| 2016 | A.1 | Learning Re-abled Twenty Years Later: Re-Strategizing |
| 2016 | A.25 | Development of Writing Transfer via Research, Assessment, and Faculty Training |
| 2016 | A.32 | “It Takes Two to Make a Thing Go Right”: An Experiment |
| 2016 | A.34 | College Writing in High School: Writing Our Way Out of Test Culture |
| 2016 | AW.2 | Generating WAC/WID/WIC/WEC Action Plans: Strategies |
| 2016 | B.15 | Partnering with Institutional Archivists: Exploring the Archives as Potential Sites for Undergraduate Research |
| 2016 | B.20 | Perspectives on Preparation and Performance: A Qualitative Study of College Students’ Approaches |
| 2016 | B.22 | Potentially Moving from Margin to Center: A Report on Arizona State University Writing Programs’ ProMod |
| 2016 | B.31 | Inspiring Action by Enabling Agency in Interdisciplinary |
| 2016 | B.34 | Writing Transfer in Three STEM Contexts: Teacher |
| 2016 | C.10 | Multimodal Composition as a Strategic Approach to First-Year Writing |
| 2016 | C.2 | If You Teach It, They Will Learn: Effects of Explicit Style |
| 2016 | C.21 | Enacting Information Literacy: Strategies for Library–Classroom Collaboration |
| 2016 | C.30 | Taking Action to Foster Student Responsibility in the Twenty-First-Century Composition Classroom |
| 2016 | D.22 | Making Inequities Matter: Student Success as Action in Dual Enrollment Composition and Alternatives |
| 2016 | D.29 | Other Englishes: The Need to Acknowledge and Support |
| 2016 | D.3 | Antiracist Classroom Practices: Enacting Socially Just |
| 2016 | D.9 | Scare Tactics: Working Theory into Action through Multimodal Praxis |
| 2016 | E.18 | Writing: Dissertation, Thesis, and FYC |
| 2016 | E.23 | In Search of the Genuine A: Challenges in Evaluating |
| 2016 | E.28 | Readers, Reading, and Metacognition in Action |
| 2016 | E.4 | Negotiating Competing Curricular, Institutional, and Disciplinary Interests in Advanced Composition |
| 2016 | E.8 | Write Where You Live: Creating a Culture of Writing in Student Housing |
| 2016 | F.11 | Asking Students to Do and to Be |
| 2016 | F.17 | Student Voices: Learning Styles and Transitional Rhetorics |
| 2016 | F.25 | Writing Program Administration in an Age of Reform |
| 2016 | F.6 | Beyond the Workshop: Experiments in Big Comp |
| 2016 | FSIG.14 | Contemplative Writing Pedagogies Special Interest |
| 2016 | FSIG.22 | Working-Class Culture and Pedagogy |
| 2016 | FSIG.7 | Progressive Approaches to Grammar, Punctuation, and Usage SIG |
| 2016 | G.1 | The Purposes of Required Writing? |
| 2016 | G.16 | After the Essay: Multimodal Revisions to FYC |
| 2016 | G.24 | Disrupting Composition: Rhetorical and Activist |
| 2016 | G.26 | Developing Institution-Wide Strategies for Graduate |
| 2016 | G.7 | Action Research, Active Reflection: Interrogating the Threshold Concepts of Teaching First-Year Writing |
| 2016 | H.14 | Getting around What Gets in the Way: Strategies for Success in FYC |
| 2016 | H.22 | Hostile Writing: A Need to Explore These Forbidden |
| 2016 | H.24 | Troublesome Contexts for Writing Transfer |
| 2016 | H.26 | Breathe, Move, and Write: Embodied Thinking Creates |
| 2016 | H.5 | Teaching through Strategic Troubling: Fostering Flexible |
| 2016 | H.6 | Writing in the Global: Case Studies from WID and WAC |
| 2016 | H.8 | No Longer “Experimental”: Collage as Normative |
| 2016 | I.14 | Transfer: Strategies for Action, Strategies for Trouble? |
| 2016 | I.20 | Tasting the Golden Waters: Exploring Different Writing Rhetorics |
| 2016 | I.22 | Initiatives for Non-Traditional Students |
| 2016 | I.24 | L2 Writing Practices |
| 2016 | I.28 | Academic Integrity and the International Student: Supporting Multilingual Writers |
| 2016 | I.9 | Do the Right Thing: Ethics as Classroom Action |
| 2016 | J.13 | Challenges and Opportunities of Technological |
| 2016 | J.21 | Albert E. Krahn Debates Peter Elbow at the 2016 CCCC |
