| 2004 | B.1 | Literacy Strategies that Promote or Constrain the Development of Latina/o Cultural Citizenship |
| 2004 | C.18 | The Problematics of Research on Narratives of Religious Belief and Sexual Orientation |
| 2004 | C.19 | Communities Of Discourse from the Civic Center to the Jailhouse |
| 2004 | D.22 | Making Classroom Research on Writing Matter: Dialogic Report Forms, Discourse Communities, and Literacy Narratives |
| 2004 | E.35 | No Student Left Unresearched: Facing Ethical, Methodological, and Theoretical Concerns When Researching K–12 Portfolio |
| 2004 | F.4 | Rhetorical Treatments: Languages of Disease and the Composition of Public Health |
| 2004 | FSI.25 | Graduate Rhetoric and Composition Matters: An Inaugural Meeting of the Graduate Research Network’s |
| 2004 | G.16 | Computer-Aided Rhetorical Analysis of Electronic Archives |
| 2004 | H.26 | Papa Don’t Rap: Identity, Counterstories, and Hip-Hop Hermeneutics |
| 2004 | I.10 | Critical Language Pedagogy |
| 2004 | I.11 | The Peer-Tutor Alumni Research Project: Former Tutors Assess The Experience of Writing-Center Work |
| 2004 | J.27 | Compositions That Matter: Perspectives from Longitudinal Studies of Writing at Stanford, Laney College, and Berkeley Prep |
| 2004 | K.22 | The Public Image of Two-Year Colleges: Hallmarks of Fame and Shame |
| 2004 | L.8 | What Do We Fail To Ask?: Redefining Disabilities |
| 2004 | M.10 | Research On Assessment: Matters of Difficulty, Perceptions of “Threat,” and Definitions of Development |
| 2004 | M.9 | Research on Student Revision Revisited |
| 2004 | N.19 | Using Quantitative Research to Understand What Matters to Faculty And Students |
| 2004 | O.15 | Composing the Critical Self: Students Writing, Resisting, and Reinventing Identity |
| 2004 | SW.5 | Qualitative Research Network |
| 2005 | B.22 | Age, Sexuality, and Orientation: Idealogies of Composition Studies |
| 2005 | D.22 | Research and Identity |
| 2005 | E.23 | Error-focused Instruction and Its Discontents |
| 2005 | F.25 | Rethinking the Barriers to “Access” in High School and Beyond: Moving Past Debates about Race as a Factor |
| 2005 | FSIG.6 | Busting Chops and Bar Talk: Working-class Discourses from the Inside |
| 2005 | G.22 | Year One at ‘City’ High: An Ethnography of Place-based |
| 2005 | G.23 | Rapping Down the Gate: Black Women and Hip-Hop |
| 2005 | H.27 | Mending Walls, Unlocking Gates: Research and Reflection on the Shifting Roles of the Two-Year College (TYCA Strand) |
| 2005 | H.39 | The Portraits of Composition Research Study: Design, Findings, and Implications |
| 2005 | I.27 | Feminists Researching across Differences: Talking, Talking Back, and Listening to Whiteness |
| 2005 | J.24 | Best Practices: Three Perspectives |
| 2005 | K.25 | Researching Rhetorically: Conceptualizing and Teaching Research |
| 2005 | L.19 | Defining Access and Success: The Discourse of Medical Research in Everyday Texts and Contexts |
| 2005 | L.29 | The Public Image of Two-Year Colleges: Hallmarks of Fame and Shame |
| 2005 | M.23 | Community-based Writing: Directions for Research |
| 2005 | N.16 | Race Qualified and Quantified |
| 2005 | O.16 | Multi-modal and Hyper-realistic: Diverse Forms of Representation |
| 2005 | SW.4 | Qualitative Research Network |
| 2006 | A.22 | Improving First Year Composition: Stories from Three Research Projects |
| 2006 | A.23 | Classroom Inquiries |
| 2006 | A.24 | Socializing Discourses |
| 2006 | A.45 | Class Offerings: Examinations of Non-Academic Literacy Sites and the Role of Class in the Identity of the Academic |
| 2006 | B.20 | Ethics and Authority in Classroom-Based Research |
| 2006 | B.21 | Composing Storied Spaces: Four Generations of Composition Teachers Reflect on Two Decades of Conducting Narrative Writing Research |
| 2006 | B.23 | Longitudinal Studies: Tales from the Field |
| 2006 | C.21 | Inviting Ourselves In: Employing Collaborative |
| 2006 | C.22 | Students as Researchers |
| 2006 | D.22 | Assessment, WAC, Teaching Technologies, and Working Conditions” (TYCA Strand) |
| 2006 | D.23 | Disciplinary Cross-Talk: Assessing Writing in a Technical University |
| 2006 | D.24 | Tales from the U.S.–Mexico Borderlands: Cultural Ecologies, Technology Gateways, and Sponsors of Literacies |
| 2006 | E.22 | Research in Composition: Are We on the Right Track? |
| 2006 | E.23 | Studying Indigenous Rhetorics: Methodology, Ethics, and Practice |
| 2006 | E.24 | Making Technology Real: Three Studies in the Rhetorical Constitution of Technologies |
| 2006 | ES.1 | Aligning the Maligned: Can the Center Hold? |
| 2006 | F.19 | Lost in the Archives: Women’s Elusive Academic History at the First University in the NW Territories and the Nation’s First Private Historically Black College |
| 2006 | F.20 | College Writing: How Students Navigate among a Community of Scholars |
| 2006 | F.21 | Ongoing Research on Professional Writers’ Perceptions of Success: Identifying Key Cognitive and Affective |
| 2006 | G.23 | Mediating Genres: Examining Antecedent Genres as Discursive Resources in Academic and Public Spheres |
| 2006 | G.24 | Tracing Trajectories, Handling Heterogeneity: Sociohistoric Perspectives of Literate Space |
| 2006 | H.19 | What Do Students Take with Them? Three Empirical |
| 2006 | H.20 | Catching Sense: “AfraFeminist” Rhetorics of Education, Literacy, and Motherhood/ing |
| 2006 | I.20 | Bridging Spaces between K–12 and College, Research and Practice |
| 2006 | I.21 | Conversational Analysis of Three Tutoring Sessions Involving Disability, Gender, and Second Language |
| 2006 | I.22 | Student Field Research as Literate Action |
| 2006 | J.21 | The Perception and Effects of Error: Exploring Hidden Spaces |
| 2006 | J.22 | Singing, Preaching, and Teaching in a Strange Land: Composing Community and Building Coalitions |
| 2006 | J.35 | Larceny, Literacy, and Legal Consequences: Another Look at Plagiarism |
| 2006 | K.18 | Research for New Visions: A Conversation about Black Scholarship |
| 2006 | K.19 | Walking Together within the Academic Culture: Mentoring to Build Community and Coalitions |
| 2006 | K.20 | Collaborating Across Institutions: A Roundtable on Future Longitudinal Writing Research |
| 2006 | K.39 | What’s the Matter? Belief, Authority, and Identity Bridging |
| 2006 | L.17 | What They Bring and What They Drop: Considerations of Transfer in College Writing |
| 2006 | L.18 | The Portraits of Composition Study: Focus Interview Design, Results, and Data Triangulation |
| 2006 | M.17 | Persuading Women, Women Persuading: Problematics of Persuasion in Medical Research |
| 2006 | M.18 | Reconsidering Diversity: Examining Diversity Classes |
