| A.1 | Administering Feminism: A Critique of Jane Gallop's Transgressive Pedagogy | | 4 |
| A.2 | La Frontera of Our Stories: Writing with/against Gloria Anzaldua's Borderlands in an Advanced Composition Classroom | | 4 |
| A.3 | Meaning-Making in the Combe: Jane Goodall Meets Ann Berthoff | | 4 |
| A.4 | What Can Composition Classrooms Learn from Professional and Technical Communication? | | 3 |
| A.5 | Collaborative Groups in Literature Courses | | 4 |
| A.6 | Breaking with Precedents: Integrating Composition and Engineering through Content and Delivery | | 3 |
| A.7 | Rhetoric Matters: Literary Public Spheres and Rhetoric as an Architectonic Art | | 4 |
| A.8 | Revisiting Story in Composing: Where Critical and Personal Construct Stu-dent Voice(s) | | 4 |
| A.9 | My Rhetoric is More Moral Than Your Rhetoric: Business Writing vs. Belles-Lettres | | 4 |
| A.10 | Writing and the Brain: An Interdisciplinary Study of the Biology of Writing | | 3 |
| A.11 | (no title) | | 7 |
| A.12 | Avoiding Peer Revision 'Wars' in a Diverse Classroom | | 4 |
| A.13 | Making It Work: Translating Theory and Research to Pedagogy | | 3 |
| A.14 | Students as Researchers: Respecting the Diversity of Learners | | 5 |
| A.15 | The Protean Shapes of an Architecture Crit as 'Literacy Event' | | 4 |
| A.18 | (no title) | | 3 |
| A.19 | The Freshman Research Paper: Writing for Identity | | 5 |
| A.20 | Crossing the Tracks: Expression and Exposition in a Freshman Composition Course | | 3 |
| A.22 | (no title) | | 2 |
| B.1 | Negotiating Authority in the Classroom: Self- and Peer Assessment as Tools for Student and Teacher Reflection | | 4 |
| B.2 | The Social Function of Stories about Teaching Writing | | 4 |
| B.3 | From Down the Hall: Observations of Writing Program Administration | | 4 |
| B.4 | Facing Giovanni's Redundancy in the Profession: Stories of the Female and African American Dynamic | | 6 |
| B.5 | The Work of Composition for Teachers: Time, Practice, Place and the Ideology of 'Research' | | 4 |
| B.6 | Multicultural Literature and the Composition Classroom: Overcom-ing the Resistance | | 4 |
| B.7 | Exploring the Personal at the Points of Production: Another Way of Seeing | | 6 |
| B.8 | The Logic of Pathos: Engineering Students Explore the Enthymeme | | 4 |
| B.9 | Laughter and Vision: The Role of Humor in the Teaching and Practice of Composition | | 4 |
| B.10 | When the Other is Silence: Rhetorical and Anthropological Silencings | | 4 |
| B.11 | Communication Conflicts in a Basic Writing Classroom: Latino Students Tell Their Stories | | 4 |
| B.12 | Is There a 'There' There? Writing in Los Angeles | | 4 |
| B.13 | Addressing Similarities and Differences between Student and Teacher Expectations | | 4 |
| B.14 | Re-Reading the Rhetoric of Disappearance and Cherokee Removal | | 4 |
| B.15 | The Sociocultural Context for the New Discourse about Writing | | 3 |
| B.16 | Metaphors: Tools of Reflection and Discovery for Over-coming Gender-Influenced Limitations in Writing | | 5 |
| B.17 | Where Strategies of 'Containment' Meet Strategies of Contentment: Exploring Composition Handbooks' Happy Endings | | 4 |
| B.18 | Problematizing His/tory: Carl Rogers' Notion of 'Good Communication' and its Relation to Contemporary Feminist Theory | | 5 |
| B.19 | 'Sounding Country': Narrative and the Rhetoric of Rurality | | 4 |
| B.20 | The Limits of the Apprenticeship Models in WAC/WID Research | | 5 |
| B.21 | Improving Commentary on Student Writing in the Humanities | | 6 |
| B.22 | Writing Centers and Intellectual Property: Practice and Policy | | 4 |
| B.23 | Discourse Practices and the Historical Moment | | 4 |
| B.24 | Hip Hop Language and the Writing Classroom | | 5 |
| B.25 | Don't Get Me Wrong: 'Historia' and Personal Pedagogy | | 4 |
| B.26 | Bis(t)ex(t)uality: The Best of Both Worlds | | 4 |
| B.27 | Introducing Institutional Critique: Manifestations and Methods | | 4 |
| B.28 | Negotiating Institutional Histories: Reconstructing Our Stories | | 4 |
| B.29 | A Response to Conflict | | 4 |
| B.30 | Different Institutions, Different Assessment Strategies | | 4 |
| B.31 | (no title) | | 4 |
| B.32 | Getting the Story Right: Reconsidering the Nature of Organizational Control Documents | | 5 |
| B.33 | How to Give a Talk: A Rhetorical Shift for Student Science Writers | | 3 |
| B.34 | (no title) | | 8 |
| B.35 | Using Computers to Discover Surreptitious Voices | | 4 |
| B.36 | Unfamiliar Heroes/New Linguistic Ways Using OWLink to Promote Literacy | | 6 |
| B.37 | Theorizing Computer Classrooms as Sites of Public Discourse: Censorship and Bodily Presence in Classrooms Linked to the WWW | | 4 |
| B.38 | Active Agents and Agency: Student-Programmed MOO Spaces and Rhetorical Forms | | 4 |
| B.39 | Virtual Conferencing: Resistance, Reaction, Stumbling Blocks, and Strategies for Success | | 4 |
| C.1 | Teachers' Concerns about Diversity in Composition Classrooms | | 4 |
| C.2 | The Work of Composition and the Case of Child Care | | 3 |
| C.3 | On Coming to Voice | | 3 |
| C.4 | Chile to Ohio: Cultural Consciousness and Composition | | 3 |
