| 2004 | A.2 | Managing Composition Programs In Times Of Financial Stress |
| 2004 | A.21 | Yours, Mine, And Ours: Collaborating On Textbook Matters |
| 2004 | A.3 | Designer’s Challenge: Making Teacher-Preparation Courses Matter To Graduate Students |
| 2004 | B.10 | Underfunded Universities and Unfunded Mandates: The Effect of State Politics on Writing Program Administration |
| 2004 | B.11 | Making Conference Ideas Matter beyond The Conference: Reviewing The CCCC In “Academic.Writing” |
| 2004 | B.12 | Compliance Matters: Defining and Articulating Writing (Programs) in Institutional Settings |
| 2004 | B.8 | Writing Program Administration in the Context of General Education Programs: Negotiating the Agenda of the Liberal Arts Institution |
| 2004 | B.9 | National Standards; Local Conditions: The Politics and Practicalities Of Britain’s National Literacy Strategy |
| 2004 | C.11 | All Together Now: Making High School and College Collaborations Work |
| 2004 | C.12 | Writing Across The Curriculum Effects on Professional Development: Programs, Individuals, and Concepts |
| 2004 | C.13 | Preparing to Teach in a Two-Year College |
| 2004 | C.14 | Spinning Composition: PR, Techno, and Business Matters in Composition Studies |
| 2004 | C.15 | Monster’s Ball: A New Generation’s Vision Of Composition’s Future |
| 2004 | D.13 | The Institution as Genre: Identity and the Politics of Affiliation |
| 2004 | D.32 | From Boardrooms to Classrooms: Ties That Bind Students and Faculty to Bottom Lines, to Corporate Ledgers, to Counting Beans |
| 2004 | D.33 | Confronting Realities: Student Attitudes, Public Spheres, And Vampire Slayers |
| 2004 | D.34 | Theory as Shared Practice: Interdisciplinary Models for Teaching Composition |
| 2004 | D.35 | Conjunctions and Disruptions: Institutional Crossroads |
| 2004 | D.36 | Writing Standards: Are They for Everyone? |
| 2004 | E.3 | Audience Matters: Rhetorical Considerations when Implementing Digital Portfolios in Classrooms and Institutions |
| 2004 | E.36 | Composition and English Education: Making Connections that Matter |
| 2004 | E.4 | Accounting, Assessment, and Improvement: Getting Past Good News to Benefit from the Bad |
| 2004 | E.5 | Teaching with Technology: Designing, Using, Assessing, and Revising Technological Literacy Modules to Enhance Student |
| 2004 | E.6 | Toward a Defensible Articulation of English Studies |
| 2004 | F.18 | WAC, WID, and Writing Instruction: Making Composition Matter in the Disciplines |
| 2004 | F.19 | Sustainable Studies: How Three Grant-Funded Collaborations Make Writing Matter in the Sciences |
| 2004 | F.20 | Working Conditions = Learning Conditions: Graduate Employee Unions, Advocacy, and Making Composition Matter |
| 2004 | F.21 | Economies of Composition |
| 2004 | F.35 | Composition and Its Publics |
| 2004 | FSI.1 | Articulating the Rhetorics of Teaching, Research, and the Profession: Asian/Asian American Caucus |
| 2004 | FSI.10 | Composition at the Small Liberal Arts College/University |
| 2004 | FSI.11 | The Teaching and Mentoring of TAs and Instructors in Composition |
| 2004 | FSI.17 | Independent Writing Units |
| 2004 | FSI.7 | SIG On Working-Class and Pedagogy/Teaching |
| 2004 | FSI.9 | Mentoring Women in the Profession: New Models and Metaphors (Part II) |
| 2004 | G.18 | It’s a Two-Way Street: Faculty Mentoring Graduate Students of Color in Composition and Rhetoric Programs |
| 2004 | G.2 | Changing Documents, Changing Programs: Practicing Rhetorical Reform |
| 2004 | G.3 | Making Composition Matter in the Scholarship of Teaching |
| 2004 | G.4 | Closing The Teaching-Learning Loop: Making Writing Program Assessment Matter |
| 2004 | H.13 | National Writing Project Sites and Community Advocacy |
| 2004 | H.14 | Making Composition Matter: One Independent Writing Program’s Journey to Independence and Respect |
| 2004 | H.16 | Uneven Landscapes: Perceptions of Literacy, Class, and Diversity |
| 2004 | H.18 | Mothers, Mentors, And Invisible Teachers: Making Composition Teachers Matter, Or How Did Adjunct Become A Noun? |
| 2004 | H.27 | Does CCCC Matter? A Critique and a Call for Change |
| 2004 | I.14 | They’re Here for the Duration: Exploring the Ways Contingent Faculty Shape Composition |
| 2004 | I.15 | Bridging the Gap: Elementary and High School English to College Writing |
| 2004 | I.16 | A Place Where Composition Matters: Non-Tenure-Track Transformations at One University |
| 2004 | I.2 | High-Stakes Writing Assessment in Secondary Schools: Implications for College Composition |
| 2004 | J.2 | You’re So Paranoid You Probably Think This Session’s about You: Rooting out Paranoia in the Profession |
| 2004 | J.3 | Academic Freedom and Writing Programs |
| 2004 | J.30 | Challenges in Scoring High-Stakes Writing Assessments: Coping with Contrasting Response Modes, Score Drift, and Test Prep |
| 2004 | J.31 | Public Perceptions about the Teaching of Writing and What to Do about Them |
| 2004 | J.32 | How Composition Matters In The Schools: A Dialogic Model for School–College Collaboration |
| 2004 | K.13 | The Temporary Nature of Composition Matters |
| 2004 | K.14 | The Subaltern Can Speak: Composition TAs in Mentoring Roles |
| 2004 | K.15 | The Future of Graduate Education in Rhetoric and Composition: Challenges and Opportunities |
| 2004 | K.16 | Networking For Change: Political and Cultural Contexts for the Teaching of Writing |
| 2004 | K.17 | Making Identity Work Matter: Strategies for Creating Change in Institutions |
| 2004 | K.37 | Making Writing Assessment Matter |
| 2004 | L.11 | Managerial Rhetorics and the Matter of Composition |
| 2004 | L.12 | Scenes of Cross-Disciplinary Collaboration in the Composition Classroom and Beyond |
| 2004 | L.13 | First-Year Writing: Institutional Battleground, Professional Behemoth and Interdisciplinary Nexus |
| 2004 | L.15 | Making Reading Matter: Literature, Rhetoric, and What Students Value in the Composition Classroom |
| 2004 | L.31 | “Welcome to the Academy: May I Take Your Order?” Driving through from One Corporation to Another |
| 2004 | L.36 | Being a Writing-Program Administrator: Stories from the Field |
| 2004 | M.14 | Beyond Traditional Arguments: Communitarianism versus |
| 2004 | M.15 | Visible and Invisible Diversity: Activism, Advocacy, and Allies |
| 2004 | M.16 | Rank Matters: Composition, Institutional Imagination, and Non-Tenure-Line Faculty Affairs |
| 2004 | M.17 | Identity Politics: Developing a Writing Major and Rethinking “English” |
| 2004 | M.2 | Complicating Discursive Values In Cross-Disciplinary Work |
| 2004 | N.25 | Linking Courses/Projects/Service Learning in Technical Writing, Human Ecology, Biological Engineering |
| 2004 | N.3 | Creating Communities of Inquiry |