| 2006 | M.19 | Ethnographic Pedagogies: Doing Literacy Work at the Edges of Institutional Culture |
| 2007 | A.16 | Still Fighting after All These Years?: Reflections on Jane |
| 2007 | A.3 | The Circulation of Discourse across Institutional Boundaries: How (New) Genres (Re)Shape the Practices of Placement, Assessment, and Public Discourse |
| 2007 | A.33 | Teachers Perceiving Students |
| 2007 | B.11 | Visualizing Writing Processes: Writing as Coordination of Culture and Technology |
| 2007 | B.6 | Identifying, Documenting, and Understanding the Effects |
| 2007 | C.15 | Contact-Zone Rhetorics |
| 2007 | C.22 | Student Personae: How Social Science Inquiry Methods |
| 2007 | D.11 | The Nitty Gritty of the Research Moment: Three Interview based Studies of College Writing |
| 2007 | D.14 | “How I learned to . . .” Non-native Students Invent the American University |
| 2007 | D.20 | “Creative Tensions and Coordinated Efforts”: Composition |
| 2007 | E.21 | “If I Could Take All My Parts with Me”: Representing Black |
| 2007 | E.33 | Research in Tutoring and Conferencing |
| 2007 | E.9 | Labor of Love: Research as a Lived Process |
| 2007 | F.7 | Transforming Methodologies: Rewriting Identities and Histories “in the Spaces Left” |
| 2007 | G.26 | Assessing Special Pedagogies |
| 2007 | G.5 | Re-Searching and Re-Presenting: Constructing our Profession/our Professional Identities |
| 2007 | H.19 | Community, Culture, and the Writing ‘I’: Student Identity and Community-Based Learning |
| 2007 | H.5 | Assessing Freshman Composition and WAC Programs: Three Studies of Student Writing |
| 2007 | H.8 | Re-Presenting Two-Year College Academic Identities: Effective Practices for Meeting Multiple Expectations in Assessment, Teaching with Technologies, and WAC |
| 2007 | I.14 | Our Uses of Student Writing: Thinking Critically About Composition Scholarship |
| 2007 | I.20 | Rooted in Place, Rooted in Self: Students and Academics Making Sense of Positionality |
| 2007 | I.33 | The Call of Research: A Longitudinal View of Writing Development |
| 2007 | J.17 | The Portraits of Composition Study–Focus Interview De-sign, Results, and Data Triangulation |
| 2007 | J.25 | Grounded Theory in Practice |
| 2007 | K.19 | When Categories Fail Us: Disciplinary Identities, Cross-Disciplinary Research, and Personal Commitment |
| 2007 | K.27 | Undergraduates as Researchers |
| 2007 | L.12 | Myths and Reality: The Relationship of Teaching Conditions and the Academ-ic Identity of Two-Year College Teacher-Scholars |
| 2007 | L.31 | Development of Student Thought and Identity in Under-graduate Writing |
| 2007 | M.2 | Interrogating Research Methodologies: Toward a New Paradigm of Writing Center Research |
| 2007 | M.25 | Reading Identities Rhetorically |
| 2007 | N.26 | Identities and Interactions of Second Language Writers |
| 2007 | N.27 | Researching Knowledge and Perceptions of Online Writing |
| 2007 | O.11 | Daring to be Powerful: Representing Raced and Gendered |
| 2007 | O.4 | Placing Identity: Lessons from a Longitudinal Study of Writing |
| 2007 | P.12 | Representing Agency: (Re)Writing Community Identities |
| 2007 | P.24 | Research on Cultures of Writing |
| 2007 | P.34 | Identity, Ethnography, and Literacy Biographies |
| 2007 | P.7 | Re-visioning Revision in First-Year Composition |
| 2008 | A.7 | Presentations or Representations of Chinese Rhetoric?: Past and Present |
| 2008 | A.8 | New Perspectives on Revision: Discourse and Practice |
| 2008 | A.9 | How to Get from Here to There: Research on Student Writ-ers’ Self-Assessment, Reflection, and Goal-Setting |
| 2008 | B.10 | Changing Writing, Alternate Realities: Games and Game Theory in the Writing Classroom |
| 2008 | B.12 | Ethics from Praxis in Medical and Pharmaceutical Discourse |
| 2008 | C.10 | Researching Literacy in Global Contexts |
| 2008 | C.21 | Researching Transformations, Transforming Research: Genres and Methodologies |
| 2008 | C.39 | The Changing Reality of the Academic Job Search: Negotiating Media, Locations, and Committees |
| 2008 | C.8 | Exploring the Chasm between Words and Meaning: The Acquisition of Pragmatic Competence by Second |
| 2008 | C.9 | The Realities of Teacher Research in Dangerous Times: Why Is It So Hard to Do When It Feels So Right? |
| 2008 | D.10 | Rhetorical Inquiry to Change Realities: Why Feminist Methods Matter |
| 2008 | D.11 | National TYCA Interview Project: Righting the Realities of Persistent Challenges in Teaching |
| 2008 | D.12 | What Really Counts: New Applications of Quantitative |
| 2008 | D.13 | Researchers Studying Language |
| 2008 | E.10 | Tracing Discursive Resources: How Students Use Prior |
| 2008 | E.11 | Research Opportunities in the History of Technical and Business Writing |
| 2008 | E.39 | “Will My Story Bring Change . . . ?” Reflections by Non-native Student-writers Help Reinvent the U.S. Academy |
| 2008 | E.6 | Patterns, Methods, and Contexts: Case Results from a Longitudinal Study of Writing |
| 2008 | E.9 | Writing Realities among Future Elementary School Teachers |
| 2008 | F.32 | The Balancing Act: Compositionists on Writing the Dissertation |
| 2008 | F.33 | Constructing News and Neuroses: Genre Analysis of Daily News Articles, Writers’ Self-Help Books, and Parent-ing Books |
| 2008 | F.36 | How Writing and Writers Develop in High School and College |
| 2008 | F.6 | Researching Fully Online Instruction: Assessment, Pedagogy, and a New Theory of Hybrid |
| 2008 | F.7 | Exploring Student Diversity, Gender, Religion, and ELL |
| 2008 | F.8 | When the Subject Is Human: Writing the Realities of Human Participant Research |
| 2008 | G.33 | Our Top Twenty: A Study of Error at an Appalachian University |
| 2008 | G.7 | Research, Theory, and the Uses of Rhetoric |
| 2008 | G.8 | Multimodal Composing: Attending to the Realities of Our Students |
| 2008 | G.9 | Negotiating Teacher Preparation and Teaching Identities |
| 2008 | H.7 | What Counts? The Changing Realities of Scholarship |
| 2008 | H.8 | Putting Handbooks to the Test: Bringing Students into the Development Process through Usability Testing |
| 2008 | H.9 | A New Era of Teacher Research: Revising Methodologies in Critical Classrooms |
| 2008 | I.10 | Discussion on Strengthening the Research Culture within |
| 2008 | I.11 | Contesting Historical Realities: Rethinking Gender and the Public Sphere in the Rhetorical Tradition |
| 2008 | I.8 | Tying It All Together: Mapping Functional Systems of Literate Activity |
| 2008 | I.9 | Realizing the Archives: Doing and Teaching Archival Re-search in Composition and Rhetoric |
| 2008 | J.8 | Researching Researcher Preparation |
| 2008 | J.9 | Researching the Personal: Writing after Trauma, Birth Nar-ratives, and Voice in Research |
