| 2021 | A.6 | Gathering in Common Spaces: Conversations in Teaching Undergraduate Research Prerecorded w/ Live Q&A |
| 2021 | B.4 | The Avengers and the End of Composition? (The Sequel) Live |
| 2021 | B.8 | Writing and the Science of Well-Being: Making Joy, Hope, and Well-Being More Commonplace in Writing Classes, Programs, and Institutions Prerecorded w/ Live Q&A |
| 2021 | C.5 | A Balancing Act: Navigating the Successes and Failures of Teaching Writing Prerecorded w/ Live Q&A |
| 2021 | D.6 | Incorporating Student-Designed Evaluation in Your Classroom: A Space for Conversation Prerecorded |
| 2021 | D.8 | Writing to Change Oneself and the World: Adapting First-Year Writing during COVID-19 Prerecorded w/ Live Q&A |
| 2021 | E.3 | Reframing the Narrative: An Intersectional Approach Live |
| 2021 | G.1 | Complicating Retention Commonplaces: A Conversation on First-Year Composition’s Roles in Student Persistence |
| 2021 | G.7 | Research-Informed Writer-Centered Pedagogical Practices for Multilingual Students Prerecorded |
| 2021 | H.8 | Explorations of Implicit and Explicit Racism in Curricular Language, Requirements, and Implementation |
| 2021 | H.9 | Contract Grading and Labor-Based Assessment |
| 2021 | J.12 | Commonplace Books Updated: Pedagogies for Cultivating an Inclusive Student Commons |
| 2021 | J.6 | Navigating First-Year Writing Curriculum Change from Multiple Perspectives Prerecorded w/ Live Q&A |
| 2021 | K.2 | More Than Replication: Reimagining Online Writing Instruction Using Affordance-Forward Design Live |
| 2021 | K.7 | The Struggles of Bringing Inoue’s Labor-Based Grading Contracts to Community Colleges Prerecorded |
| 2021 | L.5 | Diversity, Equity, and Inclusion in Directed Self-Placement Prerecorded w/ Live Q&A |
| 2021 | M.2 | New Possibilities in Online Writing Instruction: Considering Student Backgrounds to Achieve Inclusivity |
| 2021 | N.1 | Disciplinarity and Transfer Ten Years Later: A Multi-Institutional Investigation into Student Perceptions of Learning to Write Live |
| 2021 | N.3 | Supplemental Writing Workshop with Peer Mentors: Finding a Commonplace of Support for Developmental |
| 2021 | N.5 | Empathy as Commonplace in the Online Composition Classroom Prerecorded w/ Live Q&A |
| 2021 | O.1 | English Majors’ Career Preparation and Outcomes Live |
| 2021 | O.113 | Teaching Humans Online: Holistic Reflections on Limits |
| 2021 | O.114 | Teaching Multilingual Students Remotely: Exploring and Learning from Multimodal and Online Pedagogies |
| 2021 | O.118 | The Practice of Digital Composition: Engaging Student |
| 2021 | O.133 | Utilizing Theme-Based Language Instruction, Technology, and Home Languages and Literacies to Empower |
| 2021 | O.140 | Writing from a Common Place: Rhetorical Analysis and Popular Culture in First-Year Composition On-Demand |
| 2021 | O.147 | Activist and Antiracist Pedagogies for First-Year Writing |
| 2021 | O.148 | Readers and Citizens: First-Year Writing and the Cultivation of Audience On-Demand Session |
| 2021 | O.149 | Pedagogically Inclusive Constructs of Normativity and Success across FYC Environments On-Demand Session |
| 2021 | O.150 | Approaches to Teaching Research and Writing about Sources On-Demand Session |
| 2021 | O.164 | Negotiating FYW and Conflict: #BlackLivesMatter, Pandemic, and Mindful Pedagogical Practices |
| 2021 | O.2 | Perspective and Context: Three Approaches to First-Year Writing Live |
| 2021 | O.30 | CTRL+A /Select All: Evaluating Practices for Improving |
| 2021 | O.36 | Developing Genre Knowledge: Adaptable, Evidence-Based Small Teaching Practices for FYW On-Demand |
| 2021 | O.42 | Not What They Learn but How They Learn: Measuring |
| 2021 | O.5 | Finding Common Ground with Students: Expertise as Performance and Process Prerecorded w/ Live Q&A |
| 2021 | O.55 | Generating a Common Ethic: Controversial Topics in the Writing Classroom On-Demand Session |
| 2021 | O.58 | Identities in Flux: STEM Genres in the First-Year Writing |
| 2021 | O.6 | Practicing Faith and “Religious Friction”: Engaging Student Beliefs in the Composition Classroom |
| 2021 | O.68 | Grading Revisited: Assessment Methods and the Future |
| 2021 | O.78 | Open Access at Work from Home: How One FYW |
| 2021 | O.84 | Users across Disciplines: Commonplaces for Innovation |
| 2021 | O.94 | Reconsidering Common Spaces: Making the Case for Hybrid Writing Instruction On-Demand Session |
| 2021 | W.2 | A Black Lives Matter/Critical Race Theory–Based, Culturally Responsive, Antiracist, and Race Radical |
| 2022 | E.4 | #HumanizeArgumentation: A Possible Future for First-Year Composition Live |
| 2022 | F.6 | Making Up the Rules: Dynamic Rubrics and Student-Centered Assessment Live |
| 2022 | J.7 | Defining and Promoting Antiracist Genre Justice in FYW Classrooms Live |
| 2022 | M.1 | Who’s In? Who’s Out? Addressing Dual Enrollment’s |
| 2022 | OD.101 | Students Helping Students: First-Year Writers as Teaching Partners |
| 2022 | OD.103 | Writing for Retention: Belonging-Centered Strategies for Supporting First-Generation Students in FYC |
| 2022 | OD.111 | Collaboration and Coordination across the Institution in the Service of Equity in First-Year Composition |
| 2022 | OD.115 | Opening Access through Self-Directed Writing Projects |
