| 2021 | D.2 | Information and Intellectual Property Literacy in an Age of Bots Live |
| 2021 | E.7 | Re/Turning to Less Commonplaces: Questioning Assumptions and Ethical Design for Multimodality Prerecorded w/ Live Q&A |
| 2021 | F.8 | Engaging Students in Online Writing Courses |
| 2021 | I.9 | Impacts of Online Writing Instruction on Students Live |
| 2021 | O.139 | Writing Commons: An Encyclopedia for Writers, a Commonplace for Writing Studies On-Demand Session |
| 2021 | O.152 | Ideological Foundations of Online Surveillance |
| 2021 | O.153 | Reverberations: Teaching Soundwriting as Teaching |
| 2021 | O.171 | Our Narratives, Our Lived Memories: Immersive |
| 2021 | O.4 | (Digital) Storytelling in/as Pedagogy: Narrative through Artistic Expression, in Technical Writing, and as Feminist |
| 2021 | O.64 | It Starts with a (Digital) Story: Accessing Academic |
| 2021 | O.80 | Pedagogical Possibilities: Engaging Modes of Modality |
| 2022 | K.5 | Problem-Solving Hybrids: Developing Teaching |
| 2022 | L.3 | Pride in the Public: Queer Digital Literacies as Disruption(s) of Narrative Boundaries Live |
| 2022 | OD.124 | Centering Feminist Praxis in Coding Literacies, Rhetoric, and Pedagogy |
| 2022 | OD.17 | Multimodal Interventions and Activitisms: Social Media, Transfer, and Pedagogy |
| 2022 | OD.222 | Bringing Technologies of Composing to the Foreground |
| 2022 | OD.225 | Capitalizing on the Affordances and Threats of Technologies for Teaching Writing |
| 2022 | OD.240 | Digital Pedagogies in Professional Writing Classes |
| 2022 | OD.241 | Digital Pedagogy in Uncertain Times |
| 2022 | OD.257 | How Technologies Make Meaning across Modes of Composing |
| 2022 | OD.290 | Pedagogical Approaches for Enhancing ePortfolios |
| 2022 | OD.3 | A Collaborative Approach to Overcoming the Critical |
| 2022 | OD.306 | Rhetorical Theory in Writing for STEM: Empathy, Design |
| 2022 | OD.38 | Comp Casting: Exploring the Intersections of Hobbyist |
| 2022 | OD.41 | (Re)membering the Pandemic: Circulating Inclusive |
| 2022 | OD.57 | Bridging Disciplinary Divides: Writing Faculty and Librarians Sharing Responsibility and Accountability for Change |
| 2022 | OD.79 | Creating a Sense of Belonging: Challenging Academic |
| 2022 | OD.80 | Seeing Our Students: Approaches for Teaching Research |
| 2022 | OD.98 | Scenes of Everyday Writing: Multimodality, Transfer, and Digital Writing in First Year Composition |
| 2023 | A.1 | The State of the Art of Online Writing Instruction: A Decade of Research and Experience |
| 2023 | A.24 | Discord Servers and Writing Pedagogies for Dangerous |
| 2023 | B.4 | Information Access, Power, and Privilege: How |
| 2023 | C.30 | Rethinking Assumptions: Student-Informed Hybrid |
| 2023 | C.8 | Multimodal Dispositions: Helping Students Develop |
| 2023 | D.14 | Reclaiming Scholarly Publishing: Embracing and Advancing the New Normal of Open-Access Publishing |
| 2023 | D.22 | Critical Responses to Online Learning Systems |
| 2023 | D.8 | “I Want Them to Want to Look at the Feedback:” |
| 2023 | E.12 | Artificial Intelligence and Writing Studies |
| 2023 | E.22 | Digital and Practical Storytelling: Teaching and Learning |
| 2023 | E.34 | The Impact of Online Learning Environments |
| 2023 | F.18 | Reimagining Hybrid Instruction in a (Post)Pandemic Writing Program |
| 2023 | F.37 | The Writing Class in the Post-Truth Era: Methods to Help Students Discern |
| 2023 | FSIG.12 | Sound |
| 2023 | FSIG.13 | Writing and Rhetorics of Code (SIGWROC)—Doing |
| 2023 | G.26 | Ways of Knowing and Doing (Hope) in Digital Rhetoric |
| 2023 | J.22 | A Place-First Approach to Locative Writing Pedagogies |
| 2023 | J.23 | Introduction to Open Fuego and Basic Coding—Learn |
| 2023 | J.26 | Doing Hope through Teaching and Designing Games for Social Change |