| C.5 | Students Constructing Themselves: Let Them Tell Us How to Teach Them | | 5 |
| C.6 | Portfolio Cover Letters: Tools for Reflection and Dialogue | | 5 |
| C.7 | What a Department Knows and Wants | | 4 |
| C.8 | The Skills Story in Texas: An Evaluation of the Academic Skills Program | | 4 |
| C.9 | Semiotics as a Theory of Composing | | 4 |
| C.10 | Bridging the Oral/ Written Gap with Argument | | 4 |
| C.11 | Rhetoric in Fiction: Alice Walker and Amy Tan as Composition Instructors | | 4 |
| C.12 | Between the Waves: Alternative Writing Practices in Depression-Era Women's Organizations | | 4 |
| C.13 | Kenneth Burke in/and/around Composition | | 3 |
| C.14 | A Goodwill to Power: Burke, Health, and the Personal Narrative | | 4 |
| C.15 | Personal Narrative as Genre: 'Good Stories' in Rhetoric and Composition | | 3 |
| C.16 | (no title) | | 6 |
| C.17 | I Didn't Learn How to Write Good Reports . . . I Learned How to Save Lives: The Importance of Mundane Medical Genres in Prehospital Care | | 4 |
| C.18 | The Anatomy of Failure: Finding the Role of Publisher within the Role of Re-searcher | | 6 |
| C.19 | (no title) | | 3 |
| C.20 | Web Authoring and Rhetorical Conventions: Teaching ESL Students in a Computer-Assisted Classroom | | 4 |
| C.21 | Why Can't They Just Get Over It?: The Logic of White Students' Responses to Postcolonial Texts | | 4 |
| C.22 | Hiphop's Contentious yet Continuous Appeal | | 4 |
| C.23 | Narrating Canada's Multiculturalism | | 3 |
| C.24 | Deafness, Writing, Pedagogy | | 4 |
| C.25 | Taking the Writing Center on the Road: A Visit to Mujeres Latinas en Acción | | 5 |
| C.26 | Reinventing Institutional Space: Remapping the Geography of Labor in English Studies | | 7 |
| C.27 | Hybrid Discourse in African American Literature Classes as Mediated Action | | 4 |
| C.28 | Questions of Ownership in 19th-Century Women's Writing | | 4 |
| C.29 | Writing in Organizations: Using Genre as a Tool to Understand Organiza-tional Change and Resistance | | 3 |
| C.30 | Rhetoric and Common Law in Emerging Countries | | 3 |
| C.31 | Outing the Canon | | 4 |
| C.32 | Why Men Edit and Women MOO: Articulating a Theory of Electronic Publishing in the Academy | | 6 |
| C.33 | Convergence of Online and Resident Technical Communication Instruction | | 4 |
| C.34 | Technology in Teacher Education: Possibilities and Practicalities | | 3 |
| C.35 | Empowering Cybercitizens: Teaching Writing for Democracy with the World Wide Web | | 6 |
| C.36 | Basic Writers and Web DesignCuentos de Estudiantes | | 5 |
| C.37 | The Use of Internet Web Pages in Pedagogy and Research | | 3 |
| C.38 | Stop Looking at Me: Telling Ourselves about Ourselves in Interactive Multimedia | | 3 |
| C.39 | Privileging the Other: Reading, Writing, Responding to African American Literature | | 3 |
| D.1 | It's Just My Opinion, But: Moving Teacher Response from the Personal | | 3 |
| D.2 | Painting Sunsets across the Page | | 6 |
| D.3 | Ethnographic Scripts as Tools for Professional Development | | 4 |
| D.4 | Constructing the Professional: Stories from the Homefront, Stories from the Field | | 4 |
| D.5 | Teaching English to the Disenfranchised: A Look Back | | 5 |
| D.6 | Developing the Idea of Community Identity: Naming Ourselves and Reclaiming Our Histories in the Classroom | | 4 |
| D.7 | Telling Critical Stories | | 6 |
| D.8 | Developing and Credentialing Peer Consultants through Professional Certification | | 4 |
| D.9 | Toward Storytelling as a Paradigm for Healing: Reclaiming an Age-Old Wisdom for the Composition Classroom | | 2 |
| D.10 | Who Know What? Ethnicity, Epistemology, and Ethnography in the First-Year Composition and Literature Classroom | | 4 |
| D.11 | Points of Power: A Basic Writing Program Comes of Age in the Institution | | 4 |
| D.12 | Gender, Authority/Teacher, Critic | | 3 |
| D.13 | Reading Student Texts as Social Text | | 4 |
| D.14 | What Does the Fellow Mean by Sending Me His Own Spittle!: Letter-Writing Instruction in 19th-Century Schools | | 4 |
| D.15 | A Web of Conflicting Identification: Stories of a Latina in Academia | | 3 |
| D.16 | Bringing Nature into the Composition Classroom: Rhetoric, Ecology, and Kenneth Burke | | 4 |
| D.17 | Teaching (against) Precedent: A Genre Approach to Literacy Teaching | | 5 |
| D.18 | Trading Stories of Negotiating Difference | | 4 |
| D.19 | The Grammar of a Good Idea: When Paying Attention to ESL Writers' Syntax Enables Thoughtful Revision | | 3 |
| D.20 | Women of the Maya: Politics and Poetics | | 5 |
| D.21 | The Conversation of Cultures: Redefining Multiculturalism in the Composition Classroom | | 3 |
| D.22 | (no title) | | 2 |
| D.23 | Disciplinarity and Dialogue with the 'Other': Antithetical Constructs in Collaborative Learning | | 4 |
| D.24 | Workstudy, Work Relationships, Working Class: Telling Stories to Learn More about How School Works | | 4 |
| D.25 | Exploring and Celebrating Voice in the Gay, Lesbian, and Bisexual Writing Class | | 4 |
| D.26 | Exotic Stories: Postcolonial Texts in Multicultural Readers | | 5 |
| D.27 | Gettin' above Their Raisings: Content Analysis of Student Narratives | | 3 |