| 2022 | OD.128 | Thematic Access, Institutional Access: Faculty |
| 2022 | OD.139 | Equity and Inclusion Even in Times of Crises: Using |
| 2022 | OD.150 | Establishing Equitable Foundations in First-Year |
| 2022 | OD.151 | Challenging the Impact of Diverse Scholarship in First-Year Writing |
| 2022 | OD.153 | Curriculum Redesign for Co-Conspirators: Detonating |
| 2022 | OD.168 | Spelling without A–F: Ungrading, Grammar, and the Possibilities of the Sentence |
| 2022 | OD.170 | Professionalizing and Preparing Graduate Student |
| 2022 | OD.175 | Fact versus Opinion: Using Social Media as a Gateway |
| 2022 | OD.180 | Transitioning Positionality: Critical Reflection in the Classroom |
| 2022 | OD.181 | Writing Center Use, Self-Regulation, and Writing |
| 2022 | OD.182 | Private Pathway to Educational Equity: Examining |
| 2022 | OD.190 | “Antiracist” Reading Practices: Navigating the Affective |
| 2022 | OD.195 | Writing Transfer in Online First-Year Writing Courses: Student Perceptions and Instructor Practices |
| 2022 | OD.226 | Carrying Forward Pandemic Lessons on Self-Care and Empathy in First-Year Writing |
| 2022 | OD.227 | Centering Student Writers in Project-Based Learning |
| 2022 | OD.24 | Collaborative Writing Placement as a Model for Empowering Students and Fostering Equity |
| 2022 | OD.246 | Engaging Pedagogies for First-Year Writing |
| 2022 | OD.253 | Feminist Approaches to First-Year Writing, Medical |
| 2022 | OD.256 | Helping Students Thrive in First Year Writing |
| 2022 | OD.259 | Imagining, Enacting, and Enlarging Community in First-Year Writing |
| 2022 | OD.287 | Of Critical Choices and Actionable Pedagogies |
| 2022 | OD.319 | The Place of Rhetoric in First-Year Writing |
| 2022 | OD.32 | Reimagining Purposes of Assessment: Lessons and Perceptions from a Contract Grading Pilot at a Large |
| 2022 | OD.33 | Pursuing Our Promises in OWI: Toward Equity in Assessment, Linguistic Justice via Empathy, and Diversity through International Virtual Collaborations |
| 2022 | OD.36 | Classroom-Based Writing Consultant Pedagogy |
| 2022 | OD.43 | Creating a Welcoming Environment: Brandeis University |
| 2022 | OD.56 | A Writing Program’s Collaborative Mentoring Initiative |
| 2022 | OD.60 | Assessing Equity in Assignments: Assignments That |
| 2022 | OD.61 | Merging Theory and Practice: Laying the Foundations of Antiracist Classrooms in Academic Textbook Publishing |
| 2022 | OD.62 | The Work Is Never Done: Teaching Critical Listening in a Course Centering Students’ Languages and Cultures |
| 2022 | OD.64 | Changing Metaphors: How Students Talk about Writing |
| 2022 | OD.68 | Who Are Our Students? Strategies for Confronting the Complexities of Their (and Our) Identities |
| 2022 | OD.73 | Compassionate or Cruel? Configuring Zones of Optimism |
| 2022 | OD.87 | The Multimodal Remix as Feminist Practice: Fostering |
| 2022 | OD.96 | Meeting Students Where They Are: Inclusive Practices for Inviting Well-Being into the Writing Process |
| 2023 | A.25 | Can We Have a Deliberative Pedagogy? Conspiracies, Post-Truth, and Demagoguery in FYC |
| 2023 | A.26 | Collaboration, Community, and Curiosity: Partnerships |
| 2023 | A.27 | Critiquing Reality, Doing Hope: FYW, Its Programming, and Disciplinary Change |
| 2023 | A.33 | Shifting Expertise, Breaking Teacher Control, and Ungrading |
| 2023 | A.38 | Getting STEAMed up not Steamrolled: Advocating for Writing as a Content Course through Integrated Learning |
| 2023 | B.15 | Hope: Re-Vision and Resistance in First-Year |
| 2023 | B.24 | Equity Focused Writing Instruction: Lessons from a Majority Hispanic Serving Institution |
| 2023 | B.3 | Listen, Memory: Metacognition As Community Action in the First-Year Writing Seminar |
| 2023 | B.33 | Shifting Our Priorities toward Student Self-Sufficiency |
| 2023 | C.17 | Feedback and Response Post(?) Pandemic: Perspectives |
| 2023 | C.27 | Freewriting Set Free: Authorial Choices, Attention |
| 2023 | C.33 | Show Me Your Stories |
| 2023 | D.2 | The Open Movement: Faculty and Student Experiences |
| 2023 | D.7 | Multilingual Writers, First-Year Writing, and Writing |
| 2023 | E.10 | Professional Development for Co-Requisite Writing |
| 2023 | E.11 | Designing Assignments and Aligning Grading Rubrics for Innovative Writing Assessments: Lessons for the FYW |
| 2023 | F.20 | Crawling into FYW |
| 2023 | F.22 | Course Design: Archives, Artifacts, and Active Learning |
| 2023 | F.34 | Reclaiming Rhetorics |
| 2023 | F.39 | First-Year Writing and ESL Writing Integration: A Case Study |
| 2023 | G.23 | Please, Mind Me |
| 2023 | G.29 | Radical Joy: Making Space in the First-Year International |
| 2023 | G.36 | Who Are Our Students, and What Do They Hope For? |
| 2023 | G.6 | Making a Way for Hope: A Rural College’s Adaptive |
| 2023 | H.11 | Common Readings, Uncommon Readers |
| 2023 | H.12 | Rhetorical Listening for Thesis Statements and Civic |
| 2023 | H.17 | Let the Negotiations Begin |
| 2023 | I.10 | Come Play with Us, CCCC! Play Pedagogies and Play(ing) in the Classroom |
| 2023 | I.11 | Composting, Cookbooks, and Climate Change, Oh My! |
| 2023 | I.25 | Curriculuming for Hope: Modifications for a More Equitable Future |