| 2004 | N.4 | Taking Basic Writing Seriously |
| 2004 | N.5 | Road Trip! Collaborative “Roadshows” Defy Budget Ax, Take Comp to the Streets |
| 2004 | O.19 | The Challenges of Making Composition (with a Capital “C”) |
| 2004 | O.20 | Composing Intellectual Property: The Politics of Ownership and Attribution in Contemporary Academia |
| 2004 | O.21 | A Field Matures: Federal-Grant Funding as a Marker of Legitimacy |
| 2004 | O.22 | Literacy, Distance Learning, and EFL: Breaking Down Barriers |
| 2004 | O.23 | Basic Writing as We Know It: How Institutional Settings Affect Our Teaching |
| 2004 | SW.1 | Sharing Your Ideas with the Profession: Drafting NCTE/CCCC |
| 2004 | SW.4 | Building a Community of Truth with Ideas from Parker Palmer: An Alternative to Traditional Peer Review of Teaching |
| 2004 | SW.7 | Archive (V.): Composing a Writing Program History beyond |
| 2004 | TSI.1 | CCCC-Caucus of Gay and Lesbian Professionals |
| 2004 | TSI.14 | High School/College Articulation |
| 2004 | TSI.17 | Education Caucus for Composition and Literacy at the University |
| 2004 | TSI.20 | Junior Writing Program Administrators: Who Matters and Why? |
| 2004 | TSI.21 | Mentoring Women in the Profession: New Models and Metaphors (Part I) |
| 2004 | TSI.23 | National Writing Project Network |
| 2004 | TSI.25 | Special Interest Group: English Education/Composition Connections |
| 2004 | TSI.7 | Non-Tenure-Track (NTT) Faculty Special Interest Group |
| 2004 | TSI.8 | Preparing Future Faculty: Past, Present, And Future |
| 2005 | A.17 | Preparing Students and Faculty for Success in the Multi-modal World |
| 2005 | A.18 | A Question of Quality: Standards and Access |
| 2005 | B.27 | Access through Rural Community College: Unique Concerns for Faculty (TYCA Strand) |
| 2005 | B.29 | Why College Composition Teachers Need to Know about Secondary Writing Assessments |
| 2005 | C.28 | The New SAT Writing Section: Perils and Possibilities |
| 2005 | C.29 | Composition as Gated Community?: Assessment and Gatekeeping in the Twenty-First |
| 2005 | C.30 | Is the Sky Falling? (TYCA Strand) |
| 2005 | D.26 | Opening the Golden Gates through Digital Innovation: Expanding Access for Students with Disabilities |
| 2005 | D.27 | Talkin ’bout My Generation: First Ph.D.’s in Composition and Access to the Discipline |
| 2005 | D.28 | (Dis)placed by Technology: Access-orizing Our Institutions and Pedagogies |
| 2005 | D.29 | New Directions for Mentoring Graduate Students |
| 2005 | D.30 | Planning and Hosting Small Conferences Without Going Broke (TYCA Strand) |
| 2005 | D.9 | Affirmative Action and the Challenge of Diversity |
| 2005 | E.28 | Issues in Proprietary and for-Profit Writing Programs |
| 2005 | E.29 | Myths of Access: Exploring Documented and Undocumented Identity in the Classroom |
| 2005 | E.30 | The Untold Story: How Race Affects the Relationships between Supervisors, Teachers, and Students |
| 2005 | E.31 | Getting from There to Here: Addressing the Needs of a Diverse Student Population |
| 2005 | E.32 | Preparing to Teach in a Two-Year College (TYCA STRAND) |
| 2005 | E.38 | Writers All around Us |
| 2005 | F.29 | The Prospects and Politics of Book Publishing in Rhetoric and Composition |
| 2005 | F.30 | Turning, Returning, and Interning with CCC: Insights on the Discourse of Our Field |
| 2005 | F.31 | Present Curricular Practices and Future Directions for the Ph.D. in Rhetoric/Composition |
| 2005 | F.32 | Composition and Distance Learning: The Most Successful Failure of Two-Year Colleges? |
| 2005 | FSIG.10 | Composition at the Small Liberal Arts College/ University |
| 2005 | FSIG.11 | Independent Writing Units |
| 2005 | FSIG.18 | SIG for the Teaching and Mentoring of TAs and Instructors in Composition |
| 2005 | G.26 | Teaching Across the Curriculum: Faculty Liaisons in a Tutoring Center |
| 2005 | G.27 | Increasing Access and Success in the Physical and Biological Sciences: What’s Writing Got to Do with It? |
| 2005 | G.28 | Crises in English Education: The Importance of Context |
| 2005 | G.30 | Standardization in English Studies: Resisting the Normalizing Gaze |
| 2005 | H.31 | Pedagogy, Politics, and Promise: The Conference on Basic Writing at 25 |
| 2005 | H.32 | What Goes When Something’s Gotta Give?: How Material Conditions (Ought to) Change Teaching |
| 2005 | H.33 | Evaluating Teachers: The Public and the Private |
| 2005 | H.34 | Trained in Composition: Teaching Literature, Film, and Culture |
| 2005 | I.30 | Location, Location, Location: Writing Programs and Institutional Space |
| 2005 | I.31 | Interdisciplinary Issues, Interdisciplinary Writing |
| 2005 | I.32 | “Servial of the Fittus”: Assessment, Placement, and Student Success in the Academic Jungle |
| 2005 | I.33 | Addressing the Public, Assessing Ourselves: A New Disciplinary Framework for Rhetoric and Composition |
| 2005 | J.27 | Department Leadership: The Gateway for Faculty and Student Success at Two-Year Institutions |
| 2005 | J.28 | Professional Development: Three Contexts |
| 2005 | J.29 | Feminist Writing Program Administration: Why Bother? |
| 2005 | J.30 | Affirming Our Unity in Writing: Composition, Creative Writing, Journalism, and Professional Writing in a Holistic Writing |
| 2005 | J.31 | Consultation Session on Issues Related to Writing Assessment |
| 2005 | K.28 | Organizing Tenured and Non-Tenure-Track Faculty on Contingent Faculty Issues |
| 2005 | K.29 | “We would NEVER do that in my discipline!”: Accessing Contact Zones through an Interdisciplinary |
| 2005 | K.30 | “My Student Has Self-Identified, Now What Do I Do?”: Opening Gates to Ability |
| 2005 | K.31 | Affirmative Acts: Ethical Consensus on the Common Good |
| 2005 | L.21 | WPAs Build Bridges Too: The Rhetorical Value of Data, Reports, and Assessments |
| 2005 | L.22 | Lost Ethics in the English Classroom |
| 2005 | L.23 | Institutional Authority, Leadership, and Power |
| 2005 | L.30 | How Are We Teaching Teachers to Be Teachers? |
| 2005 | M.25 | Implications for the First Year |
| 2005 | M.26 | Portfolios as Assessment and Learning Tools |
| 2005 | M.27 | Moving Beyond Contact: Conversation as Inquiry, Invention, and Initiative in WAC and Beyond |
| 2005 | N.18 | Beyond Our Gates: Writing beyond the Writing Program |
| 2005 | N.19 | The Economics of Plagiarism and Authorship |
| 2005 | N.20 | Portfolios and Program Goals: Cans of Worms that Catch Big Fish |
| 2005 | O.18 | Reconstructing Professional Identities within Institutional |
| 2005 | O.19 | WAC, WID, and Writing Instruction: Creating Cross-disciplinary Opportunities in FYC, WI, and Beyond |
| 2005 | O.20 | “The Gilded Six Bits”: Validating and Invalidating African |
| 2005 | SW.3 | Sharing Your Ideas with the Profession: Drafting NCTE/CCCC Proposals, Turning |