| 2008 | K.29 | Past Influences, Present Realities: Multi-generational Literacy Practices |
| 2008 | K.8 | Archival and Rhetorical Approaches to Research in Com-position Studies |
| 2008 | K.9 | Surveying the Field: Literacy since 1977: Composition |
| 2008 | L.7 | Appropriation and Fair Use in the Academy: What Every |
| 2008 | L.8 | Telling Stories of Change: Researching Rhetorical Action |
| 2008 | M.5 | The Other Has a Passport, Too: Resisting Hegemonic Travel Discourse |
| 2008 | M.6 | Sixty Minutes: Three Documentaries about Student Writers |
| 2008 | N.5 | Research on Writing Assessment |
| 2008 | O.5 | The Changing Realities of Scholarly Publication and the State of Our Knowledge |
| 2008 | O.6 | Changing Plagiarism’s Reality: Writing as Academic Growth |
| 2008 | P.21 | What Do Peer-tutors Really Help First-Year Composition |
| 2008 | P.6 | Assessing Realities: How Students Construct the Timed-writing Task through Genre, Resistance, and Marginalia |
| 2008 | P.7 | Valuing the Local in a Global Age: Writing Culture through Memory and Preservation Practices |
| 2009 | A.12 | Peer Review Reviewed: Empirically Examining the New |
| 2009 | A.17 | 21st-Century Writing Lives: Redefining Development, Per-formance, and Intellectual Property in College Writing |
| 2009 | A.22 | Research Redux: Rethinking Assumptions about Literacy |
| 2009 | B.29 | Research on Student Attitudes |
| 2009 | B.32 | Waves of Transnational Composition, Ways of Doing Inter-cultural Rhetoric |
| 2009 | B.37 | Rhetorical Analysis: Prison, Pro-life and Maternity |
| 2009 | B.39 | Methods, Ethics, Labor, and Imperatives: Making Material |
| 2009 | B.9 | Two (or More) Heads Are Better than One: Promoting |
| 2009 | C.39 | New (Old) Waves in Genre Studies: Form without Formalism |
| 2009 | D.12 | (Dis)Connects: Writing Centers, Digital Natives and Digital Immigrants |
| 2009 | D.14 | The Ethnographic Impetus in Rhetoric, Composition, and Literacy Studies |
| 2009 | D.27 | ESL, Feedback, and Assessment |
| 2009 | D.32 | Research in FYC: Reading, Reflection, Resistance, and the Postcolonial |
| 2009 | D.34 | Genre Pedagogy for Social Change: Case Studies of Professional Writing Pedagogy at Work |
| 2009 | E.16 | Peer Review in Three Settings |
| 2009 | E.19 | Scholarship @ the CC: Making Waves in the Discipline |
| 2009 | E.23 | Researching Underrepresented Populations in Higher |
| 2009 | E.35 | Digital Textual Analysis: Potential for Research and Practice |
| 2009 | E.7 | Is WAC Still Part of the Wave of the Future? |
| 2009 | F.2 | Reflective Practices in Writing Instruction: What New Research Tells Us |
| 2009 | F.6 | Bridging the Language Gap: Genre Theory and Linguis-tics-Based Writing Theory and Instruction |
| 2009 | G.20 | Research on Gender and Place in FYC |
| 2009 | H.1 | CCCC Studies in Writing and Rhetoric: The Next 25 Years |
| 2009 | H.16 | Researching Digital Literacy Acquisition |
| 2009 | H.36 | Questioning Traditions of Academic Discourse: Local Efforts to Democratize Representations of Student-Writers and Student-Researchers in the U.S. Academy |
| 2009 | H.7 | The Research Plan is Sinking—Locate the Lifevest!: Navigating Research Methodologies and Realities |
| 2009 | I.1 | Gathering Force: A Discussion on Preparing Researchers |
| 2009 | I.23 | WAC Research in Three Keys: Exploring Contexts, Charting Trends, Challenging Assumptions |
| 2009 | I.25 | Investigating Students’ Narratives of Their Life Histories |
| 2009 | I.39 | On the Same Wavelength: How We Learned to Stop Worrying and Love the IRB |
| 2009 | I.40 | Narrative Research in Language and Literacy: Current |
| 2009 | I.9 | From Radical to Rhetorical: Current Research on Reflection in Composition |
| 2009 | J.16 | “These people don’t belong together”: Methodological Makings across Disciplinary Fields |
| 2009 | J.22 | Writing Our Way In |
| 2009 | J.24 | Wiping-Out: A Celebration of Research Failures and the Lessons They Teach |
| 2009 | J.27 | Web 2.0 and a New Wave Writing Pedagogy?: Three Empirical Studies of Computer-Supported Writing |
| 2009 | K.14 | Research Methods across Writing Studies: Corpus, Survey, Meta-analysis, Grounded Theory |
| 2009 | K.21 | Research on Writing in Digital Environments |
| 2009 | L.25 | TYCA Research Initiative, The Third Wave: 2008–2009 Data on Two-Year College Comp Load and Part-time Teaching Conditions and Pedagogical Implications” |
| 2009 | L.4 | Qualitative Research Methods: Ethnography and Beyond |
| 2009 | M.10 | Research on Motivation in Writing Contexts: Transfer, Peer Response, and Administration |
| 2009 | M.27 | What Are Students Really Learning from Textbooks?: Cre-ating Effective Pedagogy through User-experience Design |
| 2009 | O.5 | Studies of Transfer: Secondary to FYC to the Disciplines |
| 2009 | O.8 | Writing Center Research: Qualitative and Quantitative |
| 2010 | A.14 | A New Taxonomy of Research Methodologies for Writing |
| 2010 | A.9 | Rethinking Transfer, Renewing Pedagogy |
| 2010 | B.10 | Rhetoric in Circulation: Tracing the Paths of Discourse in the Public Sphere |
| 2010 | B.11 | The Peer Writing Tutor Alumni Research Project: Major Findings and New Directions |
| 2010 | C.25 | Lore Remixed: Theoretical, Methodological, and Pedagogical Implications of the Intersection among |
| 2010 | D.20 | Tellings and Retellings: Repositioning Subjects and Stories in Qualitative Analysis |
| 2010 | D.3 | Exploring the Relationships among Writing, Learning, and Teaching across the Curriculum: A National Study of 75 U.S. Colleges and Universities |
| 2010 | D.33 | Remixing Research on Equity and Social Change: Three |
| 2010 | D.5 | Composition 2.0: Remixing Language and Culture in Transnational Contexts |
| 2010 | E.13 | (You Betta) “Act Like You Know” This Is the Remix: DJing-for-Citation-Critique, Street Consciousness, Hip-Hop-as-Anti-(Neo)Racism, and Bronx-Liberatory |
| 2010 | E.25 | Using Quantitative Analysis to Extend the Gains from Authentic Assessment of Writing |
| 2010 | E.5 | A Different Spin: Remixing Student Agency and Discourse Analysis |
| 2010 | F.7 | Discovering the Unimagined: Re-envisioning Grounded |
| 2010 | G.22 | 2009 WPA Research Grant Recipients Report on Innovative |
| 2010 | G.9 | Remixing Literacy to Create Cultural and Religious |
| 2010 | H.19 | Reading Students(,) Writing Research: An Empirical Study of First-Year Public Writing |
| 2010 | H.40 | Repositioning Identities to Expand Writing Possibilities for Literacy Practices |
| 2010 | I.18 | Constructing a Field: Editing Feminist Rhetorics: Landmark Essays and Controversies |
| 2010 | I.38 | Remixing Our Roots: Three Takes on Relations between Theory and Method |
