| 2011 | A.12 | Democracy and Wikipedia: Finding New Connections |
| 2011 | A.13 | Kairos as Ambient Environs: Silence, Extracurriculum, and Material Practices as Invention |
| 2011 | A.19 | Renovating Composition for the Twenty-first Century: Three Integrations of Science and Composition |
| 2011 | A.27 | Suhl, Rhetorical Sovereignty, and Solidarity: Epistemological Models for Contesting Injustice and Pursuing Peace |
| 2011 | A.28 | Contested Evolutions: Modern Science on the Farm and in the Home |
| 2011 | A.30 | The Power of Stories: Narrative as Action |
| 2011 | A.32 | Contesting Space, Boundaries, and Power: A Wider Field of Vision for Creative Writing, Professional |
| 2011 | A.37 | Crossing the Chicana/o Border into Academia: Using |
| 2011 | A.38 | Listening To/For Embodied Rhetorics: Making Meaning |
| 2011 | A.5 | Florida |
| 2011 | A.8 | Writing the Real World of Student Work |
| 2011 | B.11 | The Science and Art of Transfer Revisited |
| 2011 | B.12 | Stitches of Materiality: Disrupting Deviation with Visual Arguments |
| 2011 | B.13 | Beyond Boundaries: Hybrid Discourse, Transatlantic |
| 2011 | B.19 | Making, Doing, and Undoing English Studies |
| 2011 | B.27 | Composition versus “Criterion”: Toward a Common |
| 2011 | B.28 | Transliteracy in Three Keys: Creating Meaning in Transitions |
| 2011 | B.29 | Generation Vet: Composing with a New Student Population |
| 2011 | B.37 | Out of Line and Different: Meditations on Queer Rhetorics |
| 2011 | B.38 | Shame on Us: Writing the Self in Academic Research |
| 2011 | B.5 | How I Stopped Worrying the Book and Learned to Love |
| 2011 | B.6 | Language Play and Transcultural Rhetorics |
| 2011 | B.8 | Our Writing Relations: Systems of Genres from Three Perspectives |
| 2011 | C.12 | Beyond “L1” and “L2”: Toward an Interdisciplinary |
| 2011 | C.13 | Community Conversations that Extend Possibilities |
| 2011 | C.19 | Interwoven Storytelling: Braiding Together Our Identities |
| 2011 | C.2 | Engaging Disciplinary Boundaries and Frameworks: Art, Science and Writing Pedagogy |
| 2011 | C.27 | Labored “Balance”: Maternal Bodies, Composition Studies, and Structural |
| 2011 | C.28 | The Subtexts of Manipulation: Embodying, Extending, and Unearthing |
| 2011 | C.29 | Mapping Genre Relations: Using Metaphors to Explore and Traverse Boundaries |
| 2011 | C.3 | Discourse Patterns in the Classroom: Working Class and Indigenous Rhetorics |
| 2011 | C.37 | Contesting the Trope of Home and School: Transnational Considerations, Domestic Invitations, and Family Transgressions |
| 2011 | C.38 | Has Capitalism Corrupted Your Writing Course? |
| 2011 | C.4 | Strategic Reimaginations: Balancing Rhetorics of the Body in Medical Discourse, Asian/Asian American Rhetoric, and Queer Theory |
| 2011 | C.5 | All of Our Literacies? Contesting the Theories and Pedagogies of Multi-Modality |
| 2011 | C.6 | Watching Stories, Listening to Scenes: Following Literacy Back Home |
| 2011 | D.12 | Contesting Master Narratives for Teaching Writing: Collaborative Reflection on Literacy Narratives as Way to Rethink Writing Program Design and Policies |
| 2011 | D.13 | Making Space: Multiple Geographies and Sites of Articulation |
| 2011 | D.19 | Telling Tales: Contesting Boundaries through Theory and Pedagogy |
| 2011 | D.27 | Negotiating Our Terrain: Creating Habitable Spaces in Composition |
| 2011 | D.28 | Changing the Conversation about Writing Programs: Assessment as Advocacy, Research as Teaching, Teacher |
| 2011 | D.29 | Our Closest Relations: Best Practices in Mentoring Graduate Teaching Assistants |
| 2011 | D.37 | Teaching Alternative Discourses: Hip-hop, Whiteness, and Multicultural Rhetorics |
| 2011 | D.38 | The Future Anterior of Rhetoric: Potentials For Rhetorics Built on Material Relations |
| 2011 | D.4 | Writing and Working for Change: Tracing the History of Latina/o and Chicana/o Members’ |
| 2011 | D.5 | Contested Spaces, Contested Knowledge: Exploring All Our Relations with College-Athletics and Student-Athletes |
| 2011 | D.8 | Rewriting the Boundaries: The Ensemble as Inter-Cultural Learning |
| 2011 | E.1 | Longitudinal Writing Studies and Exploring the Spaces of Transitions |
| 2011 | E.12 | Writing Health and Disability: The Ethics and Rhetorics of Embodied Identities |
| 2011 | E.13 | Locating Feminism Beyond Immediate Space |
| 2011 | E.17 | Indigeneity and Faith: Reflections on Public Life and Interactions |
| 2011 | E.19 | Contesting and Connecting Relations: Medical Representation and Writing Research |
