| A.1 | Making Students Visible: Public Writing in the Composition Classroom | | 4 |
| A.2 | The Construction of Female Identity | | 4 |
| A.3 | Challenges to Pedagogical and Linguistic Challenges to Tradition | | 3 |
| A.4 | Seen But Rarely Heard: Images of the Two-Year College in Popular Culture | | 4 |
| A.5 | New Approaches to Basic Writing | | 3 |
| A.6 | Exploring Geographical and Philosophical Space(s) | | 5 |
| A.7 | Spoken, Written and Non-Verbal Literacy | | 4 |
| A.8 | The Generative Power of Conflict: The Search for “Truth,” Ethics, and Consensus in Composition Pedagogy | | 7 |
| A.9 | Rhetorical Analyses: War Zones and Red Light Districts | | 4 |
| A.10 | Recovering Lost Voices: Perspectives on 3 Women’s Colleges | | 4 |
| A.11 | “Students’” Stories of Educational Processes | | 4 |
| A.12 | Digital Culture and Education: Values, Prospects, Threats | | 7 |
| A.13 | Rhetorical and Political Power of Fiction Writing | | 4 |
| A.14 | Case Studies of Professional Communicators | | 4 |
| A.15 | Critical Problems in Theories of Assessment | | 4 |
| A.16 | Studies of Students Reading and Writing over Time | | 4 |
| A.17 | Technical Discourse in the Medical Profession | | 4 |
| A.18 | Teaching Writing Around the World | | 3 |
| A.19 | Making New Discourses Visible: Writing Jesus, Being a Jew, Adult Literacy | | 3 |
| A.20 | Writing Assessment in Electronic Spaces | | 4 |
| AW.1 | Stealing Good Ideas from Your Colleagues: Practical Tips | | 2 |
| AW.2 | Collective Bargaining and Coalition-Building for Change in | | 6 |
| AW.4 | Pragmatic Strategies for Service Learning Courses | | 7 |
| AW.5 | Making Our Practices Visible: Designing Reflection for Faculty and Student Learning | | 2 |
| AW.6 | Creating Visible Roles within Writing Pedagogy: Training, Maintaining, and Collaborating with Peer Writing Group | | 8 |
| AW.7 | Qualitative Research Roundtable | | 5 |
| AW.9 | CCCC Caucus on Intellectual Property and Composition/ | | 20 |
| B.1 | Stereoscopic Visions: The History of Progressive Education and Current Issues in Composition Studies | | 3 |
| B.2 | Who Died and Made You an Authority? T.A.s Struggle with Ethos, Trainers Struggle with Visible Care | | 4 |
| B.3 | Is There a Writer in the House? Teacher Visibility as “Writers” in Four Academic Classrooms | | 4 |
| B.4 | Rezoning: Theorizing Race, Challenging Rationality, Teaching Diversity | | 4 |
| B.5 | Envisioning the University in the Community: The Function of Outreach at the Present Time | | 8 |
| B.6 | Accounting for Global Literacies: World Trade and Citizenship in the 21st Century | | 3 |
| B.7 | Intervening at the Point of Need: Teaching Language Across the Engineering Curriculum | | 3 |
| B.8 | Using ESL Methods to Enhance the Visibility of Diverse Students | | 4 |
| B.9 | Suddenly Visible: Cultural Conflicts, Student Identities, and the Teacher’s Struggle with the World Wide Web | | 4 |
| B.10 | Creative Nonfiction in the Composition Classroom: Where Fact and Story Meet | | 6 |
| B.11 | Dialectic and Irony in Ancient and Contemporary Texts | | 5 |
| B.12 | Electronic Rhetoric: Computers in Writing Classrooms and Writing Centers | | 4 |
| B.13 | Burdens of Visibility: Rethinking the Role of the “Authentic” in Composition | | 3 |
| B.14 | Rereading George S. Wykoff: A Professional Tale | | 4 |
| B.15 | Assessment as Social Action: Setting a Progressive Political Agenda for the Future of Writing Assessment | | 7 |
| B.16 | Ebonics: What It Is, How It Isn’t in the Classroom (But Should Be?): Passing It On through the Net | | 4 |
| B.17 | Theory to Practice: Becoming Visible to Each Other | | 4 |
| B.18 | In Visible Pedagogies: Consequences of Theory | | 6 |
| B.19 | Present and Unaccounted For: Four Histories of Writing in Institutional Contexts | | 5 |
| B.20 | Service-learning and Electronic Discourse: Students Developing Civic Literacy | | 5 |
| B.21 | “Going Public”: Tensions and Values in Extracurricular Sites for Writing | | 4 |
