| 2004 | A.19 | Writing Programs As Philosophical Journeys: From Lucretian Argument To Existential Consciousness |
| 2004 | A.20 | Bringing Composition Home: Multiple Constituencies, Multiple Publics |
| 2004 | B.18 | A Course In Orientation: Place-Based Composition at a Big State School |
| 2004 | B.19 | Making a Difference: Three Ways Service Learning Can Serve the Composition Classroom |
| 2004 | B.20 | Attaining Academic Citizenship: Composition for First-Generation Students |
| 2004 | B.21 | Making Composition Matter through the WPA Outcomes Statement: The OS as Transformative Policy |
| 2004 | C.1 | Speaking and Writing/Communication and Composition |
| 2004 | C.2 | Communities, Place, and “Difference”: Advocacy And Service Learning |
| 2004 | C.3 | Picking up the Pieces: Doing WAC in the Ruins of a Formal WAC Program |
| 2004 | C.4 | Creating Student Citizens: Service Learning and Composition |
| 2004 | C.5 | Making Assessment Matter: Revising Curricula, Pedagogies, Programs |
| 2004 | C.6 | Making Writing Matter Across the Curriculum: Editing Double Negatives |
| 2004 | D.1 | Representations of Writing Across the Curriculum: Foreshadowing a New Era in Composition Instruction |
| 2004 | D.3 | How Online Tutoring Matters: Benefits of Technology for Students and Tutors |
| 2004 | D.4 | Making Composition Matter: Authentic Assessment of Writing Across A Statewide System Of Higher Education |
| 2004 | D.5 | Making Composition Matter Again: Re-Inventing Writing Programs |
| 2004 | E.11 | Does First-Year Composition Matter on the Eve of Graduation? |
| 2004 | E.12 | Whatever Happened to the Fourth C?: FYC, Speech Comm, And Programmatic Change |
| 2004 | E.13 | Ways of Knowing: Writing-Center Outcomes as Politics, Pedagogy, and Theory |
| 2004 | E.14 | How Electronic Assessment Programs Construct “Composition” |
| 2004 | F.24 | Undergraduate Composition Matters |
| 2004 | F.25 | Students as Citizens: Developing and Assessing Models for Civic Engagement and College Writing |
| 2004 | F.31 | Multiple Assessments: Portfolios, Writing Studios, and Primary Traits Rubrics |
| 2004 | FSI.23 | TYCA Talks |
| 2004 | FSI.6 | Meeting of the National Network of Writing Across the Curriculum Programs |
| 2004 | G.13 | The New Scene of Writing: Designing an Oral, Visual, and Textual Curriculum |
| 2004 | G.23 | Re-Seeing, Navigating, And Collaborating: Writing Centers Matter |
| 2004 | G.24 | A Cornerstone That Matters: Composition and Peer Tutoring |
| 2004 | G.25 | Making Technology Matter in Writing Centers |
| 2004 | G.5 | Working Across the Curriculum: New Approaches and Communications |
| 2004 | H.1 | Composing a Community: The History Of WAC In Higher Education |
| 2004 | H.3 | Passing the Buck: Attitudes, Assumptions, and Policies Impeding WAC Efforts in Universities, Colleges, and High Schools |
| 2004 | H.4 | Community-Based Writing Collaborations That Matter: Critical Moments On and Off the Page |
| 2004 | H.5 | Writing Across The Curriculum In First-Year Composition: The Matter Of The First-Year Seminar |
| 2004 | I.17 | Time Has Come Today: Examining Learning-Center Practices |
| 2004 | I.19 | Speak Up and Talk Back!: A Panel of College Students and Community Partners Reflect upon Their Written Collaboration |
| 2004 | I.20 | Literacy Matters: In the Hollers, in the Bush, and Across The Great Divide |
| 2004 | I.21 | Inventing Tradition: Revitalizing Institutional and Programmatic Histories |
| 2004 | I.22 | Making Composition Matter: Literacy, Privacy, and Community |
| 2004 | J.13 | Dancing in the Streets: Alternative Approaches to Composition Outside the Classroom |
| 2004 | J.14 | Students Becoming Citizens: How Composition Matters in Community Connections |
| 2004 | J.22 | Because Composition Matters: Preparing Graduate Students in Rhetoric and Composition |
| 2004 | J.23 | More Than Basic Skills: Rhetorical Designs For Reading And Writing Pedagogy |
| 2004 | K.30 | Theoretically Centered?: Theorizing the Writing Center |
| 2004 | K.31 | Transferring Composition Knowledge Across Disciplines: Making Writing Instruction Matter |
| 2004 | K.32 | Is the Writing Classroom a “Level Playing Field?” Universal Design, Alternative Assistance Programs, and Metaphors |
| 2004 | L.16 | Assessment Matters: College Writing Assessments in and beyond the Writing Program |
| 2004 | L.17 | Whose Words Where? The Promises and Perils of Community Literacy Projects and Publications |
| 2004 | L.18 | History, Heresy, and Hip-Hop |
| 2004 | L.19 | Transforming Barriers, Creating Possibilities, Advancing What Matters |
| 2004 | L.33 | Composition Curriculum: Designing, Implementing, and Sustaining What Matters |
| 2004 | M.1 | What Makes WAC Work: Reflections On Writing Across The Curriculum |
| 2004 | M.12 | (Re)Imagined Worlds: Global Landscapes and the Adult Learner |
| 2004 | M.18 | Making Composition Matter to Students and Institutions: The Role Of First-Year Writing In Creating Academic Citizens |
| 2004 | M.19 | From Margin to Center: Gaining Citizenship in Academia through (and for) Writing-Center Studies |
| 2004 | M.20 | Matters of Academic Discourse: Forging Change in Familiar Spaces |
| 2004 | N.10 | Writing-Center Intersections with ESL Writing, Writers, and Programs |
| 2004 | N.13 | Occasions of Urgency: And Permission to Write as if It Matters |
| 2004 | N.14 | South Texas Matters: Re-Envisioning Ourselves as Writers, Teachers, and Community Citizens |
| 2004 | N.7 | Learning Communities, Writing Centers, and Real-World Composition |
| 2004 | N.8 | Community Matters: Composing Lives within the City, School, and Environment |
| 2004 | N.9 | Roundtable Discussion: Beyond Our Walls: Writing Centers Working Across Disciplines |
| 2004 | O.10 | Making the First Year Matter: Content Connections, Power(Lessness), and Service Learning |
| 2004 | O.27 | WAC-Ed Out: Documenting What Works and Why |
| 2004 | O.28 | Assessing Writing Centers: From Pacman to Silence Sites |
| 2004 | O.9 | Returning Students and the Matter of Composition |
| 2004 | SW.6 | Best Assessment Practices in a Time of Budget Cuts |
| 2004 | SW.9 | Problematizing Portfolios: Assessing the Assessment |
| 2004 | TSI.12 | Teaching Adult Student Writers in Diverse Contexts |
| 2004 | TSI.18 | Directed Self-Placement and the Marginalized Student: Future Composition Matters |
| 2004 | TSI.3 | Spoken Word: Performing Writing in the Center |
| 2005 | A.6 | Gateways to Success for Basic Writers: Alternatives to Basic Courses at the Small College |
| 2005 | A.7 | Opening Gates between Disciplines: Composition, Communications, and Information |