| 2011 | E.27 | Crossing Our C’s: New Media Communication, Composition and Creative Writing |
| 2011 | E.28 | Teaching Information Literacy or Research? |
| 2011 | E.36 | Our Conflicted Bourgeois Values: How We Learned to Stop Worrying and Love Capitalism |
| 2011 | E.37 | The Graduate School Experience: Stories from the Deep |
| 2011 | E.38 | Representing Indigeneity: Challenging, Affirming and Building Our Relations |
| 2011 | E.4 | From Stage to Page: The Rhetoric of Performance in the Writing Classroom |
| 2011 | E.5 | “I am not a Mascot”: Communities Contesting Rhetorical Sovereignty |
| 2011 | E.6 | Relating the Disaster: Mapping the Spill, Mapping Ourselves (a MEmorial) |
| 2011 | F.10 | Contesting “National” Pedagogies: Student Writers, Critical Literacy, and Collaboration in Transnational Spaces |
| 2011 | F.12 | Making Values Visible: The Textual, Pedagogical, and Civic |
| 2011 | F.13 | Refiguring Assessment as Situated Performance |
| 2011 | F.14 | Subverted Gaze: Double Consciousness and Writing the Personal |
| 2011 | F.15 | From “The Wire” To Dolly Parton: Acknowledging Invisible |
| 2011 | F.26 | Room(s) to Negotiate: Distance Learning Classrooms as Contested Spaces |
| 2011 | F.27 | All Our Relations: Linking Past and Present Writing |
| 2011 | F.28 | Conceptualizing Trauma in Student Writing |
| 2011 | F.30 | A Composition and Information Literacy Crew/Club/Gang/ |
| 2011 | F.35 | Online Essay Evaluations 2.0: From Assessment to Learning to Research |
| 2011 | F.38 | Hearing Space and Listening Compositions: Re-Inscribing Sound in Composition Practices |
| 2011 | F.4 | Would Habermas Recognize This as Deliberation?: The Competing and Performative Discourses of Local Publics |
| 2011 | F.7 | Gray Matter: Examining Rhetorical Contests of Psychological and Neurological Difference |
| 2011 | F.9 | Multimedia Pedagogy for a Combined-Skills Rhetoric |
| 2011 | G.1 | Found in Translation: Forging Literate Identities in Marginalized Communities |
| 2011 | G.12 | Rhetoric, Technology, and Women’s Civic Engagement |
| 2011 | G.13 | Inverting “Generation Me”: “We” Pedagogies in the 21st Century |
| 2011 | G.25 | Porn and (Bad) Grammar: What Can We Learn? |
| 2011 | G.27 | All Our Relations Make L2 Writing Work: Students, Tutors, Instructors, and WPAs |
| 2011 | G.28 | From HBCU to Hollywood Pedagogy: New Connections in Teaching Writing |
| 2011 | G.30 | Contesting CCCC Spaces: Undergraduate Research at the National Convention |
| 2011 | G.35 | Being with Others: Animals, Prosthetics, Implements, and Interfaces |
| 2011 | G.37 | Collapsing Non/Academic Spaces with Comics and Graphic Novels |
| 2011 | G.5 | Screening Identities across Borders: Participatory Popular Culture and Literacy Practices |
| 2011 | G.6 | Theorizing Writing in Digital Spaces: From Romance Genre to the “Secondary Orality” |
| 2011 | G.7 | Diversity + Busing = “An At-Risk Model of Education” |
| 2011 | H.12 | Embodied Pedagogy: The People, Places, and Things of the Writing Process |
| 2011 | H.13 | Student, Teacher, Scholar: Blurred Boundaries and Contested Relations |
| 2011 | H.2 | Refiguring the Public Sphere: Cherokee, Appalachian, and Cuban Identities |
| 2011 | H.25 | Self-Examination and (Trying to) Practice What We Preach |
| 2011 | H.27 | Guerilla Spaces: Writing Globalization, Sustainability, and Resistance in Urban Environments |
| 2011 | H.28 | Law, Community, and Play: Issues in Teaching Basic Writing |
| 2011 | H.3 | What We Talk about When We Talk about Writing: Conversations among Teachers and Students |
| 2011 | H.30 | Bricolage at Work: How Teacher/Student Collaboration |
| 2011 | H.35 | Theorizing Comics as Alternative Discourse |
| 2011 | H.37 | “Leveling Up” Gee, Gaming, and the Composition |
| 2011 | H.38 | When Our Relations Come Over and Stay: Mapping |
| 2011 | H.5 | Questionable Relations, Questionable Narrations: The Forming of Teachers and Curriculum in a National |
| 2011 | H.6 | Going Global: Rhetorical Studies and the Geopolitics of Witnessing |
| 2011 | H.7 | Weaving Our Social Network: Acts of Participatory Composition Using New Media |
| 2011 | I.1 | Contesting the Consequences of Language: Examining the Material Effects of Medical Discourse, Drug |
| 2011 | I.12 | Investigating Relations of Place, Time, and Power in Literacy Research and Teaching |
| 2011 | I.13 | Intersubjectivity as a Pedagogical Practice |
| 2011 | I.2 | Remembering the Mamzers: Our Jewish Past as Professional Prologue |
