| 2011 | A.11 | Rooms, Publics, Centers, Margins: The Pedagogical Locations of Thirdspace |
| 2011 | A.25 | Defining and Addressing Expectations for L2 Writers |
| 2011 | A.26 | What’s the Question?—Theorizing the Question in Writing |
| 2011 | A.29 | Plagiarism and Ethics: Working within the (Murky) Space |
| 2011 | A.31 | Rubrics, Peer Response, and Student Self-Assessment |
| 2011 | B.25 | Writing about Nature, Learning From Silence, Borrowing |
| 2011 | B.26 | Contesting Views of Expertise in Peer Review |
| 2011 | B.30 | Investigating Genre Awareness in Literature, Science, and Composition: Crossing Boundaries to Create a Writing |
| 2011 | B.31 | Workload, Portfolios, and Student Learning |
| 2011 | B.35 | Cross-Cultural Collisions in Composition |
| 2011 | C.1 | Ecocomposition and Sustainability |
| 2011 | C.11 | Teaching the College Application Essay in Qatar: Mitigating Cross-cultural Assumptions through Rhetorical |
| 2011 | C.25 | Rethinking Composition: The Power of Teaching Students |
| 2011 | C.26 | Digital Hemlock: Undermining the Myth of the Socratic |
| 2011 | C.30 | Whole-Class Peer Workshops: Reconceptualizing Relations in the Composition Classroom |
| 2011 | C.31 | The Rhetoric of Course Design |
| 2011 | C.35 | Mediating Rhetorics of Home and School: Writing Cultural Memory into Genre |
| 2011 | D.1 | Going Public with Student Writing |
| 2011 | D.10 | Style, Error, and Student Perception |
| 2011 | D.11 | Post-Pedagogy and Contesting Meaning in Multimodal |
| 2011 | D.2 | Kin through Class in the Writing Classroom: Passion and Radical Reflexivity in the Postcritical Case Study |
| 2011 | D.25 | The Open Hand: New Approaches to Teaching Rhetoric in the Classroom |
| 2011 | D.26 | Creative Community: Rhetoric and Writing at the Art and Design University |
| 2011 | D.3 | Virtually Queer: The Web-Side Manners of CCCC |
| 2011 | D.30 | Kaona to Mana: Rhetoric, Aesthetics, and Power in Hawaiian Literature and Song |
| 2011 | D.31 | Blurring the Lines: Sharing Pedagogy Across/in Writing |
| 2011 | D.35 | Becoming Digital Ancestors: Capturing Self and Family with Digital Media |
| 2011 | E.11 | Constructions of Disability in the Composition Classroom |
| 2011 | E.2 | Queer Theory in the Writing Classroom |
| 2011 | E.25 | Gaming the Academy |
| 2011 | E.26 | How Small Teacher Communities Foster Effective Teaching |
| 2011 | E.30 | Challenging Monolingual Practices to Foster Multilingual |
| 2011 | E.31 | Sex, Lies, and Student Video Projects: Shifting Relations in Digital Literacy and Composition |
| 2011 | E.35 | Inviting “All Our Relations”: Code Meshing in First-Year Writing |
| 2011 | E.9 | Helping a NOOB PWN the Griefers: Translating First-Year |
| 2011 | F.1 | Defining/Rewriting Contested Spaces |
| 2011 | F.11 | Writing as Contesting Space, Knowledge, and Identity: Co-constructing what it means to be a Writer within an Undergraduate Writing Major |
| 2011 | F.16 | Contesting the Blogosphere in a First-Year Writing |
| 2011 | F.19 | I’m Not A Racist But My Comments Are: Two Studies of Race in Teacher Commenting Practices |
| 2011 | F.2 | Embodiment and Composition |
| 2011 | F.25 | Moments in Action: Establishing Classroom Relationships |
| 2011 | F.29 | Rhetoric and the Writing Classroom |
| 2011 | F.36 | Looking the Wrong Way: Tales of Misdirection and a Call for Radical Revision in the Teaching of Citation (#burnthemanual) |
| 2011 | F.39 | Contested Space: The First-Year Writing Classroom |
| 2011 | G.11 | Definitely NOT What I Did Last Summer: Recreating the Personal Narrative |
| 2011 | G.19 | Making Metaphor, Discovering Relations |
| 2011 | G.26 | Toward Sustained Communities: Affective Investments |
| 2011 | G.29 | Contesting Plagiarism |
| 2011 | G.3 | Working with Graduates and Writing Fellows |