| 2005 | A.8 | Communities of Practice: An Inter-Institutional Model for Writing Assessment |
| 2005 | A.9 | Providing Access in the Writing Center: Specialized Tutor Training and Software |
| 2005 | B.11 | Move Over—We’ll Drive: Through the Golden (Flood) Gate of Assessment |
| 2005 | B.12 | Designing Tutor Education to Address Issues of Access |
| 2005 | B.14 | Philosophies, Surveys, and Curriculum Workshops for WAC |
| 2005 | C.10 | How Do We Know when Writing Courses Have |
| 2005 | C.11 | Portfolio Assessment and Beyond: Crossroads, Possibilities and Limitations for the Next Generation of Writing Assessment |
| 2005 | C.12 | Adapting Curricula to Promote Student and Instructor |
| 2005 | C.13 | ‘Barbarians at the Gates’: Negotiating Student Placement |
| 2005 | C.14 | What Research Tells Us About Writing Center Directors ` |
| 2005 | D.11 | Pedagogy and Writing Assessment in California Universities: The Social Construction of a Great Divide |
| 2005 | D.12 | Concerning Diversity: The Role of the ESL Individual in the Writing Center |
| 2005 | D.13 | Taking Research/Writing beyond the Campus: Community, Service, Ethnography |
| 2005 | D.14 | Case Study: Creating a Collaboratively Written Custom Textbook for First-Year Writing Courses |
| 2005 | D.15 | Writing Center Tutor Training: Observing Facial Expressions, Understanding Diversity, Maintaining |
| 2005 | E.11 | Academic Communities for Excellence: Ensuring Success for Under-prepared Students |
| 2005 | E.12 | Serving “Generation 1.5” Immigrant ESL Students in College Composition Programs |
| 2005 | E.13 | Cognitive Access to Student Success: Motivating the Transfer of Composition Knowledge |
| 2005 | E.14 | Bridging the Writing Center to Disability Service Providers: Opening the Gates to Academic Access at the University of Hartford |
| 2005 | E.15 | How Students Develop as Writers: New Roles for Success |
| 2005 | E.16 | Bridging Contexts and Disciplines: ‘Engineering’ an Engineering School’s Writing Manual |
| 2005 | F.14 | Portfolio Assessment at an Open Admission Institution: Bridge or Barrier to Success? (TYCA Strand) |
| 2005 | F.15 | With the Rebirth of WAC, Who Teaches Writing?: A Survey and Three Case Studies |
| 2005 | F.16 | History and Methods of Writing Assessment |
| 2005 | F.17 | The Power of Unexpected Series: Linking Courses, Composition Theories, and Institutions to Create |
| 2005 | FSIG.14 | National Network of Writing-across-the-Curriculum Programs |
| 2005 | FSIG.8 | TYCA Talks |
| 2005 | G.11 | Student Access, Student Choice, Student Success in First-Year Composition: A History, Description, and Evaluation of Guided Self-Placement at The University |
| 2005 | G.12 | In Pursuit of Portfolios |
| 2005 | G.13 | (Re)Placing Students’ Writing: Assessing our Gates of Access |
| 2005 | G.9 | It’s All About Our Students’ Success: Coming Full Circle with FYW Assessment |
| 2005 | H.16 | Figuring It Out as We Go: Finding a Place for the Writing |
| 2005 | H.17 | Walking the City: Rhetorically Situated Learning and the Syntax of Service |
| 2005 | H.18 | Writing Opportunity: Administrative, Historical, and Pedagogical Aspects of Teaching EOP Students |
| 2005 | H.19 | Enacting Social Justice: Discursive Spaces where Disabilities are Named, Accommodations Constructed, and Alliances Forged |
| 2005 | I.15 | Talking in the Center/Teaching in the Classroom |
| 2005 | I.16 | Questioning What We Do: Assessing the Effectiveness of Teacher-Researcher |
| 2005 | I.17 | Arts of Language: Ways to Use and Understand |
| 2005 | I.18 | Giving Voice to African American Males and to the Elderly |
| 2005 | I.19 | Seeing Writing Programs as Sites of Inquiry |
| 2005 | J.14 | The Writing Center as Space |
| 2005 | J.15 | Rhetoric as Nonviolent Action: Designs for the Writing Program |
| 2005 | J.16 | Familiar Problems in New Contexts: Sharing and Maintaining Literacy, Access, and Community |
| 2005 | K.14 | Defining Success in WAC: Assessing a WI Course |
| 2005 | K.15 | Opening the Doors: Building a Mobile Writing Center for an Open-access Online University |
| 2005 | K.16 | “‘I’ll Show You Mine If You Show Me Yours’”: How Integrating Curriculum Promotes Student Success |
| 2005 | K.17 | Putting a Face on AIDS in Africa: Creating a Rhetoric of Hope |
| 2005 | K.18 | Arguing the End of Composition Studies |
| 2005 | L.11 | ESL and Second Language Students: Addressing Plagiarism, Using Tutoring Strategies, and Researching in the Writing Center |
| 2005 | L.12 | Faceless, Placeless Success: Questioning the Move toward Nationally Normed |
| 2005 | L.13 | Service Learning Problematized |
| 2005 | L.26 | New CCCC Position Paper on Writing Assessment |
| 2005 | L.27 | Access in the New University: Building Coalitions in a Writing Program |
| 2005 | M.13 | Public Writing at the Point of Need: A Senior-level General Education Composition Course |
| 2005 | M.14 | Technology’s Role in Student Success: What Happens |
| 2005 | M.15 | Let’s Hear it from Them: First-Generation and Under-represented Students Discuss Factors of Their Succes |
| 2005 | M.16 | Diversity in Kansas?: The Challenges of Implementing a Diversity/Writing |
| 2005 | N.10 | Redefining Success via/and Affirming the Discipline: FYC as Intro to Writing Studies |
| 2005 | N.8 | Forging a Community/University Literacy Center: Whose Interests? Whose Needs? |
| 2005 | N.9 | Teachers against the Ropes: Wrestling the New Media Nerve Hold |
| 2005 | O.10 | Assessing Success: A Holistic Approach to Writing |
| 2005 | O.7 | Ensuring Student Success: A Roundtable on Instructional Innovations at an HBCU in Transition |
| 2005 | O.8 | Making Access Real: Learning Communities, Basic |
| 2005 | O.9 | Calls to Work, Occupational Inquiry, and Discipline-specific Writing in the New Vocationalism |
| 2005 | TSIG.12 | High School/College Articulation |
| 2005 | TSIG.20 | Teaching Adult Writers in Diverse Contexts |
| 2005 | TSIG.22 | Helping Students through the Gates: College and University Writing Assessment in the 21st Century |
| 2006 | A.10 | The Individual, The Institution, and The Community: Three Sites for Service-Learning |
| 2006 | A.11 | How to Succeed in Literacy: Conventions and Contexts |
| 2006 | A.12 | Tutor Contributions to Writing Centers |
| 2006 | A.13 | Preparing Dick and Jane: Success From K through College |
| 2006 | A.14 | Composing Ourselves for the Academic Community |
| 2006 | A.15 | The Content of Comp: Assessing FYC Outcomes, Metacognition and Reflective Practice with a Writing Skills Inventory |
| 2006 | B.10 | Compromises and Stalemates: Is Composition Centered in Learning Communities? |
| 2006 | B.11 | Writing Program Administration Database-Style: Knowledge Management and the End of Traditional |
