | Generative AI and More: Wrestling with Controversial Issues in and around Multilingual Writing |
| 2025 | AW.7 | Persuasive Games: Rhetorically Remixing Games and Writing Assignments |
| 2025 | B.16 | Risk, Play, Remix: The B-side Approach to Innovative Writing Pedagogy |
| 2025 | BB.3 | Critical Genre Awareness in the AI Age |
| 2025 | BB.6 | Recuerdame/Mis Noches Sin Ti, Communicating Memory Canceled |
| 2025 | C.11 | Promoting the B-side of Learning (about) Writing: Self-Assessment, Narrative Argument, Creativity, and Counterstory |
| 2025 | C.16 | The Meaningful Writing Project: Extensions, Adaptations, and Remixes |
| 2025 | C.17 | Spirituality as B-Side to Academic Writing |
| 2025 | C.21 | The B-side of Teaching: Making an Environment of Hope |
| 2025 | C.9 | Engaging Personal and Cultural Narratives through Sonic Autoethnographies in Health Science Writing |
| 2025 | CB.1 | Finding the Right Beat: Understanding Student Motivation and Classroom Experiences through Kelly’s Story |
| 2025 | CB.3 | “What’s Going On” with “Born in the USA”? Using Protest Songs to Teach Rhetorical Analysis in FYC |
| 2025 | D.1 | Remixing the Genre Function: Antiracist Approaches to Remix and Genre in the Age of Generative AI |
| 2025 | D.10 | Mixing it Up: How Multiracial Scholars across the Curriculum Understand Disciplinarity and Identity |
| 2025 | D.15 | Remixing Trauma-Informed Pedagogies: Grief, Incarceration, and Disclosures of Sexual Violence in the Writing Classroom |
| 2025 | D.20 | Remixing the Résumé Workshop: Sampling the Corporate and the Artificially Intelligent in a Brooklyn Writing Center |
| 2025 | D.6 | Hidden Tracks in Writing Classes: The Place of Students’ Cultures in Writing Pedagogy |
| 2025 | D.8 | Linguistic Diversity in STEM Writing: Inclusive Pedagogies for Scientific and Technical Writing Genres |
| 2025 | DB.9 | The B-side of Translingualism as a Decolonial Initiative: Translignualism in Predominantly Monolingual Writing Classes |
| 2025 | E.1 | Collaboration and Creativity: Extended Play in Playful and Arts-Based Pedagogies |
| 2025 | E.18 | Global Writing Partners: Uniting, Collaborating, and Composing through Technology! Canceled |
| 2025 | E.2 | Disconnects and Tensions: Exploring Student and Faculty Talk about Writing vs. Textual Practices |
| 2025 | E.26 | Identity, Connections, and Intersections: Pedagogical Remixes to Better Serve Military-Affiliated Students |
| 2025 | EB.12 | Resisting the Surveillance Classroom: A Framework for Remixing AI and Writing |
| 2025 | EB.13 | Teaching through Technologies: Reflections of Digital Technofeminist Pedagogies Canceled |
| 2025 | EB.9 | Remixing Reflection: Using Extended and Directed Reflection as Professional Development for Graduate TAs to Reveal Dynamism and Complexity |
| 2025 | F.14 | Remixing Professional Development to Enhance Post-COVID Online Writing Instruction (OWI) |
| 2025 | F.20 | Writing Courses, Syllabi, Assignments and the Genre of the GenAI Prompt |
| 2025 | F.29 | Exploring the Role of Generative AI in Approaches to Writing about Writing |
| 2025 | FA.10 | Question Formulation Technique: A Cohesion of Music, Advocacy, and Protest |
| 2025 | FA.8 | Challenges and Opportunities of Developing a Writing Course: A Collaborative Auto-ethnographic Study |
| 2025 | FSIG.22 | Studio PLUS SIG |
| 2025 | FSIG.23 | The Assembly for Expanded Perspectives on Learning (AEPL) Business Meeting |
| 2025 | G.25 | Coarticulating Pedagogies: Multiauthorship and Multimodality in the STEM Composition Classroom |