| B.22 | Future Perfect: WPA and the Professionalization of Graduate Students | | 4 |
| B.23 | Seeing through Other Eyes: Introducing Nontraditional Students to the Academy | | 4 |
| B.24 | Going Coed: Reimagining Education | | 4 |
| B.25 | Everyday Users: Tactics of Visible Agency in the Electronic Community | | 5 |
| B.26 | Making Students and Teachers Visible: Methodologies for Facilitating Undergraduate Conversation in Composition and Literature Courses | | 4 |
| B.27 | Being Visual and Visual Beings | | 4 |
| B.28 | Research in the Electronic Age | | 4 |
| B.29 | Theory and Practice of Radical Teaching: Toward a Democratic Praxis | | 5 |
| B.30 | “Gentlemen, Please, No Fighting. This Is the War Room:” Listening to Our Students in a World Gone Mad | | 5 |
| B.31 | Reflecting on Compressed Moments of Visibility | | 6 |
| B.32 | Seeing Students through Their Writing: Creating a Book of Student Essays to Teach Composition | | 5 |
| B.33 | Visible Borders, Invisible Boundaries: The Two-Year Community College– Four-Year Institution Merger | | 4 |
| B.34 | Online Histories for First-Year Writing | | 4 |
| B.35 | Writing across the Generations | | 7 |
| B.36 | Making the Culture of Work Visible: Intercultural Interpretation around Contested Communities of Practice | | 4 |
| C.1 | Outsourcing Writing Programs: Implications of Exo-Academic Instruction for the English Department, Writing Center, and WAC Program | | 4 |
| C.2 | The Poetics of Evaluation | | 5 |
| C.3 | Theorizing Emotion and Writing | | 4 |
| C.4 | Making Identity Visible | | 4 |
| C.5 | (In)Visible Pedagogies: Lessons on Bending Difference | | 4 |
| C.6 | Unmasking Language: Ideologies behind Our Practices as Teachers, Researchers, and Administrators | | 5 |
| C.7 | Influences on American Rhetorical Education: Three Figures | | 4 |
| C.8 | Peeking in the Gradebook: Assessment, Response, and Accountability | | 2 |
| C.9 | Battling Plagiarism in the ESL Composition Courses: Theory and Practice | | 4 |
| C.10 | Visible Communities in Visible Classrooms: Who’s “Serving” Who? | | 3 |
| C.11 | Indexes as a Genre: Investigating the Rhetorical Construction of the Discipline | | 3 |
| C.12 | Exploring the Unseen: Examining the Changing Relationships among Students, Teachers, and Technology | | 5 |
| C.13 | Creative Tensions in the Workplace: Three Research Papers | | 4 |
| C.14 | Showing Forth: Perspectives on the Struggle of Self-Representation in the Writing Polis | | 4 |
| C.15 | Rhetorical Power and Inquiry on the (Terministic) Screen | | 4 |
| C.16 | Reenvisioning Instruction: Literature, Literacy, and Histories of Writing | | 4 |
| C.17 | “I wonder If It’s That Simple?” | | 3 |
| C.18 | Becoming Visible: Women’s Access to Literacy from the Eighteenth to the Twentieth Century | | 4 |
| C.19 | Text and Talk in Business Communication | | 4 |
| C.20 | Removing the Cloak of Invisibility: Building Academic Self-Esteem in Basic Writers | | 5 |
| C.21 | Writing in Large Classes: Making the Invisible Visible | | 4 |
| C.22 | Problems with the Rhetorician as Missionary: Rhetoric and Reform in the Disciplines | | 5 |
| C.23 | Global Literacies on the World Wide Web: Historicizing Practices | | 11 |
| C.24 | Naming Practices in Writing Classes | | 4 |
| C.25 | Women in Labor: The History of Roles of the Para-Professional in Composition Studies | | 4 |
| C.26 | Our Genre, Our Histories, Ourselves: “And This Is the Trickier Part” | | 6 |
| C.27 | Sight/Insight: Issues of Visibility and Invisibility with Conversation Partners in the ESL and Multicultural Composition Classrooms | | 4 |
| C.28 | Democracy and Difference in an Age of Technology | | 4 |
| C.29 | The Ethics of “Help” in the Writing Center | | 7 |
| C.30 | Traveling Alternative Paths through the Freshman Composition Classroom | | 10 |
| C.31 | Tapping Orality/Aurality to Make the Invisible Visible | | 4 |
| C.32 | What Are You Whining About?: The Rhetoric of Complaint and Composition Studies | | 5 |