| D.28 | If These Painted-Over Graffiti-Covered Walls Could Talk: Service Learning in an Inner-City High School | | 3 |
| D.29 | Jesus Christ or Frankenstein? When the Voice of Faith Creates a Monster for the Composition Teacher | | 5 |
| D.30 | Legitimizing Technical Communication, 1985 and 1998 | | 3 |
| D.31 | Butter vs. Margarine in the 1940s: A Telling Debate between Academe and Industry | | 4 |
| D.32 | À Propos: An Account of Bourdieu's Insight into Professional Literacies | | 4 |
| D.33 | Going Online: A Second View on the Story of Two Computer Mediated, Virtual Literacy Professors | | 4 |
| D.34 | (no title) | | 2 |
| D.35 | Play as Symbolic Action in Student-Composed Hypertext | | 4 |
| D.36 | Who Are You and Why Are You Messaging Me? Notes on Motive and Identity in CMC | | 2 |
| D.37 | The Heroic in Stories of Teachers and Technology | | 3 |
| D.38 | Virtual Connections: Transparent Relationships with Disembodied Voices | | 3 |
| D.39 | Values, Evaluation and Valuing Change: Student Evaluation of Faculty during Technological Change | | 4 |
| D.40 | Transformation of Feminist Resistance through the Use of Hypertext | | 7 |
| E.1 | (No) Exit Testing: A Hell of an Assessment Tool! | | 5 |
| E.2 | How to Fold Your Postmodern Map: A Study of Graduate Mentoring | | 4 |
| E.3 | After the Fall: A Future History of Writing Programs | | 5 |
| E.4 | The Writing Program Administrator as Problem Causer: Managing Faculty Feedback in the Cybernetic Maelstrom | | 4 |
| E.5 | Undergraduate legal Studies | | 4 |
| E.6 | Storytelling in the Writing Ethnography Classroom: Cuentos and Composition | | 4 |
| E.7 | Por Que mi Cultura No? (Why Not My Culture?) | | 4 |
| E.8 | Notes Toward a Unified (Non)Theory of Composition and Literature"> | | 3 |
| E.9 | Rhetoric as Solvent; Rhetoric as Glue | | 6 |
| E.10 | Dissensus, Ethics, and Powers in the Classroom: Fostering Tolerance or Respect? | | 4 |
| E.11 | Feminism and Academic Discourse: A Different Kind of Nurturing | | 4 |
| E.12 | Stories About Type | | 5 |
| E.13 | The New Rhetoric in the Classroom: Rhetoricizing Fallacy | | 4 |
| E.14 | Using Metaphor and Visual Illustrations to Translate Teacher Language into Student Language During Tutorials | | 6 |
| E.15 | Print Culture, the Internet, and the Freshman Research Paper | | 6 |
| E.16 | Composition Studies and Second-Language Writing: A History of The Disciplinary Division of Labor" Karen Rossi Schnakenberg, Carnegie Mellon University, Pittsburgh, Pennsylvania, "Inadequate Stories of Classical Rhetoric | | 2 |
| E.18 | Radical Rationality: Adventures in the Emotionality of Reason | | 4 |
| E.19 | Seeing åEnglish as a Set of Memory Practices | | 5 |
| E.20 | What Makes a Rhetorical Analysts Rhetorical?: A Study of Headache and Rhetorical Inquiry | | 4 |
| E.21 | Insider's Story: Qualitative Research on Graduate Students Writing the Dissertation | | 5 |
| E.22 | Americanization: A Dominican Immigrant¼s Autobiographical Study of Linguistic and Social Learning | | 4 |
| E.23 | Islam Reads America: How A Composition Course Became an Experience in Cultural Exchange | | 4 |
| E.24 | Images of Violence | | 5 |
| E.25 | Discursive Practices Construct Economic Class in a Working Class Inner City Church | | 3 |
| E.26 | Constructing the Middle Ground: Theorizing and Teaching in the Intersection | | 3 |
| E.27 | From Their Stories to Ours: Starting with the Student in the Writing Classroom | | 4 |
| E.28 | Reading Race in the Composition Classroom: Making 'Whiteness' Visible | | 4 |
| E.29 | (no title) | | 4 |
| E.30 | Difficulty and Promise in the Design of a New Literacy Technology | | 4 |
| E.31 | Beyond the Drudgery of Good Citizenship: Academic Service and its Pleasures | | 4 |
| E.32 | Reconstructing Literacy Communities: A Narrative Confluence of Workplace and Academic Discourse | | 5 |
| E.33 | Whose Ideas?: The Technical Writer¼s Expertise in Invention | | 3 |
| E.34 | Legal and Logistical Issues in Student Web Pages | | 6 |
| E.35 | (no title) | | 2 |
| E.36 | Web Course Ware: An Overview | | 3 |
| E.37 | The Contrastive Rhetoric of Electronic Text | | 5 |
| E.38 | The Death of Adjacency: Conversation Strategies Emerging in Computer-Mediated Conferences | | 3 |
| E.39 | (no title) | | 6 |
| E.40 | Gender Dynamics and Women Administrators: Negotiating Control over Electronic Writing Classrooms | | 4 |
| F.1 | Changing the Role of the WPA: The Impact of Partnerships | | 3 |
| F.2 | (no title) | | 2 |
| F.3 | Between Theory and Practice: GTA Literacy Portfolios | | 4 |
| F.4 | Cognition in the Wild: An Introduction to Distributed Cognition | | 4 |
| F.5 | Literal Voices, Literate Acts? Comparing Conversation Models in Composition Studies | | 3 |
| F.6 | Robert Kegan's Approach to Learning | | 3 |
| F.8 | (no title) | | 2 |
| F.9 | We Call These Things Narratives, But They¼re Not: Critical Literacy and Student Texts about Sexual Abuse | | 4 |
| F.10 | Collaborative Values: A First Time Composition Teacher's Thoughts on the Value of Collaborative Learning | | 4 |
| F.11 | Creating a åWriting Across Campus¼ Map for Teachers and Students | | 5 |