| 2011 | I.25 | Disconnected. Choppy. Abrupt.— Undoing Linguistic Heterogeneity |
| 2011 | I.27 | ¿Usando español para tutoría en ingles?: A Study of Writing Center Tutoring Sessions involving |
| 2011 | I.28 | Nineteenth Century Writing by Nurses as Emerging |
| 2011 | I.30 | All Our Relations: Undergraduates, Graduates, and Professors Reaching Across Academic and Cultural |
| 2011 | I.35 | Compose or Else: Tracking Student Writers’ Organizational, Technological, and Cultural Performances |
| 2011 | I.37 | Composing the Female: A Critical Examination of Dress, Writing, and Ontology |
| 2011 | I.38 | Speaking the Language of IT |
| 2011 | I.7 | What If Our Keyword Were Literacy? |
| 2011 | J.12 | Staging Tactical Interventions on Public Writing |
| 2011 | J.13 | Making Human Rights Claims Public: Rhetoric Tactics of Identification, Bearing Witness,and Advocacy |
| 2011 | J.25 | Issues with Writing Centers: Relationships and Pedagogies |
| 2011 | J.27 | Red Dirt Relations: Resurrecting Region through Rhetoric |
| 2011 | J.28 | Supporting Multilingual Writers: WAC/Second Language |
| 2011 | J.30 | Failing in Silence: Situating Failure within Composition’s |
| 2011 | J.35 | Palimpsest(ed) Institutions: Overwriting Boundaries in Time and Space |
| 2011 | J.37 | Contesting Methodological Boundaries in Rhetoric and Writing Research |
| 2011 | J.38 | The Contested Female Body: Competition, (Trans)National |
| 2011 | J.5 | Click Here to Connect: Teaching Civic Engagement in Digital Environments |
| 2011 | K.10 | Transgressing Logocentrism: Indigenous and Non-Western Rhetorical Strategies in American Indian, Thai, and Ainu Traditions |
| 2011 | K.12 | Relations: History and Today’s ‘Transfer’ Issue” |
| 2011 | K.13 | A Web We Weave: TYCA Research Committee Findings |
| 2011 | K.25 | Writing Across the Curriculum: Spaces and Conversations |
| 2011 | K.27 | Whaddya Know?: E-Portfolios as Spaces for Making |
| 2011 | K.28 | Is Jewish Rhetoric Ethnic Rhetoric? |
| 2011 | K.3 | WAW and Praxis: Revising Notions of Self, Composition, and Culture |
| 2011 | K.30 | Discourse Analysis in the Teaching of Basic Writers, Creative Nonfiction, and Grant Writing |
| 2011 | K.35 | Latinos Online: Contesting, Creating, and Sustaining |
| 2011 | K.37 | The “Writing Everywhere” Collective: Opening Classrooms to New Spaces and New Contexts |
| 2011 | K.38 | “Ready or Not, Here I Come”: Composing Black Feminine |
| 2011 | L.12 | Mentor. Teach. Write. Relating People and Programs |
| 2011 | L.14 | Contesting Cultural Diversity in the Composition |
| 2011 | L.15 | Legal Policy and Discursive Norms |
| 2011 | L.18 | The ‘Tangled Roots’ Of Creative Writing and Composition |
| 2011 | L.19 | Where Rhetoric Ends and Violence Begins: Theorizing Relationships between Bodies and Spaces |
| 2011 | L.2 | Embodied Digital Pedagogies: Intermodal Composing, Re-membering, and Access |
| 2011 | L.24 | An Ethical Response to Monsters |
| 2011 | L.25 | Environmental Narratives and Ethnographies: A Nourishing Inheritance |
| 2011 | L.5 | Fans, Fandom, and Fanzines: Contesting Boundaries |
| 2011 | L.7 | Crossing Boundaries with STEM Discourse in the Undergraduate Writing Curriculum |
| 2011 | M.12 | Indigenous Female Rhetorics—At Work in the Texts and in (all our related) Classrooms |
| 2011 | M.13 | Reseeing the Rhetoric of Embodiment |
| 2011 | M.14 | Exploring the “Discursive Resources” of Black Music |
| 2011 | M.2 | Towards a Rhetoric of Locational Literacy: Discourse, Discipline, and Method |
| 2011 | M.20 | Listening to Our Old Drunk Uncles: The Pragmatists and Our Problems |
| 2011 | M.21 | Embodied Knowledge and Contested Spaces: New Models of Community |
| 2011 | M.22 | Gendered Rhetorics: LGBT and Women’s Archival Research |
| 2011 | M.23 | Assessing Our Stories, Assessing Ourselves: Re-Building Relations through Program Assessment |
| 2011 | M.27 | Food for Thought and Action: Creating Community through Literary Cookbooks, Kitchen |
| 2011 | M.30 | A Higher Good: Morality, Faith, and Subjectivity |
| 2011 | M.32 | Beyond Rhetoric and Composition: The Liberal Arts Writing Major |
| 2011 | M.7 | Composition of the Image: Contested Space between Image and Text |
| 2011 | N.11 | Body, Place, and Family: Three Cases for Expanding |
| 2011 | N.12 | The Maker’s Mark: Productive Knowledge in Writing Studies |
| 2011 | N.14 | Multimodal Composition and the Agency of Transfer |
| 2011 | N.2 | Writing and Working for Change: Working Class Politics in CCCC |
| 2011 | N.23 | Contesting Copyright on Campus |