| 2025 | G.5 | Archive Building as a Collaborative, Creative, and Community Process: Constructing the bell hooks Digital Archive, with Love |
| 2025 | GA.1 | “I Can Fix Them (No, Really I Can)”: Teaching Students Synthesis and Source Use through Music Metaphors |
| 2025 | GA.11 | Supporting College Composition TAs’ Efforts to Enhance Writing Engagement |
| 2025 | GB.13 | The B-side of Writing Assessment: Student Experiences with Feedback Modalities and Practices in Graduate Education Canceled |
| 2025 | H.18 | Resounding Response: Sonic Compositions, Rhetorical Identity, and Extended Remix |
| 2025 | H.21 | Together in Electric Dreams: (Re)Mixing Design, Assessment, and Equity |
| 2025 | H.24 | BIPOC Writing Instructors’ Teaching and Learning B-sides: Extending the Conversation on Mitigating Bias in SEIs |
| 2025 | H.27 | The B-sides of Writing Pedagogy: Decolonial, Disability, and Embodied Approaches to Teaching |
| 2025 | H.7 | Flipping the Student Voice from the B Side to the A Side: A Collaborative Remix between Question-Based Pedagogy and Peer Review |
| 2025 | HA.12 | The Rhetoric of Songwriting: Multimodal Listening, Bakhtin, and Literacy |
| 2025 | HB.11 | Spotlight: Developing Interdisciplinary Faculty Programming in the Absence of a WAC Program |
| 2025 | I.1 | “All by Myself": Collaboration and Connection for Dissertating Distance Learners |
| 2025 | I.23 | Using a Pencil to Adjust the Cassette Tape: Rewinding and Recording over Dominant Western Rhetorical Practices in First-Year Writing Classrooms |
| 2025 | IA.1 | "Is It Worth It? Let Me Work It": Reimagining, Remixing, and "Epistemologizing" Writing Transfer Paradigms |
| 2025 | IA.13 | To Beg, Borrow, or Steal: A Pedagogical Exploration of Originality vs. Plagiarism in the (Creative) Writing Classroom Canceled |
| 2025 | IA.2 | Framing away Failure: Essaying, Experimenting, Trying, Guessing |
| 2025 | IB.10 | Reconstructing Simulated Environments: Using Digital Student Projects and Play in Writing Classrooms to Analyze Different Modes of Composition in Video Games Canceled |
| 2025 | IB.13 | Writing Fellows Remixed: "Sampling" Mindfulness in an Undergraduate Writing Fellows Training Course |
| 2025 | J.16 | Remixing Technologies: Handcrafting the Page as a Writing Stage |
| 2025 | J.19 | "Human Interaction" as a Threshold Concept: Initiating the "AI Talk" in FYC |
| 2025 | J.9 | Extending Assessment: Labor-Based Contract Grading and Beyond |
| 2025 | JA.12 | Revision Decisions |
| 2025 | JA.7 | A Generative AI, Personalized Learning Experience Remix, or, How I Used Chat GPT to Turn My Writing Classroom into an All Ages Nightclub |
| 2025 | JB.14 | Teaching In while Out: Designing a Queer Rhetorics Curriculum for the Classroom and the Encampment |
| 2025 | JB.6 | Centering BIPOC Students: Lessons from Co-Creating a Podcast |
| 2025 | K.17 | The Shapes and Sounds of Writing Instruction |
| 2025 | K.18 | What Your Music Playlist Says about Your Teaching Practices: Remixing Methodologies |
| 2025 | K.20 | Reading to Belong and Connect: Making Material Graduate Readers’ Positions and Practices |
| 2025 | K.22 | “You Don’t Own Me”: Examining the Ownership of Classroom Materials |
| 2025 | K.6 | Composing Subversion: Flipping the Record on the Writing Status Quo |
| 2025 | KA.12 | Teaching Writing as a Networked Activity |
| 2025 | KA.14 | The B-side of Contract Grading: Listening to Student Experiences across a University Writing Program |
