| 2016 | A.12 | Creating Comunidad Situated Writing Curriculum at Hispanic Serving Institutions: Writing beyond Theoretical |
| 2016 | A.27 | Teaching Writing as Rhetorical Action in Schools and Colleges |
| 2016 | A.3 | (Dis)appearing Collaborative Bodies: Re-Perceiving the Writing Center/Classroom Divide to Engage Third-Space |
| 2016 | AW.1 | Strategic Action in Teaching against Plagiarism: Using |
| 2016 | AW.12 | Teaching Writing Abroad: Identifying Challenges and Opportunities |
| 2016 | AW.9 | Working with Military-Affiliated Writers: Research and Practice for Composition Teachers, Scholars, and WPAs |
| 2016 | B.13 | Theorizing Responsive Action: Sensate Engagement, Critical Expressivism, and Rhetorical Gaslighting |
| 2016 | B.21 | I See What You Mean: Using Infographics to Inspire |
| 2016 | B.26 | Storying as Action: Using Narrative to Co-Create Identity |
| 2016 | B.38 | Response in Action: Negotiating the Intentions of Students, Teachers, and Peer Reviewers |
| 2016 | B.8 | Stories That Matter: Student Documentaries as Impactful |
| 2016 | C.11 | Peer Perceptions: Conferencing and Feedback |
| 2016 | C.25 | Issues in Contemplative Writing Pedagogy |
| 2016 | D.13 | A New Look at Old Traditions |
| 2016 | D.25 | Metacognition Recognition, or I Know It When I See It |
| 2016 | D.27 | Empathy, Atheism, and Religion in the Writing Classroom |
| 2016 | D.34 | Locating the “Learner” in Learning Transfer: (How) Does |
| 2016 | E.10 | Objects and Agency in the Writing Classroom |
| 2016 | E.14 | Language Theory into Action: Translingual and L2 |
| 2016 | E.26 | Negotiating Academic Communities: Best Practices for Students and Faculty |
| 2016 | F.15 | Re-Actions: A Closer Look at Student Invention across Different Sites |
| 2016 | F.24 | Glitches as (Re)Action: Creating, Learning from, and Responding to Moments of Rhetorical Failure |
| 2016 | F.30 | Teaching Reading for Writing: Action-Oriented Approaches |
| 2016 | FSIG.16 | Adult Writers in Diverse Contexts SIG |
| 2016 | G.14 | A New Prescription for Dialogic Action: Reframing the Writing Conference as a Contact Zone |
| 2016 | G.18 | Student Identities in Classroom Contexts: Negotiating |
| 2016 | G.30 | Respecting Rhetorical Choices: Coding as a Way of Reading L2 Writing |
| 2016 | G.9 | The ContAct Zone: Lived Experience as Pedagogy |
| 2016 | H.15 | Bringing Tacit Writing Knowledge to Light: On The Possibilities and Limitations of Fostering Explicit |
| 2016 | H.21 | WAW, Reconsidered |
| 2016 | I.13 | Disability Studies and Transformative Access |
| 2016 | I.17 | Redefining Narrative Writing as a Strategy for Action |
| 2016 | I.2 | Between the Lines: Exploring Difference in Students’ Response to Feedback |
| 2016 | I.21 | Instructor Feedback as an Interactive Process: Using Qualitative Data to Develop Effective Feedback |
| 2016 | I.25 | Identifying and Eliciting Students’ Metacognitive Development |
| 2016 | J.12 | Practicing Writing as Social Act: Writing Group Pedagogy |
| 2016 | J.18 | Understanding Our Habits of Mind: Clarifying |
| 2016 | J.20 | Enacting New Theories of Revision |
| 2016 | J.24 | Visual Rhetoric for Social Change in the Writing |
| 2016 | J.5 | The Value of Presence: Strategic Uses of Contemplative |
| 2016 | K.19 | Can You Hear Me Now?: Using Audio to Teach Writing |
| 2016 | K.23 | Build It and They Won’t Come: Action Plan for the Stealth |
| 2016 | K.7 | Mass Education and Unbundled Access: MOOCs and the New BA |
| 2016 | L.17 | Searching the Disciplines: Improving Student Writing |
| 2016 | L.20 | Assessment, Accountability, and Strategies of Collaboration |
| 2016 | L.8 | Action-Based Pedagogies and Multimodal Writing |