| 2023 | J.36 | Troublemakers in Transdisciplinary Coding Communities |
| 2023 | J.7 | Online Social Movements |
| 2023 | L.13 | Innovative Teaching Methods in Information Literacy |
| 2023 | M.17 | First-Year Writing Students’ Source Evaluation Practices: How Do We Foster Critical, Rhetorical Intertextuality? |
| 2023 | M.3 | Information, Technology, and Hope: Pedagogical |
| 2023 | M.5 | Navigating Online Learning Environments |
| 2023 | OD.69 | Remember “Voice?” Recasting Voice for Electracy |
| 2023 | OD.71 | Research Processes of First-Year Writing Students |
| 2023 | SW.15 | Playing for Hope: Interactive Narratives in the Classroom |
| 2023 | TSIG.26 | Online Writing Instruction |
| 2024 | A.13 | ChatGPT: Writing Abundance or Desolate Landscape for Border/ed Students? |
| 2024 | B.12 | Combating Confirmation Bias: Implementing Information Literacy Interventions for Student Research Practices |
| 2024 | C.20 | Navigating a Land of Plenty: Centering Student Voices in Academic Research Journeys |
| 2024 | D.03 | Information Literacy and Technology-Mediating Institutional Values |
| 2024 | F.03 | Finding New Writing Processes with Digital Writing Tools |
| 2024 | F.24 | Interrogating the Digital Spaces Left |
| 2024 | FSIG.02 | Citational Justice across Code Studies |
| 2024 | FSIG.07 | Sound Studies and Writing Collective |
| 2024 | G.09 | AI-Assistive Writing Tools: Lessons of Circulation, Peer Review, and Student Attitudes |
| 2024 | G.10 | An Abundance of “Resources”: Teaching Digital Literacy and Academic Integrity to Help Students Navigate a Complex Information Ecosystem |
| 2024 | H.06 | Languaging with AI-Assistances |
| 2024 | H.08 | Abundance Calls for Boundaries: Examining the Social Implications of Inviting AI to the Conversation about Composition |
| 2024 | I.10 | An Abundance of Online Writing Pedagogy: Distinguishing between Residual Effects of Emergency Remote Instruction and OWI Practices |
| 2024 | I.17 | Identifying Perceptions of Academic Honesty in Situations That Use Artificial Intelligence Writing Applications Canceled |
| 2024 | I.31 | Updates from the CCCC/MLA Task Force on AI and Writing: A Discussion |
| 2024 | J.12 | Digital Literacy through Digital Dramatization: Storytelling Back to Generative AI |
| 2024 | J.23 | Toward a Composition Made Abundant: Multimodal Reinvention for Capitalist Disruption |
| 2024 | J.24 | Ways of Knowing and Doing Hope in Digital Rhetoric |
| 2024 | L.06 | “I’m Not a Robot”: Demonstrating Our Humanity in the Face of AI Text Detection |
| 2024 | L.27 | Debating the Philosophical Challenge of Large Language Models |
| 2024 | M.09 | ChatGPT and Writing Abundance: Contemplating Writing Futures |
| 2024 | POS.06 | An Abundance of Caution: Writing Instructor Attitudes toward AI Writing Software (Poster Session) |
| 2024 | POS.14 | Student Perceptions and Uses of Generative AI in Writing Assignments (Poster Session) |
| 2025 | A.7 | Library Instruction as Extended Play: Writing Teachers, Libraries, and Research Skills in Concert |
| 2025 | A.9 | Perception and Uptake of AI in Workplace, Educational, and Creative Contexts—and Implications for Writing Programs |
| 2025 | B.2 | A Critical Language Awareness Approach to AI Literacy |
| 2025 | B.23 | This Programming Language Does Not Exist: Designing Coding Languages as Queer Creative Practice |
| 2025 | B.5 | Computer Meh: Posthuman Writing and the Politics of Ugly Feelings |
| 2025 | BB.7 | Remixing Scholarship Hits: Humanistic Digital Literacies for Today’s Classroom |
| 2025 | C.14 | Singing in Harmony: Exploring Diverse Pathways in Institutional Approaches to Preparing Writing Instructors and Tutors to Work with Students Online |
| 2025 | C.28 | Remixing the Knowledge Playlist: Wikipedia-Based Education in an AI World |
| 2025 | C.4 | Auditing Generative AI as a Foil for Metacognition in the Composition Classroom |