| 2023 | I.31 | Reconceptualizing Composition I: Inclusion of Project-Based Learning and Collaboration to Enhance Student |
| 2023 | I.37 | Toward an Antiracist Writing Program: The Pace of Change and the Need for It |
| 2023 | J.10 | #HumanizeArgumentation: A Possible Future for First-Year Composition |
| 2023 | J.17 | Centering Neurodiversity in First-Year Writing and WAC |
| 2023 | J.2 | Multimodal Texts and Interdiscursivity: Social Media and Video Games in First-Year Writing |
| 2023 | J.29 | Strengthening Writing Pedagogy through Partnerships |
| 2023 | J.32 | Teach Me How to Read |
| 2023 | J.38 | Your Story, Your Way |
| 2023 | K.1 | Doing Hope through Active Learning, Classroom |
| 2023 | K.23 | Juntos at the Table |
| 2023 | K.27 | Healing as a Collective |
| 2023 | K.29 | Student Agency and Academic Success: Results from a Study of Directed Self-Placement |
| 2023 | K.36 | Writing Wellness, Doing Hope |
| 2023 | K.4 | Doing Comp Differently: An Invitation to Reimagine the First-Year Writing Classroom, Curriculum, and Graduate |
| 2023 | L.20 | It’s All Technicalities |
| 2023 | L.22 | Somatic Literacies: Bodies of Knowledge in Composition |
| 2023 | L.23 | Just Literacies in Vulnerable Times |
| 2023 | L.26 | Humanizing Composition: Identities, Compassion, and Engagement |
| 2023 | L.35 | Visual Archives: Medieval Manuscripts, Maps, and Multimodality |
| 2023 | M.19 | Existing Strengths in L2 Learners: Case Studies |
| 2023 | M.21 | Let’s Collab |
| 2023 | M.31 | Take it Outside |
| 2023 | M.35 | Writing Campus Communities, Disrupting Campus |
| 2023 | M.8 | Pedagogical Futures for First-Year Writing |
| 2023 | OD.16 | Chasing a More Peaceable Classroom in FYC: Doing |
| 2023 | OD.20 | Connecting the Local with the Global: Teaching Civic |
| 2023 | OD.31 | Embracing Vulnerability: Personal Narratives as Methods |
| 2023 | OD.38 | Feminist Design and Rhetorical Practices: Doing Less |
| 2023 | OD.61 | Meaningful Research Writing in the First-Year Writing |
| 2023 | OD.7 | Assessment in Backward Planning for Teaching and Learning First-Year Writing in US Higher Education |
| 2023 | OD.80 | Take Back the Write: Technology, Feedback, and System |
| 2023 | OD.85 | The Hope in Play: Making Space for Play Pedagogy in the College Composition Classroom |
| 2023 | OD.88 | Towards a New Pedagogy of Transfer: Supporting |
| 2023 | OD.96 | Collaboration, Community, and Curiosity: Partnerships |
| 2023 | SW.9 | Dual Enrollment Composition: Building Our Story |
| 2023 | TSIG.11 | Dual Enrollment Collective |
| 2024 | A.01 | Natural Abundance: Teaching for Ecological Literacy and Environmental Awareness in FYW |
| 2024 | A.04 | Human and/or Robot? Laboring, Learning, and Creating Knowledge with AI |
| 2024 | A.08 | A/r/tography as First-Year Writing Practice |
| 2024 | A.10 | Abundant Narrative Forms: Multimodal Counterstories in First-Year Writing Classrooms |
| 2024 | A.25 | When Abundance Creates Scarcity: How Efficiency, Distraction, and Disinformation Colonize the First-Year International Writing Classroom |
| 2024 | B.20 | Rhetoric in Abundance: Adding Multimodal Communication to the First-Year Writing Program |
| 2024 | B.21 | Students with Choice: An Assessment of a Guided Student Placement Program for First-Year Writing |
| 2024 | B.28 | Teaching Active Student Engagement in an Age of Abundance |
| 2024 | C.04 | Training for Abundant Teaching: Inclusive and Collaborative Professional Development |
| 2024 | C.09 | Abundant Policy and Sustainable Practice: Access, Technology, Reading, and Feedback |
| 2024 | C.25 | The FYW Syllabus Project & FYC Archive: Toward Abundant Knowledge for First-Year Writing |
| 2024 | C.28 | Civic Engagement in Theory and Pedagogical Practice |
| 2024 | C.29 | Examining Subversive Techniques in Antiracist First-Year Writing |
| 2024 | D.01 | Transferring Literacies: Researching Writing Transfer in Local Contexts |
| 2024 | D.04 | A Dance of Abundance: Writing Instruction in the Age of Serial Disruption |
| 2024 | D.09 | Composition as Communities of Care: Writing Abundance in the Cocurricular Classroom |
| 2024 | E.07 | Basic Writing as a “Usable Past” for the Corequisite and Concurrent Enrollment Era |
| 2024 | E.15 | Plain Language Acquisition in the Composition Classroom |
| 2024 | E.19 | Talking about Language Diversity in FYW at PWIs: Engagement and Resistance |
| 2024 | E.20 | The Reformist Opportunities of Abundant Autoethnography |
| 2024 | E.27 | Abundancy of Placement Models |
| 2024 | E.28 | Exploring Genre and Writing about Writing in a Time of Abundance |
| 2024 | F.01 | Revisiting the Writing Process in First-Year Writing |
| 2024 | F.02 | Open Access Practice and Abundant Opportunities: Interrogating the Creation of an Interactive FYW OER to Promote Student Engagement |
| 2024 | G.15 | Facilitating an Environment of Temporal, Emotional, and Empowering Abundance in the College Writing Classroom |
| 2024 | G.30 | Considering Decolonial Approaches to First-Year Writing |
| 2024 | H.05 | Creative Explorations of Teaching with AI as a Composition Tool |
| 2024 | H.30 | Voice and Choice: Encouraging Feedback Literacy, Abundant Dialogues, and Self-Advocacy for First-Year Writing Students |