| 2016 | M.16 | Creating Conditions for Action: Designing Composition |
| 2016 | M.2 | Global, Social, and Digital: Digital Tools and Strategies in the Writing Classroom |
| 2016 | M.21 | Sound and Listening as Embodied Acts for Writing |
| 2016 | MW.1 | Plagiarism as an Educational Opportunity: Research-Based Responding to Student Plagiarizing |
| 2016 | MW.3 | Multimodal Research in the Writing Class |
| 2016 | MW.5 | Composing Comics: Theory and Practice for Writing |
| 2016 | MW.7 | Taking Action with Student Retention and Success: An OWI “Student Matters” Workshop |
| 2016 | MW.8 | Active Support for Radical Pedagogies: The Postpedagogical Movement, Project-Based, Multigenre, and Multimodal Approaches |
| 2016 | MW.9 | But I Don’t Know What to Say: Peer Review as a Tool to Help Students Effectively Join the Conversation |
| 2016 | W.1 | Mindful Writing: Taking Action toward a More Balanced |
| 2016 | W.10 | Working Wikipedia: An Interdisciplinary Path to Taking |
| 2016 | W.11 | Moving from Pro Forma to Performa: Music and Performance in the Writing Classroom |
| 2017 | A.12 | Cultivating Pathways with Game Assignments: Reframing Failure through Playful Composition |
| 2017 | A.21 | Cultivating Collaboration between Information Literacy and Writing Instruction |
| 2017 | A.23 | Gaming the System: Interactive Pedagogies and Game Design |
| 2017 | A.28 | Modes for Mainstreaming Students with Disabilities: Addressing the Complexities of Access through Assistive |
| 2017 | A.30 | Reconsidering Revision and Reflection: Two Studies of the (Dis)Connections between Revision Knowledge and Practice |
| 2017 | A.37 | Cultivating Accessibilty and Inclusion through Disability Pedagogy and Universal Design |
| 2017 | A.41 | Rhetorical Approaches to Sustainability and the Environment |
| 2017 | A.9 | “What’s SRL got to do with it?”: Strategies and Tools for Self-Regulation in the Writing Classroom |
| 2017 | AW.1 | Cultivating Inclusive Multilingual Pedagogies and Practices in Composition Work |
| 2017 | AW.11 | Challenging Participatory Norms, Creating Change: Approaches and Applications for Rethinking Participation |
| 2017 | AW.12 | Engaging Disability and Accessibility in Class |
| 2017 | AW.13 | Writing for the Mountains: Using Place-Based Writing in the Classroom |
| 2017 | B.10 | Cultivating Innovation: Design Thinking in the Composition Classroom |
| 2017 | B.15 | Who Has the Right to Speak? Power and Discourse in the Classroom |
| 2017 | B.24 | Learning the Language of the Digital Native: Cultivating Writing Instruction in the Digital Age |
| 2017 | B.25 | What We Talk about When We Talk about Failure: Cultivating Failure-Curious Writing Pedagogies |
| 2017 | B.37 | Re-Placing Literacy: Cultivating Spaces for Alternative Literacies in the Writing Classroom |
| 2017 | B.46 | Cultivating a Generative Support Pedagogy: Understanding Veteran Identities in Writing Classrooms |
| 2017 | B.5 | How WPAs Can Build Capacity for Student Veteran Learning |
| 2017 | B.50 | New and Alternative Assessment Strategies |
| 2017 | B.8 | Socially Just Pedagogy for the College English Classroom |
| 2017 | C.10 | Cultivating Responsive Pedagogy: Diving in with the Habits of Mind in the Two-Year College |
| 2017 | C.24 | All Together Now: Collaboration in the Writing Classroom |
| 2017 | C.27 | Cultivating a Capacity for Change Using Translanguaging, Style, and Rhetoric at HSIs |
| 2017 | C.28 | Agents of Change: Service-Learning in Composition Classrooms to Engage, Inspire, and Empower |
| 2017 | C.29 | Evaluating Reflections in First-Year Composition: Enacting Metanoic and Kairotic Thinking |