| 2011 | G.36 | Punishing Writing/Writing as Punishment |
| 2011 | G.39 | Using Audio Response Methods to Enhance the “Human |
| 2011 | G.9 | A Different Kind of Space: How Writing Constructs and is |
| 2011 | H.1 | Sisters, Feminists, and the Third Space |
| 2011 | H.11 | Zombies, Vampires, and (The) Stuff: Re-Configuring Contested Spaces via Horror Texts |
| 2011 | H.19 | Critical Place-Based Curricula in Multimodal First-Year |
| 2011 | H.26 | Grading Relations: Problematizing Current Grading Practices |
| 2011 | H.29 | Reading (with) Our Students’ Writing |
| 2011 | H.39 | All Our Relations: (Teaching) Writing in the Global Now |
| 2011 | H.9 | Come to Jesus: The Heuristics of Science and Faith in the Southern Composition Classroom |
| 2011 | I.11 | Teaching Writing at Public Comprehensive Public |
| 2011 | I.19 | The Interrelationship of Writing, Learning, and the Brain: Insights From Recent Neuroscience Research |
| 2011 | I.26 | Hot for Teacher: Towards a Workable Feminist Pedagogy |
| 2011 | I.29 | Questioning Dominant Discourses |
| 2011 | I.34 | Something Old, Something New: Ideas for Teaching in the Digital Age |
| 2011 | I.6 | The Stories We Tell: Opening the Doors of Our Classrooms |
| 2011 | I.9 | Digital Multiplicity: The Global Skills for College Completion Project to Create |
| 2011 | J.10 | Call of Nature: Counter-Culture, Taboo, and Urban Legends |
| 2011 | J.19 | Talking Shop: The Value of Archiving Local Knowledge |
| 2011 | J.26 | Mo Rhetoric: Nomos, Nommo, Zapatismo, and the Turn |
| 2011 | J.29 | Race, Place, and Self |
| 2011 | J.39 | Writing Assignments and Deep Learning: The Impact of NSSE/WPA Research on Assignment Design |
| 2011 | J.6 | Re-Working Visual Literacy through Comics: Production and Analysis in Composition |
| 2011 | J.9 | Publication Matters: Producing and Sustaining a Journal of First-Year Writing |
| 2011 | K.1 | Literacies and Identity |
| 2011 | K.11 | Contested Relations: Strategies for Overcoming Student |
| 2011 | K.19 | Intersections of Real and Virtual Spaces: Reconsidering Interaction and Architecture in the Hybrid |
| 2011 | K.2 | Everybody Eats: Connecting Students to the Discourse of Food |
| 2011 | K.26 | Written on the Boundary: Contesting the Borders of Composition and Creative Writing Pedagogies |
| 2011 | K.29 | Exploring Relationships and Connections |
| 2011 | K.39 | Contested Knowledge: Challenging Student Stereotypes |
| 2011 | K.6 | Teachers’ Comments through Students’ Eyes |
| 2011 | K.7 | Entering the Contested Space of Globalism: Transnational Approaches for Teaching International |
| 2011 | K.9 | Contested Class Work Space: Boundaries at the Corner of Creation and Voice |
| 2011 | L.11 | 4 REAL: Student Researchers Bring Rhetorical Education |
| 2011 | L.16 | Questioning in the Margins: Teacher Feedback |
| 2011 | L.17 | Teaching the Crisis |
| 2011 | L.20 | Graphic Narratives: Exploring Intertextuality and Multi Modal Writing |
| 2011 | L.22 | Exploring New Inventional Spaces for Writing Teachers |
| 2011 | L.23 | Invention, Discovery, Knowledge Production: What Are Ideas Made Of? |
| 2011 | L.28 | What a Web We Weave: TYCA Research Committee Findings Illuminate |
| 2011 | L.31 | High School to College: Student Learning, the Common Core Standards for College Readiness, and the Politics of Literacy |
| 2011 | L.6 | Instructor Feedback in ESL Writing Courses |
| 2011 | M.10 | Underdogs and Underprepareds: Issues in Teaching Basic Writing |
| 2011 | M.11 | Reclaiming Organic and Social Relationality in the Classical Rhetorical Tradition |
| 2011 | M.16 | The Persistence of Interest in Emotion in Our Field |
| 2011 | M.18 | Something Old, Something New: History and Repurposing |