| F.12 | Institutional Assumptions about Advanced Composition | | 6 |
| F.13 | Protectionist Ethics: Shielding Student Writing in the Online Public Space | | 4 |
| F.14 | Stepping Outside Definitions of åRemedial and åRegular at General College in the 1930s | | 5 |
| F.15 | What Does It Matter Who is Not Speaking? | | 6 |
| F.16 | (no title) | | 3 |
| F.17 | Boundaries of the Public: Sequestered Discourses of the Body | | 5 |
| F.18 | The Four Master Tropes in Scientific Language | | 3 |
| F.19 | Silence between the Lines: Online Discussions Among Graduate Students | | 4 |
| F.20 | What Undergraduate Research Subjects Disclose about Disciplinary-Bound Writing Assignments | | 3 |
| F.21 | When Worlds Collide: The Cultures of ESL and Native Speaker Writing Instruction | | 4 |
| F.22 | Polis or Soviet: The Rhetoric of Citizenship | | 4 |
| F.23 | To Write the Unfamiliar Story: Narrative Anxiety and Nostalgic Literacy | | 5 |
| F.24 | (no title) | | 2 |
| F.27 | Local Knowledge (Bringing Argument Home) | | 10 |
| F.28 | Women Seldom Speak: Visual Literacies and Composition | | 3 |
| F.29 | Understanding Contexts: The Traditions of Letter Writing | | 4 |
| F.30 | Culture of Silence, Culture of Action: Erasing Boundaries through Stories | | 4 |
| F.31 | What Counts as Academic Discourse? Using the Academic Conference to Demystify Writing | | 5 |
| F.32 | Workplace Rhetoric Versus Classroom Pedagogy | | 6 |
| F.33 | Students and Corporate Mentors: Collaborative Interactive Learning via Electronic Media | | 2 |
| F.34 | What Writers with Learning Disabilities Teach Us about Attitudes and Achievement | | 5 |
| F.35 | (no title) | | 3 |
| F.36 | Changing Epistemologies, Changing Politics: Gatekeeping, Pedagogy and Electronic Literacies | | 4 |
| F.37 | When Writing Programs Become Web Publishers | | 4 |
| F.38 | Dialogic Learning Networks | | 6 |
| F.39 | (no title) | | 10 |
| F.40 | African American Women Novelists' Words and Images: Students Writing Stories/Drawing Metaphors/Examining Selves | | 4 |
| G.1 | Renegotiating Consent: Limits and Possibilities | | 6 |
| G.2 | Signs, Rituals, Fetishes: Abolition of the Grading System | | 4 |
| G.3 | Models of Interactive Learning in TWARC | | 9 |
| G.4 | New Department, New Major, New Challenges: Carving a Spot in the New World | | 5 |
| G.5 | Out and Proud in Tech Education: When Administrators and Faculty Provide Support¾] | | 5 |
| G.6 | The Mind's Eye: From Image to Narrative in Writing About Trauma | | 4 |
| G.7 | Theorizing Stories: When Stories Help Us to Investigate the Social-Personal Tensions in Writing Classrooms | | 4 |
| G.8 | Teaching Ecocomposition in the Urban University | | 5 |
| G.9 | A Profession in Crisis: The Absence of Ethics in the English Classroom | | 6 |
| G.10 | Serious Play: A Story About Writing and Basketball | | 4 |
| G.11 | Was There a Text in This Class? How Textbook Selections Affect Student Perceptions | | 4 |
| G.12 | Can Foucault's Subject of Power Have Political Agency | | 5 |
| G.14 | Writing with the Boys: The Historias and Cuentos of Amherst¼s Women Pioneers | | 4 |
| G.15 | Taming the Unruly Impulse: The Western College for Women and Nineteenth-Century Rhetoric About Female Education | | 5 |
| G.17 | The Effect of Affect on Authoring: Motivation and Students Theories of Intelligence | | 4 |
| G.18 | Power Dynamics in the Rhetoric of Birth: Midwives, Women, Identity | | 4 |
| G.19 | Boredom Doesn't Always Have a Name¾: Students and the Boredom(s) of Writing | | 5 |
| G.20 | You Mean There's No Such Thing as a Catholic Feminist? Exploring Problematic Subject Positions | | 5 |
| G.21 | Collaborations: Zora Neale Hurston and Dorothy Waring's åPolk County | | 4 |
| G.22 | The role of Writing Specialists and Disciplinary Specialists in WAC Courses: Evidence from Discourse Analysis | | 4 |
| G.23 | The Efficacity of Student Inquiry: Researching Culture | | 5 |
| G.24 | Readers Theater and Literature-Composition Instruction | | 4 |
| G.25 | Birth Stories: An Ethnographic Study of Story-Telling About Childbirth and Matrescence | | 2 |
| G.26 | Student Writing as A Dialogic åFight:¼ A Bakhtinian Transgression of Essentializing Boundaries | | 5 |
| G.27 | Responding to the Writing of Deaf Undergraduates | | 6 |
| G.28 | Race, Class, Gender, and Pedagogy: Exploring an Integrated Studies Approach to Writing | | 6 |
| G.29 | An Elitist? Me? Surely Not!: Students' Perceptions of Their Professor's Writing | | 4 |
| G.30 | Subtlety Blatant Language: Racism in the Workplace | | 4 |
| G.31 | Free and Easy: The Internet Classroom Assistant | | 5 |
| G.32 | Tracing the Fault Lines in Student Literacy Narratives | | 4 |
| G.33 | Miles and Miles of Texas: Re-defining University/K12 Relations at UT Austin | | 4 |
| G.34 | Making Old Stories New: Creating a Web Site from Historical Travel Narratives | | 5 |
| G.35 | Engineers and Writing Teachers Advice to Writing Students: Negotiating the Differences | | 4 |
| G.36 | Perpetuating the Capitalist Seduction: A Critical Look at Web Authors in Industry | | 5 |
| G.37 | Retention: The Story at Cuyahoga Community College | | 4 |