| 2016 | J.23 | Martin, Ministers, and Music: Listening to African |
| 2016 | J.29 | Research as Action: Studying Metacognition in the Writing Classroom |
| 2016 | J.4 | Flipped Professional Development for Hybrid Courses: Preparing Graduate Student Instructors to Teach in a Contemporary First-Year Writing Program |
| 2016 | K.11 | Up for Negotiation: Politics and Pedagogy in Advanced |
| 2016 | K.12 | Pathways to Success: Finding Your Academic Voice |
| 2016 | K.20 | Rhetorical Listening: Difference, Materiality, and the Classroom |
| 2016 | K.22 | Getting Involved: Civil and Legal Literacy |
| 2016 | K.3 | Writing for Real This Time: Authenticity through WID in FYC Sequence Design |
| 2016 | K.35 | Enacting Knowledge Transfer at the Community College: Three Case Studies of Writing Transfer across Disciplines |
| 2016 | L.11 | Pedagogy and Ideas: The First-Year Composition Class |
| 2016 | L.13 | Remixing Collaboration: (In)Visible Practice and Pedagogy |
| 2016 | L.19 | Taking Action: Personal Writing, Ethnography, and Reflection |
| 2016 | L.2 | Facilitating Transfer from FYC to Other Courses: Two |
| 2016 | L.21 | Rap and Hip-Hop in the Writing Classroom |
| 2016 | M.1 | Fostering “Rhetorical Researchers” and Developing |
| 2016 | M.7 | Wanting Students to Succeed: Peer Conferences and Feedback |
| 2016 | M.9 | New Frames for Transfer: Remix, Kairos, and Noticing |
| 2016 | MW.18 | Tools, Not Rules: A Workshop in Progressive Grammar |
| 2016 | MW.4 | Repurposing Assessment: Valuing Student Actions via |
| 2016 | TSIG.12 | Dual Enrollment Studies SIG |
| 2016 | TSIG.16 | Zen and the Art of English Teacher Maintenance: Finding Wiser Ways of Being, Teaching, and Inhabiting |
| 2017 | A.11 | Fertile Ground: Cultivating Change through a First-Year Writing Conference |
| 2017 | A.17 | Tracing Transfer: Examining Teaching for Transfer in Three Curricular Sites |
| 2017 | A.25 | Google Classroom Hacks: How Technology Can Help Writing Instructors Cultivate Students’ Reflection, Metacognition, and Transfer of Learning |
| 2017 | A.31 | The Future of College Writing and How to Stop It |
| 2017 | A.50 | Cultivating Graduate Writing and Teaching |
| 2017 | B.13 | Cultivating Capacity: Developing Research-Based Support for Graduate and Faculty Writers |
| 2017 | B.22 | Composition and Dual-Credit Programs: Negotiating Boundaries between High School and College-Level |
| 2017 | B.26 | Anyone Can Code-Mesh: Teaching and Tutoring |
| 2017 | B.30 | Facilitating Political Discourse in the Classroom |
| 2017 | B.32 | Serving the Underserved |
| 2017 | B.41 | New Alliances: Computer Science Illuminates Linguistic Patterns in Student Essays |
| 2017 | C.12 | Community Engagement and Critical Inquiry |
| 2017 | C.15 | What Transfers? Developing Research Instruments to Assess Whether Comparative Genre Analysis Helps |
| 2017 | C.38 | Cultivating New Possibilities through Dual-Enrollment First-Year Writing |
| 2017 | C.39 | Teaching with Technology: Approaches for Online, Onsite, and Hybrid Teaching |
| 2017 | C.52 | Content Conflict: An Argument for Alternative Approaches to “Writing about Writing” |
| 2017 | D.21 | Using Rhetoric to Promote a Nurturing Space for Disproportionately Impacted Student Groups in Community College First-Year Composition (FYC) |
| 2017 | D.36 | Learning to Write Disciplines: Cultivating Students’ Disciplinary Knowledge across Sites of Learning |
| 2017 | D.44 | From Culling Sources to Cultivating Successful Habits of Mind: Reconsidering the Research Essay in the 21st |
| 2017 | D.45 | Writing Program Pedagogies for STEM Education |
| 2017 | D.52 | Implications of WAC: Sites of Writing Education for and in Scientific Majors and Programs |
| 2017 | D.53 | Perforating Writing Studies: Exploring Content through Games, Networks, Software Development, and Digital |
| 2017 | E.16 | Building a Mentor Program: Shadow Clusters, Immersion, and Integration |