| C.33 | Expanding the Scope of the Personal in Student Writing | | 4 |
| C.34 | Light and Shadow: The Interplay of Technology and Pedagogy in the Two-Year College Classroom | | 3 |
| C.35 | Making the Invisible Visible: The Role of Writing Centers in Graduate Education | | 6 |
| C.36 | Including the World in World Literature: Issues of Philosophy, Practice, and Pedagogy | | 6 |
| C.37 | Sexual Rhetoric and the Mass Media | | 3 |
| D.1 | The Role of Composition in Learning Communities: Visible Benefits, Invisible Problems | | 4 |
| D.2 | What I Learned at School, or Literary Training and the Theorizing in Composition of Seven Influential Compositionists: 50 Years of CCC and CCCC in Context | | 4 |
| D.3 | Rethinking Sophistics | | 4 |
| D.4 | Marks of Weakness, Marks of Woe: Critiques of the Regents’ Essay Test in Georgia | | 5 |
| D.5 | Making Institutions Visible: Alternatives to Classroom Agency | | 4 |
| D.6 | Style and the Sentence: Lost Causes? | | 4 |
| D.7 | Politics and Pragmatics of an Anglophone Rhetoric in a Multicultural World | | 4 |
| D.8 | Alternative Roles and Pedagogical Processes: Listserv Participation for Virtually Visible Teachers | | 4 |
| D.9 | New Visibilities: The Changing Face of Workplace Literacy for Technical and Professional Communication | | 5 |
| D.10 | Making Rhetoric Visible: The Critical Turn in Creative Writing | | 5 |
| D.11 | Writing Material: The Rhetoric of Textual Identity in Material Culture | | 4 |
| D.12 | Necessary Estrangement: Creative Tensions in Histories of Composition/Rhetoric | | 4 |
| D.13 | Multiple Voices, Multiple Versions: Working Towards Student Participation in Assessment | | 5 |
| D.14 | Unleashing the Authentic: Establishing Teacher Identity in the Composition Classroom | | 4 |
| D.15 | Why Writing: Making Style Visible | | 3 |
| D.16 | The 1998 Composition Survey Project: The State and Status of Writing Requirements at Four-Year Colleges and Universities in the U.S. | | 4 |
| D.17 | Professional Literacies: Service Learning, Web Writing, and Critically Literate Business Communicators | | 4 |
| D.18 | Techno-Literacy, Placement, and Curriculum: Lessons from the Two-Year College | | 4 |
| D.19 | Visible Teachers: (In)Visible Tensions | | 3 |
| D.20 | Crafting Resistance: Teaching Writing to Working Adults | | 7 |
| D.21 | Composing Space + Revealing Images: On-Screen Rhetorics and Architectures | | 3 |
| D.22 | Plagiarism, Incorporation, “Voicing”: Questions of Textual Originality | | 4 |
| D.23 | Making Class Visible within the Work of Composition | | 4 |
| D.24 | Pay Attention to the Man behind the Curtain! Unveiling the Conventional Nature of the Syllabus | | 4 |
| D.25 | Confronting Issues of Race, Ethnicity, Language, and Authority in the College Writing Classroom | | 7 |
| D.26 | Revisualizing Computers and Composition: Negotiating Diverse Images, Literacies and Communities for Minority Students | | 4 |
| D.27 | Encouraging Student Back-Talk: Connecting Writing Center and Composition Classroom Pedagogies | | 0 |
| D.28 | Noise from the Writing Center | | 5 |
| D.29 | Toward the Art in Darkness: Shining a Light on the “Invisibility” of Place Names, Olfaction and Communication, and Ordinary People in the Writing Class | | 4 |
| D.30 | Using Journals to Hear the Voices of At-Risk Writers | | 6 |
| D.31 | Visual Rhetorics, Literacies, and Abilities in Writing Class | | 4 |
| D.32 | Maintaining Presence in Academic Writing: Making the Invisible Visible | | 3 |
| D.33 | Making Voices Visible: Teaching Alternative Argument | | 5 |
| D.34 | A Rhetoric for the Future: Composition in a Human Rights Framework | | 4 |
| D.35 | Harvard Study of Undergraduate Writing: The Freshman Year | | 2 |
| D.36 | Unmasking the Invisible Rhetorics: Alternative Discourses of Race, Gender, Ethnicity, and Class | | 5 |
| D.37 | Textual (In)visibility: A Comparison of Electronic Venues and Argument Styles in a Series of International Student Forums | | 3 |