| 2011 | N.25 | The Life of the Mind, Meditation and Humility |
| 2011 | N.26 | Politicizing All Our Relations: Feminist Rhetorics, Contested Spaces |
| 2011 | N.27 | “Disclosing Hidden Episodes”: Contentious Spaces and the Complexities of Indians |
| 2011 | N.28 | Contesting the Tenure Process Post-September 2008: Nontraditional Trajectories |
| 2011 | N.29 | Global Educators for Hope: The International Sustainable-Literacy Project |
| 2011 | N.30 | A Department in Exile: The Challenges of Contested Spaces and Roles |
| 2011 | N.31 | Code-Meshing as World English: Policy, Pedagogy, Performance |
| 2011 | N.32 | Gendered Boundaries: Women in the Profession and the Impact of Economic Conditions |
| 2011 | N.5 | Writing Spaces: Lessons Learned for Creating and Using Open Textbooks |
| 2015 | A.12 | Taking Risks and Reaping Rewards: Faculty, Students, and WPAs on Multimodality |
| 2015 | A.13 | Risky Writing in the STEM Classroom: Exploring the Challenges and Rewards |
| 2015 | A.14 | Academic Boundaries and Habitual Risk |
| 2015 | A.15 | Teaching through Failure |
| 2015 | A.16 | Comp’s Got Ninety-Nine Problems, but Racial Equity Ain’t One–The Risky Business of Engaging Racial Equity in Writing Instruction |
| 2015 | B.17 | Differentiated Instruction for Online Courses: Moving out of the Comfort Zone |
| 2015 | B.18 | Writing Abroad: The Risk and Reward of Teaching and Learning in Non-American Settings |
| 2015 | B.19 | The Risks and Rewards of Public Writing, Pedagogy, and Activism for Junior Faculty in Rhetoric and Composition— An Interactive Discussion |
| 2015 | B.20 | Literacy and Affect: Social, Political, and Pedagogical Investigations |
| 2015 | B.21 | Risks and Rewards of Innovative Campus Partnerships |
| 2015 | B.22 | Zine-o-phobia: The Risk of Unconventional Assignments |
| 2015 | B.23 | Investigating at Points of Contact: Students, Educators, and Prior Knowledge |
| 2015 | C.15 | Compassionate Composition: Using Mindfulness and Compassion to Teach and Assess Writing |
| 2015 | C.16 | Multimodal Teaching and Composing |
| 2015 | C.17 | Racism and White Privilege in the Writing Classroom: Tactics, Risks, Rewards |
| 2015 | C.18 | Program Politics: The Professional Risks and Rewards of Program Innovation |
| 2015 | C.19 | Taking Risks in the “Contact Zone”: Personal, Political, and Professional Narratives in Surgery Education, Academic Medical Journals, and War Trauma |
| 2015 | C.20 | Rhetorical Adjacency: Composing Disability Narratives as the Near, Dear, or Peer |
| 2015 | C.21 | Border Crossing: Interdisciplinary Vulnerability in the Composition Classroom |
| 2015 | C.22 | Composition and Gaming |
| 2015 | C.23 | You Can’t Do That with/in Writing! |
| 2015 | C.24 | Innovative Pedagogies for Students on the Margins: Developmental and Multilingual Writers |
| 2015 | D.16 | Risking Destruction: Queer Approaches to Writing, Teaching, and Evaluating |
| 2015 | D.17 | Translingual Pedagogies and the Promise of Translanguaging the Curriculum |
| 2015 | D.18 | The Rhetoric of Sustainability within and outside the University |
| 2015 | D.19 | Literacy, Love, and Revolution: Critical Resistance Practices in Multimodal, International Composition |
| 2015 | D.20 | Complicating Risk: First-Generation Self-Identification, Pedagogies, and Programmatic Support |
| 2015 | D.21 | Risking our Foundations: Transnational Research and Teaching at an IBC in the Middle East |
| 2015 | D.22 | Rhetorics of Disclosure: Disability in Writing, Publishing, Teaching and Promotion |
| 2015 | D.23 | The Risks and Rewards of Improvisation in the Writing Classroom |
| 2015 | D.24 | Digital Talkback: Circumventing Conventions with/in Digital Spaces |
| 2015 | E.14 | Risking Reflection: Experimental Stories of Writing Teachers’ Risks and Rewards |
| 2015 | E.15 | The Promises and Pitfalls of Feminist Frameworks as Responsive Practice: Conversations on Risk and Reward |
| 2015 | E.16 | The Risks and Rhetorics of Universal Design |
| 2015 | E.17 | Sink or Swim with Long-Term, Linked Projects: Charting a Course through 21st-Century Communication |
| 2015 | E.18 | Reconsidering Reflective Writing Across the College Curriculum: Promoting Individual Growth, Knowledge |
| 2015 | E.19 | Risky Writing in Public Places: Four Studies of Cultural Re-Presentation |
| 2015 | E.20 | Interdisciplinary and International Writing across the Curriculum |
| 2015 | F.16 | Risk/Reward: Developing, Gamifying, and Commericaliz-ing a Writing Course |