| 2005 | SW.7 | Intellectual Property in Composition Studies |
| 2005 | TSIG.11 | How To Get Published in CCC: Meet the Editor and Editorial Board |
| 2005 | TSIG.3 | Special Interest Group: Composition/English Education Connections |
| 2005 | TSIG.5 | Opening the Gates of Academe through Mentoring: How to Help Students and Colleagues Enter and Succeed |
| 2005 | TSIG.7 | Non-Tenure-Track (NTT) Faculty Special Interest Group |
| 2006 | A.27 | Educating Teachers—and Students |
| 2006 | A.28 | Composition in Context |
| 2006 | A.29 | Composing Coalitions |
| 2006 | A.30 | Publish, Plagiarize, and/or Perish? |
| 2006 | A.35 | The Writing Center in Institutional Context |
| 2006 | A.44 | WAC Entrepreneurs in the School of Business: Negotiating Disciplinary, Gendered, and Pedagogical |
| 2006 | A.46 | Generating Mentors in Composition: Beyond the Great Chain of Being |
| 2006 | B.25 | The “Service Course” and the (De-)Valuing of Composition: A Plea for Collaborative Endorsement of Writing Courses |
| 2006 | B.26 | Building a Culture of Writing: Student, Faculty, and Administrative Collaborations |
| 2006 | B.27 | New Lenses, New Spaces for Cross-Institutional |
| 2006 | B.28 | Loyalty Oaths and Academic Freedom in the 21st-Century University: Historical, Rhetorical, and Pedagogical Perspectives |
| 2006 | B.29 | Connecting the Dots: Promoting University-Wide |
| 2006 | B.30 | Working in the Middle Spaces: WPAs as Advocates for Writing |
| 2006 | C.25 | Exploring the Spaces of Composition |
| 2006 | C.26 | Independently Healthy, Wealthy, and Wise: Evolution within a Freestanding Writing Program |
| 2006 | C.27 | Student Journals as Middle Ground: Is There a There There? |
| 2006 | C.28 | Building Community on Campus for OCD/Asperger’s/NLD |
| 2006 | C.29 | Claiming Our Moment: Constructing a Writing Major |
| 2006 | C.30 | The Academy’s Stepdaughter: Female Adjuncts in University English Departments |
| 2006 | D.28 | Pathways of Student Learning in First-Year Writing Seminars: Results from the Princeton Study of Writing |
| 2006 | D.29 | “Middle Spaces”: A New Model-in-Progress for Split Positions in Writing Program Administration |
| 2006 | D.30 | The Faces and Spaces of Mentoring |
| 2006 | D.31 | Professional Development for Adjunct Faculty: Encouraging Part-Timers to Be Reflective Practitioners |
| 2006 | D.32 | Benchmarking or Getting Benched: A Critical Exploration of Differences among Writing Centers |
| 2006 | E.27 | Linking Learning Communities at a Small College: The Writing Program, Undergraduate Research, and Honors |
| 2006 | E.28 | Why Plagiarism Makes Sense in the Digital Age: Copying, Remixing, and Composing |
| 2006 | E.29 | Assessing the Middle: Rising Junior Assessment in Project GASPE |
| 2006 | E.30 | Centering WAC at CUNY: Assessing CUNY’s WAC Initiatives |
| 2006 | E.31 | Tentative Reconstitutions in Higher Ed Institutions: Writing Studio Experiences and Other Thirdspace |
| 2006 | E.38 | Consultation Session on Issues Related to Second Language Writing |
| 2006 | F.23 | Needs, Wants, and Demands: Developing New Approaches to Mentoring in the Wake |
| 2006 | F.24 | Re-framing the Classroom Culture: Teacher Training and Diversity |
| 2006 | F.25 | Rage against the (Composition) Machine: Making a Difference in Academia |
| 2006 | F.26 | Writing in the Center (for Access and Transition): Guaranteeing a Space for Basic Writing and Open |
| 2006 | F.27 | The Challenges of Understanding Culture, (Re-)Building Community, and Forming Temporary Coalitions |
| 2006 | G.28 | Does Cross-training Cross the Line?: Library-Composition Coalitions |
| 2006 | G.29 | A Call for Creative Collaborations and Border Crossings: Preparing Faculty to Teach in Two-Year Colleges |
| 2006 | G.30 | Plagiarism and Community |
| 2006 | G.31 | Composing Critique: Critical Literacy and Institutional |
| 2006 | G.33 | Size Matters and We Can Prove It: Retention, Success, and Smaller First-Year Writing Classes |
| 2006 | H.23 | Herding Cats: Faculty, the Teaching of Writing, and the Problem of Rhet/Comp Expertise |
| 2006 | H.24 | Can We Talk? Creating a Coalition that Serves Students |
| 2006 | H.25 | Rhetoric at Work: Lessons Learned from a University Strike |
| 2006 | H.26 | In Search of Meaning: A Community Model for Program Assessment |
| 2006 | H.34 | Pass It On: Baby Boomer Faculty Share Their Experience |
| 2006 | I.25 | Same Shit, Different Year? |
| 2006 | I.26 | Creating a Campus Culture with Writing at its Center: A Cultural Evolution in Four Acts |
| 2006 | I.27 | Babelfish: A Faculty Writing Project Translates Composition to Campus Classrooms |
| 2006 | I.28 | How Assessment Can Promote WAC and Faculty |
| 2006 | J.24 | What We Want/They Want: Negotiating What Counts as Good Writing in an Age of Accountability |
| 2006 | J.25 | Contextual and Collective Strategies for Early-Career Writing Program Administrators: An Inter-Institutional |
| 2006 | J.26 | Developing and Sustaining University-Secondary Collaboration |
| 2006 | J.27 | The 5 Cs: Composition at the Center of Community, Culture, & Coalition |
| 2006 | J.32 | Led by Theory, Bound by Practice: Building Community from the Center of the Academic Border Town |
| 2006 | K.24 | Forging Alliances: Toward a New Positioning on TA Training |
| 2006 | K.25 | Preparing to Teach in a Two-Year College |
| 2006 | K.26 | “So I’m a Professor, Now What?”: How Junior Faculty Negotiate Survival and Success in Composition Studies |
| 2006 | K.27 | Changing Places: Writing, Teaching, and Tutoring across |
| 2006 | K.28 | The End(s) of Student Rights: Uses and Abuses of Public Discourse |
| 2006 | L.11 | Directed Self-Placement and the Liberal Arts |
| 2006 | L.20 | Assessment and Community Engagement: New Views of the Academic (and the Academy) as Citizen-Scholar |
| 2006 | L.22 | Making Writing Assessments Fair: General Principles and Specific Applications in Multiple-Choice and Constructed-Response Tests |
| 2006 | L.23 | When the Center Cannot Hold: The Binary Culture of Adjuncts |
| 2006 | M.21 | Revamping Academic Traditions that Structure Faculty |
| 2006 | M.22 | The Centrality of Orality: The Conference Paper as a Site of Mediation for Scholarship, Teaching, and Public Performance |
| 2007 | A.20 | Expanding “Officialized” Representations of Identity in Disciplinary, Institutional, and National Settings” |
| 2007 | A.25 | Locating the Scholar among the Grading Stacks: A Response to the TYCA Document “Research and Schol-arship in the Two-Year College” |
| 2007 | A.7 | WAC and Quantitative Reasoning: Curricular Breadth, Improved Learning, and Innovative Assessment |
| 2007 | B.15 | Connect: Bridging Institutional Identities |
| 2007 | B.23 | Taking IP to Class: Representations of “Fair Use” in Com-position Scholarship & Pedagogy |