| 2006 | B.12 | Location, Location, Location: Tales of Writing Center Space |
| 2006 | B.43 | Creating Learning Community across the Curriculum — A Two-Year College Portrait |
| 2006 | B.9 | Marginalized Voices Building Community and Coalitions: Service Learning with Non-Traditional Students |
| 2006 | C.10 | Preparing for Our Careers—Pre-Service Courses and Mentorship |
| 2006 | C.11 | Forging Alliances: Community Activism and Social |
| 2006 | C.12 | Writing Campus Culture |
| 2006 | C.13 | Frames that Define Us: Therapy, Rhetoric, and Diversity |
| 2006 | C.9 | Post Process Theory and Classical Rhetoric: Looking Forward, Looking Backward |
| 2006 | D.10 | Renegotiating Program-wide Portfolio Assessment: Building Community through Assessment |
| 2006 | D.11 | Convergence and Change: Re-Crafting a Composition Program from Two Semesters to One |
| 2006 | D.12 | Going Public with Writing: The Writing Center, the Coffee House, the Web |
| 2006 | D.13 | Automated Essay Grading in the Sociology Classroom: Finding Common Ground |
| 2006 | D.14 | Writing at the Center |
| 2006 | D.44 | Dual-Enrollment and Its Impact on Composition Programs |
| 2006 | E.10 | Dynamic Criteria Mapping in Action: Reports from the Field |
| 2006 | E.11 | Preparing New Graduate Teaching Assistants and Tutors: Critical Pedagogy, Second Language Writing, and Rhetorical Tutoring |
| 2006 | E.12 | Allying against Institutional Racism: Teaching about Whiteness in Predominantly White Institutions |
| 2006 | E.13 | Writing History: Finding Place and Cyberspace in an Undergraduate |
| 2006 | E.14 | Beyond the Writing Program Culture: Making “My” Community “Our” Community |
| 2006 | F.10 | An Assessment of Our Own: Experiences of Using a National Online Essay Evaluation to Create Institution-Specific Assessments |
| 2006 | F.11 | WAC in the New Millennium: A Campus-Wide Survey of Attitudes and Practices |
| 2006 | F.8 | Vertical Writing: Going through the Institutional Woodchipper in Fargo |
| 2006 | F.9 | Keeping It Local: How Not To Let (Ass)essment Kick Us in the Behind |
| 2006 | G.10 | Starting with the Reader, Building from the Center: Exploring a New Role for the Reader and Writer in the Writing Center and Writing Program |
| 2006 | G.11 | Barbarians at the Gate: Four Non-English Professors |
| 2006 | G.12 | Building a Culture of Assessment: “Dynamic Criteria |
| 2006 | G.13 | What Happens in Comp Stays in Comp? Linguistic |
| 2006 | G.14 | Changing Identity: De-Centering the Writing Center |
| 2006 | H.10 | Lost (and Found) in Translation: Writing Centers as Sites |
| 2006 | H.11 | Where History, Theory, and Context Converge: What WPAs |
| 2006 | H.8 | Chatting in the Center: An Investigation of the Current Uses and Potential of Synchronous Chat in the Writing Center |
| 2006 | H.9 | Using Assessment Data to Strengthen Links between Information Literacy and Writing in First Year History |
| 2006 | I.10 | Collaboration, Community, and Continuity: Building Campus Culture through Learning Communities |
| 2006 | I.11 | Coalition of the Willing? |
| 2006 | I.12 | Retheorizing Writing Center Practice: What Other Disciplines Can Teach Us about Conferencing |
| 2006 | I.8 | The Lehigh University First Year Writing Program: Conceived in Cultural Studies; Shaped by Personal |
| 2006 | I.9 | Common Ground: Creating Successful Professional/ Student Communities with Part-time Faculty |
| 2006 | J.10 | Building Assessment Communities: Using Empirically Derived Findings to Promote a Constructivist Assessment Agenda |
| 2006 | J.11 | What’s Queer about Writing Program Administration? |
| 2006 | J.12 | Creating Community with the Online Writing Studio |
| 2006 | J.8 | The Gatekeeper No More: Using the Composition Curriculum to Foster Critical |
| 2006 | J.9 | CONNECT: Building Coalitions for Common Outcomes in First Year English at Five Colleges |
| 2006 | K.10 | Second Language Writing Curriculum Design: A Case Study |
| 2006 | K.11 | Come Back, 4th ‘C’! : Writing, Rhetoric, and Communication across the Curriculum |
| 2006 | K.7 | Grade Expectations: A Report on Cross-Disciplinary Collaboration |
| 2006 | K.8 | Curricular Coalitions: Building Intellectual Community |
| 2006 | K.9 | Normed and Criterion-Referenced: A Collaborative Approach to Assessing Writing |
| 2006 | L.9 | Building Bridges between Communities and Curricula: Service Learning Initiatives in Professional Writing |
| 2006 | M.7 | Building a Community of Trust: Encouraging Academic Integrity |
| 2006 | M.8 | What’s the Value of the Service in Service Learning? |
| 2006 | M.9 | Building Community through Writing Program |
| 2007 | A.1 | Institutional Forces as Shapers of Identity |
| 2007 | A.17 | From the Margins to the Center: ESL Students Challenge |
| 2007 | A.21 | The Proposed CCCC Statement on the Preparation of Teachers of Writing |
| 2007 | A.4 | Creating Community and Representing Identities at a Large FYC Program: Using New Tools in New Ways |
| 2007 | B.13 | Person, Place, or Thing: Identity, Physical Space, Defini-tion, and Boundaries in Studios |
| 2007 | B.14 | Online Identities and the Evolving Roles of Writing Centers |
| 2007 | B.16 | A Study of High Stakes Testing Practices: The City University of New York and Beyond |
| 2007 | B.19 | Miles to Go: A Journey toward Developmental Writing and Freshman Composition Course Assessments |
| 2007 | B.5 | Mouth Wide Shut: The Silencing and Voicing of Feminine |
| 2007 | C.11 | The Role of Discourse Communities in the Composition |
| 2007 | C.16 | TA’s as WPA’s Negotiating Student and Administrator |
| 2007 | C.18 | Student Identity, Student Community: The First Essays |
| 2007 | C.4 | (Star) Charting Our Program’s Identity: One Writing Program |
| 2007 | D.10 | Rural Literacies from Appalachia to the Plains: Identities |
| 2007 | D.13 | Beyond IMHO: Composing an Expert Identity through Infor-mation Literacy, Communications, and First-Year Writing |
| 2007 | D.19 | The Subject(s) of Composition: Institutional, Disciplinary, and Pedagogical Identities |
| 2007 | D.27 | Writing Centers as Sites of Service-Learning |
| 2007 | D.5 | Changing Identities: Undergraduate Degree Programs and the Future of the Discipline |
| 2007 | E.10 | How to Create Your Own Composition Program in a Few |
| 2007 | E.15 | This, That, and “The Other”: The Hybrid Identities of Writ-ing Centers Situated in Learning Centers |
| 2007 | E.16 | Generative Assessment: Three Models for Learning from our Programs |
| 2007 | E.4 | Memoir and Prior Learning Narrative Writing in Programs |