| G.38 | Building Cases for Evaluating Technology Work | | 4 |
| G.39 | Copyright and Intellectual Property Issues in the Design and Management of On-line Course Materials | | 4 |
| H.1 | Reflecting and Constructing Context in Teacher Response | | 4 |
| H.2 | Are We Fulfilling Our 'Service Obligations' to the General Education? | | 5 |
| H.3 | Stories, Reflections, and Projections about Winning Teaching Awards | | 4 |
| H.4 | Making One's Place in a Liminal Space: The Place of Resistance in a Writing Classroom | | 5 |
| H.5 | Cuentos of Mentoring at a Two-Year College Branch Campus | | 6 |
| H.6 | (no title) | | 5 |
| H.7 | Who Needs a Quill Pen? How Electronic Media Have Transformed Rhetorical Practice | | 4 |
| H.8 | (no title) | | 4 |
| H.9 | (no title) | | 3 |
| H.10 | (no title) | | 4 |
| H.11 | Writing Is&emdash;and Has Always Been&emdash;Both Product AND Process | | 8 |
| H.12 | From Literature to Writing: New Strategies for Old Texts | | 4 |
| H.13 | Ethnography as a Means of Discovery, Affirmation, and Critique | | 4 |
| H.14 | Arguing Women: Questioning the Theories | | 4 |
| H.15 | Breaking with Precedent: Community-Based Development of a CAC Program | | 4 |
| H.16 | Discovering Ideas in Personal Stories and Visual Texts | | 2 |
| H.17 | (no title) | | 6 |
| H.18 | Rhetorical Invention and Modern Democracy&emdash;A Historical Approach: Confucius and Aristotle | | 5 |
| H.19 | Reading Theory as a Writer . . . to Craft a Theoretical Voice | | 4 |
| H.20 | Vygotsky, Composition, and Cultural Studies: Not an Abolitionist Proposal | | 4 |
| H.21 | Inventiveness as a Central Value in Postmodern Composition | | 5 |
| H.22 | The Rhetoric of Civility and the Fate of Argument | | 4 |
| H.23 | Reading and Writing Writers and Readers in Basic Writers' Texts | | 4 |
| H.24 | Building Dissensus: The Politics of Persuasion in a Working-Class Bar | | 4 |
| H.25 | Caught between Languages: Writing in Spanish and English | | 4 |
| H.26 | Teaching the Personal Essay as Inquiry | | 4 |
| H.27 | Black Literacy and Academic Discourse: Meaningful Intervention | | 2 |
| H.28 | (no title) | | 6 |
| H.29 | Performing and Subverting Sexual Orientation: June Cleaver Cross-Dresses | | 6 |
| H.30 | Differencing Negotiation | | 4 |
| H.31 | How the Torda Girls Kept Their Accents: A Mother/Daughter Reading of Julia Alvarez's How the Garcia Girls Lost Their Accents | | 4 |
| H.32 | Breaking Promises: Two Stories about Confronting Ethical Dilemmas in Research | | 4 |
| H.33 | Appropriating Discourses of Power and Authority: Literacy Practices in Contemporary Women's League | | 4 |
| H.34 | Analyzing WWW Information and Design as Part of Global Business Writing | | 4 |
| H.35 | Failing to Persuade in the 19th Century: The New England Kitchen Saga | | 6 |
| H.36 | The Perils, Pleasures, and Pitfalls of E-mail for Two-Year and Four-Year College Students | | 3 |
| H.37 | Empowerment from a Materialist Perspective | | 5 |
| H.38 | Driver Education: Drivers Wanted on the Super Highway and, No, You Don't Need a Jetta | | 5 |
| H.39 | Breaking the Linear Model: Theoretical and Practical Implications for Teaching Hypertext in an Introductory Technical Writing Course | | 4 |
| HI.12 | (no title) | | 10 |
| I.1 | Validating a Portfolio Placement | | 4 |
| I.2 | Tutors, Writers, Identities, and Reflection | | 5 |
| I.3 | Mustangs, Mavericks, and Missions: The Story of English Standards in Texas | | 5 |
| I.4 | Whose Stories Are They: The Ethics of Plagiarism&emdash;Faculty and Administrators | | 3 |
| I.5 | Writing about Communities, Writing towards Community | | 5 |
| I.6 | Reinventing the Workshop in Small but Meaningful Ways | | 4 |
| I.7 | (no title) | | 6 |
| I.8 | The Student's Ideas: Helping Students Write with Authority in Research Paper Assignments | | 4 |
| I.9 | Starting New: Using Assessment to Shape and Promote a WAC Program | | 4 |
| I.10 | Does Inductive or Deductive Teacher Feedback Best Help Basic Writing Students? | | 4 |
| I.11 | Introducing Fledgling Computer Users to the Online Writing Lab Environment | | 5 |
| I.13 | The Ethics of Persuasion and the Limits of Consensus | | 4 |
| I.14 | Re(Con)Textualizing Academic Epistemology: Engaging Student Heterotextuality in the Writing Classroom | | 6 |
| I.15 | Academic Literacy and Jewish Identity | | 5 |
| I.16 | Modern Chinese Rhetorical Theory: An Untold Story | | 4 |
| I.17 | Deliberative Bodies: Material Rhetorics in T. C. Boyle's 'World's End' | | 3 |
| I.18 | Epideictic Rhetoric, Transcultural Texts, and Stylin(g) | | 4 |
| I.19 | The Solitary Writer in the Company of History: The Persistence of Romantic Authorship | | 3 |
| I.20 | Phenomenology and Expressivism | | 4 |
| I.21 | By the Time We Got to Phoenix: What Counts as Research and Knowledge in Composition | | 4 |
| I.22 | Trouble Brewing: A Predominantly Mormon Community Debates Its Liquor Laws | | 3 |
| I.23 | Reconsidering Reflexivity in Qualitative Research: What Research Participants Can Tell Us about the Value of Reflexivity | | 5 |
| I.24 | Eliminating Plagiarism in the College Level TESOL Classroom | | 3 |