| 2011 | M.25 | Investigating Collaboration as a Pedagogical Tool: A Tale of Three Empirical Studies |
| 2011 | M.26 | Reconciling Perceived Opposites: Religion and Academic Writing |
| 2011 | M.28 | Reactions—Responses—Beliefs |
| 2011 | M.29 | The Stories We Tell—The Performances We Give |
| 2011 | M.6 | Fresh Perspectives on Plagiarism and Responsibility |
| 2011 | N.10 | The Language Of Relations; The Language Of Contested |
| 2011 | N.21 | Transfers and Transformations |
| 2011 | N.22 | Multitasking and Multimodality |
| 2011 | N.6 | Big Class, Small Communities: Affordances and Constraints in a “Jumbo” First-Year Writing Course |
| 2011 | N.9 | “Using the Stases as Heuristic Tools for Effective |
| 2013 | A.10 | Listening as Writing Pedagogy |
| 2013 | A.11 | Unsafe at Any Speed: When Students Research, Read, and Write with Their Foot on the Pedal |
| 2013 | A.15 | Whose Story Is It Anyway? Student Authorship and the Craft of Narrative |
| 2013 | A.18 | Beyond Bahamian Classroom Walls (and Back Again): Student Writing and Engagement in Public Spaces |
| 2013 | A.20 | Our Relationships to Stories and Lands: Indigenous |
| 2013 | A.3 | Visual Considerations for Students and Writing |
| 2013 | A.34 | Bridging the Divide between Basic Literacy and College Readiness: Using Protocol Analysis to Prepare |
| 2013 | A.9 | Writing Science and Critical Literacy |
| 2013 | B.11 | Teaching Scholarly Writing in WID Contexts |
| 2013 | B.12 | Assessment, Preparedness, and Retention Strategies |
| 2013 | B.13 | Expanding the Conversation about Faith and Composition: Multiple Perspectives on the Public |
| 2013 | B.18 | Listening for Currents in the News: Writing, Rhetoric, News Literacy, and the Public Sphere |
| 2013 | B.19 | Characterizing The Honors Research Writing Course: Student Identity, Digital Literacy, and an Interrogative |
| 2013 | B.22 | Accessing Literacy, Literacies as Access: Reimagining |
| 2013 | B.6 | How Our Students Learn: Implications for Teaching |
| 2013 | B.8 | Digital Intellectuals: Students as Public Writers in the Global Internet Age |
| 2013 | C.16 | Religion, Spirituality, and the Culture of Abundance |
| 2013 | C.17 | Diversity, Disability, and the Needs of Veterans in Our |
| 2013 | C.19 | No Longer “At Ease”: Fostering Success of Returning |
| 2013 | C.26 | Making the Personal Public: Storytelling as Academic |
| 2013 | C.27 | When Apprentice Writers Can’t Read What We Write: Rethinking WAW Courses in Light of Student |
| 2013 | C.9 | Composition in/for Virtual “Public” Spaces: Digital(ly |
| 2013 | D.15 | The Public Hopes of Composition |
| 2013 | D.16 | Taking On What We Take for Granted: Digital |
| 2013 | D.17 | Lessons Learned: Three Genres and TETYC |
| 2013 | D.2 | Negotiation, Sharing, and the Rhetoric of Correspondence |
| 2013 | D.20 | Know–Speak–Listen - See: Breaching Literacy |
| 2013 | D.3 | Embodiment, Disability, and the Idea of Normativity |
| 2013 | D.4 | Challenges for Writers from China and India |
| 2013 | D.5 | Meeting Writers Halfway: Experiences Working with the Upper-Division and Graduate Writing Student |
| 2013 | E.11 | Moving Genres: Public and Academic Writing in College Classes |
| 2013 | E.12 | The Pleasures of Teaching Composition: Reading and Responding to Student Writers |
| 2013 | E.19 | “A little less conversation and a little more action |
| 2013 | E.32 | Digital Pedagogy: Rhetorical Analysis and Assessment |
| 2013 | F.17 | Productive Tensions: Ideological Conflict and the Next |
| 2013 | F.21 | Affect and Ethics and Their Effect on Teaching Writing |
| 2013 | F.23 | Web-based Literacies |
| 2013 | F.29 | The Tyranny of Argument: Rethinking the Work of Composition |
| 2013 | F.34 | Sustainability and Composition |
| 2013 | F.6 | Only Connect: Strategies for Engaging Reluctant, Under-prepared, and Inattentive Writers |