| 2007 | F.13 | From the Academy to the Community and Back Again, or, From the Paper to the Pavement |
| 2007 | F.15 | What Did You Expect? Reports on Student and Faculty |
| 2007 | F.19 | Chasing Identity: Cautionary-Encouragement Tales from an Independent Writing Program |
| 2007 | G.11 | Only the lonely: Constructing Professional Compositionist |
| 2007 | G.22 | Dear Co-Authors: Epistolary Revelations of Five Writing Center Directors |
| 2007 | G.32 | Hitting the Long Ball: Striving for Process-Oriented Train-ing of Interdisciplinary Writing Teachers |
| 2007 | G.4 | The Identity of the National Writing Project through Differ-ent Lenses |
| 2007 | G.9 | Composing Ourselves: The Dialectics of Identity in a Transitional Writing Program |
| 2007 | H.11 | Re-Assessing Writing Center Assumptions: Best Practices, Best Tutors, Best Texts |
| 2007 | H.14 | Identities in Opposition: Can a Fragmented Writing Pro-gram Transform the System? |
| 2007 | H.23 | WAC Undercover: How Writing Fellows Influence Faculty in the Sciences |
| 2007 | H.7 | Tutors Without Borders: Advanced Composition Course for Pre-service Teachers |
| 2007 | I.11 | Re-Membering Rhetoric: University of Oregon’s New Pro-gram in Writing, Speaking, and Critical Reasoning |
| 2007 | I.16 | Administrative Identities and Working Conditions |
| 2007 | I.2 | Negotiating Identities: A Good Deal for both Students and Institutions |
| 2007 | I.22 | Constructing Program Identity at a Community College |
| 2007 | I.5 | “Illegal” Crossings: Challenging the Academy’s Ambiva-lence Toward “Under Served” And Basic Writing Students |
| 2007 | J.20 | Selling Ourselves: What Writing Centers Should Know about Marketing |
| 2007 | J.27 | The Evolution of Learning Communities |
| 2007 | J.8 | Shaping Institutional Identities: Collaborative Reflection |
| 2007 | K.13 | Exploring Identities: Developing an Integrative Composition Capstone |
| 2007 | K.16 | Learning Identities: The Writing Classroom as Site for Transformation and Self-Actualization |
| 2007 | K.20 | On Getting What You Asked For: Consequences and Compromises of Institutionalizing a Mainstreaming Pilot Project |
| 2007 | K.33 | Representing Identifies: Service-Learning to Re-present |
| 2007 | K.9 | Yours, Mine and Ours: Raising Self-Awareness about Uses of Source Material |
| 2007 | L.13 | Identifying, or Being Identified, as “At-Risk”: Ways Basic Writers and First-Graders Forge Academic |
| 2007 | L.25 | Exploration of Self and Community in the Post-Katrina |
| 2007 | L.33 | The WPA Writing Center Role and Creating Tutor Identities |
| 2007 | L.34 | Innovations and Improvements in WPA |
| 2007 | L.8 | WAC Student Identities: Disciplinary, Analytical-Empathetic, or Advocatory? |
| 2007 | M.12 | Pedagogical Memory and the Transferability of Knowledge |
| 2007 | M.28 | High Stakes Assessment of Faculty, Students, and Programs |
| 2007 | M.29 | Where the Bloody Hell Are We? Subverting and Resisting |
| 2007 | M.33 | Student Selves and Transformation in the Writing Classroom |
| 2007 | N.16 | The Authority of Appropriation: Representing Identities through Re-Presenting Text |
| 2007 | N.23 | Using Portfolios to Shape Students Identities in the Class-room and the University |
| 2007 | N.30 | Usable Literacies: Rhetoric and Composition, (dis)Ability |
| 2007 | O.20 | Creating Space for Silence: Interdisciplinary Contemplations on Identity |
| 2007 | O.28 | Using Audio-Visual and Computer Technology in Tutor |
| 2007 | O.29 | Assigning and Assessing Student Writing Across the Cur-riculum |
| 2007 | P.14 | Presenting and Representing Multiple Identities in First-Year Writing Programs |
| 2007 | P.19 | Creating Space: (Re)Locating Writing Centers and Tutors |
| 2007 | P.20 | Linguistic and Cultural Frameworks in the Classroom and in the Writing Center |
| 2007 | P.30 | Interpreting Second Language Writers’ Identities: Designations, Complications, and Implications |
| 2008 | A.22 | Overcoming Institutional Constraints in WAC Assessment |
| 2008 | A.23 | Technological Transformations: Distance Education and Writing Centers |
| 2008 | A.24 | 2007 Survey of Doctoral Programs in Rhetoric and Com-position |
| 2008 | A.41 | Reflective Portfolios as Program Assessment |
| 2008 | B.25 | Changing Realities: Adapting Writing Center Pedagogy to Fit the Needs of Second Language Writers |
| 2008 | B.26 | Sustaining Learning: New Ways of Designing Curriculum |
| 2008 | B.27 | Critical Issues in Writing Assessment |
| 2008 | B.41 | Trading Realities: You Wear My Hat and I’ll Wear Yours— Developing a WID Program in a Technical College |
| 2008 | C.23 | Rhetoricizing Online Writing Centers: A Roundtable Discussion on Using Language to Construct |
| 2008 | C.24 | Departmental WID in International Perspective: Changing Realities for Writing Across the Curriculum |
| 2008 | C.25 | Achieving Educational Equity in Writing Centers |
| 2008 | C.42 | Establishing a Secondary Writing Center: A Collaborative |
| 2008 | D.28 | Student Learning Outcomes as a Roadmap to Writing in the Disciplines |
| 2008 | D.29 | Resisting Neoliberal Reality in the Writing Center: Durable, Democratic Networks in Long-Term Tutoring |
| 2008 | D.30 | Coming to Agency through Directed Self-placement |
| 2008 | D.31 | Speech Acts: Rap, Hip-Hop, and Critical Agency in the First-Year Writing Classroom |
| 2008 | D.42 | Rhetorics and Realities of Change: Reflections on Theory |
| 2008 | E.25 | Academic Gateways vs. Academic Gatekeepers: The Reali-ties of Academic Literacy Issues in the Two-Year College |
| 2008 | E.26 | Two Assessments of Writing Assessments |
| 2008 | E.27 | Celluloid WAC: Documenting the Realities of WAC through Film |
| 2008 | E.40 | Writing Resistance: Assessment, Accountability and Subversion |
| 2008 | F.19 | Three WPAs’ Perspectives on Changing the Material Pro-duction and Material Outcomes of First-Year Composition |
| 2008 | F.20 | Assessment, Placement, and Institutional Change: Strategies for Creating New Writing Realities |
| 2008 | F.21 | Writing Realities vs. Images that Conceal: The Visual Rhetoric of Self-Representation |
| 2008 | F.34 | Changing Discourses: The Writing Center as Forum for Cross-disciplinary Collaboration |
| 2008 | G.19 | How Strong Programs with National (Canadian) Identities |
| 2008 | G.20 | The Multiple Realities of Tutor Training: Power, Identity, and Peer Tutoring |
| 2008 | G.21 | Why Are We Reading This Stuff Anyway?: Using Keystone Essays to Integrate Reading and Writing |
| 2008 | G.36 | Assessment of Tutoring Best Practices: Theoretical Possibilities and Pedagogical Realities |
| 2008 | H.20 | Listening Rhetorically, Changing Realities: From Isolation into Dialogue |
