| 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) |