| 2017 | C.30 | Participation, Collaboration, and Student Discourse |
| 2017 | C.32 | Cultivating Feminist Pedagogical Approaches to Digital Archives |
| 2017 | C.7 | Places and Spaces |
| 2017 | D.17 | Embodied Exposition: Theater in the Composition Classroom |
| 2017 | D.19 | Cultivating STEM-Writing Success through Diagnostic Assessment, Genre Analysis, and Writing Centers |
| 2017 | D.26 | Sustaining Reading and Cultivating Writing in Crowded Digital Spaces |
| 2017 | D.34 | Theories of Grammar and/or Style |
| 2017 | D.40 | Failure as Opportunity |
| 2017 | D.43 | Composing Medical Humanities: Innovative Writing Pedagogies |
| 2017 | E.15 | Cultivating Pedagogies: Innovations in Professional Development |
| 2017 | E.25 | Responses to Challenges in Teaching and Learning Non-Western/Global Rhetorics |
| 2017 | E.28 | The Play’s the Thing: Cultivating Voice and Agency through a Gaming Pedagogy |
| 2017 | E.40 | The “Poly” in Polytechnic: Teaching Rhetorical Arts to Technical-Major Students |
| 2017 | E.42 | A Rhetoric of Empathy to Build Audience Accessibility to Medical Research |
| 2017 | E.49 | Constructing Student Identities |
| 2017 | F.12 | Sowing the Seeds of Change: Enacting Agency and Action through a Transformative Multiliteracy Pedagogy |
| 2017 | F.19 | Teaching Writing to Veterans and Active Military Personnel |
| 2017 | F.22 | Cultivating Online Pedagogy: Feedback, Workshops, and Experiential Learning in First-Year Composition |
| 2017 | F.27 | Transferring to Wonderland: How Writing Classes Can Cultivate Community for Transfer Students |
| 2017 | F.34 | Cultivating Pedagogies for Social Justice: Exploring Issues of Diversity in Writing Courses |
| 2017 | F.36 | Beyond Transfer: Approaches to Teaching Sustainable Writing Practices |
| 2017 | F.43 | Analog Gaming/Multimodal Writing |
| 2017 | F.52 | Bodies and Minds |
| 2017 | G.24 | Finding Leverage Points to Cultivate More Engagement in Online Feedback and Revision |
| 2017 | G.29 | Listening to Learn, Learning to Listen |
| 2017 | G.32 | Epistemological Play and Cultivating Impactful Relationships through Gamification of Learning in the Classroom, Campus, and Communities |
| 2017 | G.37 | Face to Face and Interface |
| 2017 | G.41 | Leading with Mindfulness: Creating Contemplative University Writing Cultures |
| 2017 | G.48 | Beyond the Discourse of Crisis Management: Internationalizing Composition through Multidisciplinary |
| 2017 | G.49 | “Makin’ Somethin’ Outta Little-to-Nufin’’: Revisionist Histories, Liberatory Practices, and the Composition |
| 2017 | G.55 | We’re Glad You’re Here: Championing Access, Diversity, and Transfer through Multimodal Pedagogy |
| 2017 | G.8 | The Information (Literacy) Superhighway: Cultivating Change in Writing Classrooms and Writing Programs |
| 2017 | H.11 | Bodies of Evidence: Cultivating Embodied Intelligence in the Writing Classroom |
| 2017 | H.18 | Video Games, Struggles, and the Process of Writing Pedagogy |
| 2017 | H.23 | Visualizing Reading: Drawing, Adapting, Annotating |
| 2017 | H.33 | Finding Rhetorical Power for Underrepresented Students |
| 2017 | H.35 | Multimodality and Social Justice: Re-composing the First-Year Writing Classroom through Pedagogy, Assessment, and Aurality |
| 2017 | H.40 | Reflective Assessments |
| 2017 | H.41 | The Backpack Project: Reinforcing Composition as a Modalities-Responsive Discipline |
| 2017 | H.46 | Engaging Assignments, Engaging Writers |
| 2017 | H.7 | Voice Lessons: Formula, Creativity, and the Cultivation of Authorial Identity across Multiple Levels of Writing |
| 2017 | I.24 | Yikkety Yak: Do Talk Back! |