| 2013 | G.14 | Ethos and the Public and Private Work of Teaching |
| 2013 | G.25 | When the Classroom is Flipped: New Models of Teaching Writing |
| 2013 | G.27 | Understanding Transfer in the First-Year Writing |
| 2013 | G.31 | Multi-Modal Blues |
| 2013 | G.33 | Interviewing, Free Speech, and Improvisation: Making |
| 2013 | G.34 | Toward a Sustainable Curriculum: Teaching FYC at the Community College Level with a Focus on Food Poli-tics, Consumption, and the Environment to Promote |
| 2013 | G.35 | Participating in Shaping Meaning: Student Encounters |
| 2013 | G.6 | Multimodal Pedagogies in Digital Media Environments: Websites, LMSs, and Webcasts |
| 2013 | H.24 | Intervention, Response, and the Conditions for Writing |
| 2013 | H.26 | Pedagogies for The Globalized Classroom |
| 2013 | H.28 | The Public Role of Writing and Technology for Multilingual Learners and Writing Teacher Candidates |
| 2013 | H.30 | Composing Beyond the Classroom: Situating First-Year Composition in Digital Writing Environments |
| 2013 | H.33 | Narrative Genres in an Outcomes-Based World |
| 2013 | H.36 | Reading to Lead and Writing to Win: Composing |
| 2013 | H.7 | Composer Agency and Multimodal Composition |
| 2013 | I.22 | Authorship, Writing Spaces, and Shifting Roles |
| 2013 | I.24 | Student Identity and the Practices of First-Year Writing |
| 2013 | I.27 | Minding the Publics and the Work of Composition: Disability, Dysfluency, and Neurodiversity |
| 2013 | I.29 | What Happens in the Classroom Can’t Stay in the Classroom: Helping Working-Class Writers Negotiate |
| 2013 | I.3 | The High Stakes of “Real Writing”: Digital Citizenship Meets FYC |
| 2013 | I.31 | From Private Practice to Public Work(s): Mindfully Re-visioning Classroom Contact Zones into “Affective |
| 2013 | I.33 | (Em)bracing the Urge to Read Student Work Differently: A Discussion of the Opportunities Created by Digital |
| 2013 | J.23 | Adventurous Digital Pedagogies: From Multimodality |
| 2013 | J.24 | Strategies for Public Rhetoric |
| 2013 | J.26 | Plagiarism and the Student Author: Publics, Policies, Pedagogies |
| 2013 | J.27 | Public Discourse as Rhetorical Situation in the First-Year Writing Classroom |
| 2013 | J.32 | The Working-Class Imperative in the Public Work of Composition: Creating and Critiquing Pedagogies |
| 2013 | K.17 | And So We Meet Again: A Classroom Approach to Uniting Literature and Rhetoric |
| 2013 | K.20 | Interviews, Portraiture, and Play: Exploring Students’ |
| 2013 | K.27 | Re-envisioning Reason’s Ethos in Public Works |
| 2013 | K.33 | Student Histories Matter: Archival Research in the Composition Classroom |
| 2013 | K.8 | Digital Infrastructure: Re-Wiring the First-Year |
| 2013 | L.11 | Scenario-Based Writing and the Question of Authenticity |
| 2013 | L.16 | Learning from Students’ Research Practices |
| 2013 | L.22 | Teaching Archives of Discomfort: Unsettling Cultural |
| 2013 | L.33 | Students’ Construction of Writing Selves |
| 2013 | L.34 | The Political Work of Redesigning Writing Instruction for Online Publics |
| 2013 | L.6 | New Media Instruction in the First-Year Writing Programs |
| 2013 | M.1 | (Re)-branding Town and Gown: Bridging the Gap between the Local Community and the Ivory Tower |
| 2013 | M.26 | Alternative Rhetorics, Explicit Instruction, and Student |
| 2013 | M.28 | In Their Own Voices: Self-Reflection on the Composition Process of College Students with Asperger’s or High Functioning ASD |
| 2013 | M.29 | Private Moments Made Public: Navigating the Boundary |
| 2013 | M.33 | Literacy Narratives and Student Publications |
| 2013 | M.6 | Gamification and Education 101: Play to Learn |
| 2013 | M.8 | Inside Out: Teaching Embodied Research, Writing, and Revision |