| 2010 | J.15 | Understanding Traditional and Electronic Literacies on the U.S.-Mexico Borderlands |
| 2010 | J.5 | Aristotle in the DJ Booth: (Re)mixing Old and New in Digital Writing Research |
| 2010 | K.23 | Rhetorical Methodologies: Remixing the Research Methods Course |
| 2010 | L.20 | Knowledge Transfer: Rethinking the Research Methodology |
| 2010 | L.33 | Extending the Reach of Composition Studies: Two-Year College Faculty as Writers and Researchers |
| 2010 | M.25 | Researching Writing Feedback: Different Commenting Strategies and Their Impact |
| 2011 | A.15 | What Can Research with International and Generation 1.5 |
| 2011 | A.2 | (Re)Creating the Center: Theoretical Approaches for Involving Campus |
| 2011 | A.36 | Acting Inventively: Rhetorical Perspectives of Writing Expertise |
| 2011 | A.7 | Creating, Studying, and Single-Sourcing a Multimedia |
| 2011 | B.15 | Contradictions, Complications, and Communities in Science Rhetorics |
| 2011 | B.36 | “Poking and Prying With a Purpose”: Questioning Our |
| 2011 | C.15 | Digital Rhetoric Research |
| 2011 | C.34 | The Citation Project: Results of a 15-College Study of Students’ Use of Sources |
| 2011 | D.18 | Negotiating Difference in the Classroom: Three Studies on Perceptions of Diversity at a Large Public University |
| 2011 | D.22 | Researching Difference |
| 2011 | D.34 | Teaching for Transfer: Strengthening the Relationship |
| 2011 | E.22 | Memory, Cognition, and Psychology in Composition |
| 2011 | E.34 | Transnational Spaces: Making a “Space” for Multilingual Writing in Composition |
| 2011 | E.8 | Intertextuality, Contested Knowledge, and the Struggle for (Re-)Representation in Multimodal Contexts: Studies of Rhetoric Across Texts and Modes |
| 2011 | F.18 | Enacting the Parlor: Qualitative Investigations of Classroom Communities in Whole-Class Writing Workshops |
| 2011 | F.20 | Upholding Differences in Composition History |
| 2011 | F.34 | How It Comes Together—Or Not: Major Findings from a Four-Year Longitudinal Study of Undergraduate Writers |
| 2011 | F.37 | Using Qualitative Research to Negotiate “Our Relations” |
| 2011 | G.15 | Research on Research |
| 2011 | G.16 | Embracing the Disruptions: Approaches to Doing Queer Methodologies |
| 2011 | H.15 | Research on Student Learning |
| 2011 | I.15 | Writing Center Research |
| 2011 | I.24 | Contesting Writing Spaces at the Institutional Level: Four Schools Make Meaning with Local Data from the NSSE Consortium for the Study of Writing in College |
| 2011 | J.1 | Contested Domains, Contested Gateways: Working Within and Beyond Traditional L2 Practices |
| 2011 | J.15 | Reflections on Small Moments of Activism: Enriching Enthographic Research through a Prism of “All |
| 2011 | K.15 | Bridging the Gap: The Effectiveness of a Bridge Course between Developmental Writing and Freshman Composition |
| 2011 | L.27 | Assessing the Efficacy of a Contested Pedagogy: Writing About Writing Outcomes and Assessments |
| 2011 | M.3 | Addressing Racial Formations in Writing Classrooms, Reporting Strategies, and Faculty Workshops |
| 2011 | M.34 | Revisualizing Composition: Mapping the Writing Lives of College Students |
| 2011 | N.20 | Reconciling the Relationship between “Old” And “New” |
| 2011 | N.8 | The Literate Lives of Athletes: Marginalized Scholarly Relatives, Embodied Knowers |
| 2012 | A.35 | Opening Gateways across the Curriculum: Writing about Writing and Transfer in High School and College Courses |
| 2012 | A.7 | Transnational Writing Research: Traveling Methodologies |
| 2012 | B.3 | Revisualizing Composition One SMS at a Time: Technology, Value, and Purpose |
| 2012 | C.10 | Gateways for Methodology: Report on a Summer Seminar |
| 2012 | C.29 | Methodological Disconnects: Tensions in Teaching, Learning, and Doing Qualitative Research in Writing |
| 2012 | D.19 | Understanding Students’ Source Choices: Insights from the Citation Project and LILAC Project |
| 2012 | D.5 | Pragmatic Inquiry as a Gate(way) to Earned Insight: Investigating Goal Setting in Writing Conferences |
| 2012 | E.2 | Transfer and Transition in WAC/WID Instruction: Research from the Dartmouth Seminar |
| 2012 | E.20 | Race-ing Cs: Rhetoric while Black |
| 2012 | F.14 | Designing Dialogic Online Composition Classes: Gateways into Academic Writing |
| 2012 | F.30 | First Books and Second Books: SWR Authors Talk about Developing Book-Length Projects |
| 2012 | G.28 | Responding to Writing Across the Curriculum |
| 2012 | G.32 | The Arc of Transfer: Gateway from Novice to Expert |
| 2012 | G.8 | Argument and the Transition from High School to College: Learning from a Large-scale Analysis of Student Writing |
| 2012 | H.3 | Global Gateways for Undergraduate Researchers: Comparative Rhetoric across Cultures |
| 2012 | I.5 | Resisting, Reflecting, Re-Envisioning: Writing Research across Contexts |
| 2012 | J.19 | New Models for Writing Instruction |
| 2012 | J.33 | Rhetorics Regulating Childhood: States of Emergency |
| 2012 | J.6 | Taking a Multilingual/Translingual Approach to Teaching |
| 2012 | K.13 | Student Attitude and Prior Knowledge in Undergraduate |
| 2012 | L.30 | Exploring Community Standards in Science Learning |
| 2012 | L.33 | Interrogating the Writing Center Tutorial |
| 2012 | L.6 | Writing Instruction at 101 4-Year Colleges and Universities: A View of the Field |
| 2012 | M.1 | The Things They Carry: Examining the Transfer of Citation |
| 2012 | M.12 | Teaching in Transitions with L2 and Basic Writers |
| 2012 | N.25 | Ethics and Assessment in New Media Work |
| 2012 | N.3 | Analyzing Students’ Experiences with Writing |
| 2012 | N.32 | New Inquiries into Writing Research Traditions |
| 2013 | A.8 | Navigating the Landscapes: Transfer and Threshold |
| 2013 | B.20 | Rhetorical Strategy and Discourse Analysis |
| 2013 | B.21 | What Coding Means and Why We Should Do It |
| 2013 | B.23 | Next Steps?: Responses to Royster’s and Kirsch’s |
| 2013 | C.14 | Responding to the Public Crisis in Student Writing: Results from the Study of Seniors’ Meaningful Writing |
| 2013 | C.18 | Peer Review and Conferences as Teaching Strategies |
| 2013 | C.20 | State and National Influence on Local Assessment |
| 2013 | D.18 | Re-reading Christensen and Appalachian Textbooks: Coding Risk in Basic Writing Progress |
| 2013 | D.21 | Race and Writing Assessment: Cross-Disciplinary |
| 2013 | D.22 | Research on Reflection and Composing in Teacher |
| 2013 | E.21 | Video Methodologies: Researching on the Tube |
| 2013 | E.5 | Research on Less Prepared or Less Successful Writers |
| 2013 | F.16 | Developing Methods for Self-Sponsored Writing |
| 2013 | F.9 | From the Public Sphere to the Global Sphere: Extend-ing Composition Across Local and Global Contexts |
