Learning To Do Graduate School: Multicultural Perspectives On Writing, Academic Enculturation, And Identity
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Chair | Paul Kei Matsuda | University of New Hampshire, Durham, NH → University of New Hampshire | |
| Presenters | Christine Pearson Casanave | Teachers College Columbia University, Tokyo, Japan | Learning Participatory Writing Practices in Graduate School: Some Perspective-Taking by a Mainstream Educator |
| Presenters | Xiaoming Li | Long Island University, Brooklyn, NY → Long Island University | Repositioning with Texts: The ‘Tipping Point’ in My Disciplinary Enculturation |
| Presenters | Susana Gonzalez | Purdue University, West Lafayette, IN → Purdue University West Lafayette | The Dissertation Genre as a Site of Contention |
| Presenters | Gergana Vitanova | University of Central Florida, Orlando → University of Central Florida | Negotiating a Professional Identity in Graduate School as a Second Language Speaker |
| Presenters | William Burgos | Long Island University, Brooklyn, NY → Long Island University | Marginality and Mestizaje in Graduate Education |
Source
NCTE's program, near page 124 of the file. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “Learning To Do Graduate School: Multicultural Perspectives On Writing, Academic Enculturation, And Identity.” 2004 Convention Program, San Antonio, session D.29. Via CCCC Program Reader, November 2, 2026.