| 2025 | KB.3 | Epistemology in the Composition Classroom: Centering the Human |
| 2025 | L.12 | Remixing Community, Sampling Innovations: New Collaborations to Foster Belonging in a First-Year Writing Program at an Urban Public College |
| 2025 | L.13 | Remixing Grammar Instruction for Linguistic Diversity and Rhetorical Agency: Progressive Approaches to Language in Writing Pedagogy |
| 2025 | L.15 | The B-side of Classroom Technology: Centering the Human within the Technology-mediated Composition Classroom |
| 2025 | L.22 | "We’ll Do It Live!" Embodied Play in the Writing Classroom |
| 2025 | L.9 | Generative AI and the End(s) of Style |
| 2025 | LA.7 | In the Year 2025: A Shift in Pedagogical Strategies to Ensure Rhetorical Intelligence Can Survive |
| 2025 | LA.8 | Remixing the AI Conversation: Using AI as the Model to Imitate and Not Fear |
| 2025 | LB.1 | Maybe ChatGPT Can Finally Drag Writing Instruction Kicking and Screaming into the 1970s |
| 2025 | LB.11 | Remixing Writing Instruction with GAI: Strategies for Brainstorming and Peer Review |
| 2025 | LB.3 | Is Workplace Writing Remixing with GAI? Exploring Potential Implications for Undergraduate Writing Instruction |
| 2025 | LB.6 | Love the Game and the Player: Using Students’ Value of Video Games to Develop Rhetorical and Genre Skills |
| 2025 | M.12 | Remixing Pedagogy: Ethical Approaches to Flexible, Inclusive, and Transferable Writing Instruction |
| 2025 | M.13 | Remixing Writing as Resistance to “Grind Culture” |
| 2025 | M.20 | Writing a New Song for Composition: An Engaged Musical Learning Experience |
| 2025 | M.21 | “Remixing” Faculty Development: Working Groups as a Model for Inclusivity |
| 2025 | M.24 | Retrospective: Research in Writing Assessment and the Impact of the Journal of Writing Assessment |
| 2025 | M.27 | Remixing Assignments for Working-Class Students: Charrette as Collaborative Redesign |
| 2025 | M.28 | Spirituality in the Writing Classroom |
| 2025 | M.7 | Extending Play in Composition: An Album in Four Tracks |
| 2025 | MA.5 | Oblique Strategies in the Classroom Canceled |
| 2025 | MA.9 | Public Speaking and the Research Essay: Remixing and Looping Back |
| 2025 | MB.10 | Remixing and Extending Our Pedagogy: Promoting Collaboration between TESOL and Writing Studies to Support Multilingual Students in First-Year Writing |
| 2025 | MB.5 | Reflective Writing as Composition’s B-side: Integrating, Instructing, and Assessing Metacognitive Writing as a Foundational Skill |
| 2025 | MB.6 | Relevant Implications of Hybrid Contract Grading as a B-side Approach in First-Year Composition Courses during the COVID-19 Pandemic |
| 2025 | MW.2 | Effective and Ethical Approaches to Sentence-Level Feedback on Student Writing |
| 2025 | MW.4 | From Bad Ideas to Good Practices of AI and Writing in College |
| 2025 | SW.4 | Engaging in Computer Love: Navigating toward Culturally Relevant Pedagogy and Multimodality in Composition |
| 2025 | TSIG.10 | Council for Play and Game Studies: Business Meeting |
| 2025 | TSIG.22 | Second Language Writing Standing Group Business Meeting |
| 2025 | TSIG.23 | ePortfolios and Multimodal Composition SIG |
| 2025 | TSIG.24 | Teaching for Transfer Standing Group Business Meeting |
| 2025 | TSIG.8 | Cognition and Writing Business Meeting |
| 2025 | W.6 | Mixing It Up: Composing Undergraduate Research Practices into a New Tune |
| 2026 | A.14 | AI Literacy, Collaborative Agency, and Performance: Fostering Student Learning, Building Confidence |