| 2007 | B.26 | Teacher, Student, Research: Shifting Identities in the Learning-Centered Community College |
| 2007 | B.27 | (Writing Uncertainty) Quantification: English + Engineer-ing = Innovative Collaboration |
| 2007 | C.24 | Serving Two Masters: Assessing Analytical Writing in Theory and Practice |
| 2007 | C.27 | Illegal Aliens or Guest Workers?: Reflections on the Identity, Status, and Role of the Writing Teacher in the WID |
| 2007 | C.5 | Higher Education and the Pedagogies of Exclusion: Revis-iting Bloom and Hirsch Twenty Years Later |
| 2007 | C.9 | Digital Studio as Method: Articulating Programmatic, Pro-fessional, and Institutional Identities within English Studies |
| 2007 | D.2 | Inventing Scholarly Identity: Rhetorical, Imaginative, and Personal Gestures |
| 2007 | D.24 | Do You Practice What You Preach?: Metaconferential Orthodoxy, Professional Identities, and the “Conference” as Construct |
| 2007 | D.28 | Moving from Descriptive to Inferential/Experimental |
| 2007 | E.22 | Theorizing Institutional Resistance: Contesting Racist Conceptions of Minority Students’ |
| 2007 | E.25 | How Strong Programs with National Identities Fail |
| 2007 | E.28 | Constructing the Professional Identities of Literacy Edu-cators beyond the Classroom: The Rhetorics of Institu-tional Accreditation, Higher Education Reform, and Writing |
| 2007 | E.7 | Doing the Right Thing: Representations of Academic, Ac-tivist, and Queer Identities |
| 2007 | F.21 | The Visible Dissertation: The Anatomy of Academic Identity |
| 2007 | F.26 | ‘Telling It Like It Is’: Teaching Anxiety in Composition Studies |
| 2007 | F.33 | Making Rhetoric and Composition Visible: Our Professional Identities |
| 2007 | G.16 | Alternatives to Current Institutional and National Writing |
| 2007 | G.29 | Embracing and Changing Administrative Identities |
| 2007 | G.30 | Inter-mural and Intra-mural Identities |
| 2007 | H.13 | Remediating Heterotopic Spaces Online: New Mandates, Technologies, and Cyberinfrastructures |
| 2007 | H.2 | How Queer Can Writing Program Administration Be? |
| 2007 | H.31 | Talk the Talk: Pedagogical, Disciplinary, and Professional Language |
| 2007 | I.24 | Making the Grad: Graduate Student Writing and Professionalization |
| 2007 | I.30 | Creating Ourselves as Readers, Students, and Teachers |
| 2007 | I.4 | Establishing Identity through an Independent Department |
| 2007 | I.7 | Beyond the Disciplinary Division: Preparing Pre-Service Teachers to Work with Second-Language Writers in the Composition Classroom |
| 2007 | J.14 | Locating Academic Identities: Is Circumstance Destiny for Women? |
| 2007 | J.15 | Reliability and Writing Assessment Revisited |
| 2007 | J.2 | How to Get Published in TETYC (or at least improve your |
| 2007 | J.4 | Why Did We Do It? Reshaping Our Identities as University |
| 2007 | J.6 | Representing Unity: Organizing and Rhetoricizing Aca-demic Labor Identities |
| 2007 | K.11 | The Multiple Identities of Two-Year Colleges |
| 2007 | K.14 | Like the Anthropologist on Mars: What Do the Everyday |
| 2007 | K.2 | Endowments: How to Get, Keep, and Work Them |
| 2007 | K.6 | Voicing Unheard Identities: Common Concerns in Speech Communication, Literature, Women’s Studies, and Rhetoric Classes |
| 2007 | L.11 | The Future of the Scholarly Book in Composition, Rhetori-cal, and Literacy Studies |
| 2007 | L.15 | The Impact of Open-Source E-Portfolios on Program As-sessment, Collaboration, and Identity |
| 2007 | L.18 | New Trend in Graduate-Level Programs: Courses in the Teaching of Basic Writing |
| 2007 | L.3 | “It’s all your fault”: Who’s Really to Blame for the “Literacy Crises?” |
| 2007 | M.15 | Redefining Identity at the Community College |
| 2007 | M.5 | “Marketing the Mind”: Challenging the New Corporate Identity of the Professoriate |
| 2007 | M.6 | What’s Your Major? The New Major in Rhetoric and Writing |
| 2007 | N.11 | Preparing to Teach in a Two-Year College |
| 2007 | N.29 | Assessment: Meeting the Mark of Continual Improvement |
| 2007 | N.6 | Administering Identities: Composition and Postsecondary Leadership |
| 2007 | O.15 | Working out the WPA Identity: Views from the Tenure Track |
| 2007 | O.17 | Refactoring Identities in a Culture of Assessment: Rhetorical and Technical Approaches to Program Review |
| 2007 | O.18 | Digital Portfolios: Retaining Identity in an Institutional Context |
| 2007 | O.9 | Negotiating Digital and Traditional Literacies in Methods |
| 2007 | P.10 | Mapping Organizational Identity/Inciting Organizational |
| 2007 | P.2 | Identifying the Public Classroom through Labor, Politics, and Literacy |
| 2007 | P.26 | The Social and Economic Impact of Cutting Remediation |
| 2007 | P.8 | Developing IWCA Policy for Writing Center Assessment |
| 2008 | A.3 | TYCA National Interview Project Uncovers Strategies for Righting the Realities of Full-Time/Part-Time Ratio, High |
| 2008 | A.34 | What Writing Teachers Do and Are |
| 2008 | A.4 | Challenge and Change: A Roundtable Discussion on Historically Black Colleges and Universities |
| 2008 | A.5 | Faculty WAC Portfolios: Documenting Literacy Change, Generating Institutional Critique |
| 2008 | A.6 | Writing beyond the Discipline: Alternative Strategies for “Making It” in Rhetoric and Composition |
| 2008 | B.11 | Creating an Interdisciplinary Model for Collaboration: Literacy Studies @ OSU |
| 2008 | B.5 | Writing Programs beyond the Border: Canadian and South African Perspectives |
| 2008 | B.6 | Whither English? |
| 2008 | B.7 | Articulating Realities and Working for Change: From Articulation Matrix to Teaching Commons |
| 2008 | B.8 | Changing the Realities of a Writing Program through Men-toring: Texts, Histories, and Collaborations |
| 2008 | C.36 | Composing Engagement: Constructing Civic Identities |
| 2008 | C.4 | Changing Writing Assessment: Building Active Collabora-tion among High Schools and 2-Year and 4-Year Colleges |
| 2008 | C.5 | Doing The Right Thing: The Realities of the Untenured Professor |
| 2008 | C.6 | Shaping WPA Work I: Diachronic and Synchronic Percep-tions of Writing Program Administration |
| 2008 | C.7 | Aristotle Meets Generation Y: Solving the High School/Col-lege Disconnect |
| 2008 | D.38 | Rewriting the Institutional Reality through a Common |
| 2008 | D.5 | Federal Policies, Local Realities: Three Explorations of the Federal Role in Inscribing Writing Practices |
| 2008 | D.6 | Validity Evidence in Writing Assessment |
| 2008 | D.7 | WPA Work II: Ambiguity and Agentic Efforts |
| 2008 | D.8 | Exploring Race in Student Writing: Toward an Anti-racist, Critical Pedagogy for Pre-Service Teachers |
| 2008 | D.9 | Material Realities and Institutional Constraints: WPAs Thinking Theoretically and Working Locally |