| 2015 | F.17 | Against All Odds: An Interdisciplinary Partnership Takes a Chance with Writing and Video Technology in a Nursing |
| 2015 | F.18 | Potentials and Pitfalls of Quantitative Literacy: Public, Visual, Pedagogical |
| 2015 | F.19 | Rhetorics of Risk, Loss, Nostalgia, and Connection in Sonic Composing Practices |
| 2015 | F.20 | Locating Our Emergence: Failures, Triumphs, and Other Risky Maps |
| 2015 | F.21 | Global Contexts for Writing Education and Research |
| 2015 | F.22 | Rethinking Writing Instruction: Cognitive Linguistics, Genre Theory, and WAW |
| 2015 | F.23 | I Don’t Agree!: New Strategies for Writing and Argumentation |
| 2015 | G.14 | Embracing Risk for Social Justice: Teaching Composition in Ethnic Studies |
| 2015 | G.15 | The South Central Scholars Effect: An Innovative Approach to Closing Income-Based Achievement Gaps |
| 2015 | G.16 | Finding a Way In: Graduate Students Promoting Multilingual Writing Pedagogy |
| 2015 | G.17 | “So what department are you from?” Innovating a Start-up High Tech Company from an English Department |
| 2015 | G.18 | Writing Human Rights: Methods, Pedagogy, Mentoring |
| 2015 | G.19 | Beyond the Tower |
| 2015 | G.20 | Innovation and Entrepreneurship |
| 2015 | G.21 | The Risks and Rewards of Public Activism |
| 2015 | H.15 | Religious Lifestyle and Queer Faith: Religious/Queer Discourses in Consensual Distrust (Sponsored by the Rhetoric and Religious Traditions Special Interest Group) |
| 2015 | H.16 | Military Literacies: Lived Experience, Student Veterans, and Risk in the Service to College Transition |
| 2015 | H.17 | The Power of Risk: Channeling Grad School Anxiety into Career Potential |
| 2015 | H.18 | All I Need is One Mic: Amplifying Hybrid Critical Literacies and Youth Voice in City Schools |
| 2015 | H.19 | Risk, Reward, and Unavoidability(?!) of Trauma in the Literacy Classroom |
| 2015 | H.20 | Metadisciplinary Collaboration: Critical Strategies for Students and Faculty |
| 2015 | H.21 | Changing Spaces: Redesigning the Instructional Space |
| 2015 | H.22 | This Doesn’t Work for Everyone: Assessments and Dual Credit |
| 2015 | I.15 | Making and Being Good Relations (Sponsored by the American Indian Caucus) |
| 2015 | I.16 | Exploring Perils, Prospects, and Communities: Researching Extracurricular Literacies through Interdisciplinary Practices |
| 2015 | I.17 | In the Writing Classroom, “Risk” Should Not be a Four-Letter Word |
| 2015 | I.18 | The Risky Business of Borderland Writing |
| 2015 | I.19 | The Risks and Rewards of Teaching Civil Rights Rhetoric |
| 2015 | I.20 | Risking the Curriculum: Innovative Teaching in Transitional High-School and Developmental |
| 2015 | I.21 | Enemy Combatants, Collaborators, and Allies: Rescuing Student Writing from the Fields of Battle |
| 2015 | I.22 | The Writing Center Tackles “Time to Degree Completion”: Tutor and Grad Student Perspectives on a New |
| 2015 | I.23 | Exploring Identities: Embodied and Disembodied |
| 2015 | I.24 | The Risks and Rewards of Team Teaching in Science and Writing |
| 2015 | I.25 | Risking Method/ology for Queer Reward: Multimodality, Literacy Sponsorscape(s), and Yearning |
| 2015 | J.15 | Feeling the Fear, and Doing It Anyway: The Risks—and Affordances—of Failure |
| 2015 | J.16 | Strangers in Strange Lands: On Teaching Faculty to Write for Publication in East and Central Asia |
| 2015 | J.17 | Cloud Writing: Risk and Reward of “Writing Together, Alone” |
| 2015 | J.18 | Disciplinary Adventures: Data, Making, and Risk at the Intersections of Composing and the Digital Humanities |
| 2015 | J.19 | Facilitating Student Voice and Agency in Community |
| 2015 | J.20 | “The Readiness is All”: Re-Aligning High School and College Writing and Reading |
| 2015 | J.21 | Crossing Genres: Fan Fiction, Poetry, and Creative Non-Fiction in the Writing Classroom |
| 2015 | J.22 | Diversity and Design |
| 2015 | J.23 | New Media Ecologies: Locating Digital and Information Literacies in Composition Programs |
| 2015 | J.24 | “But I Don’t Have Time to Teach Reading”: Using Multimodal Approaches to Teach Rhetorical Reading |
| 2015 | K.13 | Fabricating Rhetoric: Risk /Reward of Three-Dimensional |
| 2015 | K.14 | Curricular Risks and Institutional Innovation: Writing Digital Humanities and Experience Architecture |
| 2015 | K.15 | Academic Leadership for Institutional Change: Risks, Rewards, and Results |
| 2015 | K.16 | Bridging the Gap without Falling In: What a Community College and Local High School Learned from College-Readiness and Collaboration |