| 2025 | CA.11 | Remixing Intertext: AI as Facilitator of Undergraduate Research |
| 2025 | CA.4 | Digital Diversity: How Students Navigate Online Information in the Age of AI Canceled |
| 2025 | CA.8 | How Can We Make WAC Neuroinclusive? |
| 2025 | DA.1 | Glitching the Machine: Queer Experimentation as Pedagogical Praxis with Generative AI |
| 2025 | DB.5 | Re-Tuning Language Models or: How I Learned to Stop Worrying and Love the Algorithm |
| 2025 | DB.8 | Supporting Digital Literacy Development with Social Media in First-Year Composition |
| 2025 | E.17 | Duel, Dual, or Duet?: Harmonizing Instructor Choices and Student Approaches to Synchronous and Asynchronous Learning in Hybrid Writing Courses |
| 2025 | E.20 | Remixing Writing Pedagogies with Writing Code and Data through Exploratory Data Analysis |
| 2025 | EA.3 | Deciphering the Role of Artificial Intelligence in Archival Research: A Student-Focused Inquiry into Challenges and Possibilities of Using ChatGPT |
| 2025 | EA.6 | Creative Conversations in the Recording Studio: What Music Production May Teach Us about Composing with Sound |
| 2025 | EA.8 | Leveraging AI Technology to Support Learning in Writing: A Constructivist Approach with a DIY Ethic |
| 2025 | EB.1 | A vs. B vs. Alphabet Soup: Mashups, Patchwriting, and Renewing the Genre of the Scholarly Essay |
| 2025 | EB.7 | Playing Rhetcomp Youtube’s Greatest Hits: Reflections on the Field through a Video Lens |
| 2025 | F.27 | First-Year Writing and Technical Communication Courses: A Shared Departmental Response to Generative AI |
| 2025 | FA.13 | Remixing the Discipline: Data Visualization, Rhetoric, and Reciprocal Learning in an English Course |
| 2025 | FA.5 | Exploring the B Side of AI Public Rhetoric Research Assignments in First-Year Writing |
| 2025 | FB.3 | College EFL Writers’ Engagement with Social Advocacy through Digital Multimodal Composing Practices |
| 2025 | FB.4 | Does Generative Artificial Intelligence Love Our Writing? A Study of Gen AI as Coach, Grader, and Peer Reviewer |
| 2025 | FSIG.19 | Sound Studies and Writing Collective (SSWC) Business Meeting |
| 2025 | FSIG.20 | Special Interest Group on the Writing and Rhetorics of Code: Sharing Our “Computer Love” Canceled |
| 2025 | G.21 | Language Love + Computer Love: Critical Language Awareness Meets Critical AI Literacy |
| 2025 | G.22 | Modeling the Integration of Generative Artificial Intelligence Tools into the First-Year-Composition Class |
| 2025 | GA.5 | Instructor Roles, Student Perceptions, and Remixing Pedagogical Approaches in Online Peer Reviews |
| 2025 | GB.6 | Generative Artificial Intelligence in Second Language Writing: A Systematic Review of Pedagogical Applications and Impacts |
| 2025 | H.11 | Let’s Agree to Disagree: Extended Play with AI and Intertextuality |
| 2025 | H.2 | Attitudes toward GenAI and Writing: Student Perspectives and Faculty Perceptions of Student Perspectives at an R1 Research University |
| 2025 | H.29 | Interrogating Oppression Enacted in the Academy and Beyond through Technology |
| 2025 | H.4 | Cutting through the Noise: Data-Driven Research on Generative AI and the Teaching of Writing |
| 2025 | H.8 | Human-Centered AI Feedback: A Peer Review Remix |
| 2025 | HA.9 | Remixing Infrastructural Energies: Solar Computing in the Writing Classroom |
| 2025 | I.12 | Remixing Online Communities: Publication and Collaboration in an Academic Digital Rhetorical Space |
| 2025 | I.27 | Students’ Rights to Generative AI: Remixing GTA and Writing Center Consultant Training through Justice-Based Multiliteracies |
| 2025 | IA.7 | Digital Badging, Interactivity, and Transmediation |
| 2025 | J.2 | Breakdowns & Breakthroughs: Remixing the Research Process as a Tabletop Role Playing Game |