| 2026 | AA.2 | “A Liberating Way To Take a Course”: Linguistically Just, Collaborative Feedback and Assessment in First-Year Writing |
| 2026 | AB.15 | Conscious Teaching, Nontraditional Texts and COIL: How Autoethnography Invites All Students to Have a Seat at the Table |
| 2026 | AB.16 | The Risk of Reimaging: Developing Stories of Self through AI Images and Data |
| 2026 | AW.6 | Harnessing AI to Enhance Writing Instruction: Facilitating Effective Practice with Feedback |
| 2026 | AW.8 | Shared Labor with Students: Modeling Transparent Practices in Curriculum Co-Design |
| 2026 | B.1 | Hay Resistencia En La Casa: Chicanx Pedagogical Resistance through Rasquache, Pláticas, Zines, and Cultural Sustainability |
| 2026 | B.11 | Keeping the Conversation Human: Strategies for AI-Enhanced Learning that Preserves Student Agency |
| 2026 | B.12 | The Role of Law in College Composition and Communication |
| 2026 | B.4 | Listening to the Ancients: What Prior Literacy Revolutions Reveal about the Future of Rhetoric and Writing in the Age of GenAI |
| 2026 | B.5 | Storytelling as Subject and Method |
| 2026 | B.7 | Reimagining the Classroom: Counterstories, Care, and Critical Pedagogies across Borders |
| 2026 | B.8 | Feedback in Flux: Rethinking Approaches to In-Class Peer Review and Writing Center Peer Tutoring in the Age of AI |
| 2026 | BA.5 | Handle with Care: Student Voices and Pedagogies of Belonging across Institutions |
| 2026 | BB.12 | Learning Radically, Collaborating across Contexts: Justice-Informed Peer Tutor Education and the Teaching of Intimate Partner Discourse |
| 2026 | BB.9 | Sparring with AI: A Case Study of Critical AI Literacy as Rhetorical Resistance |
| 2026 | C.5 | Beyond the Lab: One-on-One Co-Requisite Support as Embedded Pedagogy |
| 2026 | CA.12 | Competition and Collaboration: Student Writing Awards in a Labor-Based Writing Classroom |
| 2026 | CA.7 | Centering Student Voices: Rethinking Student-Facing Tools and Teaching through Sensemaking |
| 2026 | D.11 | AI Literacies and Writer Agency: Considering Frameworks and Centering Student Insights and Recommendations |
| 2026 | D.15 | Composing Well-being and Belonging: Writing Pedagogies for Diverse Student Populations |
| 2026 | DA.11 | Taking the Pulse: Enacting Trauma-Informed Pedagogy in Writing Classrooms |
| 2026 | DB.3 | Are Compositionists and Schools of Education Science on the Same Page? GenAI as a Test Case |
| 2026 | DB.4 | Teachable Video Games for the Writing Classroom |
| 2026 | DB.7 | Bruffee in Practice: One-on-One Cross-Cultural Writing Conference |
| 2026 | E.11 | Moving from “Should Do’s” to Knowing What You Do: Updating Metacognitive Assessment Tools for Graduate Readers |
| 2026 | E.16 | Empathy Shouldn’t Be Empty: Creating Sustainable Classroom Practices |
| 2026 | E.21 | Reading Like a Student: Interactive Investigation of Grading Language, Power, and Equity in Course Syllabi |
| 2026 | EA.10 | Toward a Restorative Justice Composition Pedagogy: What Can Restorative Justice Practices Offer to Composition Pedagogy in US Colleges? |
| 2026 | EA.3 | Moving Knowledge, Making Place: Land, Mobility, and Writing |
| 2026 | EB.13 | Teaching Geographic Rhetorics through Digital Maps |
| 2026 | EB.6 | Writing, AI, and the Fight for Higher Education: Toward Principle-Based Sensemaking in Faculty Development |
| 2026 | EB.9 | Using Feminist Digital Embodiment to Teach Undergraduate Research and Writing |