| 2008 | E.4 | Internationalizing Composition: A Reality Check |
| 2008 | E.5 | Why I’ve Stayed, Why I’ve Strayed: Dealing with Mid-career |
| 2008 | E.7 | Changing Disciplinary Perspectives, Pedagogies, and Research Ethics |
| 2008 | E.8 | Perceptions of the Profession: New Members, “Contin-gent” Members, Outside Observers |
| 2008 | F.4 | Changing Collaborative Realities: Dissensus and Dialogue |
| 2008 | F.5 | Administrating Realities: A Day in the Life of a Lead In-structor in the Two-Year College Setting |
| 2008 | G.4 | How Three Compositionists Are Changing the Cultural |
| 2008 | G.5 | Gatekeepers and Revolving Doors: Arguments about Ac-cess and the Realities of Retention |
| 2008 | G.6 | (Un)changing Realities: Grounding Our Narratives of the Profession in the Realities of Women’s Lives at the Margins |
| 2008 | H.4 | Perspectives on Assessment |
| 2008 | H.5 | Composing Rhetoric and Composition |
| 2008 | H.6 | The 1986 “Wyoming Resolution”: A Twenty-Year-Plus Retrospective |
| 2008 | I.5 | Exploring the Impact of Composition Pedagogy on the Learning Outcomes of Literature Graduate Students |
| 2008 | I.6 | A Conversation for and with Graduate Students: How to Get a Job at a Small College |
| 2008 | I.7 | The Changing Realities Facing the Two-Year College: Implementing a Mentoring Program |
| 2008 | J.5 | On Becoming a Teacher of Writing: Perspectives on Professional Development |
| 2008 | J.6 | Practicing Scholarship through Publication: Faculty Devel-opment and “Teaching English in the Two-Year College” |
| 2008 | J.7 | Changing Realities through the Creation of an Independent |
| 2008 | K.5 | Rhetorical Numeracy: Using WAC Pedagogy and Faculty Development to Estab-lish Quantitative Reasoning across the Curriculum |
| 2008 | K.6 | Why Aren’t You Listening to Us?: Revising the Academic Conference |
| 2008 | K.7 | It’s Rhetoric! Integrating Writing, Speaking, and Image into the “Writing” Center |
| 2008 | L.4 | Think-Tank for Newcomers Developing Papers and Ses-sions for CCCC 2009 |
| 2008 | L.5 | Assessing a Developmental Writing Program: How Semantics, Non-Sequiturs, and a History of Appease-ment Led to Civil War at a Provincial Maryland College |
| 2008 | L.6 | Someone to Watch over Me: Changing Realities of Mentoring Teachers of Freshman |
| 2008 | M.3 | Changing Realities and Creating WAC Synergies through Film: A Case Study of Institutional Embeddedness in Mul-tiple Media |
| 2008 | M.4 | The Making of a Writing Teacher: How Writing Center |
| 2008 | N.3 | The Rhetorics of Administrating Reality: How Writing Pro-gram Identities Emerge through Resistance |
| 2008 | N.4 | “Retrofitting” the Faculty: Helping Mainstream Composition |
| 2008 | O.3 | Locating Writing Program |
| 2008 | O.4 | Academic Freedom in the 21st Century: Teaching Writing |
| 2008 | P.4 | “The Ecstasy of Influence”: (Four Plagiarisms) |
| 2009 | A.36 | Making Waves to Make a Difference: Finding a Statewide Voice in a Textbook Initiative |
| 2009 | B.13 | Black Faces in White Spaces: African American Identity on a Predominately White Campus |
| 2009 | B.14 | Preparing the New Wave of Teachers of Composition |
| 2009 | B.2 | Diving In, Diving Farther, Diving Deeper: The Future of Basic Writing |
| 2009 | C.19 | “Diving into the Wreck”: A Feminist Inquiry of the Dissertation in Composition |
| 2009 | C.24 | Lessons from the Masters: Rethinking the role of the MA in Graduate Education |
| 2009 | C.26 | Undergraduate Research and the Writing Major/Minor |
| 2009 | C.36 | Language Matters: Reframing Writing Assessment |
| 2009 | D.18 | Standing Up as Professionals in the Era of Reform: Lessons from Our Public Schools |
| 2009 | D.22 | Labor Rhetoric and Academic Organizing: Possibilities and Predicaments |
| 2009 | D.28 | Determining Where to Start: Directed Self -placement and SAT Validity |
| 2009 | E.31 | Waves of the Future: Teacher Training Techniques |
| 2009 | E.37 | Ripple Effects: Sponsoring Secondary Teachers as Spon-sors of Student Writers |
| 2009 | F.1 | Tenure Literacies, Womanist Genealogies: The Academic |
| 2009 | F.29 | Collaboration across the Grades: Teaching, Research, and Administration |
| 2009 | F.30 | Empty Rhetoric and Academic Bullshit: Strategies for Composition’s Self-representation in National Arenas |
| 2009 | F.34 | How Teachers Rise: An Archival and Person-based Study |
| 2009 | F.35 | Composition, Teacher Education, and Curriculum Reform: Toward an Enhanced Alignment of Secondary and Post-Secondary Writing |
| 2009 | F.39 | Going Global by Going Local: Connecting Study Abroad and International Students with the Writing Support They Need |
| 2009 | F.5 | The Philosophy of Numbers: Bridging the Gap between Rhetoric and Science |
| 2009 | G.22 | Defining, Identifying, and Addressing Contrapower (Sexual) |
| 2009 | G.23 | “Lean [ing] in” towards Cross-Disciplinarity— A Collaborative Examination of Teaching Practices in Information Literacy, Research Writing, and the Writing |
| 2009 | G.26 | Others Mentoring Others: Mapping and Problem-posing the Intellectual Labor, Costs, and Rewards of Mentoring Marginalized Students |
| 2009 | G.3 | Charting New Routes: GLBTQQ Discourses in Professional Spaces |
| 2009 | G.31 | Assessing the Role of Writing in Student Engagement: A Collaboration with the National Survey of Student |
| 2009 | H.24 | Navigating the Sea Change: Charting a Course for Success on the Job Market |
| 2009 | H.28 | Linking Adult and Basic Literacy Education with a State |
| 2009 | I.13 | Plagiarism and Fair Use in Perspective: History, Perceptions, and Policy |
| 2009 | I.2 | The Report of the ADE Ad Hoc Committee on Staffing: A Discussion |
| 2009 | I.22 | The Jesuit Tradition and Rhetorical Studies: Writing Programs at American Jesuit Colleges and Beyond |
| 2009 | I.34 | Ripples in the Research Center: Reorganizing a Departmental Space for Collaboration and Research in the Public Interest |
| 2009 | I.5 | Ripeness Is All: A Multigenerational Conversation On Retiring Gracefully and Living Well in Retirement |
| 2009 | J.11 | Building WAC/WID for the 2010s |
| 2009 | J.14 | Two-Year College English Assessment: Surfing a Möbius Strip |
| 2009 | J.17 | Assuming the Position: Reflections on Becoming WPAs |
| 2009 | J.25 | Mapping Programmatic Composition Waters: Does Having a Teaching Vision Matter? |
| 2009 | J.39 | Government, Funding, and the Role of Outcomes |
| 2009 | K.15 | A Ripple into a Tsunami: Understanding Departmental |
| 2009 | K.22 | Reviving Composition Programs: It Takes a Village to “Make Waves” |
| 2009 | K.29 | Catching the Wave of Information Literacy in First-Year |
| 2009 | K.3 | Risk and the jWPA: Rocking the Boat on the Voyage toward Tenure |
| 2009 | K.5 | CCCC Is Not the Right Home for Rhetoric and Writing |