| 2025 | J.20 | “What’s love got to do with it?” Ethically Remixing Writing Pedagogy with GenAI |
| 2025 | J.21 | Remixing Discord and Reddit: Incorporating Digital Platforms into the Writing Classroom |
| 2025 | J.25 | GSOLE Principles & Tenets Revision: Remix 2.0 featuring AI, IDEA, and COVID-19 |
| 2025 | J.28 | Remixing with AI: Pedagogical and Rhetorical Implications |
| 2025 | JB.1 | Artificial Intelligence—Artificial Hindrance? College Students’ Experiences and Perceptions of Using Generative AI in Writing |
| 2025 | JB.11 | Remixing Critical Technological Literacies in the Age of AI |
| 2025 | JB.8 | Co-intelligence in the EMI University: Second-Language Writers & Generative AI |
| 2025 | KA.10 | Enabling Learners’ Voices: Librarian and Faculty Alliances for Empowered Student Authorship through Open Pedagogical Practices |
| 2025 | KA.3 | Cooperatively Teaching the Requisite Composition Course Library Session: A Collaborative Approach to Instructional Design and Implementation |
| 2025 | KA.8 | Echoes of the Past: Considering Current Artificial Intelligence Writing Pedagogies with Insights from the Era of Computer-Aided Instruction |
| 2025 | KA.9 | Embracing Students’ B-sides of Composing: Generative AI, Prompt Engineering, and Active Learning Pedagogy |
| 2025 | KB.5 | Expert Audience Strategies for Distinguishing between Human- and AI-generated Reports: A Progress Report on a Mixed-Methods Research Project |
| 2025 | L.24 | Resisting AI Hype and Remixing Critical and Creative Resistances to GenAI in Writing Classrooms and Programs |
| 2025 | L.8 | GenAI Remix: Researching Alumni Writing Practices beyond the University |
| 2025 | LA.9 | Remixing the Research Project: Teaching Video Essays to Help Students Develop Transferable Writing Skills |
| 2025 | LB.2 | Innovative Strategies for AI Tools in Writing Classrooms: Balancing Ethics and Effectiveness |
| 2025 | M.16 | Strengths and Challenges in the Brave New World of AI: Student Performances Analyzed in Controlled and AI Classrooms |
| 2025 | M.22 | AI and Embodiment: Laboring, Feeling, and Sensing with Automated Writing Machines |
| 2025 | MA.2 | Moving Source Evaluation from the B-side to the A-side: Building Students’ Digital Literacy Skills for an Information Landscape with Bias and Misinformation |
| 2025 | MB.3 | Remix and Generative AI as Interdisciplinary Creative Exploration in a Visual Rhetoric Course |
| 2025 | MW.3 | Extended Play: Exploring Generative AI in Online Writing Instruction |
| 2025 | MW.5 | Generative AI and Writing Assessment: Cosponsored Workshop by the Writing Assessment SIG and the MLA-CCCC AI Task Force |
| 2025 | MW.7 | Playing OUR Songs: CCCC Edits Wikipedia Canceled |
| 2025 | MW.8 | Remixing B-sides of AI in Writing Classrooms and Writing Programs |
| 2025 | PS.21 | Collaborating with AI in an Online Class (Poster Session) |
| 2025 | PS.27 | Strike a (Dis)Chord with Collaborative Learning: Resource Sharing and Digital Spaces (Poster Session) |
| 2025 | PS.30 | Viral Feminism: How the Feminist Movement Has Shaped Digital Rhetoric (Poster Session) Canceled |
| 2025 | SW.2 | An Afternoon of Community Building through Audio Storytelling |
| 2025 | W.8 | The Generative AI Advantage in Teaching Writing |
| 2026 | A.18 | Panic in the Disco(urse)! Examining the Impact of Technology on Writing Studies |
| 2026 | A.4 | The "Where" and "Why" of AI: Using Spatialized Frameworks for Deploying AI in the Writing Classroom |
| 2026 | AB.17 | “In Conversation: Will Wilson”: Reimagining University Museum Exhibits and Literacy in the Age of Extended Reality |
| 2026 | AB.9 | Automated Detection of Writing Phases: An Unsupervised Machine Learning Validation of the Hayes and Flower Cognitive Writing Model Using Keystroke Data |
| 2026 | BA.1 | Writing in AI-Infused Landscapes: Exploring Authorship Statements and Their Implications for Students and Teachers of Composition |