| 2026 | F.17 | Rhetorical Heartbeats: Valuing Embodied Contemplative Writing Pedagogies through Undergraduate, Graduate, and Instructor Voices |
| 2026 | F.3 | Wikipedia Engagement as Community-Centered Practice in Writing and Language Pedagogy |
| 2026 | FB.3 | Learning Mindsets in the Classroom: Essay Assignment Routines Intervention to Promote GPS Mindset and Student Success |
| 2026 | FB.5 | Afrofuturism Can Teach Us a Thing or Two about AI |
| 2026 | FSIG.26 | Cognition and Writing Standing Group Business Meeting |
| 2026 | FSIG.8 | Editors SIG Meeting |
| 2026 | G.18 | Composing the Whole Person: Designing Pedagogy for Lives inside and outside the Classroom |
| 2026 | G.19 | Conversations about Theory and Practice: Storying Transformative Justice in Educator Development |
| 2026 | G.6 | Sticky Lessons: Activating and Creating Memories in an Evolving Composition Classroom |
| 2026 | GA.11 | “I Don’t Feel So Isolated”: Using Video Discussion Boards to Create Engagement and Community in Online Graduate Courses |
| 2026 | GB.8 | Fictional "Truths" about Language: Using Creative Fiction for Radical Inclusion and Critical Language Awareness |
| 2026 | H.1 | From DIY to FAAFO: Creating Community via Creative Processes and Failure in the Writing Classroom through Art |
| 2026 | H.14 | The Conscious Teacher: Teaching with Veritas as Resistance to Academic Policing |
| 2026 | H.20 | Their Conference and Their Conversations: Building an Undergraduate Community through the Naylor Workshop and an Undergraduate Research Journal |
| 2026 | H.7 | Reframing Invention: Or, Where Does the Thinking Happen? |
| 2026 | HA.15 | Differential Mediating Roles of L2 Grit: English Writing Anxiety and Writing Tasks |
| 2026 | HA.9 | What Was I Writing, Typing, and Recording? Revisiting and Reconducting Multimodal Composition Research with Digital Technofeminism |
| 2026 | HB.15 | From Student to Advocate: Teaching Sustainable Advocacy in a Social Justice Course |
| 2026 | HB.5 | Your Party at the CCCC Annual Convention: A Site of Engagement for Post-Arrival Mentorships That Are Not Mentorships |
| 2026 | I.14 | Writing about Writing as Conference: Dialogic, Embodied, Resistant Pedagogies |
| 2026 | I.21 | Taking Up Wicked Problems in College Composition: Lessons from Integrating Human-Centered Design in a Research-Practice Partnership |
| 2026 | IA.15 | Revising in the Age of AI: How AI Feedback Shapes Student Perceptions and Writing Practices |
| 2026 | IA.2 | Reimagining Rhetoric and Pedagogy through the Bhagavad Gita: A Non-Western Intervention in Higher Education |
| 2026 | IB.10 | Addressing Student Voice in the Generative AI Conversation |
| 2026 | IB.13 | Critical Pedagogies in the Composition Classroom: Sharing Successes and Failures from a Recent Attempt |
| 2026 | IB.4 | Teaching Democracy in the Writing Classroom during the 2024 Presidential Election |
| 2026 | IB.6 | Revisiting Literacy Practices: Crafting Writing Assignments to Worry Less about AI and More about Student Learning |
| 2026 | J.1 | “Read Rage”: The Emotional Labor of Writing Pedagogy in the Age of AI |
| 2026 | J.13 | Investigating Self-Regulation and Agency in GenAI-Supported Writing Tasks |
| 2026 | J.19 | Teaching and Learning in These Unavoidable Bodies |
| 2026 | J.2 | “Teaching for Belonging”: Building a Faculty Learning Community, Bridging Disciplinary and Pedagogical Divides |
| 2026 | J.20 | Whose Voice Is This? Student Agency in the Age of AI |