| 2024 | I.06 | Supporting Students’' and Instructors'' Linguistic Identities and Communities in FYW |
| 2024 | I.08 | Abundance by Design: Inclusivity, Citational Justice, and Place-Based Learning in First-Year Writing Assignments |
| 2024 | I.12 | Bringing Culturally Responsive Practices to (Classroom & Standardized) Writing Assessment—Past, Present, and (Hopefully) Yet to Come |
| 2024 | I.20 | Minoritized Students as Standard-Bearers: Challenging Deficit Thinking about Information Literacy Learning |
| 2024 | I.28 | Voices of Service: Exploring the Experiences and Transitions of Student-Veterans through Oral History and Digital Composition |
| 2024 | I.29 | The Abundance of Multimodal Knowledge in First-Year Composition |
| 2024 | J.05 | Teaching under Siege |
| 2024 | J.07 | Abundance of Genres: Science Fiction in the First-Year Composition Classroom |
| 2024 | J.13 | Expanding Shared Responsibility: Access, Equity, and Agency in Placement in First-Year Writing in the University of Alaska System |
| 2024 | J.18 | Placement as Problem, Placement as Opportunity: Insights from a Self-Study |
| 2024 | J.28 | Restorying Literacies in Developmental Writing |
| 2024 | J.30 | Critical, Responsive Teaching Strategies in an Antiracist First-Year Writing Context |
| 2024 | L.28 | Abundantly Creative in the Teaching of Writing |
| 2024 | M.11 | Incremental Change and Wholesale Reform: Reflecting on and Revising an R1 First-Year Writing Program |
| 2024 | M.16 | Professionalizing Teachers to Support Students in Dual Credit Writing Instruction: Stories and Strategies from FYC Dual Enrollment Coordinators |
| 2024 | M.23 | Transactional to Transformational: The Role of Rhetoric in Teaching Writing to Healthcare Students |
| 2024 | M.26 | An Abundance of Assessment Approaches |
| 2024 | POS.13 | Step by Step: How a Heuristic Promotes Critical Reading (Poster Session) |
| 2024 | SW.02 | Back to the ABCs: Advocacy, Belonging, and Community within a Modular Framework for First-Year Writing |
| 2024 | SW.03 | Community and Collaboration in First-Year Writing Classes |
| 2024 | TSIG.10 | Dual Enrollment Composition Collective Standing Group Meeting |
| 2024 | TSIG.24 | Writing about Writing Standing Group Meeting |
| 2024 | W.02 | Dual Enrollment Composition: An Abundance of Opportunity for Equity and Access |
| 2025 | A.11 | Remixing First-Year Writing and Contesting Standardized English: Music as Inspiration in the Classroom |
| 2025 | AA.10 | Recomposing Student Perceptions of First-Year Writing: Creating Space for Introspective Engagement Canceled |
| 2025 | AA.2 | "Music That Moves Us”: An Innovative Framework for a Music-Focused FYC Experience Promoting Student Engagement, Creativity, and Success |
| 2025 | AA.5 | “More Meaningful, Less Stressful”: Collaborative Grading as a B-side to Writing Assessment |
| 2025 | AA.7 | Decadent AI and "Draft Aesthetics" in First-Year University Writing |
| 2025 | AB.13 | Writing about Writing, Embedded Writing Consultants, and Laboratory Teaching: Centerpieces to Developing a WID Program at SUNY Polytechnic |
| 2025 | AW.5 | Liberation through Writing: Remixing First-Year Composition through Unique Lenses |
| 2025 | B.13 | Remixing and Revitalizing First-Year Writing: An Experiential and Multimodal Approach |
| 2025 | B.24 | “Meet Them Where They’re At” . . . and Then What? Remixing First-Year-Composition Courses with/for/in Concurrent and Dual-Credit Settings |
| 2025 | B.28 | Remixing the English Essay: A Literary-Composition Collaboration |
| 2025 | B.4 | B-side(s) Text(books): Remixing First-Year Writing with Textbook-Free Strategies |
| 2025 | BA.12 | The B-side of Traditional Assessment Methods: Analyzing and Enhancing the FYW Experience through Analysis of Students’ FYW Exit Reflections |
| 2025 | BA.13 | The Use of Multimodality across Cultures in Remix: A Virtual Course Link between First-Year Writing and Technical Communication |
| 2025 | BA.14 | Visual Rhetorics in First-Year Writing: Collaborating on a Curricular Exhibition for First-Year Writing in the University Art Museum |
| 2025 | BA.4 | Dysfluency, Imitation, and AI in the FYC Classroom |
| 2025 | BA.9 | Remixing Reflections: Illuminations from the “B-side” Track of Students’ Writing Process |
| 2025 | BB.11 | The “Monster Mash”: A B-side to FYW Research Projects |
| 2025 | BB.14 | Tuning in to Touch: First-Year Writing and the Haptic Mode |
| 2025 | BB.2 | Complete Upheaval: A New Assignment Sequence for Teaching the Literacy Narrative Canceled |
| 2025 | BB.8 | Student Experiences with AI Assessment Prior to College |
| 2025 | BB.9 | Student Peer Review: A Collaborative Remix |
| 2025 | C.1 | Confronting Radiohead’s “Detuned Radio”: Mitigating Anxiety and Empowering Well-Being in the 2020s FYW Classroom |
| 2025 | C.12 | Reimagining Writing Instruction in an Era of AI: How Can the Theory of Growth Mindset Motivate First-Year Writing Students? |
| 2025 | C.23 | Composition as Commons: Creativity, Collaboration, and the University We Need Now |
| 2025 | C.25 | Remixing First-Year Writing with a Critical Disability and Arts-Based Focus: First-Hand Accounts and Examples from Students |
| 2025 | C.26 | Rocking the B-side: The Soundtrack of Low-Stakes Assignments |