| E.1 | The Visible/Invisible Texts of Multiculturalism | | 0 |
| E.2 | Building Before the Blueprints: Writing Programs' Roles in Renovating Undergradutate Education | | 0 |
| E.3 | Discourse, Persuasion, and the Virtue of Uncertainty | | 0 |
| E.4 | Three Histories of Composition Practices | | 0 |
| E.5 | The Affective Dimensions of Writing Center Instruction: Issues of Self-Concept, Participation, and Student Success | | 0 |
| E.6 | Reconsidering in Students' Roles in Assessment | | 0 |
| E.7 | School-College Collaborations: Learning Through Linkages | | 0 |
| E.8 | The Student's Place in the Classroom: On Authority, the Immigrant in the Community College, and the Rhetoric for the Multicultural | | 0 |
| E.9 | Negotiating the Hall of Mirrors: ESL Writers in the University | | 0 |
| E.10 | Becoming Visible by Composing on Site: Actual and Virtual Environments | | 0 |
| E.11 | Voice and Visibility in Online Writing Instruction | | 0 |
| E.12 | Found Poetry and Other OutragesA Presentation/Performance | | 0 |
| E.13 | Visible Textbooks, the Invisible Culture: Representational Injustice, Conformity, Banality, and Visions for Change | | 0 |
| E.14 | Bakhtin, Vygotsky, and Theories of Writing | | 0 |
| E.15 | Delivering Delivery: A Feminist Roundtable on Rhetoric's Fifth Canon | | 0 |
| E.16 | Breaking the Conventions: Responding to Summer Smith's "The Genre of the End Comment" | | 0 |
| E.17 | Stories of Students of Color Attempting to "Invent the University" | | 0 |
| E.18 | "New Times": A Writing Center for the Post-Fordist University and Beyond | | 0 |
| E.19 | Making Literacy Research Visible | | 0 |
| E.20 | Electronic Aspects of Technical Communication | | 0 |
| E.21 | Embracing Spirituality in the Writing Classroom | | 0 |
| E.22 | "Everyone teaches composition--what else can you do?" Visible and Invisible Job Responsibilities of New Composition and Rhetoric Specialists | | 0 |
| E.23 | Courses and Discourses of the Working Class | | 0 |
| E.24 | Visible Texts, Visible Tutors: How Online Peer Response Groups Bridge Basic Writers' and Academic Communities | | 0 |
| E.25 | Analyzing Student Talk: Identity and Idealogy in the Teaching of Writing | | 0 |
| E.26 | Making English Faculty's Rhetorics Visible in the Classroom | | 0 |
| E.27 | Identity Through Dialogue | | 0 |
| E.28 | Teaching Writing Within/Without First-Year Composition Courses | | 0 |
| E.29 | Teaching the Idealogy of "Tools": Class Contradictions and Technologies in the Writing Classroom | | 0 |
| E.30 | A Day in the Life of a Writing Center | | 0 |
| E.31 | Visible Success: Strengthening African American Students' Control of Edited American English | | 0 |
| E.32 | Making the Invisible Visible in the Paradoxical Intimacy/Distance Environment of a Web-Based Composition Class | | 0 |
| E.33 | Collaborative Learning: Pooled Ignorance or Combined Intelligence | | 0 |
| E.34 | Public Exposures: Composition Made Visible In and Out of the Academy | | 0 |
| E.35 | Real World Reading and Writing: VISIBLE Student Learning | | 0 |
| E.36 | Strong Composition and Alternative Pedagogy | | 0 |
| E.37 | Intersections of Racism and Homophobia/Heterosexism | | 0 |
| F.1 | Making Cultural Knowledge Visible in ESL Writing and Learning | | 0 |
| F.2 | Fruitful Conflict: Theory vs. Practice in Curricular-Based Writing Tutoring | | 0 |
| F.3 | Rhetorical VisionsGenres and Discourse | | 0 |
| F.4 | Invisible Practices: What Ever Happened to Process, Expressive Writing, and Student Texts? | | 0 |
| F.5 | Students Answer Teachers' Comments | | 0 |
| F.6 | The Visible Center of the Invisible Univers(ity): Writing Center Work in the Small College | | 0 |
| F.7 | Literacy and Labor: Creating a Public Voice at Work and in Unions | | 0 |
| F.8 | The Rhetoric of the American Indian Boarding School | | 0 |
| F.9 | Why Teach Discourse Study in Graduate Composition and Rhetoric? | | 0 |