| 2013 | G.29 | Public Health Claims, Writing in Entomology, and The Legacy of The First Public Normal School |
| 2013 | G.3 | Disciplinary Data on Display: Visualizing Keywords in CompPile, Dissertations, and the Writing Studies Tree |
| 2013 | G.7 | The Invisible Made Visible: Web 2.0 and Peer-Conferencing in Writing Courses |
| 2013 | H.27 | Genre and Public Sites |
| 2013 | H.29 | Composition and Its Publics: Three Moments of Reckoning from 1954–2012 |
| 2013 | H.34 | Writing about Writing, Thinking about Thinking: Promoting Transfer Within and Beyond First-Year |
| 2013 | H.37 | Here Comes the Neighborhood: Re-Inventing the University through Students’ Stories |
| 2013 | I.17 | Research about First-Year and Multilingual Students |
| 2013 | I.30 | The Power of Talk: Using Interviews and Discourse Analysis to Uncover Ideologies about Race, Violence, and Identity in Composition Scholarship and Practice |
| 2013 | J.33 | Research on Writing Courses and Novice Writing |
| 2013 | J.35 | Necessary Failures: New Contexts |
| 2013 | K.3 | The Triforce of Wisdom: Student Engagement, Gaming |
| 2013 | K.34 | Designing a Multi-Institutional Cross-Disciplinary |
| 2013 | L.10 | Too Legit to Quit: Refiguring “Writing Transitions” on a Spectrum of Public Engagement |
| 2013 | L.3 | The Public (Face) Work of Administration: A Case |
| 2013 | L.8 | Numbers Talk: Using Corpus Data to Guide Ethnographic |
| 2013 | M.25 | Promoting Transfer through Reflection: A Cross-Institutional Study of Metacognition, Identity, and Rhetoric |
| 2013 | M.27 | Mapping Transfer Research and Its Potential Impact on Public Life |
| 2014 | A.27 | Enabling Discourses: Activity Theory and Genre Transfer |
| 2014 | A.28 | First-Year Composition in the 21st Century: Is There Evidence of a Shift to Orality? |
| 2014 | A.29 | Shifting the Conversation: Algorithms, Media Multitasking, and Student Engagement |
| 2014 | AW.7 | Open for Research: A Demonstration of Text Analysis |
| 2014 | B.26 | Queering the Gendered and Marginal Discourses of Composition Studies: Perspectives on Vulnerability, Craft, and “Habits of Mind” |
| 2014 | C.19 | Reframing Open Access as a Ground for Embedded Information Literacy Instruction |
| 2014 | C.20 | Writing Ideologies and New Media: Writing Relationships in Fantasy Sports Leagues, NaNoWriMo, I F*cking LOVE |
| 2014 | C.23 | The Ties That Bind: Embroidered Protest, Substance Abuse, and Unending Burkean Conversations about Alcohol |
| 2014 | C.39 | Change!: Increasing the Popularity of Writing Programs |
| 2014 | D.20 | Opening Borders: Tracing Multilingual and Multimodal Literacy Practices across Local and Global Contexts |
| 2014 | E.24 | Open(ing) Sources, Access, and the Future in Data-Driven Research: Three Problems for the Field |
| 2014 | E.25 | Shaming, Blaming, and Gaming: Rhetoric and Violence in Contemporary American Culture |
| 2014 | F.18 | Access and the Digital Exhibit: Revelations, Alterations, Surprises, and Critiques |
| 2014 | F.19 | Global Healthscapes: Beyond Articulated Identity Action Research |
| 2014 | F.20 | Teaching for Transfer: Opening Opportunities for Student Success in Writing across Contexts |
| 2014 | F.5 | Multilingual Realities: Citizenship, Literacy, and Intercultural Writing Class |
| 2014 | G.18 | Broadening Access: Reviewer Response, Gender |
| 2014 | G.19 | How Do Dual Credit Students Do on College Writing Tasks after They Matriculate at a University? Empirical |
| 2014 | G.20 | Technofeminist Writing Research: Online Feminist Community-Building Design, Feminist Grounded Theory, and a Critical Examination of Hegemonic Film Discourse |
| 2014 | G.37 | Opening the Nature of Research: Reordering and Reimagining Access in Archival Research |
| 2014 | H.19 | Collecting, Analyzing, and Talking about Data |
| 2014 | H.20 | On Methodological Discovery: Opening Research Design to the Instability of Research Sites |
| 2014 | H.21 | The Writing Transfer Project: A Cross-Institutional RAD Study of Transfer from General Education Writing to Disciplinary Writing |
| 2014 | I.19 | Collective Assessment: Writing Assessment, Rhetorical Practice, and Reader Placement Analysis |
| 2014 | I.20 | “Opening” Conversations: Culture(s) of Assessment, and Assessments of Culture |
| 2014 | I.21 | Tools Matter: Alternative Writing Environments, Visual Literacy, and Rhetorical Listening |
| 2014 | I.37 | Mirrors and Windows: Examining How Open Access Policies and Archival Materials Impact African Americans |
| 2014 | J.17 | Conversations on Composition Studies, CCCC, and the Research Network Forum on Composition/Rhetoric: Interrogating the Discipline |
| 2014 | J.18 | Opening Up the Small Academic Journal: Questions of Sources, Access, and the Future of Scholarship |
| 2014 | J.19 | What about Bob (Connors)? Opening Up Archival Research through Digital Media |
| 2014 | K.18 | From Pain to Possibilities: Effective and Efficient Student Feedback in First-Year Composition |
| 2014 | K.19 | Roads Less Traveled: Opening New Pathways for Archival Research Methods |
| 2014 | L.25 | Are Writers Whistling Vivaldi? Empirical Research on the Role of Stereotype Threat in First-Year Composition |
| 2014 | L.26 | Negotiating Qualitative Research: Confessions, Anxieties, and Strategies from the Field |
| 2014 | L.27 | Teacher-Centered, Context-Dependent: (Re)Opening FYW Instructor Conversations on Research Prompts |
| 2014 | M.25 | Leslie Akst, It’s Not a Writing Class until Somebody Cries—The Emotional Implications of Critical Pedagogy in the Composition Classroom |
| 2014 | M.26 | Open to Debate: Readiness Theories and Student |
| 2014 | MW.8 | Coding for Data Analysis |
| 2014 | N.27 | Cultural Expectations, the Institution, and Motherhood Rhetorics: Examining Links between Professional and Maternal Identity Construction |
| 2014 | N.28 | Researching Genre across Contexts: Implications for Crucial Transitions |
| 2015 | A.20 | Writing Assessment and Research Methodologies |
| 2015 | A.21 | Literacy in Motion: Researching and Teaching |
| 2015 | A.22 | Responding to Student Writers: Productively Situating Responses to Students and Their Writing |
| 2015 | A.23 | Inventing the Field: Researcher Identity, Dissertations, and Metaphors for Invention |
| 2015 | B.28 | Research on Responding and Document Assessment |
| 2015 | B.29 | The Genre Project: An Interim Research Report on Genres in FYC and the Potential for Transfer |
| 2015 | B.30 | Risks and Rewards of Teaching Information Literacy: Suggestions from the LILAC Project |
| 2015 | B.31 | Big Data and FYC: Assessing Student Motivation, Composing Styles, and Peer Review |
| 2015 | B.32 | Reflecting on Representation, Positionality, and Identity in Research |