| 2025 | C.29 | The B-sides of Assignment Sequences: Experimental, Nuanced, and Lesser Seen Coursework |
| 2025 | CA.5 | Digital Duets: AI and Student Writers in Harmony |
| 2025 | CB.10 | Remixing FYW for Transfer Students through Rhetorical Listening |
| 2025 | CB.7 | From Models to Modals: Protest Music in the FYW Classroom to Engage Media Literacy in the Precarious Media Landscape |
| 2025 | CB.9 | Reengaging Everyday Writing: Emphasizing Space/Place in the First-Year Writing Classroom |
| 2025 | D.22 | Remixing Research Projects: Sampling and Synthesizing FYC, AP Lit, the Library, and the Writing Center into a Master Mixtape |
| 2025 | D.3 | Empowering Student Choice: an Assessment of a Guided Placement Program for Freshman Writing |
| 2025 | DA.12 | Remixing Peer Review: Using Generative AI (GAI) as a Tool for Negotiation in the Introductory Composition Classroom |
| 2025 | DA.14 | Transmodal Bodies: Toward a Queer and Trans Framework for Multimodal Composition in First-Year Writing |
| 2025 | DA.5 | Fat Phobia, Weight Stigma, and the Persistence of Diet Culture in First-Year Writing |
| 2025 | DB.1 | Remixing the B Side: Leveraging Sampling and Culturally Responsive Pedagogies from HBCUs in the 60s to Enhance Corequisite Program Success |
| 2025 | DB.11 | What the Jason M. Allen Midjourney Court Case Means for FYC: What Is Original and Authentic Work? |
| 2025 | DB.13 | Writing, Meaning, and Music: the Voices of Multilingual Students in Community College |
| 2025 | DB.6 | Remixing Old-School: Writing Collaboratively to Reanimate the College Essay |
| 2025 | E.10 | Remixing Composition to Amplify Students’ Voices amid Antiracist Program Transformation |
| 2025 | E.19 | Let’s [not] Just ChatGPT Our Way Through: Harnessing Accidents, Genre Play, and Peer Feedback for Student Growth in FYW Classrooms |
| 2025 | E.3 | From Audio Engineering to Playlists: Diversifying Literacies, Reprogramming Writing |
| 2025 | E.8 | Potentialities and Challenges When Constructing AI as a Coauthor for FYC Students |
| 2025 | EA.11 | Multilingual Repertoire and Rhetorical Choices: Transcending Multimodality as a Trans-Literacy Approach in Composition Classrooms |
| 2025 | EA.12 | Remixing Expertise: Using Familiar Genre Distinctions to Teach Essay Structure |
| 2025 | EA.7 | From Destiny’s Child to Beyoncé: Using Group Work to Establish Skills for Strong Solo Writing |
| 2025 | EB.3 | Composition Instructors’ Perspective and Experiences with Generative AI in the College Composition Classroom |
| 2025 | EB.4 | Developing Audience Awareness in Translingual Writing: A Study of Chinese International Students’ Perceptions and Practices in First-Year Writing Canceled |
| 2025 | EB.6 | Mixing and Memeing: Encouraging Remix and Stylistic Creativity with Internet Memes |
| 2025 | F.18 | Soundwriting First-Year Compositions |
| 2025 | F.21 | Writing in Concert: Remastering Narrative, Analysis, and Research Assignments in College Composition |
| 2025 | FA.12 | Remixing Pedagogies of Research Writing in Corequisite Composition |
| 2025 | FSIG.26 | Writing about Writing Standing Group Business Meeting |
| 2025 | G.1 | From "Brown Skin Girl" to Cowboy Carter: Integrating Beyoncé’s Discography into the FYW Classroom Canceled |
| 2025 | G.12 | Rage against the Machine: Disassembling a Scientific Management Approach to First-Year Writing |
| 2025 | G.16 | Stick Figures, Side Convos, and Collaboration: Cultivating Community and Student Relationships in FYW |
| 2025 | G.4 | AI as B-side: Four Creative Takes on AI in First-Year Writing |
| 2025 | G.6 | B-side Remix: Downloading Student Interests, Streaming Student Voices |
| 2025 | G.7 | Bridging the Gap: Remixing First-Year Writing through Technology Literacy Assessment |
| 2025 | GA.12 | Supporting Culturally and Linguistically Diverse Students in First-Year Writing Program through Inclusive Formative Assessment |
| 2025 | GA.13 | The Value of Digital Multimodal Composition in First-Year Composition Courses |
| 2025 | GB.10 | Remixing Peer Review through Standards Based Assessment and Proficiency Scales |
| 2025 | GB.9 | Remixing GAI: Playing with Genre and Linguistic Features to Preserve Agency and Voice in a Time of ChatGPT |
| 2025 | H.26 | Reframed, Reimagined: Embracing Creativity in First-Year Writing Instruction |
| 2025 | HA.8 | Remixing Assessment Practices in First-Year Writing |
| 2025 | HB.10 | Sound and Vision: Remixing a FYC Course for a New Era |
| 2025 | HB.12 | The Essay Reimagined: Remixing First-Year Composition with Multimodal Composition |
| 2025 | HB.2 | Composing an AI Policy as an Ensemble Piece |
| 2025 | HB.5 | Remixing a Second Sequenced First-Year-Writing Course: Curriculum Revision and the Collaborative Issues at Play at an HSI |
| 2025 | I.11 | Remixing First-Year Writing: Artificial Intelligence, Student Voices, and Writing Program Administration |
| 2025 | I.13 | Remixing Rhetorical Education: Interdisciplinary Collaboration in First-Year Composition |
| 2025 | I.16 | Stories in the Key of Life: Remixing the First-Year Writing Classroom to Promote Personal and Academic Success |
| 2025 | I.20 | Traditional Black Church Rhetorical Practices: Remix as Invention |
| 2025 | I.21 | Why Take Writing in the Age of Generative AI? Material, Transmodal, and Sensory Methods for Thinking and Making |