| 2015 | K.17 | Taking Risks with Transnational Pedagogies and Curricula |
| 2015 | K.18 | Mindfulness in the Composition Classroom: Embedded Curricula and Embodied Practices |
| 2015 | K.19 | Risking Institutional Disruption |
| 2015 | K.20 | We Are All Post-Experimental Now: The Multimodal, Multimedia, Multigenre, Multivoiced Evolution of Writing |
| 2015 | L.11 | Twenty-Five Years after the “Troubles at Texas”: Learning from Linda Brodkey and the Risks of Writing Pedagogy |
| 2015 | L.12 | Digitization and Its Discontents |
| 2015 | L.13 | Building Interdisciplinarity through Critical Thinking Assessment: A Report from Five Disciplines |
| 2015 | L.27 | Nothing Personal: Objective/Subjective Scholarship |
| 2015 | M.10 | Listening For Laughter: Revealing the Humorous Subtext |
| 2015 | M.11 | Student Anxiety and the Role of Risk in Academic Writing |
| 2015 | M.12 | Pedagogical Risks for Student Investment: Constructing |
| 2015 | M.13 | (Re)Mediating Authority in Composition Classrooms: The Unassuming and Unfamiliar |
| 2015 | M.14 | Cultivating Liminality: Threshold Practices at the Boundaries of First-Year Composition |
| 2015 | M.15 | Chaos and Kairos: Testing Time and Play in Writing |
| 2015 | M.16 | Making Composition: The Maker Movement, Materiality, Multimodality |
| 2015 | M.8 | The Innovative and Eclectic Legacy of Thomas Newkirk: Teacher, Mentor, Scholar, Reader, Writer |
| 2015 | M.9 | Sound and Ambience: Investigating Thomas Rickert’s |
| 2016 | A.17 | Beyond Common Ground: Listening Rhetorically as a Framework for Action in a Digital Story Project |
| 2016 | A.19 | Don’t Just Talk about It, Be about It: Moving beyond |
| 2016 | A.31 | Resources for Teaching Writing to Support |
| 2016 | AW.6 | Taking Action to Support Graduate Writers across the Curriculum |
| 2016 | AW.8 | Developing Practical Pedagogical Approaches for International L2 Writers in the Classroom and Beyond |
| 2016 | B.18 | Local Transformations, Local Publics: Actualizing through Activism |
| 2016 | B.30 | Addressing the “Practical and Critical” in Translingual |
| 2016 | B.33 | The Promises and Perils of DIY Activism in Networked |
| 2016 | B.4 | Whose Writing? For What Purpose?: Taking Action with Writing about (Multilingual) Writing |
| 2016 | C.1 | Taking Action to Build and Improve Writing Programs |
| 2016 | C.13 | Making Meaningful Writing Happen: Action Plans for Writing Advocacy |
| 2016 | C.19 | Students, Faculty, and Curriculum: Responding to Public |
| 2016 | C.29 | Negotiating Space and Identity: Non-Native English-Speaking Writing Instructors’ Strategies for Action |
| 2016 | C.33 | WAC in the Long Run: Strategies for Sustained Action in the Face of New and Old Challenges |
| 2016 | D.2 | Writing against Racism and Stereotypes |
| 2016 | D.20 | Slow and Lasting Change: Microshifts and the Development of Activist Writing Centers and Writing |
| 2016 | D.28 | African American Male Students Taking Actions to Embrace Their Literacies |
| 2016 | D.38 | (Inter)Disciplinary Literacies: Strategies for Taking Action |
| 2016 | E.12 | Taking Local Action, Writing Activist Networks through 4C4Equality |
| 2016 | E.21 | Assessment and Representation: Reconsidering |
| 2016 | E.24 | Classroom Materials as Microcosm: Pushing against the Dominant Academic Discourse |
| 2016 | E.27 | (Re)Defining Values for Writing |
| 2016 | E.3 | Calling You In: Queer Worldmaking and Rhetorical Action |
| 2016 | E.32 | Queer (Inter)Actions: Remediating Research and Embodying Methodology as Composition |
| 2016 | E.5 | Action over Reaction: Strengthening Veteran Identity |
| 2016 | F.10 | Changing Demographics: No Longer a Monolingual Nation |
| 2016 | F.18 | Taking Action through the News Media |
| 2016 | F.21 | Taking Action in WAC Work: The Student Anthology on Race |
| 2016 | F.23 | Writing for Action, Writing for Change |
| 2016 | F.26 | Environmental and Scientific Rhetoric in Action |
| 2016 | F.35 | From Analysis to Action: The NCTE Policy Analysis Initiative’s Role in Promoting Policy Change |
| 2016 | F.7 | Taking Action to Connect the Classroom and the Community |
| 2016 | F.8 | Activating Access: Disability in Campus, Classroom, and Online Spaces |
| 2016 | FSIG.6 | Writing with Current, Former, and Future Members of the Military |
| 2016 | G.11 | Taking Activist Action: Identity, Community, Pedagogy |
| 2016 | G.20 | Resistance to Standardization: Taking Action in Curriculum and Assessment |
| 2016 | G.25 | Assessing Learning in Scenes of Discovery: Projection, Reflection, and (Social) Action |