| 2015 | C.29 | Memory, Materiality, Media: Re-Composing Unknowable Pasts |
| 2015 | C.30 | No Answers Barred: A (F)risky Roundtable on Teacher/ Administrator Status and Student Learning |
| 2015 | C.31 | Risks and Rewards of Participant Engagement in Health Communication Research Design |
| 2015 | D.28 | When We Shoot a Story, We Inhabit It (An Argument for Composition-By-Film) |
| 2015 | D.29 | Complicating Transfer |
| 2015 | D.30 | A Look Inside: A Three-Pronged Research Approach to First-Year College Writing |
| 2015 | E.25 | Transparency in Research: Messiness, Rigor, and Ethics in the Conduct of Writing Research |
| 2015 | E.26 | New Directions for Disability-Studies Research: Using Mixed Methods to Appeal to Wider Audiences in Higher |
| 2015 | E.27 | The Risks and Rewards of a Large-Scale Data Project: Results from the WPA Census |
| 2015 | E.28 | Researching Genre Change: Methods and Their |
| 2015 | E.29 | Research/Approaches |
| 2015 | F.26 | The Risks and Returns of “Quick and Responsive” Research in Literacy Studies |
| 2015 | F.27 | From Peer Tutor to Peer Tutor-Researcher: Placing Tutor Research at the Center |
| 2015 | F.28 | Promoting Rhetorical Knowledge in Writing Instruction: Empirical Studies and Suggestions |
| 2015 | F.29 | Describing Our Research and Imagining Collaborative, Distributive Scholarship: Preservation or Disintegration? |
| 2015 | F.30 | Theory and Practice of Archival Research |
| 2015 | F.31 | Revealing the Thinking and Composing Processes of Writers |
| 2015 | F.32 | Marginalized Identity, Civic Activity, and Data-Based Understanding |
| 2015 | FSIG.7 | Adult Writers in Diverse Contexts |
| 2015 | G.26 | Embracing the Anxiety of Influence in Writing Studies Research |
| 2015 | G.27 | Current Trends in Latin American Writing Studies: Challenges and Opportunities |
| 2015 | G.28 | How We Do It: Demystifying Research Methods in Writing Studies |
| 2015 | G.29 | Student Writing across Campus |
| 2015 | H.25 | Always Bet on Black: The Rewards of Including HBCUs in Conversations about Race and Writing |
| 2015 | H.26 | Risks and Rewards of Circulation Studies |
| 2015 | H.27 | Transfer of Learning and Constructive Metacognition: A Taxonomy of Metacognition for Writing Studies |
| 2015 | H.28 | At Any Cost: The Rhetoric of Educational Access, Student Poverty, and First-Year Writing |
| 2015 | H.29 | Creating Self-Sufficient Writers through Peer Response and Writing Consultation |
| 2015 | I.28 | Recursive Online Spaces |
| 2015 | I.29 | Networks for Research: Building Infrastructures to Support Empirical Research at #4C15 and Beyond |
| 2015 | I.30 | Writing in Our Discipline: The Composing Process of Faculty Writers |
| 2015 | I.31 | Social Constructions and (Mis)Representations: Women in the Media |
| 2015 | J.29 | Innovative Methodologies for Unusual Archival Projects |
| 2015 | J.30 | Big Data and Deep Data: Disrupting Educational Grand Narratives of Student Writing Development and Success |
| 2015 | J.31 | Non-Human Actors, Human Authors, and Transfer: ANT for Understanding Literate Practice |
| 2015 | J.32 | Taking Risks in Feminist Methods and Methodologies: A Roundtable Discussion |
| 2015 | K.25 | Mapping Trajectories of Persons and Practices: A CHAT Approach to Researching Disciplinary and Professional |
| 2015 | K.26 | A Theory of Ethics for Writing Assessment: Risk and Reward for Civil Rights, Program Assessment, and Large-Scale Testing |
| 2015 | K.27 | Minding the Screen: Innovations and Limitations of Neuropsychology in the Composition Classroom |
| 2015 | K.28 | Think-Tank for Newcomers—Developing Papers and Sessions for CCCC 2016 |
| 2015 | L.18 | Transfer and Student Agency: The Risk and Rewards of Negotiation |
| 2015 | L.19 | Medical Imaging and Images: The Visual Culture of Healthcare |
| 2015 | L.20 | Acquiring a Scholar’s Voice: Findings from Two Student Corpora |
| 2015 | M.21 | The Risks and Rewards of Transnational Digital |
| 2015 | M.22 | Writing on the Same Page: Exploring Digital Collaboration |
| 2015 | M.23 | Minor, Middle, Major: Zooming In and Out on Writing |
| 2016 | A.11 | Approaching FYC from a Research Perspective: Using |
| 2016 | A.22 | The Transfer of Transfer Project: Researching the Efficacy of Teaching for Transfer (TFT) in Four Courses |
| 2016 | A.26 | Taking Action on Intellectual Property with Open |
| 2016 | A.5 | Studying Action in Medicine through Surrogates, Simulations, and Other Shadow Work |
| 2016 | A.8 | How to Hold a Slippery Fish: Methodological Challenges |
| 2016 | AW.3 | Undergraduate Students as Researchers: Maximizing the Mutual Benefits |
| 2016 | B.1 | The National Census of Writing Database and Diversity in Writing Programs (CWPA-Sponsored Session) |
| 2016 | B.11 | Time to Take Stock: What We Can (and Can’t) Learn from Current CHAT Methodology in Writing Studies Research |
| 2016 | B.12 | Citation Practice, Documentation Style, and Scholarly |
| 2016 | B.25 | Research as Social Action: Situating Critical Discourse |
| 2016 | C.14 | Representing Authorship: Plagiarism, Inclusion, and (Academic) Citizenship |
| 2016 | C.24 | Negotiating Disability Disclosures in Qualitative Writing |
| 2016 | C.35 | Research Writing Studies: Issues of Subjectivity, Neurology, Intellectual Property, and Disciplinarity |
| 2016 | D.24 | Researching Threshold Concepts and Transfer |
| 2016 | D.26 | Acting Strategically with Multilingual Writers: Results |
| 2016 | D.36 | Tagging Texts, Archives, and Walls: Innovation and Invention in Research Method Design |
| 2016 | E.13 | Researching Trans- and Multi-Lingual Landscapes |
| 2016 | E.19 | Curating Transdisciplinary Research on Place-Based |
| 2016 | F.29 | Research in Multimodal Composition, Literacies, and Assessment |
| 2016 | F.3 | Beyond Fundamentalism: Pedagogical Implications from Three Empirical Studies of Overlooked Christian |
| 2016 | F.5 | Race and Writing Methods: Investigating Racism through Autoethnography, History, and Technology |
| 2016 | FSIG.12 | Special Interest Group on Undergraduate Research |
| 2016 | G.15 | Using Research as a Writing Strategy to Promote Literacy |
| 2016 | G.17 | The Archival Turn in Rhetoric and Composition: Avenues |
| 2016 | G.22 | Build-Up, Movement, and Surprise in Cross-Border |
| 2016 | G.29 | Uncovering Students’ Dispositions toward Writing: Taking |
| 2016 | G.6 | Long-Term Research Collaborations: Strategy, Identity, Failure, and Moves toward Future Action |
| 2016 | H.16 | Digital Research |
| 2016 | H.19 | The Genre Project: An Interim Report on Collaborations |
| 2016 | H.28 | Transnational Ethnography in Action: An Updated |
| 2016 | H.33 | Conundra of Tracing Learning Transfer: Methodological |