| 2025 | IA.10 | From Sampling to Auto-Tune to Improv: Student/Machine Collaborations in First-Year Writing |
| 2025 | IA.8 | Epistemological Pedagogy: Truth and Rhetoric in the Private Religious University Writing Classroom |
| 2025 | IB.2 | (Re)mixing Citational Justice: Synthesizing the Rhetorical Moves that Make Academic Writing Just |
| 2025 | J.1 | When Our Literature Colleagues Become Our Students: Remixing Writing Pedagogy for Departmental Healing |
| 2025 | J.15 | Remixing Narratives in FYC through Indigenous Storytelling, Afghani Narratives, Music, and Translanguaging: Four Strategies |
| 2025 | J.18 | Transfer-Encouraging Curriculum Development for Multilingual Writers in First-Year Writing |
| 2025 | J.26 | Remixing Peer Review: Adding Pre-Reflection and Post-Reflection to Enhance Purpose and Direction |
| 2025 | J.3 | Remixing, Repurposing, and Returning to “Objects” in a Digital Age |
| 2025 | JA.10 | Risking Remix: The First-Year Writing Classroom as a Place of Queer(ly) Becoming |
| 2025 | JA.6 | A “Switched-On” FYW Classroom: Music Videos, Collaborative Remix, Posthumanism, and a Journey toward Transdisciplinarity |
| 2025 | JB.3 | Beyond the “Accessibility Unit”: Practical Suggestions |
| 2025 | JB.4 | Border Loves: Remixing Transfer Composition and Reading with Pedagogical Abundance in Multimodal Visualizations |
| 2025 | JB.5 | Causes for the Failure in Taking a Side in Argumentative Writing and Its Possible Solutions in First-Year Composition Courses in an EFL Context Canceled |
| 2025 | JB.9 | Collaborating with Creative Writing: Sampling across Genres in FYW |
| 2025 | K.1 | New Perspectives on Ubuntu and Composition |
| 2025 | K.11 | Invention and Reinvention in the Writing Classroom: A Writing Professor, Music Therapist, and Professional Musician “Come Together, Right Now” |
| 2025 | K.24 | Remixing Peer-Assisted Learning: Incorporating Learning Assistants in First-Year Writing |
| 2025 | K.25 | The B-side of Labor-Based Grading: Policies, Procedures, and Systems |
| 2025 | KA.11 | Remixing Cultural Narratives: Integrating International Ghost Stories in First-Year Composition |
| 2025 | KA.2 | Connecting with “Cultural Glue”: Remix as a Catalyst for Curricular Changes in the First-Year Writing Classroom |
| 2025 | KA.4 | Covering, Remixing, and Sampling Workshop Elements: How the Multiple Versions of Our Supplemental Writing Workshop Illuminate Its Value |
| 2025 | KA.5 | Data Security in an Unsecured Classroom: The Ethical Dilemma of AI Inclusion in First-Year Composition |
| 2025 | KB.1 | Engaging the B-side of FYC: Creativity, Playful Pedagogy, Alternative Narratives, and Strange Texts |
| 2025 | KB.10 | Frederick Douglass as Extended Play in the Composition Classroom: Visual Rhetoric, Transnational Language, and Racial Remix |
| 2025 | KB.12 | The Impact of ChatGPT on Higher Education: Perspectives of Students and Faculty (MOVED from Saturday 10:15) |
| 2025 | KB.14 | The Tyranny of Auto-Tune: First Year Composition under the Promise of Perfection |
| 2025 | KB.6 | Exploring the Perspectives of Employing Artificial Intelligence in First-Year Composition Courses for Multilingual Writers in Asian Context Canceled |
| 2025 | KB.7 | Facilitating Inclusive Group Discussions to Enhance Engagement and Diversity in FYW Classes. Canceled |
| 2025 | L.10 | Expressive Becoming: Deleuze, Multimodal Composition, and First-Year Writers (MOVED from Saturday 11:00 am) |
| 2025 | L.11 | Open Educational Resources (OER) in First-Year Composition: The B-side of Composition Textbooks |
| 2025 | L.16 | Time, Tempo, and Extended Play in Dual Enrollment Composition |
| 2025 | L.4 | Collaborative Remixing for Pedagogical Reformation: B-sides Activism in First-Year Composition Classrooms |
| 2025 | LA.1 | From Passive Learners to Co-Creators: A Case Study on Open Pedagogy in First-Year Writing |
| 2025 | LA.12 | The Integration of Multimodal Assignments in Rhetoric and Composition Courses to Enhance Multilingual Students’ Genre Awareness and Digital Literacy Skills |
| 2025 | LA.14 | To Make and To Heal: Writing about Music in the First-Year Composition Classroom |
| 2025 | LA.6 | Harmonizing Ethics and AI: Remixing Pedagogy for Linguistically Diverse FYC Students |
| 2025 | LB.10 | Remixing the Semester: Building a First-Year Writing Curriculum around the Concept of Remix Canceled |
| 2025 | M.10 | Program and State Learning Outcomes (Re)Mix: Centering Play and Inclusion through Assessment (Re)Design |
| 2025 | M.11 | Remixing Disruption: Amplifying Marginalized Multimodal Knowledges in First-Year Writing |
| 2025 | M.15 | Safe Spaces, Echo Chambers, and the Rhetorical Space of the First-Year Composition Classroom |
| 2025 | M.2 | A New Song on the Border: Remixing Writing Pedagogy and Assessment |
| 2025 | M.3 | B-side, Be Heard: Voice Development, Virtual Spaces, and Vulnerability in the Feedback Process |
| 2025 | MA.10 | Remixing Writing Pedagogy: Bridging Cultural Identities and Nonstandard Genres in Multilingual Classrooms Canceled |
| 2025 | MA.3 | Narrative, Community, and Student Experience: Revising First-Year Writing Objectives and Assignments for Student Engagement and Success |