| 2017 | I.25 | Changing Perspectives on Multimodal Composition Pedagogies: Utilizing (Inter)Modalities, Art, and Technology to Teach Transferable Rhetorical and Technical Competence |
| 2017 | I.39 | Cultivating Student Invention: Challenging the Narratives of Digital Collaboration, Student Research, and Metacognitive Practices |
| 2017 | I.43 | Cultivating Alternative Pathways to Writing Assessment |
| 2017 | I.51 | Multimodal Pedagogies: Digital Storytelling, Map Essays, and Technology as Text |
| 2017 | I.6 | Design Thinking Approaches in the Writing Classroom |
| 2017 | I.8 | Sounds of Science |
| 2017 | I.9 | She Blinded Me with Science (Pedagogy) |
| 2017 | J.10 | Chopping Off the Heavy Hand: Fostering Dialogue by Flipping Assessment |
| 2017 | J.13 | Going Global |
| 2017 | J.14 | Cultivating Promise: Marginalization, Advocacy, and Transformative Practice in the FYC Classroom |
| 2017 | J.18 | Toward a More Ethical Writing Assessment: Cultivating Risk, Range, and Reflection with the Learning Record |
| 2017 | J.23 | Multilingual Connections |
| 2017 | J.32 | Teaching Documentation: New Uses for Style Guides in the Writing Classroom |
| 2017 | J.46 | Creating Socially Engaged Writing Pedagogies: Identifying and Analyzing Contemporary American Indian |
| 2017 | J.9 | Innovative Pedagogical Approaches: Cultivating and Integrating Threshold Concepts in the First-Year Writing |
| 2017 | K.18 | Aurality in the Composition Classroom |
| 2017 | K.29 | Go Your Own Way: Gateways and Barriers to Student Writer Agencies |
| 2017 | K.34 | Large Sections, Standardized Curricula, and Faith Integration: Cultivating Effective Writing Pedagogy in a Nontraditional University Model |
| 2017 | K.37 | What’s New in WAW Is WA(M)W! Fostering Adaptive Transfer through Writing about Multilingual Writing |
| 2017 | K.38 | What’s the Matter Here? |
| 2017 | K.49 | Multimodal Moves in the Writing Classroom |
| 2017 | L.13 | Take a Chance on Me |
| 2017 | L.15 | Reimagining Narrative in the Disciplinary Landscape |
| 2017 | L.29 | Sight and Sound |
| 2017 | L.3 | Critical Pedagogy and Context |
| 2017 | L.36 | Redesigning the Introductory Technical Communication Course: Cultivating Better Writers and Better Teachers |
| 2017 | L.44 | The Psychology of Motivation: Engaging What Really Moves Us to Write |
| 2017 | M.16 | “Let Us Cultivate Our Garden”: Creating Conditions for Learning and Change |
| 2017 | M.19 | Questions and Contemplations in L2 Writing Pedagogies |
| 2017 | M.3 | Come Together: Innovations in Peer Review |
| 2017 | M.31 | Come as You Are: Capacious Pedagogies |
| 2017 | M.33 | Video Pedagogy and Teaching for Transfer across Media |
| 2017 | MW.12 | Assessing Multimodal Writing: Cultivating Course |
| 2017 | MW.13 | Story-Driven Podcasting for Writing Class |
| 2017 | W.10 | Cultivating Capacities, Creating Change: Teachers as Activists and Videomakers |
| 2017 | W.11 | Cultivating Vernacular Eloquence: A Workshop on Speech and Writing Honoring Peter Elbow |
| 2019 | A.24 | Enacting Pedagogy: 7 Microperformances |
| 2019 | A.25 | No Neutral Spaces: Radical Collaboration with Students to Change Campus Cultures |
| 2019 | A.26 | Performing the Past, Writing the Present: A Discussion of Reacting to the Past Gaming in First-Year Writing |
| 2019 | A.27 | Bodies Forgotten/Checked at the Door (or Screen): Re-Embodying Academic Spaces through Performance-Rhetoric |
| 2019 | A.36 | Spotlight Session: The Stone the Builder Refuses: Contending with White Supremacy |
| 2019 | A.4 | Writing Teachers Writing |
| 2019 | A.43 | Feedback: Beyond Doing What Was Done to Us |
| 2019 | A.44 | Performativity and Embodied Rhetoric: Teaching, Disability, Sexuality |