| I.25 | Beyond Mimesis: (Re)Telling the Story of (Re)Teaching Creative Writing | | 5 |
| I.27 | Reading Postmodern Revision of Slave Narratives and Writing Social/Personal History | | 4 |
| I.28 | Are You a Dyke: Interpreting Student Responses to Sexual Orientation in the Writing Classroom | | 3 |
| I.29 | Getting to Know 'Them': Writing Assignments to Prepare Students for Multicultural Readings | | 6 |
| I.30 | Students' Right to Their Own Language: Musings on Rhetoricians' Failure to Persuade | | 5 |
| I.32 | The Rhetoric of Rights and Choice: Narratives of Individualism and Educational Inequity | | 3 |
| I.33 | Finding Ourselves in a Compromising Position | | 6 |
| I.34 | Telling Corporate Stories: Annual Reports and Narratives of Control | | 4 |
| I.35 | Advocacy, Inclusivity, and Power: Technical Writing as a Critically Conscious Practice | | 4 |
| I.36 | The Process of Getting Support from Faculty and Administration | | 4 |
| I.37 | Changing Ideas | | 6 |
| I.38 | Reactionaries in High-Tech Places | | 4 |
| I.39 | (no title) | | 7 |
| I.40 | New Technology Means More Hats, More Responsibilities for Teachers of Technical Writing | | 4 |
| J.1 | Personality Effects on Portfolio Evaluation | | 3 |
| J.2 | Stories from a New WPA: Possibilities for Portfolio Portraits | | 5 |
| J.3 | Fragments of a Discipline: What is Composition? | | 4 |
| J.4 | The Rhetoric of Inquiry and the Practices of Learning | | 6 |
| J.5 | Claiming Our Place at the Table | | 5 |
| J.6 | Culture, Government, and the Subject of Composition | | 4 |
| J.7 | NCTE and English: Present and Future | | 4 |
| J.8 | Between the Acts . . . of Reading and Writing | | 4 |
| J.9 | Sanctioning Feminism(s): How Does Feminist Pedagogy Happen? | | 4 |
| J.10 | Client or Student? Articulating Relationships | | 4 |
| J.11 | You Can Tell Me Your Story, But I Can't Tell You Mine: A Jewish Perspective | | 4 |
| J.13 | This Semester I Am Most Proud of My Classmates: Students' Constructions of Peer Response | | 4 |
| J.14 | Advancing Collaboration: Three Stories of Students and Teachers Writing Together | | 6 |
| J.15 | Americanization, Workers, and Ethnic Difference: European Immigrants and Literacy Pedagogy in 1920s&endash;1940s America | | 3 |
| J.16 | Framing a History by Telling a Story: Curricular Choices and Teaching the Histories of Rhetoric | | 3 |
| J.17 | Rhetoric, Confrontation, and Change: Liberation Theology as Rhetorical Practice | | 4 |
| J.18 | Personally Speaking: Using Autobiography to Theorize and Teach Cultural Intersections of Gender and 'Whiteness' | | 4 |
| J.19 | Literacy Workers in the 'Wild Zone': Retrospection Autobiography | | 4 |
| J.20 | 'The Cure from Within': The Rhetoric of Alternative Medicines | | 5 |
| K.1 | Learning to Read the Stories They Tell: Today¹s Literary Curriculum | | 4 |
| K.2 | Unspoken Assumptions: Class Bias and the Training of New Teachers | | 4 |
| K.3 | Dual-Credit Courses: Boon or Bane | | 3 |
| K.4 | Writing the 'Paperless' Paper: Responding Online to Junior/Senior Research Drafts | | 4 |
| K.5 | A Template for Designing Effective Assignments | | 4 |
| K.6 | Silence, Dignity, and Dialogue in the Composition Classroom | | 3 |
| K.7 | The Communicationist¹s Version | | 4 |
| K.8 | The Stories behind the Revisions: The Power of Context | | 4 |
| K.9 | Writing Technology as an Instrument of Social Process | | 4 |
| K.10 | Mainstreaming Underprepared First-Year Writers: Perceptions, Resources, Responsibilities | | 4 |
| K.11 | A-Team to X-Files: Media-Based Fiction and the Creative Writer | | 4 |
| K.12 | ShaaGunnastaa: A Tlingit Storyteller Anticipates the Future | | 4 |
| K.13 | Literate Activity and the (Re)Production of American Studies | | 4 |
| K.14 | Pragmatism, Composition, and Technology | | 4 |
| K.15 | Storytelling and Rap Music: The Teaching Possibilities | | 4 |
| K.16 | Hotels and Cities: The Politics of Space and the Annual CCCC Convention | | 4 |
| K.17 | The Posthumanist Writer | | 5 |
| K.18 | Searching for Commonalities and Differences in Our Disciplinary Perspectives: Qualitative Content Analysis of Journals | | 4 |
| K.19 | Using Service Learning to Improve Writing Effectiveness with Developmental Writers | | 4 |
| K.20 | (no title) | | 5 |
| K.21 | Motivating Language Log Efforts in a Mixed-Level ESL Composition Class | | 3 |
| K.22 | Performative Acts and Disposable Language | | 4 |
| K.23 | Prescriptive Literacies in Multicultural Readers | | 4 |
| K.24 | The Practical Applications of Toni Morrison¹s Theories of Language in the Composition Classroom | | 5 |
| K.25 | Thinking Modes Collide: Making Meaning in Multiple Rhetorics | | 3 |
| K.26 | Trading Places: Becoming the Other¹ in the Classroom | | 4 |
| K.27 | Crying the Tears of My Ancestors II: Using Family Stories to (Re)Figure Caste, Color, and Gender on the Internet | | 3 |
| K.28 | Challenging Our Assumptions by Recognizing Our Differences: Mona¹s Stories | | 4 |
| K.29 | Kiekvienas zmogus kaip laiskas¹ (Every person like a letter¹): The Literacy Habits of Three Casimirite Nuns | | 3 |