| 2013 | N.12 | “That’s So Meta”: Supporting the Development of Meta-Awareness through New Media Composition in College Writing |
| 2013 | N.5 | Cross-Cultural Communication: Pedagogical |
| 2013 | N.8 | From Cylinder to Soundcloud: Remixing Audio |
| 2014 | A.13 | Composition in/and Digital Humanities: Data, Software, Architecture |
| 2014 | A.30 | Accessing the Creative Spirit in First-Year Composition |
| 2014 | A.31 | Digitally-Mediated Peer Review in Multimodal Composi-tion Courses: Implications for Writing Pedagogies |
| 2014 | A.32 | Exploring New Applications of Arts and Media in the Composition Classroom |
| 2014 | A.33 | Fulfilling the Promise of the Writing Portfolio: Opening Writing Assessment for Student-Writers |
| 2014 | A.34 | Opening Minds in Open Access Classrooms: Alternate-Reality Gaming as Bakhtinian Pedagogy |
| 2014 | A.36 | Open Access to Multilingual Composition: Case Studies of Teachers and Students |
| 2014 | AW.8 | Opening Up the Archives: Promoting Undergraduate |
| 2014 | AW.9 | Teaching American Indian Rhetorics in all Rhetoric and Composition Classrooms |
| 2014 | B.27 | The Composition of Art, Comedy, and Dance |
| 2014 | B.28 | Affordances and Constraints of Open Access: Learning Composition in Online Environments |
| 2014 | B.29 | Counter-Standardization: Opening the English Language, Queering Writing, and New Teacher Preparation |
| 2014 | B.30 | Critical Disability Pedagogies: Hacking the Curriculum, Rewriting Spaces |
| 2014 | B.31 | From Hula to Hei: Indigenizing English Instruction at Hawai‘i Community College |
| 2014 | B.32 | Hybrid Pedagogies: HYC Formats, Asynchronous Peer Review, and Open Collaboration |
| 2014 | B.33 | “Metamorphosis Hurts”: Racial Identity Narratives, White Consumption of Hip Hop, and Agency in Student Writing |
| 2014 | B.34 | Multimodal and Multigenre Writing in Classrooms: Critical Engagements |
| 2014 | B.35 | Teaching Digital Communications in Adult-oriented College Classrooms: Digital Immigrant Students and Teachers Learning Together |
| 2014 | C.21 | Access Denied: Opening the Online Community by Rethinking and Revising Our Discussions with Students |
| 2014 | C.22 | College Readiness, Web Writing, and First-Year Composition: Opening Access in the Transition |
| 2014 | C.24 | Ain’t No Future in Frontin: Black Language, Survivance, Polyculturalism, and White Racial Narratives TODAY! |
| 2014 | C.25 | Literate Arts: Autoethnography and Composition |
| 2014 | C.27 | Open Invitations: Integrating Improvisational Action into Writing Pedagogies |
| 2014 | C.28 | Writing-about-Writing as a Pedagogy of Transparency |
| 2014 | C.29 | Opening the Social Rhetoric of Gender: Challenging Masculinized Logos, Neutralized Teaching, and Typical |
| 2014 | C.3 | Open Access Composing Processes |
| 2014 | C.31 | Opening the Writing Classroom to Intellectual Risk |
| 2014 | D.21 | (Do)n’t Go There: Conceptualizing Multimodality as an Access Point for Controversy |
| 2014 | D.22 | Ecology of Place in Globalized Space: Open Access, the Networked World, and the Future of Writing Studies |
| 2014 | D.23 | Fail Better, Teach Better: Making Use of Failure in the Composition Classroom |
| 2014 | D.24 | Gaming Composition: Comics, Fan-Fic, and Games in and beyond the Curriculum |
| 2014 | D.25 | Minding Access, Out of the Darkness, Into the Light: Exclusions, Conflicts, the Mind and the Body |
| 2014 | D.26 | (Re)Opening the Ditto Device: DIY Publishing as Crafting Agency |
| 2014 | D.27 | The Gamification of the Composition Class: Course Design, Rubric Design, Text Design |
| 2014 | D.28 | Teaching Community in the Two-Year College: Successful Group Work Online and in the Classroom |
| 2014 | D.29 | Writing the Zombie Apocalypse |