| 2025 | MB.1 | Remixing Citation Assessment: A Computational-Rhetorical Approach |
| 2025 | PS.23 | Implementing a Successful Corequisite English Program in Rural Louisiana (Poster Session) |
| 2025 | PS.25 | Remixes and B-sides: Tailoring Composition Curriculum for Enhanced Engagement through Dynamic Student Presentations (Poster Session) |
| 2025 | TSIG.13 | Dual Enrollment Collective Standing Group Business Meeting |
| 2025 | W.2 | Empowering Diverse Voices with Generative AI in Multilingual Composition Classrooms Canceled |
| 2026 | AA.5 | Teaching Children in College: CCP Programs and Generative AI in Today’s First-Year Composition Course |
| 2026 | AB.10 | Peter and the Robots: Elbowian Freewriting and AI Text Generators in Building Students’ Writing Self-Efficacy |
| 2026 | AB.2 | Conferring to Empower the Student Voice in the Age of AI |
| 2026 | AB.3 | Building a First-Year Writing Curriculum for Linguistic Identity and Belonging at an HSI |
| 2026 | B.2 | Enhancing First-Year Writing Instruction at Hispanic-Serving Institutions with Corpus-Informed Pedagogy |
| 2026 | BA.10 | Reframing Community Engagement through Photovoice in First-Year Composition |
| 2026 | BA.11 | From Knowing to Doing: Equipping First-Year Students with Critical Reading Skills |
| 2026 | BA.7 | “What Is My Job?” Teaching in the First-Year Writing (or Is It Composition?) Class |
| 2026 | BB.10 | Helping Students See Synthesis: A GenAI-Adapted Infographic Approach for Teaching Synthesis Writing and AI Literacy Skills |
| 2026 | BB.14 | Examining Writing Skill Improvement across Proficiency Levels and Language Backgrounds in a Canadian First-Year Writing Course |
| 2026 | BB.4 | Mitigating the Social Stakes to Encourage Authentic Peer Response in Writing Classrooms |
| 2026 | BB.7 | Patterns of Engagement: Empirical Insights into Student AI Use in First-Year Writing |
| 2026 | BB.8 | Students as Active Readers: Understanding Reading in the Composition Classroom through Agency and Community |
| 2026 | C.16 | Synergizing Conference Conversations and Classroom Praxis: Designing Justice-Oriented Pedagogy in First-Year Composition Classrooms |
| 2026 | C.21 | Where Are They Now? A Longitudinal Study on Student Perspectives on Literacy, FYW, and Transfer Ten Years Post-Composition |
| 2026 | C.8 | Make That Table Round: Multimodal Making and Inclusive Pedagogy in First-Year Writing |
| 2026 | CA.5 | AI Literacy: A Required and Forced Implementation Unit within General Education Writing Courses |
| 2026 | CB.10 | AI Made Me Do It: Using Experiential Learning to Build Writing Confidence across Disciplines |
| 2026 | CB.12 | Making the Teaching of Research More Robust in a First-Year Writing Course |
| 2026 | CB.6 | Labor, Literacy, and AI: Contract Grading as a Response to Generative Text Technologies in Open-Access Classrooms |
| 2026 | D.10 | Discipline-Specific by Design: Cross-Disciplinary Approaches to Experiential FYW Instruction |
| 2026 | D.21 | This Is What I Believe: How Students Reflect on Generative AI Use and Their Writing Identities |
| 2026 | DA.5 | Making Time for Practice: A Kairotic Approach to First-Year Composition for NNES Students |
| 2026 | DB.11 | Metacognitive Dialogue Exchange: Teacher-Student Rubric Co-Construction to Enhance EAP Writing Instruction |
| 2026 | E.14 | Radical Hospitality: Creating Pathways for Success for First-Generation and International Students in First-Year Writing at Two-Year Colleges |
| 2026 | E.15 | Self-Governance: Writing-Program Autonomy in the Curriculum and Classroom |
| 2026 | E.18 | Teaching for Transfer across Contexts: Adaptations, Innovations, and Insights |
| 2026 | E.20 | The Talk That Builds a Course: The Crucial Role of Dialogue in Designing a Composition with Support Class |
| 2026 | EB.11 | How to Care: Exploring Nonprofit Writing Spaces in a Community-Engaged FYW Classroom |
| 2026 | EB.14 | A Digital Commons as Homeplace |
| 2026 | EB.15 | Mapping Ideological Tensions in Composition Classrooms: Digital Rhetoric and First-Year Writing |
| 2026 | EB.3 | Exploring Student Writers’ Perceptions and Practices of Peer Response: A Case Study of a Cross-Cultural First-Year Composition Class |
| 2026 | F.10 | The Classroom Is Our Lab: GTAs’ Experimental Pedagogy in the First-Year Writing Classroom |
| 2026 | F.16 | Navigating Control and Trust: A Study of Two Pedagogical Approaches to Teaching First-Year Writing with Generative AI |
| 2026 | F.20 | Preparing Students for an Evolving Research Landscape: Introducing the WHY Method for Source Evaluation in FYC |
| 2026 | F.8 | Developing Student Agency in Feedback and Assessment in FYW |
| 2026 | FA.11 | Evocalytic Autoethnography: Navigating My Journey and Experiences in Teaching First-Year Writing |
| 2026 | FB.1 | From Writing to Learn to Writing to Feel: Trauma-Informed Writing Pedagogy and the Affective Turn in First-Year Composition |
| 2026 | FB.14 | What Social Media Arguments Might Tell Us about the Way We Teach First-Year Writing |
| 2026 | FB.16 | The Kobayashi Maru Is the AI Opportunity |
| 2026 | FB.2 | Centering the Margins: Empowering Linguistically Diverse Graduate Instructors in First-Year Writing |
| 2026 | FSIG.21 | Dual Enrollment Standing Group Business Meeting |