| 2008 | H.21 | Inside-out Assessment: Compositionists’ “Burden to Act” |
| 2008 | H.22 | International Collaborations and Changing Realities |
| 2008 | I.21 | Myspace.com, Hip-Hop Emcees, and Other Student Identi-ties in the Academic Classroom |
| 2008 | I.22 | Reflection and Rhetorical Facility: Exploring the Realities of Assessing the Portfolio Preface |
| 2008 | I.23 | Writing Center Realities: Reclaiming the (Con)Textual Product |
| 2008 | J.21 | A Range of Realities: Addressing Composition II Students’ Needs |
| 2008 | J.22 | Mind the Gap: Teacher and Tutor Accountability in the De-sign and Interpretation of WAC/WID Writing Assignments |
| 2008 | J.23 | Changing Our Reality: Toward a Rhetoric of Undergraduate Degree Programs |
| 2008 | J.24 | Words in Action: The Art of Poetry Slam and Social Justice |
| 2008 | J.25 | Writing Realities and the Realities of Writing Instruction |
| 2008 | K.22 | Taking Responsibility for Recreating, Renewing, and Sus-taining WAC and Writing Centers: Findings of the T YCA |
| 2008 | K.24 | Reality Check: The Challenges and Rewards of Peer Men-toring and Program Assessment |
| 2008 | L.17 | Inscribing Disciplinary Realities: WAC / WID Research and Pedagogy |
| 2008 | L.18 | At Home and/in the World: Negotiating Global Perspectives in the Writing Classroom |
| 2008 | M.14 | Facing Challenges for Writing Center Tutors and Graduate |
| 2008 | M.15 | Digital Delivery, Learning Communities, and Service |
| 2008 | M.16 | Blending Realities: Creating a Reality of Success for Students of Color |
| 2008 | M.21 | TYCA National Interview Project: Tapping Exemplary Two-Year College Assessment Prac-tices to Rewrite Realities of Imposed Standards and Inadequate Program Support |
| 2008 | N.15 | Conversations and Collaborations in Writing Centers |
| 2008 | N.16 | Building and Sustaining an Independent Writing Major: Insights from a Decade of Departmental Experience |
| 2008 | O.15 | Changing Realities of Assessment: Listening to Student Voices |
| 2008 | O.16 | What If?: Writing Center Lore and Reality |
| 2008 | O.17 | Learning from Peer Review: New Research |
| 2008 | P.14 | Documenting the Future: The Role of Technical Communi-cators in Constructing Critical Technologies |
| 2008 | P.15 | Rebuilding the Foundations of ENGL 101 |
| 2009 | A.10 | Thinking Big and Making It Happen: Stories, Strategies, and Lessons Learned from Several |
| 2009 | A.15 | Enticing Rhetoric: The Mutual Attraction of Composition |
| 2009 | A.18 | ALP: A New Model for Mainstreaming Basic Writers |
| 2009 | A.20 | Questioning Timed Writing and Portfolio Assessment |
| 2009 | A.29 | Upside Down, Inside Out: Making (Assessment ) Waves to Launch a WAC Enterprise from the Inside Out |
| 2009 | A.3 | Beyond the CompRhet Doctorate: Writing History and Theory |
| 2009 | A.37 | Assessment in the Context of the Learning Community |
| 2009 | A.5 | Learning Communities in Context Collaboration and Across the Disciplines |
| 2009 | A.9 | Assessment Initiatives for Writing Centers |
| 2009 | B.18 | Beyond the WAC Workshop: The Possibilities and Pitfalls |
| 2009 | B.19 | “Shit-plus,” “AWK,” “Frag,” and “Huh?”: An Empirical Look |
| 2009 | C.15 | Riding Writing Assessment’s Fourth Wave: Examining the Efficacy of FYC as Writing Studies Pedagogy |
| 2009 | C.27 | Visualizing the New Writing Center: Integrating Verbal and Visual Rhetorics |
| 2009 | C.38 | The Good, the Bad, and the Online: Learning from One |
| 2009 | C.7 | Next Generation OWLs: Customized Solutions and the Move toward Open-sourcing |
| 2009 | D.21 | Building Bridges: Family Writing in the Composition |
| 2009 | D.3 | Universal Design and Writing Programs: Constructing a Student-centered Universe(ity) |
| 2009 | D.37 | Theorizing Theme Sections of Freshman Composition |
| 2009 | D.38 | Misconception, Apprehension and Course Design in WAC |
| 2009 | D.39 | Rippling throughout the Year: Four Views of the Stretch Model |
| 2009 | D.8 | Calm Seas or Tidal Waves: The Role of Writing Fellows |
| 2009 | F.10 | Making Waves, Managing Waves, and Becoming Active/ists: Recasting Campus Crisis into Written Reflection |
| 2009 | F.16 | First-Year Composition and the Learning Community: A Framework for Student Engagement |
| 2009 | F.21 | Writing Centers: Questions and Innovations |
| 2009 | F.22 | A Perfect Storm: The Impact of Value-Added Assessment Requirements |
| 2009 | F.38 | Making Waves with Writing Center Peer Tutors |
| 2009 | G.27 | Sea Change, Transformation, and Adaptation: Pedagogy and Praxis Gleaned from the Community |
| 2009 | G.30 | Information Literacies, Libraries and Learning |
| 2009 | G.33 | Welcome to the Machine: Corporate Interests and Freshman Readers |
| 2009 | G.6 | Educating the Third Wave of Writing Program/Center |
| 2009 | G.8 | Real Service, Real Students: Reflecting on Service Learning at the Two-Year College |
| 2009 | H.20 | The Basketball Diaries, or Making Waves in a Gorilla Suit |
| 2009 | H.22 | Service and Engagement in Composition Studies |
| 2009 | H.3 | New Modals in the Fight against Bullshit |
| 2009 | H.32 | Changing Tides, Changing Curriculum: Instituting a Cross-disciplinary Mid-career Composition Course |
| 2009 | I.11 | New Waves for Writing Centers |
| 2009 | I.16 | Making Waves of Change: Creating a BA Degree in Writing and Rhetoric |
| 2009 | I.17 | “Strangers in Strange Lands”: Composition Learning |
| 2009 | I.30 | Mapping a New Academic Landscape: |Towards Rhetorical Pluralism in WAC/WID, Writing |
| 2009 | I.37 | Shaping Campus and Community Ideas about Writing |
| 2009 | J.1 | Riding a New Wave: Towards the Writing/Composition/Rhetoric Major and Minor |
| 2009 | J.31 | Taking It to the Web: Digital Writing in Composition Classrooms |
| 2009 | J.5 | Racism in Writing Assessments and the Construction of “Minority” Literacies |
| 2009 | K.12 | Converging Currents in Learning Communities: Interdisciplinary Composition, Pedagogical Transparency, and Student-centeredness |
| 2009 | K.2 | Writing Centers, CAC, and First-Year Seminar |
| 2009 | K.28 | Developing and Training Peer Tutors |
| 2009 | L.12 | Rhetorical Situations, Research Writing, and Genre: Cross-institutional Research on Curriculum Design in Two |
| 2009 | L.21 | Alignity: The Next Wave in Writing in the Disciplines |
| 2009 | L.22 | SIN(x), Where X Equals Identity: A Grounded Theory Investigation of “Development” in a Tutor Development Program |
| 2009 | L.29 | Fifteen Years after the Writing Requirements Went Away: In the Wake of the New Abolitionist Wave |
| 2009 | M.12 | Outcomes Assessment and the Intellectual Work of Composition: Engaging the Contradictions |