| 2017 | E.24 | Impact of Dual Enrollment on First-Year Composition |
| 2017 | E.31 | Tracing Roots, Cultivating New Growth: A Retrospective Prospective Exploration of Transfer |
| 2017 | E.33 | Approaches to Teaching Personal Narrative |
| 2017 | E.7 | A Reasonable Faith: Rhetoric, Christianity, and the Teaching of Writing |
| 2017 | F.21 | Critical Approaches to Integrating Reading and Writing |
| 2017 | F.33 | Teaching for Transfer beyond First-Year Composition: Professional and Business Writing |
| 2017 | F.39 | Regenerative Pedagogies for FYC: Multimodality, Rhetorical Grammar, Revision, and Reflection |
| 2017 | F.51 | Cultivating Transfer with the Teaching-for-Transfer Writing Curriculum: A National Multi-Institutional Study |
| 2017 | F.6 | Capacity, Action, and Change: 21st-Century Implications for Student Retention in First-Year Writing |
| 2017 | G.19 | Exploring Narrative and Identity through Genre |
| 2017 | G.27 | Twenty-Five Years of Faith in Writing: Religion and Composition, 1992–2017 |
| 2017 | G.39 | Cultivating Knowledge to Foster Program Development: Utilizing Data from a Five-Year Study of a Large |
| 2017 | G.40 | Dual Enrollment: Cultivating Inquiry and Considering Implications |
| 2017 | G.42 | Strategies for Implementing Feedback and Assessment |
| 2017 | G.47 | Crop Rotation: Toward a Holistic Cultivation of Graduate Writers |
| 2017 | H.12 | Sustainable Multilingual Pedagogies for L2 Students |
| 2017 | H.20 | Re-seeing the Self: Multifaceted Aspects of Passing as a Lens for First-Year Composition |
| 2017 | H.25 | Inclusive ESL Pedagogies and Practices in First-Year Composition |
| 2017 | H.32 | Sharing Threshold Concepts as the Foundation for Integrated Curricula, Collaborative Assessment, and Learning Transfer across Library-Writing Partnerships |
| 2017 | H.52 | Outcomes and Frameworks: Cultivating Information Literacy Capacity in Composition Classrooms |
| 2017 | I.14 | Coming to Our Senses: Enabling Multiple Sensory Pathways in Active Learning Methods |
| 2017 | I.19 | Reaffirming Access: Strategies for Rhetorical and Linguistic Pedagogy |
| 2017 | I.31 | Cultivating Students’ Agency: Confronting Trauma through First-Year Writing |
| 2017 | I.37 | Recultivating Composition in a Sophomore-Level Classroom: Assemblage, Circulation, and ePortfolios |
| 2017 | I.47 | The Role of Writing Criteria in Transparency, Agency, and Community-Building in the Disciplinary Writing |
| 2017 | J.16 | Transforming Reluctant Writers’ Attitudes toward FYC: Cultivating Advocates for Change |
| 2017 | J.24 | Cultivating (Meta)Transfer: Changing Individual, Programmatic, and Institutional Dispositions through a Revisioning of Stretch |
| 2017 | J.27 | Naming What WE Know: A Roundtable on Knowledge Production in Composition |
| 2017 | J.30 | Political Climate, Sustainability, and Paradigm Shifts |
| 2017 | J.48 | The Role of the Personal, Empathy, Compassion, and Metacognition in First-Year Composition Pedagogy |
| 2017 | K.10 | Writing about Writing and Teaching for Transfer |
| 2017 | K.14 | Transfer’s Evolution: Changing Our Terms, Interrogating Our Methodologies for Studying Transfer |
| 2017 | K.39 | Student Perceptions of Placement and Testing: Implications for Academic Identity and Success |
| 2017 | K.41 | Converging Compositions: Teaching Dissoi-Polylogoi in the Networked Classroom |
| 2017 | K.50 | Multimodal Composition |
| 2017 | K.7 | Four Perspectives on Mentoring Graduate Student Teachers of Composition |
| 2017 | L.12 | Cultivating Collaboration and Creativity: A Writing Center Grows a Writing Program |
| 2017 | L.19 | Teacher Training in First-Year Composition |
| 2017 | L.24 | Raise Your Voice! Make Some Noise! |
| 2017 | L.27 | Genre and Transfer |
| 2017 | L.9 | Resisting Extractivist Ideologies: Cultivating Rhetorical Capabilities in Multilingual Writers |
| 2017 | M.10 | Gaming the System: Innovations in Teaching |