| K.30 | Technical Georgics: 18th-Century Versified Manuals and the Poetics of Modern Technical Writing | | 5 |
| K.31 | Instructional Writers¹ Narratives about Their Ideal Users and Users¹ Narratives about Their Ideal Instructions | | 4 |
| K.32 | Remedies for the Composition Blues¹: Connections between Underprepared Students and Learning Disabilities | | 2 |
| K.33 | Asynchronous Thoughts from a Tutor and Student | | 5 |
| K.34 | (no title) | | 3 |
| K.35 | Business Communications 310: A Discourse Community Apprenticeship | | 2 |
| K.36 | Adult Learners in Beginning Writing: Demographics, Stories, and Histories | | 6 |
| K.37 | Reconsidering Cooperation in the Classroom | | 5 |
| K.38 | Now, What I Want Is, Facts": Writing Classrooms and Social Control in 19th-Century England | | 3 |
| L.1 | Self-Assessment for Writing Instructors: A Practical Guide to More Effective Written Commentary | | 4 |
| L.2 | Academic Freedom and Working within the Institution for Change | | 6 |
| L.3 | Cuentos, Composition, and Varying Institutional Dynamics: What Role Does Story Play in Small Schools versus Large Ones? | | 4 |
| L.4 | Where Do We Go from Here? | | 3 |
| L.5 | A Walking Tour of the University: Composing a 'Living History Map' | | 5 |
| L.6 | Reflections on the Personal: The Connection between Personal Narrative and Pedagogical Practice | | 4 |
| L.7 | (no title) | | 4 |
| L.8 | Telling Stories: The Subject Is Never Just Me | | 4 |
| L.9 | Mature Discourse and Social Change: Expanded Notions of Argument | | 3 |
| L.10 | Peer Editing by Computer Conference | | 4 |
| L.11 | Writing for the Future: Situating Students to Confront Past Practice with the Enigmas of Postmillennial Writing | | 4 |
| L.12 | Deriving Writing Assignments from Working Class Literature | | 6 |
| L.13 | Sources and Strategies for Archival Research on Rhetorical Practices | | 4 |
| L.14 | An Un-'Professional' Practice: Learning to Tell Stories of Loss | | 4 |
| L.15 | Empowerment in Contradiction: Fanny Fern's Appropriation of the Appropriate | | 4 |
| L.16 | Up Yours, Ricki Lake: Revisioning Argumentation through Bohman's Theory of Pubic Deliberation | | 5 |
| L.17 | When Cyborgs Write: Transgressed Boundaries, Potent Fusions, Dangerous Possibilities | | 5 |
| L.18 | Swinging the Ax and Telling the Story: A Look at the Rhetorics of Carrie Nation and Frances Willard | | 5 |
| L.19 | What Our Students Write in College: Results of a Longitudinal Study of Writing | | 4 |
| L.20 | A Chinese Student's Perspective: The Cultural and Social Background for Peer Groups in a Chinese Classroom | | 4 |
| L.21 | Nothing Personal: The Narrative Essay as Story | | 4 |
| L.22 | The Intersections of Working Class, Workplace Literacy, and Middle-Class Discourse | | 4 |
| L.23 | If You Listen Hard Enough: The Art of Connecting | | 3 |
| L.24 | From Eligibility to Excellence: Building Writerly Identity in Student-Athletes | | 6 |
| L.25 | Speaking for Students with LD | | 4 |
| L.26 | Students Who Stomp in Seminars: The Rhetoric of Internal Critique in the Feminist Classroom | | 6 |
| L.27 | Writing Instruction for Multicultural Identities: A Canadian Model | | 3 |
| L.28 | Mickey Mouse and Perpetual Copyright: Why Copyright Extension is a Bad Idea | | 4 |
| L.30 | Convincing Our Colleagues to Work with Us: Two Engineers Talk about Implementing WAC | | 5 |
| L.31 | Reports as Shapers of Public Policy: Opportunities and Constraints | | 4 |
| L.32 | A Process for Sharing Desirable Courses | | 4 |
| L.33 | The Distance Education Umbrella: An Overview of Technologies Used in Distance Education | | 4 |
| L.34 | Online Literacy Strategies of Lesbian, Gay, Bisexual, and Transgender Students | | 3 |
| L.35 | Hegemony, Counterhegemony, and Utopian Structures of Hope: The Lessons of WAC, Future of Technology | | 4 |
| L.36 | Swapping Stories: An Expressivist and a Rhetorician Seek Common Ground | | 5 |
| L.37 | Teaching 'Contact Zones': Dilemma and Discovery | | 4 |
| L.38 | Once Upon a Crime: The Pedagogy | | 4 |
| L.39 | (no title) | | 3 |
| M.1 | A Rhetorical Stance toward WAC or the Ethics of It All | | 4 |
| M.2 | Writing (Across the Curriculum) in a Small, Public, Four-Year College | | 6 |
| M.3 | 'Farther Along': Transforming Composition's Professionalism into a Reinvigorated Amateurism | | 4 |
| M.4 | What Have I Done?: Blundering and the Hero Narrative | | 4 |
| M.5 | (no title) | | 4 |
| M.6 | Collaborative Learning: Ritual, Symbol, and Myth as Metanarratives of Cross-Cultural Discoveries | | 4 |
| M.7 | Merging the Modes: Stories as Exposition and Argument | | 3 |
| M.8 | From Dialogue to Agency: Writing Centers as Sites of Productive Difference | | 4 |
| M.9 | Listserv Marginalization and Taming Class Dynamics | | 10 |
| M.10 | Producing Ideas: Teaching (Theories of) Generic Conventions | | 4 |
| M.11 | Do Our Students Practice What We Preach? | | 5 |
| M.12 | Lasso-ing Levels of Language in Academic Style Writing | | 4 |
| M.13 | The Rhetorical Construction of Identity in Mary Chestnut's Civil War Diaries | | 4 |
| M.15 | Talking to Texts and Sketches: The Role of Written and Graphic Mediation in a Mechanical Engineering Design Team's Meetings | | 3 |