| 2009 | M.14 | Authorizing Multiculturalism at the Center: Tales of Trials and Triumphs |
| 2009 | M.16 | Tutor Development and Tutoring’s Influence |
| 2009 | M.17 | Coming to Terms: Discovering our Rhetorical Values |
| 2009 | M.25 | Getting a Job at a Two-Year College |
| 2009 | M.29 | On Race, Privilege, and Agency |
| 2009 | N.11 | Forget the Waves–We Aren’t Even in the Same Rowboat: Disrupting Grand/Master Writing Center Narratives |
| 2009 | N.14 | Back to Basics: Refiguring Basic Writing Instruction |
| 2009 | N.16 | Perceptions and Pedagogy: Remediation in the CSU |
| 2009 | N.21 | Navigating Difference in Writing Center Tutoring Sessions |
| 2009 | N.23 | The Opposite of Assessment Is? |
| 2009 | N.28 | Creating Institutional Unity at the New “Community” |
| 2009 | O.10 | Collaborative Learning and Peer Tutor Training: Breaking Waves and Confused Seas |
| 2009 | O.4 | Making Waves on a Rising Tide: Three Writing Centers Churn Things Up |
| 2009 | P.1 | Making Waves in Graduate School: Challenging “Business |
| 2009 | P.12 | The Double Helix: WPA Theory and Practice in Four Local Contexts |
| 2009 | P.16 | Full Speed Ahead: Navigating Composition’s Rough Waters |
| 2009 | P.19 | WAC’s a Beach |
| 2009 | P.6 | Terra Incognita: Methods and Strategies for Creating a Global Writing Curriculm |
| 2010 | A.12 | Where Are They Now?: A Longitudinal Look at the Writing |
| 2010 | A.13 | Bringing WAC Back: From Suspended Animation to Revitalization |
| 2010 | A.18 | Rethinking Racism in Writing Assessments: A Conversation about Local Issues, Sites, and Possibilities |
| 2010 | A.20 | First-Year Remix: Contexts and Curriculum |
| 2010 | A.23 | (Re)mixing Assessment and Articulation: One Program’s Experience with Assessing Writing as a Dynamically Articulated Process |
| 2010 | A.36 | Universal Requirement (New Millennium Remix) |
| 2010 | B.20 | Audience, Authority, and Ownership: Constructing the “Intimate Other” in Introductory Composition |
| 2010 | B.32 | Updating an Old Standard: “Teaching College Writing” Goes Multi-Modal |
| 2010 | B.5 | From Awareness to Action: Making a First-Year Writing Program ESL Friendly |
| 2010 | C.11 | After “Shit-plus” in One Writing Program: Empirical Inquiries into Student Reflective Letters, Teachers’ Markings on Latino/a Writing, and the Construction of Race in Teacher Commentary |
| 2010 | C.12 | Reflection in Context: Encouraging and Valuing the Stu-dent’s Voice in Assessment |
| 2010 | C.18 | What’s Love Got to Do with It?: The Multifaceted Nature of Emotions and Social Responsibility in Writing Assessment |
| 2010 | C.26 | The End(s) of Basic Writing: Remixing Access to Higher |
| 2010 | C.38 | Conflict and Dissent in Collaborative Learning |
| 2010 | C.40 | FYC Assessment and Retention Remixed: Inviting Students into Education through Writing |
| 2010 | C.41 | Student Anthologies Remixed: Using Student Writing in Faculty Development |
| 2010 | C.8 | Overlapping Boundaries for Students, Teachers, and Tutors |
| 2010 | D.22 | Remixing Campus Writing Resources for Faculty at an HBCU |
| 2010 | D.23 | Do We Look Like White Women 2 U!?: Remixing the Feminization of the WPA |
| 2010 | D.26 | Getting a Job in a Two-Year College |
| 2010 | E.10 | Global Literacies in Context: Remixing the Geography of First-Year Writing Programs in America |
| 2010 | E.14 | Access and Excellence: Creating New Opportunities for At-Risk Students’ Success in Reading and Writing |
| 2010 | E.24 | Questioning Traditional Connections between High School |
| 2010 | E.28 | Rethinking Writing Center Practices with Second-Language |
| 2010 | F.14 | Getting WAC to Work: Remixing Roles and Expectations of Graduate Writing |
| 2010 | F.22 | Writing Studies Remixed: Rethinking What We Do and How We Do It |
| 2010 | F.33 | Remixing Writing Programs for a Digital World |
| 2010 | F.41 | “Go to the Writing Center”: Rethinking Requirements and Resistance |
| 2010 | G.19 | Mixing It Up: A First Year Experience in the Contact Zone |
| 2010 | G.21 | Starting from Scratch: How We Invent Writing Programs |
| 2010 | G.31 | Remaking General Education Assessment, Rejecting |
| 2010 | G.36 | Rethink, Remix, Renew: Composition Pedagogy in a Digital Realm |
| 2010 | G.42 | An Ever Widening Circle: Feedback to Student Writing |
| 2010 | H.21 | Research on Learning Transfer, and How We Use That |
| 2010 | H.22 | The Zen of Writing Assessment: Practices On and Off the Cushion (at the University of X) |
| 2010 | H.43 | Language, Race, and Ethnicity: Challenging Perceptions |
| 2010 | H.9 | Remixing Scholarship: Sharing Undergraduate Research |
| 2010 | I.1 | First-Year Honors Composition (FYHC): A Quantitative and Case Study |
| 2010 | I.23 | First-Year Seminar versus First-Year English: Rethinking |
| 2010 | I.31 | Disturbing and Developing the Council of Writing Program |
| 2010 | I.41 | First-Year Seminars as a Remix of the Introductory Writing |
| 2010 | I.42 | Supporting Fellow Faculty: Sharing Knowledge and Building Community |
| 2010 | J.1 | Re-Mixing Historical Knowledge as the Generative |
| 2010 | J.11 | Hard Times: Required Remixing in the New Economy |
| 2010 | J.12 | “Assume the Power to Do What You Know”: Rethinking |
| 2010 | J.2 | Remixing the High School to College Transition for Student Writers: A Pilot Partnership |
| 2010 | J.43 | Learning from Other Programs and Disciplines |
| 2010 | K.1 | Revisiting and Revising: Using Data to Evaluate and Improve a Developmental Writing Program |
| 2010 | K.14 | Rubrics Redux |
| 2010 | K.2 | Re-Thinking Placement into First-Year Writing Courses: Developing an Evidence-Based Statewide Model |
| 2010 | K.25 | The New Traditional Student: Re-mixing Demographics, Curriculum, and Theory |
| 2010 | K.40 | The Writing Center as a Contact Zone |
| 2010 | K.9 | Developments in Undergraduate Writing Majors: A Roundtable Discussion |
| 2010 | L.19 | Re-inventing Writing Program Administration in a Time of Economic Calamity |
| 2010 | L.2 | Building Community through Writing: Place-Based Pedagogy in a Developmental Writing Program |
| 2010 | L.21 | Between a WAC and a Hard Place: Course Design, Faculty Development, and Assessment |
| 2010 | L.25 | Course Redesign as Remix: One Program’s Adventures |
| 2010 | L.35 | Questioning Assessment Practice |
| 2010 | L.9 | Reinvigorating Writing Center Research: Toward a New Millennial Agenda |
| 2010 | M.24 | Back to the Future: Revising Classical Rhetoric’s Current Place in Composition |
| 2010 | M.27 | The Sum of Its Parts: Using Research to Renew Our |
| 2010 | M.28 | Course Redesign as Remix: One Program’s Adventures |
| 2010 | M.29 | Realizing the Potential of Writing Studies |