| 2016 | I.29 | Research with/from/about Underrepresented |
| 2016 | I.3 | By the Tutors, For the Tutors: Undergraduate Research in the Writing Center |
| 2016 | I.35 | Applying for a CCCC Research Grant: A Mentoring Session |
| 2016 | J.1 | Methods, Models, and Means of Undergraduate |
| 2016 | J.15 | Translating Data into Action: Coordinating University and Program-Specific Writing Assessment |
| 2016 | J.34 | Acting on Data: Corpus-Based, Computer-Aided Analysis |
| 2016 | K.18 | Research on Materiality and Embodiment |
| 2016 | K.25 | Innovations in Big Data Research |
| 2016 | L.26 | Researching with and through the Personal |
| 2016 | M.14 | Think-Tank for Newcomers: Developing Papers and Sessions for CCCC 2017 |
| 2016 | M.20 | Local/Regional Practices: Recovering, Translating, and Strategic Practices from Spaces and Contexts |
| 2016 | MW.10 | Basics of Coding: Analyzing Data and Reporting Findings |
| 2016 | MW.2 | Voices of Undergraduate Research: Frameworks for Learning through Action |
| 2016 | TSIG.15 | The Role of Reading in Composition Studies |
| 2016 | TSIG.20 | Publishing Contemporary Perspectives on Cognition |
| 2016 | TSIG.24 | Disability Studies Standing Group |
| 2016 | W.3 | Responsible Action: International Higher Education |
| 2017 | A.33 | Cultivating Capacity for Collaborative Research, Understanding Change: Preliminary Findings from Longitudinal Case Studies of Undergraduates as Writer-Researchers |
| 2017 | A.38 | Women’s Ways of Making Histories: Complicating Feminist Rhetorical Historiography |
| 2017 | A.44 | Improving the Experience and Efficacy of Testing for Placement |
| 2017 | A.5 | Precarious Positions: Research Praxis and Knowledge Making across Contexts |
| 2017 | A.6 | New Spaces in Latinx Compositions and Rhetorics |
| 2017 | AW.10 | Making [Institutional] Ethnography Our Own: Uncovering |
| 2017 | B.11 | Cultivating Compositional Rhythms, Intensities, Movements |
| 2017 | B.14 | Revealing the Educational Experiences and Needs of Los Otros DREAMers |
| 2017 | B.49 | Assessment from Varied Institutional Perspectives |
| 2017 | C.14 | Gifts, Heritage, Habit: How Literacies Move among Writers |
| 2017 | C.16 | Learning from Our Elders: Qualitative Studies of Literacy in Later Life |
| 2017 | C.18 | Mapping Transnational Literacies: Cultivating Translingual Perspectives of Textual Practice in Our |
| 2017 | C.9 | Research on Alternative Genres and Methods in the Writing Classroom |
| 2017 | D.16 | Tracing the Impact of Undergraduate Research in Writing Studies |
| 2017 | D.49 | Innovation, Adaptation, Transparency: Creating Change in Writing Research Methodologies |
| 2017 | D.51 | Cultivating Writing Students’ States of Mind |
| 2017 | D.6 | Retention, Persistence, and Writing Programs |
| 2017 | E.21 | Researching Multimodal Writing Assignments |
| 2017 | E.23 | Cultivating Big Data Collaborations: Pedagogy, Design, Research |
| 2017 | E.34 | Cultivating Change in Writing Assessment for Large-Scale and Classroom-Based Practices |
| 2017 | E.46 | Deepening Our Disciplinary Understanding: The Writing Studies Tree as “Purposeful Cultivation” |
| 2017 | F.13 | A Transition Point: Developing Writing Capacity for First-Generation College Students |
| 2017 | F.18 | Investigating Cognition in Writing Development: Habits of Mind, Deliberate Practice, and the Potential of Big Data |
| 2017 | F.29 | Data Studies and Rhetoric and Composition: Pedagogical, Disciplinary, and Methodological |
| 2017 | F.48 | Understanding Writing Students’ Perspectives on Instructor Feedback |
| 2017 | G.23 | Writing Our Worlds “For Another First Time”: Ethnomethodological Approaches to Studying Literate |
| 2017 | G.35 | Engaging Pedagogies |
| 2017 | G.36 | Exploring the Archival Depths: Using Primary Sources from Special Collections in First-Year Composition |
| 2017 | H.21 | The Discourse of Self-Commentary: What We Learn When Students Talk about Their Own Writing |
| 2017 | H.26 | Beyond Representation: Cultivating Student Capacities for Research, Reflection, and Self-Presentation |
| 2017 | H.47 | Cultivating Writing Research via Corpus and Computational Collaboration |
| 2017 | H.49 | Seeing Things: Interrogating the Visual |
| 2017 | I.10 | Slouching toward Sustainability: Mixed-Methods Approaches to Sustainable and Valid Writing Program |
| 2017 | I.21 | Reframing Writing Assessment |
| 2017 | I.49 | Creating a Transferable Sense of a Writing Self: Findings from a Longitudinal Study of WAW |
| 2017 | I.50 | Getting Our Hands Dirty: The Case for Conducting Collaborative Archival Research with Undergraduates |
| 2017 | J.12 | Transfer, Habits of Mind, and Threshold Concepts: Trends Redefining the Fields |
| 2017 | J.21 | Connecting, Cultivating, Creating: Research on the Meandering Paths of Nontraditional Academic Women |
| 2017 | J.4 | Qualitative Studies of Writing about Writing: Classrooms, Programs, and Trends |
| 2017 | J.53 | Nourishing the Self, Cultivating the Archives, Enriching the Public: Sustaining the Work of Royster, Rohan, and Kirsch |
| 2017 | J.8 | Assessing the Assessment Process: Meta-Cultivation through a Portfolio Outcomes Project |
| 2017 | K.35 | Composting Stories to Cultivate Learning: Lessons from Long-Term Qualitative Research |
| 2017 | K.36 | Contexts and Conditions for Student Success |
| 2017 | K.4 | Centering Transnational Work: A Study of Writing Practices in Tertiary Education in Romania, Nepal, India, and Colombia |
| 2017 | K.42 | Learning Information Literacy Across the Curriculum (LILAC): Discussing Results from a CCCC Research |
| 2017 | K.8 | Peer Review Research, Latent Semantic Methods, and Writing Analytics |
| 2017 | L.14 | Disciplinary Self-Examination |
| 2017 | M.14 | Researching Meaningful Feedback in Assessment |
| 2017 | M.22 | Multidimensional Faculty Development |
| 2017 | M.35 | Scholarly and Practical Orientations in Education |
| 2017 | W.2 | Cultivating Research Capacity through International |
| 2017 | W.9 | Cultivating Sustainable Writing Assessments |
| 2019 | A.20 | “Scar Tissue”: Performance-Composition and Multimodal Writing as Holistic Healing |
| 2019 | A.21 | Performing Uncertainty in Writing Center Consultations |
| 2019 | A.40 | What Moves, What Stirs: Choreographies of Song, Dance and Affect |
| 2019 | AW.11 | Qualitative Research Network |
| 2019 | AW.7 | The Choreography of Collaborative Coding |
| 2019 | B.20 | Performing Genre and Embodied Cognition: The Phenomenology of Writing Performance Anxiety |
| 2019 | C.21 | Personal Distance and Consent: Performing the Ethical Researcher in a Dynamic Research Process |
| 2019 | C.42 | Performance in Place: Research on Rurality, Remoteness, and Identity Complexity |