| 2014 | D.38 | Opening Disability Narratives: New Models for Self-Determination and Multimodal Practices in Classrooms |
| 2014 | E.26 | Citizenship across the Curriculum: A Cross-Disciplinary Approach to Constructing Community |
| 2014 | E.27 | Feedback and Student Writing: From FYC to Graduate Classrooms to Machine Scoring |
| 2014 | E.28 | It’s Not Our Mentors’ World: Transformations in Composition Pedagogies, 2000 to Today |
| 2014 | E.29 | Opening Access between Veterans, Civilians, Higher Education, and Communities |
| 2014 | E.31 | Resistance Is Futile? Questioning MOOCs, Cyborgs, and Composition’s Future |
| 2014 | E.32 | Three’s a Charm: Strategies for Responding to Multimodal Student Work as a Teacher, a Tutor, and a Peer |
| 2014 | F.21 | Accessing Writing: Approaches to Prompts and Free-Writing in Classrooms |
| 2014 | F.22 | Composing Collaboration: A Meta-Analysis of Collaboration in Multimodal Composition |
| 2014 | F.23 | Hacking the Hidden Curriculum for Open Source Writing: Systemic Functional Linguistics Genre Pedagogy |
| 2014 | F.24 | Mindfulness and Contemplation: Open Minds/Bodies/ Writing in Classrooms |
| 2014 | F.25 | Pedagogical Fragments, or the Things We Delete |
| 2014 | F.27 | Winning Access: Assembling Open Source Networks as Writing Games |
| 2014 | FSIG.17 | Special Interest Group on Composition and Adult |
| 2014 | FSIG.22 | Working-Class Culture and Pedagogy Special Interest |
| 2014 | FSIG.8 | Creative Nonfiction Special Interest Group: Opening to Each Other: Mentoring and Creative Nonfiction |
| 2014 | G.21 | Agency and Identity in Assignments from BW to the Disciplines |
| 2014 | G.22 | Creative Writing/Creative Teching: Digital Storytelling, Guerilla Haiku, Poetic Expression |
| 2014 | G.23 | Intercultural Perspectives on Composition in the Globalized Campus |
| 2014 | G.24 | Open Access and Neurodiversity for 21st Century Classrooms |
| 2014 | G.25 | Perspectives and Assignments from Open Classrooms: Podcasting, Multimodality in Activist Rhetoric, Poster |
| 2014 | G.26 | Tackling Teacher Racism in the Composition Classroom |
| 2014 | G.27 | Writing Contested Spaces: Detroit, Occupy Wall Street, and Locally Grown Foods in Hawai’i |
| 2014 | G.39 | Ruptures and Closures: Evaluating Correctness, Deviation, and Exaggeration in First-Year Composition |
| 2014 | H.22 | An Image Is Worth a Thousand Words: Open Access Technology and Reimagined Histories |
| 2014 | H.23 | Digital Writing Classrooms: Wikis as Genre, New Identities, and Anxieties |
| 2014 | H.24 | Is Open the Same as ‘Access’? Teaching Writing in the Two-Year College |
| 2014 | H.25 | Opening FYC to Student Empirical Research: Motivation, Implementation, and Efficacy |
| 2014 | H.26 | “Possibility, Transparency, and Equality”: Negotiating Economies of Technology in the Composition Classroom |
| 2014 | H.27 | Teaching That Matters: New Materialism Meets |
| 2014 | H.37 | Remixing Scholarship, Remixing the Classroom: Opening New Spaces for Teaching and Learning through Video |
| 2014 | I.22 | Circulating Students’ Texts into and out of Classrooms |
| 2014 | I.23 | Empathic Pedagogical Approaches: Introspection, Pathos, and Embodied Action |
| 2014 | I.24 | Legacies of Undergraduate Research |
| 2014 | I.25 | Opening Possibilities for Public Digital Composition in Writing Courses |
| 2014 | I.26 | Race/Class/Culture: (Re)Opening the First-Year Classroom |
| 2014 | I.40 | Still “Doing School”: The Rules of Engagement in the Local, Global, and Digital Landscapes of Composition |
| 2014 | I.7 | Screed Time: How Does CCCC Get Its Sexxy Back? |
| 2014 | J.20 | Collaborative Technologies for Classrooms: Google Docs Spelling/Grammar Checkers, Genre Tinkering, and Digital |
| 2014 | J.21 | Failing to Learn and Learning to Fail |