| 2017 | M.20 | The Stakes Are High: Cultivating Identity via Graduate |
| 2017 | M.23 | Writing and/vs. Research: Disciplinary Tensions in the Teaching of Researched Writing |
| 2017 | M.9 | Writing, Humanizing, and Recognizing the Role of Emotion in First-Year Composition |
| 2019 | A.10 | Genre Roles and Performativity: Reconsidering Rhetorical Imitation |
| 2019 | A.12 | Pretending to Write: Performative Necessities in the Writing Classroom |
| 2019 | A.16 | Performing Digital Literacy: Low-Bridge, High-Benefit Approaches for Teachers, Administrators, and Writing |
| 2019 | A.32 | “Get Real”: Post-Truth Rhetoric and Coded Political Rhetoric in the Composition Classroom |
| 2019 | A.33 | Identity Pedagogies of Race, Class, Sexuality, and Gender in Composition Classes |
| 2019 | A.9 | Embodied Archives: Writing Partnerships to Build Effective Transfer Student Community |
| 2019 | AW.3 | Bridging the Semiotic Channels: Teaching Discussion and Oral Performance in the Writing Classroom |
| 2019 | B.11 | Researching Communities of Inquiry in Blended and |
| 2019 | B.15 | Performing Group Grading of Multimodal Portfolios |
| 2019 | B.34 | History Has Its Eyes on Us: Music Performance as Persuasive Teaching |
| 2019 | B.35 | Transitions and Connections: Literacies of Work and Culture in Our Students’ Lives |
| 2019 | B.5 | Stranger Things: Using Harry Potter, The Lord of the Rings, Sports, and Stranger Things as Agents for Social |
| 2019 | B.9 | I Didn’t Think I Was Allowed to Do That: Performing Rigorous Undisciplined Research in First-Year |
| 2019 | C.10 | Inclusivity as Performance in First-Year Writing |
| 2019 | C.12 | Rethinking the Role of Feedback in Performance-Composition |
| 2019 | C.34 | “Who You Wit?”: Negotiating Identity Representation in FYC |
| 2019 | C.35 | Meditate on This: Mindful Community Building in the Composition Classroom |
| 2019 | C.4 | Disrupting Narratives of Exclusion, 1955–2019: Exposing Inequities of Composition in Dual Enrollment |
| 2019 | C.5 | “Can I Take ’Em to the Bridge?” Class, Student, Instructor as Performers |
| 2019 | D.10 | Interdisciplinary Collaboration and the Development and Integration of a First-Year Writing Open Access Textbook |
| 2019 | D.14 | The Powerful Problem of Pedagogy: Impacts of Performativity on Graduate Student Instructors |
| 2019 | D.32 | Act Woke: Staging a Cultural Performance Access and Rhetorical Theory |
| 2019 | D.33 | Multilingual Learners’ Developing Identities as Writers through Reflection, Response, and Self-Assessment |
| 2019 | D.5 | BEAM[s] to Bridges: Collaborative Scaffolding of Research Skills in First-Year Writing |
| 2019 | D.9 | Role-Playing Identities: Teaching Rhetorical Dexterity in the First-Year Writing Classroom and the Writing Center |
| 2019 | E.10 | Intersectionality, Identity, and Instruction: Problems and Perspectives from inside and beyond the Classroom |
| 2019 | E.31 | Acting Abilities or Acting Access |
| 2019 | E.32 | Multimodal Remix Stage: Performing Translingual Power and Engagement in First-Year Writing |
| 2019 | E.5 | Collaborating—No, Really Collaborating—with FYC Students on Curriculum Design |
| 2019 | E.9 | Silence, Resilience, and Adaptation as Performative Responses in the Composition Classroom |
| 2019 | F.10 | Stage, Page & Engage: Cross-Campus Collaboration in a First-Year Integrated Communication Classroom |
| 2019 | F.31 | Author Networks and University Nodes |
| 2019 | F.32 | Pedagogical Possibilities for L2 Learners in Composition: Transferable Skills, Lexical Bundles, Accelerated Models, and ePortfolios |
| 2019 | F.39 | Spotlight Session: If We’re Going to Be Transgressive, Let’s Go All the Way ;) : Risk-Taking and Performance |
| 2019 | F.8 | Creating Place: Transfer as Performance |
| 2019 | F.9 | Making Space for Student Voices with ePortfolios and Grade Contracts |
| 2019 | G.10 | The Ethics of Assessment: Practitioner Research and Evidence-Based Pedagogy |
