First-Year and Basic Composition

111 sessions. A heading name lists the sessions printed under it that year; a family name lists every session in the family.

Year	Code	Session
2020	A.14	Contract Grading as Inclusive Practice
2020	A.16	Art-Making and the Teaching of Writing
2020	A.26	“The New Grading” and the Future of College
2020	A.27	Taking Writing Knowledge outside the Classroom
2020	A.28	Being Self-Reflexive through Virtual Commonplaces: Building Student Autonomy and Flexible Instructor
2020	A.29	Four Teachers Teaching: Pedagogy in the ALP Classroom
2020	AW.9	Reconsidering Basic Writing in the Changing Landscape
2020	B.11	Writing about Writing (WAW) in Scholarly and Pedagogical Spaces
2020	B.14	Alternative Practices of Feedback
2020	B.20	Reimagining Basic Writing: Questioning Our
2020	B.26	A Thirdspace for Commonplaces: The Writing Studio
2020	B.27	Considering Student and Instructor Experiences across
2020	B.28	Re-Thinking Audience in Multilingual, Translingual, and Digital Composition Pedagogy
2020	B.29	Building Community/Building a Text: Reflections on the Collaborative Process of Creating an FYW Open Access
2020	C.11	Learning from Students: Autoethnography, Reflection, and Identity
2020	C.13	Opportunities for Learning in Post-Truth Writing
2020	C.14	Redefining the Commonplaces of Information Literacy
2020	C.20	Using Labor-Based Contract Grading to Promote Equity
2020	C.26	Mending Ruptured Spaces: Beychella as the Entry Point
2020	C.27	“Everything old is new again.” - Carole Bayer Sager and Peter Allen
2020	C.28	The Classroom as a Common Place: Creating a Culture
2020	C.29	Transfer as Commonplace
2020	D.12	Teaching Social and Political Engagement through Social
2020	D.13	Using Empathy in the Classroom to Foster Social Justice
2020	D.14	Student Writer as Solicitor of Feedback: Shifting the Feedback Paradigm
2020	D.15	Elevating English 101: Revising the University of Maryland’s FYW Curriculum toward Social Justice and Civic Engagement
2020	D.20	Thinking Spatially: Geography, Place, and Carto-Composition
2020	D.26	Does Teaching Metacognition Lead to Metaliteracy?
2020	D.27	Complicating Retention Commonplaces: A Conversation
2020	D.28	Not as Common as We Think: Decoding the Assignment
2020	D.29	(Re)Configuring First-Year Composition Courses as Common Places
2020	E.11	Responding to AB 705: Reimagining Curriculum in California Community Colleges
2020	E.12	Valuing Linguistic Diversity
2020	E.13	Teaching for Social Justice in an Age of Trump
2020	E.14	Designing Inclusive Multimodal Studio Spaces
2020	E.26	Research Writing as a Commonplace in Feminist
2020	E.27	A Poet, a Compositionist, and a Librarian Walk into a Class: An Evidence-Based Look at Critical Service-Learning
2020	E.28	Reorganizing the Commonplace: Lessons Learned from Merging Two Institutions, Writing Programs, Cultures, and Faculty
2020	F.1	A Critical Transition: Examining and Interrogating the Commonplaces at Work in High School to College
2020	F.10	Theorizing Genre in the First-Year Writing Classroom 103 A (Wisconsin Center)
2020	F.13	Dual Enrollment Composition: Complicating the Common/Places of First-Year Writing
2020	F.14	Seeking Interdisciplinary Collaboration in the First-Year Writing Classroom
2020	F.17	Pedagogies of Mindfulness and Contemplation in First-Year Writing and Beyond
2020	F.18	Places of Faith and “Religious Friction”: Engaging Student Beliefs in the First-Year Writing Classroom
2020	F.20	Beyond Commonplace Race in the Composition
2020	F.21	Rhetoric Reimagined in the First-Year Composition Classroom
2020	FSIG.52	Council on Basic Writing SIG: Collaboration, Community, Caucusing
2020	G.13	Creating a Conduit to the Academic Commonplace for First-Generation Students Enrolled in an Introductory
2020	G.14	Two-Year College Tensions: Research, Curriculum, Self-Determination
2020	G.16	Responding to the Chair’s Call: Extending Conversations
2020	G.17	Enhancing the Use of Peer Review in the Writing
2020	G.18	Building a First-Year Composition Course in a Canadian
2020	G.20	“Mental Brilliance Is Not Essential”: Acknowledging the Inherent Power of Spoken and Kinesthetic Language in the First-Year Writing Classroom
2020	G.21	Do I Belong Here? Using Disruption to Break through Common Barriers in Corequisite Courses
2020	H.12	Co-Wrecking Basic Writing: Imagining New FYC Models