| 2019 | D.19 | Performing Research Roles: Inviting Messiness into a Graduate Research Design Course |
| 2019 | E.18 | Advantages of Implementing an Embedded Mentorship Program in First-Year Composition |
| 2019 | E.19 | Reconsidering Writing Development: A Longitudinal Exploration of Students’ Conceptions and Performances |
| 2019 | E.36 | Spotlight Session: Non-Native English-Speaking Writing Instructors’ (NNESWIs) Teaching Performance in the Limelight: Perspectives, Perceptions, and Pedagogical |
| 2019 | E.38 | Beyond Classrooms, Across Disciplines: Where Ethics Perform |
| 2019 | F.19 | Religious Literacies and (Re)Formation of the Self |
| 2019 | F.36 | Genre Breakstep: Pausing on Audience and Form |
| 2019 | F.38 | Spotlight Session: Where’s the Love? The Exclusionary Performance of Citation Practices |
| 2019 | FSIG.10 | Special Interest Group for Undergraduate Research in Writing Studies |
| 2019 | G.14 | Counter-Performances in the Archives |
| 2019 | G.16 | Spotlight Session: Methods for Emerging Researchers in Rhetoric and Composition |
| 2019 | G.19 | South and Southeast Asian Resistance Rhetorics |
| 2019 | G.45 | A Dialogue on Mentorship and Methodology |
| 2019 | H.13 | Creating Inclusive Composition Practices: Researching the International Student Experience |
| 2019 | H.18 | The Come Up: Adapting Narrative Analysis to Explore and Teach Issues of Racism through Digital Media |
| 2019 | H.25 | Participating in Academic Literate Worlds: Conceptions, Experiences, and Tensions of Writing in Chilean Higher |
| 2019 | H.35 | How a Discipline Performs: Studies in Dissertations, Mentoring, and Teacher Identity |
| 2019 | I.13 | Digital Bodies, Digital Disability: Performing Health Online |
| 2019 | I.18 | The Data of Performance: Using the National Census of Writing to Explore the Lore of Labor |
| 2019 | J.13 | Exploring Lifespan Writing Research Methods: Integrating Our Performed Epistemologies |
| 2019 | J.18 | Tracing Embodied Trajectories of Semiotic Performance in the World: Four Case Studies of Literate Being and Becoming |
| 2019 | J.35 | Performing in the Open: Open Access and Visibility in Social Media Research |
| 2019 | K.18 | Using Corpus Analysis to Sharpen Awareness of Writing Expectations |
| 2019 | K.7 | Negotiating Transitions, Performing College: Four Studies of the High School to College Writing Transition |
| 2019 | L.32 | Mapping Accessibility from Genre Ecologies to Archives |
| 2019 | L.37 | Not “As Seen on TV”: Sites of Writing and Performing Veteran Identity |
| 2019 | M.1 | Performing as Military: How Military Identity Gets Taken |
| 2019 | M.15 | Ancient and Contemporary Embodied Rhetorical |
| 2019 | M.31 | Slicing and Dicing through Research Contexts |
| 2019 | N.1 | Performing Everyday Writing Research: Methods and Methodologies |
| 2019 | N.15 | Writing Analytics and the Writing Performance of Diverse Students: Is Opportunity Possible? |
| 2019 | N.18 | Performative Research Methods and Performative Genres: Making Public Stories of Self and Others |
| 2019 | TSIG.34 | Medical Rhetoric Standing Group Business Meeting |
| 2019 | TSIG.9 | The Future of Cognition and Writing Research |
| 2019 | W.7 | Co-Exploring International Writing Research and Rehearsing Scholarly Performances |
| 2019 | W.8 | Developing an Indigenous Scholarly Practice: An Indigenous Rhetorics Research and Writing Retreat |
| 2020 | A.34 | Disrupting Publishing Commonplaces: Creating the Next |
| 2020 | A.42 | National Writing Study: What Do Undergraduate and Graduate Students, Alumni, and Instructors Think about the Role of Writing on Campus and in Their Profession? |
| 2020 | A.43 | Data, Dissertations, and Disciplinary Commonplaces in Quantitative Research |
| 2020 | B.10 | Fieldwork Commonplaces: Embodied and Affective |
| 2020 | B.43 | Tracing Transfer: Reports of Transfer in Multimodal, Multilingual, and Writing Center Contexts |
| 2020 | B.44 | Challenging Linguistic Imperialism in Justice-Oriented |
| 2020 | B.45 | Research in Common (Space): Conversations with Teachers Teaching Research |
| 2020 | C.31 | Exploring Eco-Cognitive Approaches to Digital |
| 2020 | C.43 | Archival Commonplaces and Student Writers: The Student as Researcher and as Historical Subject |
| 2020 | C.44 | Researching Rhetorical Commonplaces in Health |
| 2020 | C.45 | Challenging Process: New Directions for Composing |
| 2020 | D.2 | Coding as Common Ground: Making Adaptive Transfer |
| 2020 | D.42 | Spotlight Session: Reflective Writing and Programmatic |
| 2020 | D.43 | Research Methods as Contradictory Commonplaces |
| 2020 | D.44 | Supporting Faculty as Writers and Teachers: Why Not Both? |
| 2020 | E.2 | Data: Sharing and Analyzing Longitudinal Datasets about Student Writing Development |
| 2020 | E.29 | Think-Tank for Newcomers—Developing Papers and Sessions for CCCC 2021 |
| 2020 | E.41 | Reexamining Data Commonplaces in Writing Research: What Are We Doing in a World of Data Scraping, Demographic Change, and Discordant Methodologies? |
| 2020 | E.42 | Theorizing Race, Oppression, and Inclusion in Institutions |
| 2020 | E.43 | Imitation, Cognition, and Writing: Insights from Research |
| 2020 | F.36 | The Commonplace as Civic Duty: The Implication and Impact of Military Service on Compositional Practices |
| 2020 | F.50 | Modeling Inclusivity in Archival Research and Pedagogy Regency Ballroom D (Hyatt) |
| 2020 | FSIG.3 | Special Interest Group for Undergraduate Research in Writing Studies |
| 2020 | FSIG.37 | Non-Western/Global Rhetorics SIG |
| 2020 | FSIG.4 | Rhetoric and Religious Traditions Standing Group |
| 2020 | FSIG.6 | International Researchers Consortium Business |
| 2020 | G.35 | Developing Genre Knowledge: Adaptable, Evidence-Based “Small Practices” for FYW Courses |
| 2020 | G.36 | Using Research to Understand Students’ Composing |
| 2020 | H.35 | Common Ground for Writing Studies through Validity |
| 2020 | H.36 | Giving Feedback and Teaching about Audience: Research |
| 2020 | I.37 | Disseminating Writing: Open-Access Bibliographies, Book Series, and Everyday Print Documents |
| 2020 | J.36 | Writing in the Commonplace Panopticons of Education: Students Finding the Felt Sense of Composing with Unfamiliar Tools under the Gaze of Others |
| 2020 | J.37 | Examining Terror and Trauma in Rhetorical Space(s) |
| 2020 | K.34 | Challenging Commonplace Assumptions in Writing |
| 2020 | L.19 | Considering Positionality as a Commonplace in Personal, Academic, Transnational, and Community Research |
| 2020 | L.33 | Intersecting the Commonplaces of Writing across |
| 2020 | L.34 | Identity Commonplaces among Institutions, Teachers, and Learners |