| 2019 | G.32 | Perform That! Actions in Peer Review, Multimodal Composing, Research, and Algorithms |
| 2019 | G.38 | Spotlight Session: Teaching and Learning from the Student in the Trump Hat: Positioning Storytelling and Story-listening at the Heart of the Rural FYC Classroom |
| 2019 | G.9 | Mega-Composition: Performing Teaching and Writing by Delivering First-Year Writing as a Large Lecture |
| 2019 | H.30 | Centering on Student Identities of Culture and Language through Activist Pedagogies of Possibility |
| 2019 | H.31 | Performing Pedagogical Constellation: ANT, Assault, and Ephemeral Rhetorics |
| 2019 | H.38 | Spotlight Session: First-Year Writing Program Redesign to Facilitate Engagement and Retention of Resident |
| 2019 | H.6 | Composing the First-Year Experience: Performance-Based Writing Projects for Personal, Intellectual, and Social Success |
| 2019 | H.8 | Mindful Frauds: Rethinking Impostor Syndrome through Critical Race Theory, Gender Studies, and Disability |
| 2019 | H.9 | The First-Year Writing Classroom and Beyond: Performance, Authority, and Activism |
| 2019 | I.30 | Composition Revised! Performative Pedagogies of Agency, Empathy, Engagement, and Movement |
| 2019 | I.31 | Rethinking Legal Writing: Epistemologies, Performance Writing, and the Profession |
| 2019 | I.6 | Composition for Professional Development: Performance-Rhetoric beyond the Classroom |
| 2019 | I.8 | New and Emerging Research on Dual Enrollment: Stakeholder Perspectives and Policy Approaches |
| 2019 | I.9 | The Great American Writing Show: First-Year |
| 2019 | J.31 | Spaces in Need of Activism: Tracing Global and Local Performances of Ethics and Education |
| 2019 | J.7 | Directed Self-Placement: The Possibilities of Performance-Rhetoric/Composition |
| 2019 | J.8 | Performative Rhetoric and Popular Artifacts |
| 2019 | J.9 | Validating, Lyric-ing, and Performing: The Value of a Hip-Hop Infused Curriculum in the First-Year Writing |
| 2019 | K.10 | Performing Composition in Different Contexts: Discussions about Secondary, FYW, and the Space |
| 2019 | K.14 | Creativity, Critique & Citizenship: Performance-Based Approaches to Teaching First-Year Composition |
| 2019 | K.29 | Connecting College and Community for Student Agency: Social Justice Writing, Oral History, Discovery Narratives, and Home Rhetorics |
| 2019 | K.30 | Performance in Community Writing Pedagogies: Activist Sites for Research, Social Change, and Audience |
| 2019 | K.4 | More Than a Textual Performance: How Students Experience Writing |
| 2019 | L.12 | Composition’s Class Acts: Recognizing the Fluidity and Intersectionality of Class Identities |
| 2019 | L.27 | Queer Performance Identities and Writing: Challenging Traditional Ideas in Pedagogy, Genre, Rhetorical Theory, and Methodology |
| 2019 | L.3 | Writing Development before, during, and after College |
| 2019 | L.9 | Performing for the Academy in First-Year Writing Courses |
| 2019 | M.10 | Writing as Knowledge Performance: Ruminations on Teaching Writing in History |
| 2019 | M.26 | Hip-Hop Magic |
| 2019 | M.8 | Exploring the ENG/ESL Divide within Composition |
| 2019 | M.9 | Performing Multimodally: The Creative Power of Digital |
| 2019 | MW.4 | Engaging the Global: Performing Translingual/Transmodal |
| 2019 | MW.5 | What Happens after Kansas City? Antiracist Activism in Composition |
| 2019 | MW.6 | Podcasting in the Composition Classroom |
| 2019 | N.10 | Research Activities for Multilingual Writers: Space for Rhetoric, Space for Culture |
| 2019 | N.3 | Focus-Group Research: Transformative Approaches to Fostering Diversity and Inclusion in First-Year Writing |
| 2019 | N.30 | Performance-Composition Approaches: Contract |
| 2019 | N.9 | Performing Persistence and Displaying Dispositions: Writing Program Design for Engagement and Retention |
| 2019 | SW.3 | Theater as Antiracist Pedagogy: Audience, Empathy, and Privilege |