2020	H.13	Teaching Rhetorical Education in the Age of Trump: Student Right-Wing Activism and the Commonplace of Accountability in First-Year Composition
2020	H.14	Constructing Writerly Identities: Basic Writing, Failure, and the Self
2020	H.16	Humor and Pop Culture as Pedagogical Tools to Analyze
2020	H.17	Rhetorical Practices for Understanding Our Students, Colleagues, and Campuses: Listening, Role-Play, and Dialogue
2020	H.18	A Community Commonplace: Using Archives to Build
2020	H.20	Accounting for Quality Teaching in a Data-Driven World: Student Success, Instructional Practice, and DFW Rates
2020	H.21	Placement Ideologies and Enacted Reform
2020	I.12	From Receiver to Actor: Achieving Agency, Access, and Equity in the Developmental Writing Classroom
2020	I.13	The Challenges and Opportunities of Disrupting Developmental Writing Commonplaces in Two-Year
2020	I.14	Multimodal Aftermath: Digging Deeper into Multimodal Assessment and Design
2020	I.16	What We Can Use from Sound and Song: Sonic
2020	I.17	Further Understanding Multimodality: Creative and Complex Approaches to Multimodal Projects
2020	I.18	Becoming Strategic, Self-Regulated Writers: A Research-Based Approach for Basic Writing
2020	I.20	Standing by Students: Finding Uncommon Ground in Writing Programs
2020	I.21	Neoliberal Commonplaces in the American University: Planning, Branding, and Publics
2020	J.12	Expanding the Commonplace: Connecting First-Year
2020	J.13	Find and Replace: Revisiting the Commonplaces of Composing Technologies in First-Year Writing
2020	J.14	Critically Engaging Acceleration Initiatives and Corequisite Support
2020	J.16	Primary Research in the Composition Classroom
2020	J.17	The Functions of Composition Textbooks
2020	J.18	Faith, Doubt, and Spaces Between: Encountering Local
2020	J.20	The Imagined Student: Three Programs Striving for Inclusivity at Iowa
2020	J.21	Emotional Labour in Writing Pedagogy: Creating Inclusive
2020	K.10	Thinking about Feeling: The Role of Emotion in Reflective
2020	K.11	Creating a Common Place between L2 Writing Courses
2020	K.12	Complicating Assessment
2020	K.14	Empowering First-Year Writers
2020	K.17	Integration or Division of Labor: The Impact of FYC
2020	L.10	Disrupting Digital Commonplaces: Engaging Student
2020	L.11	Let’s Play! Games in the Writing Classroom
2020	L.12	Strategies for Increasing Student Engagement and Community in Online Writing Instruction
2020	L.13	Reflecting on Literacy: Enhancing Student Learning
2020	L.14	Emerging Pedagogy: Graduate Teaching Assistant
2020	L.16	When the Common Place of First-Year Composition in General Education Becomes Less Obvious, What Do We
2020	L.17	Something to Say: Invention, Self-Authorship, and the First-Year Veteran Transition
2020	M.10	The Universal First-Year Writing Requirement: Rethinking
2020	M.11	Exploring Reading and Writing Connections: Purpose, Plagiarism, and Mimesis
2020	M.12	Using Digital and Multimodal Composing to Foster
2020	M.13	Building Students’ Writing Studies Disciplinary
2020	M.14	Supporting Multilingual Writers in the Composition
2020	M.16	Critical Reflections on Critical Pedagogies: Pushing
2020	M.17	Connecting, Composing, and Cultivating Commonplaces-of-Emotion in First-Year Writing Courses
2020	MW.9	Plagiarism as Educational Opportunity: Transforming
2020	N.10	A Collaborative Approach to Overcoming the Critical
2020	N.11	Questioning Inclusion in the Commonplace of Composition
2020	N.12	Engineering Writing, Writing by Engineering Students
2020	N.13	Theorizing the Impact of Multimodality and Technology in the Classroom
2020	N.14	Classroom Practices, Student Engagement, and Diverse
2020	N.16	Time to Teach Them: The Commonplace(s) of Basic
2020	N.17	Cultivating Culturally Responsive English Composition Curriculum at the Two-Year College
2020	SW.4	Avoiding Placement “Commonplaces”: The Nuts and Bolts of Implementing Directed Self-Placement
2020	SW.5	Turning Theory into Practice: Pedagogies for Engaging
2020	TSIG.22	Dual Enrollment Special Interest Group
2020	TSIG.23	Intersectional Approaches to First-Year Composition
2020	W.4	Dual Enrollment Composition: Complicating the Commonplace of First-Year Writing
2020	W.5	Response as a Place for Writerly Common Ground: Refining Our Practices to Include Students into Academic