| 2015 | A.24 | Better Breathers are Better Learners |
| 2015 | A.25 | Breaking Down Barriers: Risks and Rewards of Redesigning FYC Curriculum for the Multilingual Reality |
| 2015 | A.26 | Taking Risks in Teaching Politics and Ethics in FYC |
| 2015 | A.27 | Game On: Games and Gamification in First-Year Composition |
| 2015 | B.33 | Staying Rooted in Composition while Branching out to STEM |
| 2015 | B.34 | Living with Vampires: The Discourse of Disciplinarity in First-Year Composition |
| 2015 | B.35 | Getting to Step 2: Pushing beyond a Skills-Based Approach to Critical Reading in FYC |
| 2015 | B.36 | Engaged Students, Engaging Writing |
| 2015 | B.37 | Risk into Reward: Enacting Translingual, Transcultural Pedagogies among Diverse Student Learners |
| 2015 | C.32 | Translingual Practice: Rethinking, Responding, Enacting |
| 2015 | C.33 | Starting Again: Re-Imagining the Role of FY Writing in the General Education Curriculum |
| 2015 | C.34 | Rhetorics of Doubt and Students of Faith: Risking Engagement with Skeptical Readers |
| 2015 | C.35 | Common Core State Standards, Meet the Framework for Success in Postsecondary Writing: A Risky, Rewarding |
| 2015 | C.36 | Connecting STEM to FYC |
| 2015 | C.37 | Teaching Academic Writing to Non-Native English Netalanguage, Formulas, and Feedback |
| 2015 | D.31 | Issues in Dual Enrollment: Rigor, Credentials, Pedagogies, Transitions |
| 2015 | D.32 | Testing Metacognition: The Risks and Rewards of Reflecting on Revision Practices |
| 2015 | D.33 | Process, Plagiarism, and Pedagogy: Exploring the Benefits of Sampling for Composition Studies |
| 2015 | D.34 | Approaches to Teaching L2 Writers in First-Year Writing and ESL Composition Courses |
| 2015 | D.35 | Risky Writing and Rewarding Pedagogies |
| 2015 | E.30 | Information Literacy Learning in First-Year Writing: Perspectives from National and Campus Research |
| 2015 | E.31 | Comfortable but out of Your Comfort Zone: Creating Risky and Rewarding Pedagogical and Material Safe |
| 2015 | E.32 | High-Tech, Low-Tech, No-Tech?: Divergent Implementa-tions of Technology and the Risks and Rewards for Student Writing |
| 2015 | E.33 | Rethinking Course Design for First-Year Composition |
| 2015 | E.34 | The Politics and Pragmatics of Space, Place, and Location in First-Year Composition |
| 2015 | F.33 | #MultimodalFYC: The Peril and Purpose of Multimodality in First-Year Composition |
| 2015 | F.34 | Fostering Student Engagement through Multimodality in FYC |
| 2015 | F.35 | Dueling Forces in Dual Credit: The Risks and Rewards of Offering College Composition to High School Students |
| 2015 | F.36 | “Diving into the Wreck” and Emerging Literate |
| 2015 | F.37 | Service Learning Approaches in FYC |
| 2015 | F.38 | Learning through Collaboration: Approaches to Research, Peer Review, Workshops, and Rubrics |
| 2015 | F.39 | Getting Them Ready: Developing College Readiness through AP Courses, Partnerships, and Social Networks |
| 2015 | G.30 | Teaching and Supporting Multimodal Composition via Campus Collaborations: When Instructors, Archivists, and Technologists Converge |
| 2015 | G.31 | Tweeting, Timelines, and Transfer: Opening the Composition Classroom to Students’ Social Media |
| 2015 | G.32 | Genre as Risk/Risk in Genre |
| 2015 | G.33 | Writing about Communication in the Disciplines (WACID): A Synthesis of Established Pedagogies |
| 2015 | G.34 | Risks and Rewards of Engaging Religion and Faith in FYC |
| 2015 | G.35 | Considering Subjectivity, Voice, and Sovereignty for FYC Students |
| 2015 | H.30 | Transformational Pedagogies: The Risks and Rewards of Multimodal Composition in First-Year Composition |
| 2015 | H.31 | Risks and Rewards of Challenging the Homogenizing Narratives of “Student,” “Teacher,” and “Classroom” |
| 2015 | H.32 | Violating Student and Programmatic Expectations to Introduce Transferable Writing Strategies: The Risk and Reward of Adopting a Writing about Writing Approach |
| 2015 | H.33 | Pedagogy of the Oppressive: Responding Productively to Student Expressions of Privilege |
| 2015 | H.34 | Flipping First-Year Composition |
| 2015 | I.32 | Entering the Multiverse: Using Comics to Explore Multiliteracies, Multigenres, Multimodality, and Multilingualism in the FYC Classroom |
| 2015 | I.33 | Rethinking and Fostering Transfer |
| 2015 | I.34 | Writing about Writing: Implications for Assessment, Transfer, and Disciplinarity |
| 2015 | I.35 | Cultivating Vulnerability in First-Year Composition |
| 2015 | I.36 | Digital Literacy in FYC: Overcoming the Risks |
| 2015 | I.37 | The Rewards of Reconsidering Placement and Access |
| 2015 | J.33 | The High-Stakes Writing Classroom: Expectations, Risks, and Assessments |
| 2015 | J.34 | Student Veterans, in Their Own Words: Results of a Longitudinal Research Project |
| 2015 | J.35 | So What? Teaching Students to Craft Compelling Arguments |
| 2015 | J.36 | Flipping the Hybrid First-Year Composition Classroom: Transforming Purpose, Roles, and Activities in Freshman |
| 2015 | J.37 | A Bird in the Hand: Student Perceptions of the Risk of Multimodal Composition |
| 2015 | J.38 | Precarious or Progressive?: Creativity, Digital Epistemology, and Hip Hop Rhetoric in an HBCU |
| 2015 | K.29 | Taking Risks to Shift Paradigms of Writing Assignment Design |
| 2015 | K.30 | The Argumentative Essay: New Approaches to Innovative Research and Argumentative Essay |
| 2015 | K.31 | Primarily Curious: Using Archives to Stimulate Intellectual Curiosity in First-Year Composition |
| 2015 | K.32 | Supporting Student Writers: Veterans, At-Risk Students, and Students with ADHD |
| 2015 | L.21 | Examining, Valuing, and Applying Theories of Composition in FYC |
| 2015 | L.22 | Researching Controversy: The Rhetorics of Stereotyping, Protest, Art, and Apology |
| 2015 | L.23 | Intentions and Revisions: A Workshop in Responding to Student Writers |
| 2015 | M.24 | Transfer, Metacognition, and Revision: Teaching the Writing Process with Digital and Visual Technologies |
| 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 |
| 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 |
| 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 |