| 2026 | G.17 | From Detection to Dialogue: Reimagining AI Pedagogy in FYC |
| 2026 | G.2 | How Young Is Too Young? Understanding the Impact of Age on Dual Enrollment Student Experiences. |
| 2026 | G.3 | Designing and Testing First-Year Composition Curricula with Design Thinking |
| 2026 | GA.2 | Affect and Agency in Multimodal Composition: First-Gen Students in FYC |
| 2026 | GB.11 | Reassessing Technology: Critical Digital Literacy (CDL) as a Strategy for Ethical AI Integration in Writing Classrooms |
| 2026 | GB.2 | Humanizing Group Discussions with AI and Identity Narratives in First-Year Writing |
| 2026 | GB.3 | Syllabi in Conversation: Preliminary Results of the First-Year Writing Syllabus Project |
| 2026 | HA.13 | Beyond the Library Tour: Meaningful Collaboration with Information Literacy Librarians in the Composition Classroom |
| 2026 | HA.5 | Understanding Community College Instructors’ Perceptions of Corpus-Informed Writing Instruction |
| 2026 | HB.8 | Whose Voice Is Accessible? Exploring GenAI Pedagogies through Writerly Voice and Accessibility |
| 2026 | I.12 | Code-Switching as a Revision Strategy Canceled |
| 2026 | I.13 | Beyond Speculation: Student Voices Reshaping AI Composition Pedagogy |
| 2026 | I.16 | So Who’s Intelligent Now? Enthusiastic, Optimistic, and Reluctant Approaches to AI in the Composition Classroom |
| 2026 | I.18 | From Isolation to Collaboration: Classroom Activities That Build Community through Vulnerability and Risk-Taking |
| 2026 | IA.1 | Teaching Through: Principles and Practices from a Year of Collaborative Sequential Teaching in Community College Writing |
| 2026 | IA.10 | Emotions, Drafts, and “Flow”: What Student Reflections Reveal about Revision Priorities |
| 2026 | IA.14 | Understanding First-Year Students’ Writing Anxiety in a Flipped Classroom through the Lens of Black Feminist Pedagogy |
| 2026 | IB.16 | Close Reading Brainrot: New Media Content as Worthwhile Objects of Analysis |
| 2026 | IB.5 | Digital Underlife in the First-Year Composition Classroom |
| 2026 | IB.7 | Implementing a Voice Study in FYW Classrooms: Motivating Post-Pandemic Students to Invest in Their Academic Writing and Revising in the Age of G.A.I. |
| 2026 | J.10 | Honest Conference Conversations of First-Year Composition Archiving |
| 2026 | J.17 | Supporting Deep Engagement: Reporting on a Study of First-Year Writer Source Use |
| 2026 | J.21 | Writing beyond the Pages: Reclaiming Research as Process, Presence, and Power in FYW Classrooms |
| 2026 | J.3 | Balancing State Mandates, Standardization, and Teacher Agency: Insights from a Public University Writing Program |
| 2026 | J.6 | Concurrent Transfer, Design Thinking, and Teaching for Transfer with Students of Design-Focused Disciplines |
| 2026 | JA.4 | AI and Authorial Identity: What It Means to Author a Text |
| 2026 | JA.5 | AI Illiteracy or Critical AI Refusal: Understanding Student Resistance to AI Instruction and Guidance |
| 2026 | JB.9 | Implementing Video Projects in First-Year Composition |
| 2026 | K.9 | Having the Conversations That Matter: Implementing and Assessing Support-Centered Self-Placement in First-Year Writing |
| 2026 | KA.6 | Entangled Voices: Ambient Composition and Student Identity |
| 2026 | KA.7 | Flexible or Boundless? FYW from Disciplinarily Diverse Instructors |
| 2026 | L.3 | Don’t Call It Professional Development: Extending Conversations in Dual Enrollment Composition |
| 2026 | L.5 | First-Year Writing and Engagement: Fostering Classroom Connection in a Disconnected World |
| 2026 | LA.7 | Motion Picture Rhetorics for the FYC Classroom: Opening a Dialogue on Pedagogical Possibilities of Film and Television |
| 2026 | LA.8 | Pedagogies of Choice: An Auto-Ethnographic Study of Teaching English Comp as a Dual Credit Course to Alternative HS Students Using Choice Theory |
| 2026 | LB.1 | “It’s Cool to Care!” Teaching Rhetorical Listening and Conspiracy Theories to Foster Empathy in the First-Year Writing Classroom |
| 2026 | M.13 | From Trailblazing to the Beaten Path: Coming Full Circle in FYW Curriculum Innovation, Revision, and (Re)Invention |
| 2026 | M.9 | Embracing Embodiment, Productive Inefficiency, and Human Connection in Multimodal First-Year Composition |
| 2026 | MA.3 | Authoring a Place in the University: How an Oral History Project Can Counter Student Disengagement |
| 2026 | MB.14 | Transforming FYW Curricula through Food and Writing: Community and Conversations |
| 2026 | MB.2 | A Conversation about Teaching for Transfer: Reconstructing, Extending, and Theorizing the Work of Kathleen Yancey and Co-researchers |
| 2026 | MW.7 | Pedagogues as Procedural Rhetors: (Re)Shaping the Composition Classroom Experience |
| 2026 | PS.17 | Teaching Audience Awareness through User Experience Design (Poster Session) |
| 2026 | PS.19 | The Pandemic, AI, and More: Examining a Decade of the Forces Shaping Concurrent Transfer for First-Year Writing Students Who Work (Poster Session) |
| 2026 | PS.7 | Reimagining Writing through Lotería: Multimodal Counterstorytelling in First-Year Composition (Poster Session) |
| 2026 | PS.9 | “They Can Build a House”: Engaging First-Year Writing Students in Essay Organization (Poster Session) Canceled |