| 2010 | M.30 | Engaging the Post-colonial: Teaching “Standard” Writing |
| 2010 | M.38 | Revisiting Ethics in the Writing Center |
| 2010 | N.18 | Re-Representing the Writing Center: Ethics, Social Impact, and Good Intentions |
| 2010 | N.21 | TYCA Research Initiative Rethinking to Renew: Learning Communities in Two-Year Colleges |
| 2010 | N.6 | Documentary Video: Mixing Research and Dissemination |
| 2010 | N.8 | Serving Those Who Serve: Deploying the Composition Classroom |
| 2010 | N.9 | Taking the Stage: Reconsidering Peer, Professional, and Faculty Tutor Identities in the Writing Center |
| 2010 | O.13 | Writing Center Tutors’ Roles Remixed |
| 2010 | O.14 | Curriculum Design in Multiple Contexts |
| 2010 | O.21 | “Diving Into the Wreck(age)”: Rethinking Writing Program Coherence |
| 2010 | O.9 | What Are We Teaching? |
| 2010 | P.11 | Reconsidering Research on Writing Fellows/Mentors in the Classroom |
| 2010 | P.16 | First–Year Writing Remix |
| 2010 | P.25 | How We Build Writing Programs |
| 2010 | P.26 | How Do Students Conduct Research? |
| 2010 | P.8 | Rethinking, Revising, and Renewing a Writing Program by Celebrating Student Writing |
| 2010 | P.9 | The State of Writing Studies: How Writing Is Done in U.S. Colleges and Universities |
| 2011 | A.17 | Learning Communities and Communities of Practice: Toward Improved Instruction |
| 2011 | A.24 | Practitioner Inquirers at the Research Family Reunion or “Whatever Happened to Practitioner Research?” |
| 2011 | A.6 | No Such Thing as Community |
| 2011 | B.17 | Faculty Knowledge, Faculty Development, and Institutional |
| 2011 | B.24 | Untangling the Web of Relations in the Undergraduate |
| 2011 | B.9 | OWL – Tales: Ongoing Scholarship and Stories from the Online Writing Lab |
| 2011 | C.17 | Research on the Nature and Effects of Writing-Center |
| 2011 | C.24 | What in the World Is English and How Are We Teaching It |
| 2011 | C.8 | Making Space for Service-Learning Projects in a Portfolio-Based Writing Program |
| 2011 | D.21 | Who Does What, and With Whom: Exploring the Staffing |
| 2011 | D.36 | Citation Context Analysis: Fresh Approaches to Assessment and Tutoring |
| 2011 | D.39 | What’s Our Relation . . . to the Mean and the Median? |
| 2011 | E.21 | New Challenges, New Understandings: Examining Our Relations within a Portfolio Culture |
| 2011 | E.24 | Writing Across the Curriculum in the Community College: Challenges and Opportunities |
| 2011 | E.39 | Exploring the Next Frontier in WAC/WID: A Multi-University, NSF-Sponsored Project to Enable |
| 2011 | F.21 | Creating Shared Values: Development of Writing Programs |
| 2011 | F.31 | Revisiting the Status Quo: New Directions in Writing |
| 2011 | G.17 | Photography, Writing, and the Drafts of History |
| 2011 | G.31 | A Place at the Table: The Contested Space of Writing in a Corporate Curriculum |
| 2011 | G.34 | Assessing Programmatic Relationships: Bridging Internal, Interdisciplinary, and Institutional Gaps |
| 2011 | H.21 | From Strangers to Family: The Development of a First-Year Writing Program |
| 2011 | H.34 | The Other Side of the Street: Understanding the Reciprocal Effects of Working as a Peer Tutor |
| 2011 | I.16 | Attitude Triage: Changing Student Attitudes toward Writing |
| 2011 | I.22 | The Changing Shape of Two-Year College English |
| 2011 | I.3 | Teaching Composition in the Era of Dual-Credit: A Study of High School Writers in the Community College |
| 2011 | J.21 | Mapping Contested Spaces for the Undergraduate Major |
| 2011 | K.16 | Creating a Functional Family: Building Relationships within |
| 2011 | K.22 | Assessing Students and Students as Assessors: Roles, Perspectives, and Influences |
| 2011 | L.8 | Writing Assignments, Argumentation Strategies, and Social Identities: Three Views of Writing in the Disciplines |
| 2011 | M.19 | Writing Hong Kong/Hong Kong Writing: Writing Administration in a Trilingual/Post-Colonial/Post-Handover Context |
| 2011 | N.19 | Really, Really Useful Knowlege: How Cultural Studies Agendas Play Out for a Director and Her Tutors at One Historically Black University |
| 2011 | N.3 | Within Yet Aside: Assessing Critical Thinking Across Student Writing |
| 2011 | N.33 | Contested Spaces and Curricular Design: Incorporating Students’ Local Knowledge and Rhetorical |
| 2012 | A.20 | Finding Productive Writing Pedagogies in WAC and Writing Programs |
| 2012 | A.34 | The Next Step: Outcomes for Majors in Writing and Rhetoric. A Roundtable Discussion |
| 2012 | B.27 | The Vertical Writing Curriculum: Using Reaccreditation to Integrate and Align Writing Instruction |
| 2012 | C.11 | Using Disciplinary Writing Assignments to Assess |
| 2012 | C.19 | The Transition to Parentheses: New Boundaries for a Non-Tenure-Track Writing Program |
| 2012 | D.12 | Gateways to Response Strategies That Work for Our |
| 2012 | D.21 | Directed Self-Placement: Widening Institutional |
| 2012 | D.31 | Checking Up on Wired Writing Programs: Emerging |
| 2012 | E.21 | Writing Centers as Ideal Sites of Knowledge Transfer and Disciplinary Translation |
| 2012 | F.21 | Cross-cultural Dialogues in Classrooms and Writing Centers |
| 2012 | F.8 | Rhetorical Routes to Revision: Developing a University Writing Program Amidst General Education Reform |
| 2012 | G.10 | Placing “Choice”: Agency, Remediation, and Whiteness |
| 2012 | G.24 | Unseen Gateways in First-Year Writing: FLCs, ‘General |
| 2012 | G.30 | A Two-Way Street: Community Programming and First-Year Writing |
| 2012 | G.34 | Classical Rhetoric for the Modern Writing Center |
| 2012 | H.28 | At the Threshold of Transformation: Two-Year College |
| 2012 | H.8 | The Consortium for the Study of Writing Survey as a Gateway to Writing Assessment, Faculty Development, and Program Building: A Comparative Perspective |
| 2012 | I.11 | Telling Our Story: Developing a Writing Studio Program to Support Basic Writing |
| 2012 | I.27 | Collaboratively Redesigning First-Year Composition in Digital Environments: A Gateway for Student Success |
| 2012 | J.10 | Assessing Student Writing when Convergent Media and Visual Rhetoric Change the Evaluative Interface |
| 2012 | J.21 | Perceptions Are Gatekeepers: Exploring Ways to Increase Student Engagement with the Writing Center |
| 2012 | J.29 | CUNY’s Assessment of Academic Writing Proficiency: A Case Study |
| 2012 | K.18 | The Information Literacy Lab: A Partnership between First-Year Writing and the Library |
| 2012 | K.19 | Institutional and Civic Responsibilities to “Warrior |
| 2012 | K.6 | Constructing the Gates: Structures for Success in International and Domestic Service Learning Initiatives |