| 2016 | G.5 | Better Learning Technologies: Taking Action to Reframe |
| 2016 | H.13 | Writing and (Re)Action: RTTP and Composition |
| 2016 | H.18 | New Thoughts on Writing and First-Language Teaching |
| 2016 | H.23 | Roles for Writing Studies in Graduate Writing Support: Three Sites for Action |
| 2016 | H.35 | Writing as Making; Making as Writing |
| 2016 | I.16 | Challenges of Large-Scale Writing Assessment: Portfolios, Through-Course Assessments, and Other Emerging Innovations |
| 2016 | I.18 | Partnering with the Status Quo: Theories, Histories, and Cases of Problematic Partnerships for Action-Oriented |
| 2016 | I.26 | Acting as If: The De-centered Writing Program as a Framework for Success in Community College Writing |
| 2016 | I.4 | Resocializing Writing Assessment: Articulating Social Justice Perspectives in Writing Assessment Practice |
| 2016 | I.6 | Ready, Set . . . Action? Stories as a Means of Going Public |
| 2016 | J.22 | Mobilizing Tenure-Track Faculty for Adjunct Equity |
| 2016 | J.27 | Digital Technologies as Agents for Change |
| 2016 | J.32 | Hispanic-Serving Institutions: Strategies for Big Data, Intellectual Ferment, and Emotional Communities |
| 2016 | J.33 | Influencing Public Policy |
| 2016 | J.7 | Translation as Action: Finding the Words for Cross-Language Community Action |
| 2016 | J.9 | Four Strategies for Writing In/Action |
| 2016 | K.10 | Strategies for Campus-Wide Change |
| 2016 | K.14 | Assessment in Disability Studies Research: Improving |
| 2016 | K.16 | Taking Action at the Border: Acknowledging and Addressing Differences among the Diverse |
| 2016 | K.21 | Reclaiming Rhetorics of Resistance in the 21st Century |
| 2016 | K.28 | Threshold Concepts, Affective Dispositions, Writing |
| 2016 | K.4 | Teaching While Black: Academic Profiling in Action |
| 2016 | K.8 | Actions against Stereotype Threat: Reflection, Tutoring, and Service-Learning |
| 2016 | L.14 | Collaboration in Action: Using Quantitative Data-Driven |
| 2016 | L.18 | Activist Literacies within and beyond the Classroom |
| 2016 | L.3 | Curricular Crossroads: Teaching Professional Writing for Civic Purposes |
| 2016 | L.9 | Crossing the Threshold: Identifying Threshold Concepts |
| 2016 | M.10 | Framing Circulation for Action: Frameworks for Enabling |
| 2016 | M.12 | Advocating for Our Missions: Writing (Our) Programs with Integrity in Hostile Environments |
| 2016 | M.13 | Writing for Advocacy and Agency |
| 2016 | M.17 | Lights, Camera, Action: Setting the Stage for Understanding the Diverse Learning Needs of Teachers and Students in Writing Classrooms |
| 2016 | M.31 | (Transfer) Student-Centered Assessment |
| 2016 | M.32 | Using the Assessment Story Project to Advocate for Students and Teachers |
| 2016 | TSIG.23 | International Writing Centers Association: Acting upon |
| 2016 | W.4 | Play as Activism: Using Game-Based Pedagogy to Build |
| 2016 | W.6 | Supporting Innovation and Effecting Change at Two-Year |
| 2016 | W.8 | A Workshop Sponsored by the Latin@ Caucus: Latin@s |
| 2024 | A.07 | “What the _____ Are They Doing?” Welcome to the Experiment, a Collaborative Conversation |
| 2024 | A.19 | Restoring Epistemic Abundance in Writing Education in Asian Contexts |
| 2024 | AW.02 | Celebrating an Abundance of Opportunities: Non-native English-Speaking Writing Instructors’ Strengths, Struggles, and Strategies in Teaching Composition |
| 2024 | AW.09 | Writing with(in) Abundance: Cultivating Interdisciplinary Positionings and Practices across the Fields of English |
| 2024 | B.07 | “Teaching in the Plural”: Rejecting Scarcity and Embracing Abundance in the Two-Year Writing Classroom |
| 2024 | B.23 | Ubiquitous Rhetorics of Representation: Enduring Ecologies and Destabilizing Ideas of “Marginalized Knowledge” |
| 2024 | C.13 | Combatting Deficit Culture to Promote Abundance: Navigating Cultural, Institutional, and Pedagogical Hurdles to Create Writing Abundance |
| 2024 | C.18 | Language and Cultural Difference in the Context of Global North-South Relations. |
| 2024 | D.05 | Abundant Pedagogies: The Various Implementations of a Shared Pedagogical Training in Diverse Spaces |
| 2024 | D.18 | Rhetorical Dimensions of Writing Abundance in Transnational Publics |
| 2024 | D.21 | Writing Abundance Across the Curriculum |
| 2024 | E.12 | Making Writing Assessment Abundantly Queer |
| 2024 | E.16 | Reclaiming Cultures of Gratitude: A Transdisciplinary Exploration of Human and Nonhuman Environmental Ecologies |