| 2026 | CA.3 | Developing AI Literacy in Composition Courses |
| 2026 | CA.4 | Online Technical Writing and Genre Course: How to Reduce Isolation and Foster Belonging and Empathy to Enhance Learning & UX among Statewide Students |
| 2026 | DA.9 | Teaching Students to Ethically Edit AI-Generated Writing in Composition Classrooms |
| 2026 | EA.14 | AI Technical Debt and What Students Have to Say about What They Need |
| 2026 | EA.5 | Navigating Algorithmic Literacy Practices among Digital Feminists and Activists in the Global South |
| 2026 | EB.12 | GenAI and Reading Annotation: Integrating Critical AI Literacy in First-Year Research Writing |
| 2026 | F.11 | "Extra Credit for a Class," "Free Merch," or "a Band": Incentivizing, Collecting, and Analyzing Students’ Evaluation of Information Sources |
| 2026 | F.18 | Convening around Modality: Frameworks, Experiences, and Shared Resources for Hybrid Writing Instructors and Writing Program Administrators |
| 2026 | FB.7 | Centering Counterstories in Writing Classrooms: Using Video Composition to Emphasize Student Voices |
| 2026 | G.16 | Peer and AI Feedback as Ongoing Conversation: Using PAIRR to Shape Students’ Revision Processes and Critical Engagement with Generative AI |
| 2026 | GA.16 | Prompt Sensitivity—Talking to AI While Using It as a Writing Tool: I Think It Matters |
| 2026 | GA.6 | Exploring Pedagogical Intentions and Instructional Practices in AI-Assisted Writing Assignments |
| 2026 | GA.9 | Framing Our Feedback Loops: What Does Writing “Feedback” Mean after Generative AI? |
| 2026 | H.11 | Generative Artificial Intelligence and Writing across the Curriculum: Data-Driven Insights into Student Use and Disclosure |
| 2026 | H.17 | Problem-Seeking over Answer-Getting: Auditing Generative AI to Cultivate Intellectual Curiosity |
| 2026 | H.9 | Our Robot Overlords:The Past, Present, and Future of Machine Writers and Teachers |
| 2026 | HA.8 | Toward an Engaged Conversation about AI: A Heuristic for Understanding and Teaching Academic Integrity in an Age of Generative AI |
| 2026 | HB.1 | Inviting ChatGPT to the Conversation: How to Motivate Students Creatively and Ethically |
| 2026 | HB.3 | A Human-Centered Approach to Teaching AI Competency in the Technical Editing Classroom |
| 2026 | I.3 | Perspectives on Generative AI Refusal |
| 2026 | JB.3 | AI Grading and Feedback: Enhancing Not Replacing Human Expertise |
| 2026 | JB.4 | Choosing Your Words: How Do Students and Instructors Navigate GenAI, Personal Authority, and Voice? |
| 2026 | JB.5 | Decolonizing AI Writing Tools through Transnational/Translingual Collaborations |
| 2026 | K.10 | Hitting the Brakes or Learning to Steer: Fostering Informed AI Choices through Metacognition, Agency, and Inquiry |
| 2026 | K.16 | Pushing Back against Homogeneity: Conversations with Teachers about Linguistic Justice, Equity, and AI |
| 2026 | K.18 | The Role of Prior Knowledge in Developing Critical Rhetorical Skills for AI-Supported Composition |
| 2026 | K.8 | Guiding Writers with a GenAI Responsible Use Matrix: An Engaged Learning Experience |
| 2026 | KB.14 | Undergraduate Student Perspectives on GenAI and Writing: Emerging Analysis from a National Study |
| 2026 | LA.1 | Artificial Intelligence’s Constraints in Assessing Student’s Composition |
| 2026 | LA.2 | Conversations in the Library: Assessing the Impact of In-Person Research Sessions versus Digital Library Technologies in FYC |
| 2026 | MW.5 | Learning through Experience: Applying the Community of Inquiry Framework to Online/Digital Peer Review in Writing Studies |
| 2026 | SW.4 | Developing Critical AI Literacy: Definitions, Frameworks, and Classroom Practices |
| 2026 | TSIG.24 | CCCC Standing Group on Online Writing Instruction (OWI): 2026 Business Meeting |