| 2019 | A.45 | The Play’s the Thing: Playful Pedagogies and the Performative Classroom |
| 2019 | AW.10 | Quilting Composition: Performing Composition Pedagogy |
| 2019 | AW.12 | Teach It Like We Mean It: Helping Students Perform Their |
| 2019 | AW.8 | Pedagogical Strategies for Increasing Student |
| 2019 | B.24 | (Dis) Embodied Performance: Watching Response to Student Writing in a Digital Space |
| 2019 | B.25 | Feminist-Rhetoric, Feminist-Composition: Performing Feminisms in/across Institutional Learning Sites |
| 2019 | B.26 | Performance of Multimodal Composing through Our Bodies: Disability Difference in Space and Time |
| 2019 | B.27 | Performing the Possible: Embodied Presences / Embodied Knowledge in the Online Writing Class |
| 2019 | B.28 | Creole Composition: Academic Writing and Rhetoric in the Anglophone Caribbean |
| 2019 | B.42 | Advocacy, Agency, and Intentional Kindness: Writing Centers and Linguistic Diversity |
| 2019 | B.43 | From Performance-Rhetoric to Performative Pedagogy |
| 2019 | B.44 | Performing Cultural Consciousness in the Writing Classroom: Transnational, Transcultural, Translingual |
| 2019 | B.46 | What Really Changes in Undergraduate Student Writing Across the Curriculum |
| 2019 | C.25 | Authenticating Pedagogies and Performing 21st-Century Literacies: Disrupting Digital Praxis, Social Media Data |
| 2019 | C.26 | From Traditional to Performative: A Boomer, Gen-Xer, and Millennial Reflect on Three Decades of Composition |
| 2019 | C.27 | Performance-Rhetorics and/as Affective Intensity: Chora, Film, Image, and Narrative |
| 2019 | C.28 | Picture This: Students Responding with Cartoons and Comics to Print or Graphic Texts |
| 2019 | C.29 | Enacting Genres: Student Performance of Identities across Academic Contexts |
| 2019 | C.44 | Agentful Voice/Expressive Listening |
| 2019 | C.45 | Game/Code/Perform Pedagogical Practices |
| 2019 | C.46 | Performing Digital Politics: Teaching Writing as Political Agency in a Digital Age |
| 2019 | C.47 | The Way In: Feeling/Moving/Thinking and the Undergraduate Student Writer |
| 2019 | D.23 | Autoethnography in and beyond the Classroom: Multimodal Performances of Self |
| 2019 | D.25 | Performative STEM: Disrupting Student Expectations about Disciplinary Writing |
| 2019 | D.26 | Re-Envisioning Peer Response in Four Acts |
| 2019 | D.27 | Is Sharing Caring? Staging Transparency across Classroom and Campus Spaces |
| 2019 | D.41 | Assess This! Performing Translingual and Antiracist Assessment |
| 2019 | D.42 | Genre: Convention, Performance, Inspiration |
| 2019 | D.43 | Performing Englishes: Language Ideology and Multilingual Teachers in the Writing Classroom |
| 2019 | D.45 | “Coming in from the Cold”: Linguistic Freedom Will Warm Your Soul |
| 2019 | D.8 | What Identities Got to Do With It: Digital Underlives, Masculine Anxiety, and Love as a Framework for Black |
| 2019 | E.23 | Identity, Disability, and Time: New Theoretical Orientations for Undergraduate Peer Review |
| 2019 | E.24 | Performing Allyship: Approaching Inclusive Praxis in FYW |
| 2019 | E.25 | Research, Writing, and Information Literacy: From Pre-formed to Performed Inquiry |
| 2019 | E.26 | Style and the Future of Composition Studies |
| 2019 | E.41 | Be a Voice: Teaching Agency, Self-Advocacy, and Cultivation of Voice |
| 2019 | E.42 | Graduate Students as Teachers and Writers |
| 2019 | E.43 | Performing Intersectionality in First-Year Composition: Queer Theory, Feminism, and Embodiments |
| 2019 | E.44 | The Work Writing Does: Performative Pedagogy and Writing to Learn |
| 2019 | F.22 | Comic Books in College Classrooms: Developing Multimodal Literacy through Composing/Performing |