| 2009 | M.1 | Writing Programs . . . The Final Frontier: Where We’re Going, Where We’ve Been |
| 2009 | M.2 | Assessing Meaningfully: Statistics, Politics, and Local Contexts |
| 2009 | M.20 | Riding the Textbook Wave: How the Textbook Publishing Industry Affects Writing |
| 2009 | M.22 | Preparing TAs: Stasis, Squalls, or Sea Change? |
| 2009 | M.7 | Charting our Courses in Choppy Waters: Balancing University Teaching and other Professional |
| 2009 | N.12 | Technology Change: Institutional Change Online Courses, Distance Education, and Dissertation Writing |
| 2009 | N.18 | On the Ground: Alternatives for Understanding the Role of Faculty in Rhetoric and Composition |
| 2009 | N.25 | Moving Ahead: Advanced Placement, Summer Clinics, and High School/Community College Collaboration |
| 2009 | O.17 | The Ripple Effect: Using Institutional Roles outside the Department to Effect Writing Program Change |
| 2009 | P.17 | One Size Fits All?: State Universities Respond to Legislative Initiatives Impacting First-Year Composition |
| 2009 | P.7 | Bridges and Troubled Waters: Recognizing, Complicating, and Redefining Composition’s Use of Contingent Labor |
| 2010 | A.17 | Grad School, the Program Remix |
| 2010 | A.24 | Credit before College: Challenges to the Core |
| 2010 | A.4 | From Composition Classroom, to First-Year Writing Program, to English Studies: Rethinking Multimodal Composition at Multiple Institutional Levels |
| 2010 | B.28 | Ways to Write about Teaching: Editors’ Perspectives |
| 2010 | B.36 | Narrative Remixes of Pedagogy |
| 2010 | C.20 | Negotiating Spaces, Articulating Our Places: Structuring and Re-Structuring Professional Selves |
| 2010 | C.21 | New Economies for Intellectual Property: Rethinking the Value of Cultural Production |
| 2010 | C.31 | What Should CCCC Do (and Not Do) to Support the Globalization of Writing Studies? A Forum Sponsored by the New CCCC Committee on Globalization |
| 2010 | C.9 | Sustaining WAC in Hard Times: The Creation of a Regional WAC Consortium |
| 2010 | D.37 | Women’s Ways of Making It—or Making Do?: Off and On the Tenure-Track with Children |
| 2010 | D.39 | The Hidden Minority, or International Doctoral Students in Rhetoric and Composition |
| 2010 | E.1 | Educational Redesign: Institutional Case Studies of Attempted Change |
| 2010 | E.36 | The Challenges of Reframing Writing Assessment to Improve Teaching and Learning |
| 2010 | E.39 | Issues of Access to Higher Education: Empowering Strategies |
| 2010 | F.13 | F Grades, Or, Who Put the A in Assessment? |
| 2010 | F.29 | Genre and the Invention of the Rhet-Comp Profession(al) |
| 2010 | G.32 | Writing Program Administration and Student Misconduct: Rethinking Disciplinary Policy in Light of Evolving |
| 2010 | G.35 | Reloading the Canon: Invention, Organization, and Academic Democracy |
| 2010 | H.14 | Using Accreditation Assessment Standards to Drive |
| 2010 | H.20 | Longitudinal Writing Assessment among Peer Institutions: Unexpected Outcomes |
| 2010 | H.32 | Access, Relevance, and Diversity as Goals for Organizational |
| 2010 | H.37 | “I Feel Like Bustin’ Loose”: Empowering Writing through Centralized Campus Collaborations |
| 2010 | I.19 | Virtual Teaming across Disciplines: Mapping Out Collaboration in Inter-institutional Projects |
| 2010 | I.30 | Fostering and Expanding Contact Zones between Secondary |
| 2010 | I.5 | This Is How We Dream Together: Remixing Oral, Written, and Visual Composing through General Education Reform |
| 2010 | J.16 | Sustainability: The Missing Link in WAC Assessment |
| 2010 | J.31 | Rethinking Expertise: The Place of Humility in Writing Program Administration |
| 2010 | K.16 | Remixing Perspectives on Peer Tutoring and Literacy |
| 2010 | K.29 | Revising Teacher Perceptions of Writing Assessment |
| 2010 | L.4 | Sustainable and Innovative Publishing Models for Composition |
| 2010 | M.2 | Re-Shared Governance |
| 2010 | M.23 | Rhetorics of Change: Toward Institutional Redesign |
| 2010 | N.1 | Rethinking Graduate Education: Recognizing and Resisting the Managed University |
| 2010 | N.17 | Re-Composition: Remixers’ Literacy, Legality, and Authority |
| 2010 | N.4 | “The Drunken Driver Has the Right of Way”: How Writing |
| 2010 | O.19 | Making the Private Act Public: Sharing Responses to Student Writing |
| 2010 | O.2 | Re-Visioning the Place of Pedagogy |
| 2010 | O.20 | The Graduate Curriculum in Composition and Rhetoric |
| 2010 | O.25 | What Pressure? Renewing Composition Programs |
| 2010 | O.3 | The Community College and University Remix: Rethinking Careers and Revising Doctoral Preparation |
| 2010 | P.17 | Writing and the Psychology of Sustainable Consumerism: Wiki-Based, Cross-Disciplinary Student Collaboration |
| 2010 | P.24 | Portrayals of Contingent Faculty Remixed |
| 2010 | P.4 | Faculty Development: Challenge and Change |
| 2010 | TSIG.1 | Canadian Caucus |
| 2011 | A.21 | Looking to the Boundaries: Improving Programs by Working Extra-Programmatically |
| 2011 | A.39 | Using English Journal as a Bridge between College and High School Writing Teachers |
| 2011 | B.2 | Between the Global and the Postcolonial: Intercultural Models of English and Technical |
| 2011 | B.21 | Exploring Professional Identities: Knowledge, Status, and Preparation |
| 2011 | B.32 | Getting a Job in a Two-Year College |
| 2011 | B.4 | The Rhetorical Work of Policy and Position Statements in Composition Studies |
| 2011 | C.21 | Professionalism and Graduate-Student Preparation |
| 2011 | D.33 | Building Cross-Disciplinary Relations: Enhancing Students’ Disciplinary Writing and Cross-Cultural Competencies through a Collaborative Teaching |
| 2011 | E.33 | Community Building among Teaching Assistants: Bridging the Gap from Training to the First-Year Classroom |
| 2011 | F.32 | Crossing Campus to Teach Research as Process: The Writing Instructor/Librarian Relationship in Professional Development and Mutual Advocacy in the University |
| 2011 | G.21 | Understanding Our Relations: Contested Ideologies and Practices in WPA Work |
| 2011 | G.32 | Blurring Disciplinary Boundaries and Identities: Expanding Local Writing Relations through an Interdisciplinary Writing TA Program |
| 2011 | H.32 | Exploring Space in Challenging Economic Times: How |
| 2011 | I.32 | Contested! Defending First-Year Composition in the Regional University Setting |
| 2011 | J.32 | Editing the Field: Online, In Transition, and In Production |
| 2011 | J.34 | Mapping the Directions of Directed Self-Placement: Competing Views, Complementary Methods |
| 2011 | J.36 | The Master’s Program as Contested Space |
| 2011 | J.4 | Digital Rhetorics, Digital Relations: Making Scholars and Contesting Traditions |