| 2024 | E.18 | Sites of Writing Abundance: Celebrating the Scholarship of Anne Ruggles Gere |
| 2024 | F.12 | Disability Game Studies: Representation, Narratives, and Accessibility over Rehabilitation |
| 2024 | F.13 | Economies of Abundance and Institutional Leadership: Perspectives on Department and Program Transformation |
| 2024 | F.14 | Hands All Over: Variations on Janet Emig’s “Hand, Eye, Brain” |
| 2024 | F.18 | Rhythmic Resonances: Abundant Assemblages and the Potential for Change |
| 2024 | FS.01 | API Women’s Voices in Composition: Writing Abundance through Indigenous Feminisms and Collaborative Pedagogies |
| 2024 | FS.03 | Ways into Enacting Abundant Linguistic Justice |
| 2024 | FS.07 | Does “Y’all" Mean "All”? Imagining Queer Southern Survival through Activisms and Literacies Canceled |
| 2024 | FS.08 | The Untapped Abundance of BIPOC Writing and Rhetoric |
| 2024 | FSIG.04 | International Researchers’ Consortium |
| 2024 | FSIG.22 | Rhetoric and Religious Traditions Standing Group |
| 2024 | FSIG.26 | Transnational Composition Group Business Meeting |
| 2024 | FSIG.27 | Writing and STEM Standing Group Business Meeting |
| 2024 | G.08 | Accessing Abundance within CCCC’s Communities: Challenging Deficit Models of Knowledge Production by Way of Documentarian Tales |
| 2024 | G.12 | Coexisting Literacies Made Visible: Place-Based Orientations to Abundance in Hawai’i and Kazakhstan |
| 2024 | G.23 | Writing Disability/Writing Abundance: Resistant Practices and Epistemologies from South Asia |
| 2024 | G.31 | Undergraduate Research Presentations, Sponsored by the CCCC Undergraduate Research Standing Group |
| 2024 | H.16 | Global and Non-Western Rhetorics as an “Abundant Resource” for New Conversations on Rhetoric, Composition, and Technical Communication |
| 2024 | H.23 | Refusing Racialized Disablement: Rememory and Reflection in Writing and Rhetoric Classrooms |
| 2024 | I.15 | Ethics of Writing Abundance: Taking Stock and Examining Futures |
| 2024 | I.23 | Scofflaws and Desperados: Cultivating Abundance against Logics of Scarcity |
| 2024 | I.25 | The Abundance of Global Black Rhetorics |
| 2024 | J.15 | Implementing Asset-Based Approaches for More Socially Just Writing Programs, Community-Engaged Classrooms, and Graduate Writing Contexts |
| 2024 | J.20 | Seeing Abundance in Times of Need: Engaging with/for Veterans in Higher Education |
| 2024 | J.29 | The Political Economy of Writing and Resisting Exploitation |
| 2024 | K.03 | White Settler Status and Indigenous Ways of Knowing |
| 2024 | K.04 | Promoting Rhetorics of Abundance in Writing Practices across Contexts: Growth, Confidence, and Collaboration |
| 2024 | K.06 | Cultivating Cultural Logics of Abundance in the Classroom: Indigenous Rhetorics in Global and Rural Contexts |
| 2024 | K.19 | Queer Caucus Sponsored Panel |
| 2024 | K.26 | The Stories and Silences We Inherit: Redefining Research in a Decolonial Framework |
| 2024 | L.09 | Approaching Games from Abundance: Culturally Informed Perspectives on Games as Pedagogy, Text, and Program |
| 2024 | L.25 | We Are Too Much: Celebrating Cringe Comp and the Generative Joy of Vulnerability |
| 2024 | M.29 | Queering the Curriculum: Representations of Identity in the Writing Classroom |
| 2024 | POS.02 | Amplifying Authentic Voices: BIPOC Graduate Students Weigh In on Writing Abundance and Writing Abundantly (Poster Session) |
| 2024 | POS.09 | Gender Is a 1980s Roller Rink Carpet: Gen Z’s Abundant Language Surrounding Queer Identities and Concerns (Poster Session) |
| 2024 | W.01 | Conversations of Writing Abundance at Minority-Serving Institutions (MSIs) |
| 2025 | F.1 | “Performances of Pleasure”: A Collective Ode to Higher Ed’s B-side |
| 2025 | F.25 | Abundant Knowledge about Writing: Amplifying Student and Faculty Voices through Coauthorship |
| 2025 | GB.4 | Distorted Gaze: Settler Colonialism’s Illegal Remixes |
| 2025 | I.14 | Responding to Writers "Under Pressure": Building Collaborations to Promote Well-Being and Create Abundance in Graduate Writing Support |
| 2025 | J.13 | Publishing in the CCCC Studies in Writing and Rhetoric Book Series |
| 2025 | J.27 | The Archived and Un-Archived: Listening to Abundance, Amplifying Silence, and the Rhetorical Analysis of Archival Materials |
| 2025 | K.19 | Listen: Synthesizers, Feedback Loops, and Sampling as Models in Composition |
| 2025 | MB.4 | Rebranding the General Education B-side through Abundance |
| 2025 | MB.9 | Remixing a Rural Health Framework for Writing Courses |