| 2026 | JA.13 | Please/Don’t Tell Me What to Do: Emotional Safety in the Gen Z Writing Classroom |
| 2026 | JA.14 | Revising with AI: Centering Process and Reflection in First-Year Student Writing |
| 2026 | JA.16 | What Is Literacy to Project-Based Learning? |
| 2026 | JA.9 | Embodied Understanding: Practicing Rhetorical Listening through Affect |
| 2026 | JB.1 | A Collaborative and Cross-Disciplinary Investigation of AI and Writing: Using Generative AI in Formative and Summative Writing Support and Assessment |
| 2026 | K.15 | Unwritten: A Trauma-Informed Ten-Minute Free Write |
| 2026 | K.4 | Connection through Cognition: How Knowledge of Cognition Forges Stronger Connections with Student Writers |
| 2026 | K.5 | Conversational Counterstory: Engaging Students in Symposium, Testimonio, and the Modern Griot |
| 2026 | KA.14 | The Exigence and Classroom Strategies for Rhetorically Interrupting Anthropocentrism in the First-Year Writing Classroom Canceled |
| 2026 | KA.15 | Using Problem-Based Learning in Secondary and Postsecondary Writing Classrooms |
| 2026 | KA.2 | "Overwhelmed and Anxious": Conversations about Students’ Affective Motivations for ChatGPT Use |
| 2026 | L.11 | Preparing Students for the Future: Incorporating Ethics into STEM-Related Fields |
| 2026 | L.20 | Words, Images, and Action: Teaching Rhetoric and Co-Constructing Knowledge |
| 2026 | L.4 | Efficacious Citizenship: Citizens as Rhetorical Listeners |
| 2026 | L.8 | Multimodal Transfer: Bringing Together Conversations |
| 2026 | LB.3 | Bridging the Gap: Perceptions of Humanities and Communication in a STEM-Dominated University |
| 2026 | LB.6 | Cultivating Strategies for Teachers and Tutors to Foster Multilingual Writers’ Success |
| 2026 | M.11 | Faculty and Student Perspectives on Graduate-Level Pedagogy |
| 2026 | M.12 | Faculty-Led Book Clubs in a Two-Year College: Rhetorical Conversations in Neoliberal Contexts |
| 2026 | M.21 | What’s “Critical” in the Age of AI? |
| 2026 | MA.4 | COIL or Virtual Exchange Pedagogies for Global Learning and Interdisciplinary Impact |
| 2026 | MB.7 | Data-Driven Learning and Attention to Language in the WAC Classroom |
| 2026 | MW.3 | Friction across the Process: A Pedagogy of AI-Assisted Struggle in First-Year Writing |
| 2026 | MW.8 | Practicing Well-Being through Writing |
| 2026 | PS.11 | Blending Creativity and Persuasion: Multimodal Writing Transfer through the Composition of Op-Ed Essays (Poster Session) |
| 2026 | PS.15 | Situating Game Studies Student Research Paper "Research" as Genuine Inquiry: Assessing One Approach (Poster Session) |
| 2026 | PS.18 | The Learner’s Journey: Reimagining Threshold Concepts (Poster Session) |
| 2026 | PS.20 | Networking Student Writers in a Health Sciences Writing Course: Audience, Conversation, and Knowledge Production (Poster Session) Canceled |
| 2026 | PS.23 | Why Open Education Resources (OER)? State Data and Personal Experience (Poster Session) |
| 2026 | PS.5 | Discourses on Writing and Learning to Write in the Era of Large Language Model AI: Perspectives from Secondary ELA Teachers (Poster Session) |
| 2026 | PS.8 | "We Are All Survivors": An Argument for Trauma-Informed Pedagogy Serving Both Students and Instructors (Poster Session) |
| 2026 | TSIG.13 | Studio Plus |
| 2026 | TSIG.6 | SIG for ePortfolios and Multimodal Composition |
| 2026 | W.3 | Rage Against the (Literacy) Machine: Embodiment, DIY Ethics, and Handcrafted Pedagogies in the Age of AI |