| 2011 | K.32 | Dual Credit Courses: Opportunities for Curricular Innovation and Collaboration? |
| 2011 | L.32 | Collaboration, Competition, Coordination, Compromise: The 4Cs of Multi-campus Writing Centres |
| 2011 | M.15 | Promoting a Community of Scholar-Teachers among |
| 2011 | M.33 | What DO We Really Value?: Technology and Engagement |
| 2011 | M.8 | Basic Writing: Waning or Waxing? |
| 2012 | A.6 | Opening the Gates between Writing Program |
| 2012 | B.22 | Can Good Composition Teaching Be Done under Present |
| 2012 | B.26 | Restoring Trust: Validating Subjectivity, Context, and Expertise in Writing Assessment |
| 2012 | C.6 | Defining Our Discipline: Labor Practices, TA Training, and Professional Markers |
| 2012 | D.16 | Teaching and Administering Writing in Global Contexts |
| 2012 | D.9 | Graduate Programs as Gateway to WPA Work? Or, What |
| 2012 | E.9 | Creating a Comprehensive, Integrated Writing |
| 2012 | F.1 | “Stretch” through the Transnational: Gateway Rhetorics in First-Year Writing |
| 2012 | F.20 | Audience and Agency: Transitioning Student-Teacher Dialogue through Pedagogies of Inclusion |
| 2012 | G.5 | What Is Our Professionalism For? The Role of Composition and Rhetoric Scholars in the Public |
| 2012 | H.14 | The Comp/Rhet Gateway: Preparing MA Students for Life |
| 2012 | H.30 | Engaging K–12 Educators in the Teaching of College |
| 2012 | H.7 | A Gateway to Teaching in the Two-Year College: TYCA’s |
| 2012 | I.33 | Standing at the Gate: Ethics, Spirituality, and Administration |
| 2012 | I.6 | From the Other Side of the Desk: The Challenges Writing Teachers Face When They Move from Teacher to Tutor |
| 2012 | J.24 | The WPA’s First Year: How to Listen and Act |
| 2012 | J.3 | MA Programs in Rhetoric and Writing as Sites of Transition and (Trans)Formation |
| 2012 | K.17 | Flooding the Gatekeeper’s Gates: When Other People’s |
| 2012 | K.8 | Managing Teacher Training: Theory, Assessment, and English Language Learners |
| 2012 | L.17 | New Thresholds: Writing and Communication in General |
| 2012 | L.27 | Understanding and Intervening in Institutional Polices |
| 2012 | L.5 | Forming Future Basic Writing Professionals: Reports on Graduate-Level BW Teacher Preparation Projects from Alaska, Idaho, and New York |
| 2012 | L.7 | At A Crossroads: Remediation, Reform, and the Public Urban University |
| 2012 | M.20 | Digital Assessment: Local and Institutional |
| 2012 | M.24 | Lessons from History: What WPAs Can Learn from Writing Program Archival Work |
| 2012 | N.30 | Managing Change in Writing Programs |
| 2013 | A.23 | Operation Preparation: Where Revolutionary Theories |
| 2013 | A.24 | General Education and the Teaching of Writing: Exploring the Opportunities for More Deliberate |
| 2013 | A.25 | Getting a Job in a Two-Year College |
| 2013 | B.16 | Reunion: Public Access and Writing Today |
| 2013 | B.27 | Expertise and Meaningful Assessment: (Re)Modeling |
| 2013 | B.28 | From Presentation to Publication: How to Make |
| 2013 | C.23 | The Contingent Academic Workforce: Myths, Facts, Prospects |
| 2013 | C.25 | Perspectives on Small-College Teaching |
| 2013 | C.28 | “Can’t Get No Satisfaction”: Can Making Online |
| 2013 | D.24 | Understanding and Supporting New Teachers in Uncertain Times |
| 2013 | D.26 | The CWPA Diversity Project |
| 2013 | D.31 | Constructions of Composition Students as Exigencies for Change: Four Critical Perspectives |
| 2013 | E.18 | Public Mission, Private Funds: Saving the Community |
| 2013 | E.25 | Preprofessionalism and the Graduate Student Editor |
| 2013 | E.29 | Keeping It Together: Supporting Practices of Community in a Writing Department |
| 2013 | E.33 | Succession, Confession and Conflict in WPA Work |
| 2013 | F.15 | Becoming “The Writing Person”: Negotiating Public |
| 2013 | G.20 | Student Assessment, Program Assessment, and the Challenges |
| 2013 | G.26 | First-year Composition, Rhetoric, and the Public |
| 2013 | H.13 | Privatization and Writing Instruction: Venture |
| 2013 | H.14 | The Public Works of Program Administration: Accreditation and Assessment |
| 2013 | H.31 | Asserting the Graduate Student Perspective: Negotiating Identity Issues and Pedagogical |
| 2013 | I.10 | Machine Grading, For-Profit Writing Classes, and Utilitarian Service: Emergent Formations of the Neoliberal University |
| 2013 | I.14 | From the Front Lines of Composition’s Public Work: Leadership in Two-Year College English Departments |
| 2013 | I.15 | Expanding Our Definitions of 21st Century Writing |
| 2013 | I.35 | Changing Perceptions of Writing Program |
| 2013 | J.20 | The Undergraduate Major and the New Publics of Rhetoric and Writing Studies |
| 2013 | K.23 | Composing Roles for Scholars, Teachers, and Organizations in Policy Debates |
| 2013 | K.35 | Building, Analyzing, and Sustaining Writing Programs |
| 2013 | K.7 | The Public and Private Faces of Composition for Scholars on the Tenure Track: Examining Disciplinary |
| 2013 | L.18 | Articulating the Infrastructure of the Field: Perspectives |
| 2013 | M.31 | Political Economies of Literacy Instruction: Configuring |
| 2013 | N.10 | Reading, Writing, and Remixing Composition’s Public |
| 2013 | N.11 | Aligning Expectations: The Integrative Mission of Composition as a Teaching Subject |
| 2013 | N.29 | Juliette Ludeker, Waiting for the “Luxury of Fearlessness”: When Being Able to Write has Nothing to Do with the Ability to Write |
| 2014 | A.16 | Ain’t We Compositionists?: The M.A. Compositionist and Other Adjunct Subjectivities |
| 2014 | A.17 | By All Available Means: Collaboration, Innovation, and Retention in First-Year Composition Online Learning |
| 2014 | A.18 | The WPA Census: What Do The Numbers Tell Us? |
| 2014 | A.19 | Undergraduate Writing: Digital Media and Writing in the Disciplines |
| 2014 | AW.11 | Exploring Latinidad in the Mid-West: A Workshop |
| 2014 | AW.2 | Open(ing) Conversation: What Are the Threshold |
| 2014 | AW.4 | Faculty Development and Composition Scholars: Creating Campuswide Impacts and Expanding |
| 2014 | B.1 | CopyCats: Open-Source Approaches to Plagiarism |
| 2014 | B.16 | Composition in the Age of Austerity |
| 2014 | B.17 | Opening Communities of Discourse and Practice: Using Professional Learning Communities to Support |
| 2014 | B.18 | Opening Up the Faculty Club: Educating New Teachers for 21st Century Change |
| 2014 | B.19 | Unten(ur)able Positions: Re-Theorizing WPAs from the Margins |
| 2014 | C.12 | Con Job: Stories of Adjunct and Contingent Labor |
| 2014 | C.13 | Toward Authentic Student Learning Assessment in General Education: Encouraging Metacognition through Faculty Development, Quantitative Reasoning, and E-Portfolios |
| 2014 | C.15 | Whose Responsibility Is It, Anyway? Preparing Future Faculty in Rhetoric and Composition |