| M.16 | Telling Her Story: Authorizing the Feminine Persuasive Ethos in the History of Rhetoric | | 4 |
| M.17 | Resistance Theory and Illegitimate Reproduction | | 3 |
| M.18 | Rhetoric Meets the Natural Sciences: Reading the Verbal Reasoning Section of the MCATs | | 5 |
| M.19 | Critiquing the Critiques of Epistemic Voice | | 3 |
| M.20 | (no title) | | 9 |
| M.21 | Finding Common Ground: Rural Alaska Native Students in College Composition Courses | | 5 |
| M.23 | Treason Our Text: White Teacher as Race Traitor | | 5 |
| M.24 | (no title) | | 4 |
| M.25 | Stories Untold: Struggling Writers and Readers as Teachers | | 4 |
| M.26 | En Mi Propias Palabras: The Workplace Literacy Stories of Three Latinas | | 3 |
| M.27 | Student Perspectives on Technology Critique | | 5 |
| M.28 | Tensions between Technical Communication and WAC: Overcoming Resistance and Enabling Cooperation | | 4 |
| M.29 | Current Curricular Principles and Instructional Practices in Community Colleges' Writing Programs | | 5 |
| M.30 | Negotiating Differences: Finding Metaphors True to Diverse Voices | | 4 |
| M.31 | Switching the Default: An African American Writing Community within a Computer-Assisted Classroom | | 3 |
| M.32 | Teaching at the Transcendent Interface: Lessons from the Past for the Avatar | | 4 |
| M.33 | Ownership: The Position of Student-Writers across the Disciplines | | 4 |
| M.34 | History of the Formation of the Alliance | | 4 |
| M.35 | Containers for the Postmodern Ethos: Experimental Forms in the Composition Class | | 3 |
| M.36 | Turning Current Stories into Future Policy: A Writing Center Perspective | | 4 |
| M.37 | Composition as Self-Discovery: Fighting the Writing Program Mafia | | 4 |
| M.38 | Liberal Arts and Liberatory Pedagogy at the Community College: Teaching Researched Writing in the Disciplines through Freire | | 5 |
| M.39 | Student-Centered Learning: Shared Ownership and Real Voice in the Writing CenterIs This Clear? | | 6 |
| M.40 | What's an Essay Canon Good For? | | 5 |
| N.1 | Adjunct Training: Repeating History | | 4 |
| N.2 | Creating New Stories: Rhetoric and Composition in the Academy | | 4 |
| N.3 | Just Waiting, Just Watching, Just Do It: Preparing Teachers of Writing | | 4 |
| N.4 | Rhetorical Choices and Black Voices | | 7 |
| N.5 | Film as Analogy for Multiwork | | 6 |
| N.6 | The Role of Film as Structuring Practice in Rhetorical and Civic Spaces | | 4 |
| N.7 | The Dance of the Dialogue: Learning through the Stories | | 3 |
| N.8 | Transculturation and Academic Literacy | | 4 |
| N.9 | Embracing Visual Rhetoric: Should We or Shouldn't We? | | 5 |
| N.10 | The Corporate University | | 4 |
| N.11 | Collaborative Research, Speaking, Writing as Processual Scaffold for Scientific Inquiry: A Look at Iowa's Summer Program for College-Bound Native Americans | | 5 |
| N.12 | The Appeal of the New Class: The Researched Writing Workshop | | 3 |
| N.13 | Some Words to the Wise: Lexical Adventures in Freshman Composition | | 3 |
| N.14 | (no title) | | 4 |
| N.15 | Historicizing the Effects of School Writing: Sustaining a Critical Legacy within Composition Studies | | 4 |
| N.16 | One Cannot Live by the Word for Bread Alone': Aesthetics and Rhetorics in the Philosophy of Literary Form | | 5 |
| N.17 | Situating Cultural Studies' Critiques of Instrumentalism': Ethnographic Responses from Working-Class and Minority Students | | 4 |
| N.18 | Meditations on the Erotic as a Force in Teaching | | 5 |
| N.19 | How to Save Your Husband's Life: Health Reporting and the Rhetoric of Responsibility in the Late 90s Women's Magazine | | 4 |
| N.20 | As Lambs to the Slaughter': How Public Discourse Encourages Victimage | | 4 |
| N.21 | How a Rhetoric Emerges: University Students and Second Graders Exchange Letters | | 4 |
| N.22 | English Composition in Chinese | | 3 |
| N.23 | Making the Most of Multinational Classrooms: Global Literacy as a Heuristic for Critical Literacy | | 2 |
| N.24 | Class Degree ZeroInterrogating Class Analysis | | 6 |
| N.25 | Why I Study Spanish | | 4 |
| N.26 | Mapping a New Native American Rhetorical Space, or the Future Yearning of Ojibwa Storytelling (Anishinaabe Dadibaajimo) | | 4 |
| N.27 | The Hidden Difference: Religion and the Composition Classroom | | 3 |
| N.28 | The Story of an Administrative Assistant's Entrance into Standard English in a Corporate Environment | | 3 |
| N.29 | The Library as Textbook: An Alternative to Reading Texts in the Two-Year College Composition Course | | 4 |
| N.30 | But This Isn't Writing': Reinventing Invention in the Computer Classroom | | 7 |
| N.31 | Access: The A' -Word in Technology Studies? | | 4 |
| N.32 | Information Literacy: A Definition and Methodology for Integration into English Composition Courses | | 5 |
| N.33 | The Biology Classroom: A Natural Place for Narrative | | 4 |
| N.34 | The New Norton: Student-Authored Anthologies and Critical Thinking | | 3 |
| N.35 | Teaching and Assessing Writing from Afar: What is Local Context' in Large-Scale Writing Assessment in Distance Education? | | 4 |
| N.36 | (no title) | | 2 |