| 2019 | F.23 | Inventing Hi- and Lo-Tech Rhetorical Performances |
| 2019 | F.24 | Performing and Transforming Equity in and around the Composition Classroom |
| 2019 | F.25 | Responding to Racism in the Writing Classroom, the Writing Center, and through WAC: From Thoughtful |
| 2019 | F.26 | The Performativity of Contemplative Terms |
| 2019 | F.40 | Beneath the Gaze: Surveillance and Community in Digital Discourse and the Online Writing Classroom |
| 2019 | F.41 | Improving Performance in the Teaching of Writing |
| 2019 | F.42 | Performing Teaching and Performative Learning: Improvisation, Virtuosity, and Composing |
| 2019 | FSIG.12 | Adult Writers in Diverse Settings SIG |
| 2019 | FSIG.13 | Martial Arts and Composition-Rhetoric |
| 2019 | G.22 | Concrete Jungle Where Dreams Are Made: Multimodal Performance-Composition in New York City |
| 2019 | G.23 | Investigating Voice-Based and Rhetorical-Grammar-Based Approaches to Teaching Flow in Writing |
| 2019 | G.24 | Performing Composition in the Hip-Hop Classroom |
| 2019 | G.25 | Re-Writing, Re-Reading, and Re-Searching: Performing Indigenous Agency and Practice through Story |
| 2019 | G.26 | How Do You WAW? Enacting Writing about Writing Pedagogies: Which One, What Is Your Goal, and by What |
| 2019 | G.28 | Performing Feminist Writing Pedagogies in 21st-Century Classrooms |
| 2019 | G.39 | Bread and Roses: Work, Art, and Social Justice in Community College Writing Classrooms and Beyond |
| 2019 | G.40 | Interface: Disability, Access, Pedagogy |
| 2019 | G.41 | Performing the Profession: Student/Faculty |
| 2019 | G.42 | What We Make of You: Student Writers and Writing Feedback |
| 2019 | H.14 | Spotlight Session: Anxiety and Authenticity, Possibilities and Risks: What Really Happens in a Performance-Based |
| 2019 | H.21 | Contingent Composition: Sonic Performance and Embodied Pedagogies |
| 2019 | H.22 | Laughter, Play, and Song: Integrating Orality, Aurality, and Multimodality of Performance-Rhetorics in the Composition Classroom |
| 2019 | H.23 | Performing Feedback and Revision: Feedbacking Drafts, Drafting with Feedback, and the Role of Draft Ratings |
| 2019 | H.24 | Role-Playing Social Justice: A Game That Is a Panel |
| 2019 | H.37 | Martial Arts Movements and Pedagogical Applications: Bodily Performance in Composition |
| 2019 | H.39 | Busting Out(loud): Teaching/Performing Writing to Be Heard |
| 2019 | H.40 | Learning with and from Our Bodies: Our Bodies as Rhetoric |
| 2019 | H.41 | Performing What We Profess: Responding to and Grading What Matters |
| 2019 | H.45 | Instructor’s Performance of Self in Student Composition Feedback |
| 2019 | I.17 | Bodily Intelligence: Assigning and Assessing |
| 2019 | I.21 | Craft in the Classroom: Critical Making- and Crafting-Oriented Pedagogies |
| 2019 | I.22 | Learning and/as Performance: Expanding Disciplines, Threshold Concepts, and Boundaries |
| 2019 | I.23 | Performing Games/Performing Composition: Playing, Imagining, and Creating Embodied Rhetorics in the Writing Classroom |
| 2019 | I.24 | Rupturing, Relating, and Reconciling (Under-) Representation through Rhetorical Analysis of Performance Narratives |
| 2019 | I.25 | Performing Empathetic Rhetoric: Narrative of the Social Conscious |
| 2019 | I.37 | Comics and Performative Teaching/Writing |
| 2019 | I.38 | Literacy, Performativity, and Inclusive Pedagogy |
| 2019 | I.39 | Permaculture, Ecocomposition, and Science Writing |
| 2019 | I.40 | Why You Bein So Graphic: Engaging Spectacle Pushing Burke |
| 2019 | I.44 | Is Breaking Bad? Creative Composing with Other People’s Intellectual Property |