| 2014 | J.22 | Machine Assessment of the Essays/Essays of the Machine Assessment: Perspectives on the Role of Machine Grading in the Writing Classroom and Its |
| 2014 | J.23 | Opening Up and Joining In: Exploring Student |
| 2014 | J.24 | Researching to Write, Writing to Research: Teaching Information Literacy to First-Year Writing Students |
| 2014 | J.25 | The Ethics of Assessing Multimodal Student Composition |
| 2014 | J.38 | Shaping the Rhetoric: Disability Accommodation Practices, Letters, and Performances |
| 2014 | K.20 | 21st Century Platforms: Digital Delivery and Civic Engagement |
| 2014 | K.21 | Comics and Multimodal Texts for Rhetorical Education |
| 2014 | K.22 | From Page to Screen: Rhetorical Theory, Text, and Originality in New Media |
| 2014 | K.23 | Meaning Language and Learning in Transnational Contexts |
| 2014 | K.24 | Out in the Open: Hooking Up in the Modern, Digital Era |
| 2014 | K.25 | Resistance in, around, and about Teaching Writing |
| 2014 | K.26 | Virtual Spaces: Classroom Design, Tumblr in FYC, and Blog-Based Pedagogies |
| 2014 | L.28 | Beyond Cures and Punishment: (Re)Imaging Plagiarism |
| 2014 | L.29 | Composites of Composition: Heteroglossia, Intertextuality, and the Anxiety of the Soliloquy |
| 2014 | L.30 | Engaged by Identity: First Year Writers Open Up |
| 2014 | L.31 | Media Objects: Horror Films, Archival Film, and Mashups as Shared Cultural Texts |
| 2014 | L.32 | Opening the Composition Classroom: Multilingual Writers—Revision and New Feedback |
| 2014 | L.33 | Public Writing in Private Education: Building Community through Written Discourse |
| 2014 | L.34 | The Freshman Interest Group: How Shared Interests Engage and Inspire Students in First-Year Comp |
| 2014 | M.27 | A Complete Part of a Balanced Digital Literacy!: Remix, Copyright, and Educational Reform in the Composition |
| 2014 | M.28 | Been There, Never Done That; Never Done That, Been |
| 2014 | M.30 | Corrective Feedback in Second Language Writing: Beliefs |
| 2014 | M.31 | Imagining New Directions for Directed Self-Placement: Improving Success for Underprepared Writers |
| 2014 | M.32 | No Ordinary Student: Giving the Competent and Complacent Access to Excellence |
| 2014 | M.33 | Opening Writing about Writing Approaches to Identity |
| 2014 | M.35 | This Ain’t Your Father’s Formalism: The “Neo-Formalist” |
| 2014 | MW.2 | Breaking Down Barriers and Enabling Access: (Dis)Ability |
| 2014 | MW.5 | Opening Doors for Multimodal Composers: Intellectual |
| 2014 | N.29 | “Beginning again and again”: New Media/“Old” Tools, A Panel Installation |
| 2014 | N.30 | Clearing the Path Choked with Rabbit Brush: Faith-Based Identities as Sources for Critical Thought in the Composition Classroom |
| 2014 | N.31 | Disrupting the Literacy Narrative Assignment with Code Meshing and Rival Perspectives |
| 2014 | N.32 | Interpretations and Interactions: Creating Opportunities for Critical Reflection on the Social Development of Language through Literacy Narratives and Literacy Event |
| 2014 | N.33 | Professional Creep: Ethics and Economics in Writing Classes |
| 2014 | N.34 | Ruptured Narratives and the Opening of the Composition Classroom |
| 2014 | TSIG.11 | Progressive Approaches to Grammar, Punctuation, and Usage |
| 2014 | TSIG.17 | The Role of Reading in Composition Studies |
| 2014 | TSIG.20 | Writing about Writing: FYC as Introduction to Writing |
| 2014 | TSIG.21 | Zen and the Art of English Teacher Maintenance |
| 2014 | W.11 | Sonic Pedagogies for the Composition Classroom |
| 2014 | W.2 | Plagiarism as Educational Opportunity in an Increasingly |
| 2014 | W.5 | TYCA PRESENTS Cracking the Books: Integrating |
| 2014 | W.9 | Writing War and Beyond: Continuing Dialogues of Military |