| 2014 | D.12 | Further Interrogating “Citizenship” as a Key Term in Writing Scholarship, Programs, and Policies |
| 2014 | D.13 | Opening Up the English Major: A Rhetorical Approach to Re-Uniting the Humanities |
| 2014 | E.15 | Academic Endogamy: A Roundtable Conversation |
| 2014 | E.16 | Gender, Labor, and the Service Economy in Writing and English Studies: Rewarding and Revaluing Service |
| 2014 | E.17 | Polymorphic Frames of Pre-Tenure WPAs: Eight Accounts of Hybridity and Pronoia |
| 2014 | E.38 | Transformations, Design, and Redesign: Iterating Composition and Communication Futures at a Liberal-Professional University |
| 2014 | F.12 | Assessment, Integrated Student Services, and Curricular Change: Forging the Trifecta of Student Development |
| 2014 | F.13 | Revisiting Laramie: Considering the Past, Present, and Future Working Conditions of the Wyoming Resolution a Quarter-Century Later |
| 2014 | F.14 | Violence of Assessment: Theoretical and Practical Considerations |
| 2014 | FSIG.11 | Labor Caucus Special Interest Group |
| 2014 | FSIG.16 | English Education-Composition Connections |
| 2014 | FSIG.20 | The Future of Writing Centers in a Time of Open |
| 2014 | FSIG.23 | Writing with Current, Former, and Future Members of the Military |
| 2014 | FSIG.24 | Publishing in Studies in Writing and Rhetoric: To All— Whatever Your Institutional Affiliation—Who Are Inter-ested |
| 2014 | FSIG.7 | CCCC Graduate Student SIG |
| 2014 | FSIG.9 | Independent Writing Units |
| 2014 | G.12 | Building Partnerships: Articulating Community College to University Transfer |
| 2014 | G.13 | Social Entrepreneurism and Sustainability: Writing Centers as Change-Agents within and outside the Academy |
| 2014 | G.14 | WPA-Outcomes Statement Revision for a Multimodal, Digitally Composed World - PART II |
| 2014 | H.13 | Encouraging Student Engagement in Labor Activism though FYC Curricula: A Program-Wide Experiment |
| 2014 | H.38 | MA and PhD Program Design: Impact on Graduate Student Success |
| 2014 | H.39 | Collaborating with the Sources Next Door to Open a Future of Authentic Assessment |
| 2014 | I.13 | Graduate Students as Professionals and Teachers: TA Prep, Professionalization, and the Job Market |
| 2014 | I.14 | The Logistical and Emotional Labor of WPA Work: Personal Experiences |
| 2014 | J.11 | Multilingualism: TA Training and Program Analysis |
| 2014 | J.12 | The Problem of Speaking for/with/as Contingent Faculty: Navigating Networks of Advocacy |
| 2014 | J.35 | Open This Box—Rubrics, Machine Grading, and the Case of Automotive Writing Instruction |
| 2014 | K.12 | Opening the Sources of Collaboration: Building Communities of Students, Constructing Communities |
| 2014 | K.13 | The Writing Center is Open: Providing Access amid Institutional Pressures |
| 2014 | K.35 | Getting a Job in a Two-Year College |
| 2014 | K.36 | Publishing in Studies in Writing and Rhetoric: To All—Whatever Your Institutional Affiliation— Who Are Interested |
| 2014 | L.17 | Negotiating Access: Teacher/Student Mediations in the First-Year Writing Program |
| 2014 | L.18 | The University and Economic Pressures: Contingent Labor and Institutional Models |
| 2014 | M.16 | From Preparation to Praxis: Writing Teacher Education |
| 2014 | M.17 | Keeping Rhetoric and Writing in English: Opportunities |
| 2014 | M.18 | Open Access Cross-Disciplinary Writing Programs: A Hub |
| 2014 | M.19 | To Invoke Is to Define: Examining Invocations of Citizen-ship in Public Arguments about Post-Secondary Literacy |
| 2014 | MW.1 | Overcoming the “Impostor Syndrome”: Opening |
| 2014 | N.17 | FYC: Student Placement, Voices, and Choices |
| 2014 | N.18 | Making Our Teaching Practices and Campuses Open and Accessible |
| 2014 | N.19 | Open to Possibilities: Institutional Identity and the Non-Tenure Track Writing Professor |
| 2014 | N.20 | Yet More Legislative Crap to Deal With: Reflecting on Placement and Public Acts |
| 2014 | TSIG.12 | Retired and Retiring Faculty in Rhetoric/Composition/ |
| 2014 | TSIG.15 | Standing Group on Disability Studies |
| 2014 | TSIG.19 | Women’s Network |
| 2014 | TSIG.5 | Faculty Development and Composition |
| 2014 | W.1 | The Labor-Friendly Writing Program/Center |
| 2014 | W.10 | Sing, Act, Engage: A Workshop on Performance, Pedagogy, and Professional Development |
| 2015 | A.10 | Thinking Big on a Small Campus: Innovative Composition at Regional, Branch, and Satellite Institutions |
| 2015 | A.11 | Independent Writing Departments and Programs: Multiple Perspectives (Sponsored by Independent |
| 2015 | B.12 | Risk and Resilience: Women’s Professional Lives in Rhetoric and Composition |
| 2015 | B.13 | WPA Work 360: Examining the Risks and Rewards of Pre-Tenure Leadership |
| 2015 | B.14 | Middling Management vs. Agentive Administrators: How Feminist Administration Can Be a Site of Innovation and Activism |
| 2015 | B.15 | Advocating Writing and Professional Learning: The Rush to Make Better Teachers |
| 2015 | B.16 | Motherhood and Other Challenges: Joys and Difficulties of being on the Tenure Track |
| 2015 | C.11 | “FWIW—For What It’s Worth . . .”: Ignoring Conventional Wisdom on the Tenure Track |
| 2015 | C.12 | Diversity in Writing Programs: Rewarding, Yet Risky |
| 2015 | C.13 | Pushing for Change: Positive and Innovative Change in WPA |
| 2015 | C.14 | Developing Teacher Knowledge in Composition: Risks and Rewards of a Practice-Based Approach |
| 2015 | D.13 | Contingent Faculty and Academic Work off the Tenure Track |
| 2015 | D.14 | Mapping the Future of Doctoral Programs in Rhetoric and Composition (Sponsored by the Consortium of Doctoral |
| 2015 | D.15 | It Takes a Village: The Rewards of Intra-Institutional Collaboration in Multimodal Composition Teaching |
| 2015 | E.11 | From Wyoming (Resolution) to Indiana (Resolution): A Working Session on a Work in Progress (Sponsored |
| 2015 | E.12 | Pursuing Work in a Two-Year College: Risk and Reward |
| 2015 | E.13 | Beyond the Humanities: Offering a Bachelor of Science in Writing |
| 2015 | E.43 | Publishing in CCCC’s “Studies in Writing and Rhetoric” |
| 2015 | F.14 | Masters of Risk: MA Writing Studies Programs as Sites of Innovation (Sponsored by the Master’s Degree |
| 2015 | F.15 | Talking the Talk: Addressing Issues of Contingent Faculty, Assessment, and Curriculur Changes |
| 2015 | G.12 | The Discourse of “Don’t”: The Role Inactivity Plays in Contingent Labor Activism |
| 2015 | G.13 | Risk or Reward?: Rhetorical Agency and the Administrative Call for Faculty of Color |
| 2015 | G.44 | Twenty Years of CCCC-IP: A Roundtable Discussion on Intellectual Property and Composition Studies |
| 2015 | H.13 | Beginnings, Middles, and Endings: Stories from the Writing Program Lifespan |