| 2019 | J.21 | Decolonizing Expectations of Student Performance in Multidisciplinary Writing Classrooms |
| 2019 | J.22 | Literacy and Pedagogy in an Age of Misinformation and Disinformation |
| 2019 | J.23 | Performing Genres/Performing Activities: Studying Complexity and Practicing Pedagogy |
| 2019 | J.24 | Soundscapes and Foley Sound: Community, Context, and Nonverbal Sonic Composition |
| 2019 | J.38 | Composition Theory and Practice in Theme-Based Courses |
| 2019 | J.39 | Memory, Resilience, and Ethnodrama |
| 2019 | J.40 | Play, Perform, Engage! Pedagogical Explorations |
| 2019 | K.21 | Disciplinary Access: Adapting Threshold Concepts for Diverse First-Year Writers |
| 2019 | K.22 | Ludic Composition—Practical Approaches to Games in the Composition Classroom |
| 2019 | K.23 | Performing Inquiry, Grounded in the Self: Place-Based Research Writing |
| 2019 | K.24 | Students and Teacher Performing Race Literacy through Writing about Writing |
| 2019 | K.38 | Debate, Dissent, Protest: The Teaching of Writing in a Post-Truth Era |
| 2019 | K.39 | Now We Cookin’: Food and Teaching of Writing |
| 2019 | K.40 | Stand Up, Improv, Fly: Performance Pedagogy and the Teaching of Writing |
| 2019 | L.18 | Disrupting Pedagogies through Digital Peer Feedback |
| 2019 | L.19 | Metacognitive Curiosity: Program-Level Curriculum Revision and Measuring Student Research Process over |
| 2019 | L.20 | Performing Music, Performing Writing: How Music Can Inform Writing Pedagogy |
| 2019 | L.35 | Digital Rhetorics, Multimodality, and Student Engagement in the Teaching of Writing |
| 2019 | L.36 | Pedagogies Fearless, Assessment Bold |
| 2019 | L.8 | Speak Out! Speak Up! But How? And in What Voice? |
| 2019 | M.18 | Emotional Labor and Professional Identity Performances |
| 2019 | M.19 | Minding the Gap: Exercising Accessible Andragogy |
| 2019 | M.21 | Three Takes on Queer Praxis: Identity, Joy, and Pedagogy |
| 2019 | M.29 | Spotlight Session: Dismantling the “Racial Grammar” of White Supremacy in Academic Composition: Working |
| 2019 | M.34 | Disrupting Violence, Performing Peace |
| 2019 | M.35 | Performative Pedagogy in WAC/WID Contexts |
| 2019 | M.36 | Take One: Photography, Film, and Multimodal Agency |
| 2019 | M.38 | Bridging the Gap: Supporting Students in the Transition |
| 2019 | MW.10 | Co-Performing and Transforming the Labor of Feedback |
| 2019 | MW.11 | Beyond Grammar Hacks: Resources for Play and Performance |
| 2019 | MW.13 | Soundwriting in the Composition Classroom: Why and How |
| 2019 | MW.8 | Cripping Performance in the First-Year Writing Classroom |
| 2019 | MW.9 | Creating a Performative Syllabus Using “You-Attitude” |
| 2019 | N.21 | Enacting Genre-d Power Dynamics: Reflections on a Graduate Seminar on Genre Theory Nine Years Later |
| 2019 | N.22 | Multimodal Code-Meshing in Digital Spaces: Accessibility and Social Justice |
| 2019 | N.23 | Performing Research/Research as Performance: Cultivating Students’ Identities as Researcher-Writers |
| 2019 | N.24 | Tracing Pearls: Contact Improv as Antiracist Composition |
| 2019 | N.38 | Embodied Rhetoric, Live Experience, and the Teaching of Writing |
| 2019 | N.39 | Performative-Multimodal Pedagogy and Multilingual Teachers, Students, and Classrooms |
| 2019 | N.40 | The Intersectional Syllabus: Transnational, Transcultural, Translingual, Feminist, Antiracist |
| 2019 | SW.5 | Performing Curriculum in the Classroom: Designing |
| 2019 | SW.6 | Revision as REmix: Hip-Hop Instructional Practice & the Art of Revision |
| 2019 | TSIG.13 | Teaching for Transfer: Adaptations and Multimodality |
| 2019 | W.9 | Establishing a Community of Inquiry in Online Writing |