| 2012 | L.19 | Gateways and Transitions: Exploring Advanced |
| 2012 | L.25 | Composing and Collaborating in a Digital World: Transitioning Spaces to Multiliterate Writing Centers |
| 2012 | L.8 | Still Trying to Break Our Bonds: Lessons from an Ongoing |
| 2012 | M.31 | Is the Next America Totally WACked? |
| 2012 | M.9 | (Re)Structuring Gateways in a Community College: Using a Title III Grant to Increase Access to “College-Level” Composition |
| 2012 | N.8 | “It gets better,” or does it?: Lessons for/from Anti-bullying Activism in the WPA Context, Or Moving Toward A Theory and Ethics of Combating |
| 2013 | B.3 | Information and Its Consequences for Work: Theorizing a Writing Program Informatics |
| 2013 | B.7 | Look Out Any Window: The Basic Writing Center |
| 2013 | C.10 | Dual Enrollment/Dual Credit: The Missing and the Hidden |
| 2013 | C.6 | Re-imagining Writing Programs’ Audiences: Insights |
| 2013 | D.12 | The New “Basic Writing”: A WAC/WID Program and Public Literacy |
| 2013 | E.27 | Perceptual Presence: Creating Exceptional Teaching |
| 2013 | E.8 | Supporting Integrated Writing Research through Rhizomatic Literate Activity |
| 2013 | F.11 | Reidentification: Seeing Students Differently |
| 2013 | F.30 | Going Public: Making Integrated Writing Instruction |
| 2013 | G.16 | Leveraging the “Where” of Writing: Forging, Showcasing, and Complicating Community |
| 2013 | G.4 | Writing Center Training, Performative Silence, and Informational Visualization |
| 2013 | H.10 | Transition and Transfer: Tracing Student Movement |
| 2013 | H.11 | Making Our Work Public: Creating a New English Major |
| 2013 | H.15 | Making the Grade: Exploring and Explaining “Failure” |
| 2013 | I.11 | Snapshots of the Field |
| 2013 | I.4 | Invitations to Dialogue: Student Involvement in Teaching for Transfer Across and Outside the Composition Sequence |
| 2013 | I.5 | A Writing Center Targets Writing in the STEM |
| 2013 | J.11 | Writing as an Academic Skill and a Liberal Art: From High School to College and Beyond |
| 2013 | J.12 | Engaged Assessment/Effective Pedagogy: Fostering Community Engagement through Assessment Practices |
| 2013 | K.10 | Implications for Culturally-Relevant Writing Program |
| 2013 | K.11 | Expanding Our Community: The Duality of Concurrent |
| 2013 | K.18 | The WPA Outcomes Statement and the Pursuit of Localism |
| 2013 | L.12 | When the Outside Looks In: Accountability, Assessment, and Apprehension in a Technical College Setting |
| 2013 | L.13 | Face, Place, Space, Publics: Multiplicity and Writing |
| 2013 | L.17 | Among the “Swirl of Actors” in the Public U: The Challenge of Cross-Disciplinary Instructional Outreach |
| 2013 | M.21 | Gateway Courses and the Undergraduate Writing Major: A Roundtable Discussion |
| 2013 | M.4 | Building Textual Bridges: An Analysis of Artifacts |
| 2013 | M.7 | Reviving and Sustaining a WAC/WID Program: Traditions, Technology, and Multilingualism |
| 2013 | N.16 | “Make New Friends, But Keep The Old”: Incorporat-ing New Media and Multimodality in a Growing Writing |
| 2013 | N.27 | International Admissions Brokers: Streamlining or Complicating Writing Support? |
| 2013 | N.28 | The International Work of Composition: The Development of a Multilin-gual Writing Center at Home and Abroad |
| 2013 | N.3 | “Basic” Writers, “Multilingual” Writers, and “Mainstream” Writers: the Contested Terms of Transitional Writing from the Student Perspective |
| 2014 | A.10 | A Badge of Dichotomous Language: Representing and Employing Assessment in Ambiguous Spaces |
| 2014 | A.23 | Teaching in and through the Classroom |
| 2014 | AW.3 | Independent Writing Units: Exploring Options |
| 2014 | D.11 | Writing Out in an Open Source World for Creative Writers, Journals, and Writing Programs |
| 2014 | D.35 | Acknowledging Difference: Revamping First-Year Composition, Developmental Writing, and Assessment |
| 2014 | D.36 | Digital Empowerment for Civic and Community |
| 2014 | F.31 | Breaking the Cycle of Ineffective Research Instruction |
| 2014 | F.32 | Making Change: The Evolution of WAC/WID Programs |
| 2014 | F.33 | The Future Is Wide Open: Professionalizing |
| 2014 | F.34 | Online Practices: Tutors, Writing Centers, and Assessment |
| 2014 | F.35 | Writing Center Complexities: Pushing Students to Excel in Their Writing |
| 2014 | FSIG.12 | Meeting of the International Network of Writing-across-the-Curriculum Programs |
| 2014 | FSIG.18 | Undergraduate Research in Rhetoric and Composition |
| 2014 | FSIG.19 | Studio Special Interest Group |
| 2014 | G.31 | Colorizing the Writing Center: One Writing Center’s Journey to Interrogate “Diversity” and Discourse |
| 2014 | G.32 | Open Access Curriculum: (Re)Designing a Competency-Based Writing Program |
| 2014 | G.33 | The Stories We Tell: Narratives, Institutional Discourse, and the Public Documents of Writing Centers |
| 2014 | G.34 | Opening Curriculum, Creating Openings: Transforming a Writing Program after a CWPA Program Evaluation |
| 2014 | H.32 | Composition as Open Environment |
| 2014 | H.33 | Opening Our Eyes: Addressing the Needs of All Students |
| 2014 | H.34 | Undergraduate Writing Majors and the Future of Writing Studies |
| 2014 | H.35 | Opening the Mission: Writing Program Design in Faith-Based Institutions |
| 2014 | H.41 | Institutional Remix: Opening the Doors to Freshmen and Writing Across the GE Curriculum |
| 2014 | I.31 | Access for America’s Emerging Demographic: A Model for Reducing Remediation and Addressing Linguistic |
| 2014 | I.32 | “I Can See China From My Window!”: Using Pedagogy and Assessment to Identify Fault Lines between Admissions Criteria and ESL Writing Development |
| 2014 | I.33 | Opening the WPA Outcomes Statement beyond First-Year Composition |
| 2014 | I.34 | Bilingual, L2, and ELL Experiences: Addressing Critical Issues of Diverse Communities |
| 2014 | I.35 | Opening the Writing Program to the Whole Campus: Four Innovative Strategies |
| 2014 | J.29 | Access to a Brighter Future for At-Risk Students: Writing Studies Program Strategies for Increasing |
| 2014 | J.30 | Is Going Rogue So Bad? Negotiating Restrictions Placed on Teaching Asistants in First-Year English |
| 2014 | J.31 | Opening Up Freshman Comp to the Disciplines: Using Content-Area Faculty in First-Year Writing Seminars |
| 2014 | J.32 | Co-Cultural Dis/Ability Discourses: Redefining Access in the Cs |
| 2014 | J.33 | Opening Up New Writing Partnerships: Broadening Program Reach across the University |
| 2014 | K.30 | Assessment at the Center: Accessing Opportunities for Change |
| 2014 | K.31 | Literacy: Pushing Students to Its Strength |