| F.10 | Re-viewing the Subject(s) Through Hypertext: Students, Teachers, and the Politics of Visibility in Composition Studies | | 0 |
| F.11 | Poems and Poets on Composing | | 0 |
| F.12 | Invention and Revision: Theories and Practices for Improving Academic Discourse | | 0 |
| F.13 | TV or Not TV? Viewing Composition Through the Lenses of Television and Film | | 0 |
| F.14 | Why Does It Matter that Classical Rhetoric Has Disappeared from CCCC? | | 0 |
| F.15 | Re-thinking Institutionalized Identities: Making Composition's Culture Work Visible | | 0 |
| F.16 | Phillis Wheatly, Ralph Ellison, Writers of the Caribbean--Writing of Invisible Men and Women | | 0 |
| F.17 | Visible Teachers, Invisible Students: Engaging Distance Learners in Advanced Composition Classes | | 0 |
| F.18 | Pedagogical Strategies in the Technical Writing Class | | 0 |
| F.19 | Unsettling Academic Discourse | | 0 |
| F.20 | Dual Credit Courses: The Challenge of Seeing "Invisible" High School Students and Teachers of First-Year College Composition | | 0 |
| F.21 | "Passing" Freshman Composition: Making Norms, Secrets, and Students Visible | | 0 |
| F.22 | Teaching Writing to Graduate Students Who Are Not English Majors | | 0 |
| F.23 | Cross Currents in Developing Multicultural Literacy: Using Computers in Linked Composition Courses | | 0 |
| F.24 | Individual Agency and Ethical Action | | 0 |
| F.25 | Visible Tracking, Invisible Students: Mapping the Terrain between Basic Writing and ESL | | 0 |
| F.26 | Writing Centers in Contexts: Training Tutors for Peer Work, Campus Outreach, and Community Literacy Service | | 0 |
| F.27 | Queerness Visible: Publics Theory, Student Writing, and Classroom Practices | | 0 |
| F.28 | Visible Technology, Revisable Theory: Evolving Theoretical Constructs in the Computer-Assisted Classroom | | 0 |
| F.29 | Students, Teachers, and Community Partners: Rethinking Roles and Relationships in Service Learning | | 0 |
| F.30 | Textual Relation: Visibility and Authority in Student and Teacher Text | | 0 |
| F.31 | Seaming Dichotomies: The Unexpected Work Nontraditional Students Produce in the Academy | | 0 |
| F.32 | Critical Thinking, Critical Literacy, and Composition: Making the Invisible Visible | | 0 |
| F.33 | A Sovereignty of the Imagination: Transforming Traditions of Teacher Research Writing | | 0 |
| F.34 | Invisible Faculty Made Visible | | 0 |
| F.35 | Teaching and Learning Multiculturally: Across-the-Curriculum Explorations of Difference | | 0 |
| F.36 | Figuring the Feminine in Rhetoric of Nations Making | | 0 |
| G.1 | Meshing the New Realities: Liberatory Pedagogy, Retention Strategies, and Assessment Demands in First-Year Programs | | 5 |
| G.2 | The Efficacy of Hybrids—Joining Rhetoric and Poetic in Our Practices | | 4 |
| G.3 | Dissolving the Boundaries between Speaking and Writing: What Our Speech Colleagues Can Teach Us about the Teaching of Writing | | 5 |
| G.4 | Making Visible Histories of Women and Education | | 4 |
| G.5 | Desperately Seeking Community: Sharing Our Expectations/Confessing Our Failures | | 4 |
| G.6 | Visible Practices: Reading, Writing, and Reflecting on the Sites of Women’s Literacies | | 6 |
| G.7 | (How) Should We Grade? | | 4 |
| G.8 | Feedback, Revision, and Textbooks in the ESL Classroom | | 4 |
| G.9 | Linguistic Analysis of Student Essays: Features of Lexical Cohesion as Indicators of Quality and Rhetorical Purpose | | 4 |
| G.10 | Techno-Realism, Ethnotech Modalities, and Ethics: Reading, Race, and Gender in the Cyber Classroom | | 3 |
| G.11 | Forums of Function, Forums of Persuasion: Professional and Technical Writing in Classical Rome | | 4 |
| G.12 | When Worlds Collide: Teachers Look at Gen X Students and Gen X Stares Back | | 6 |
| G.13 | Visibility through Audibility: Interpreting and Articulating Multiple Voices in the Writing Classroom | | 5 |
| G.14 | When We’re Not Playing in the Archives: New Research Models for the Study of Rhetoric | | 4 |
| G.15 | “Writing Across the Community—and Back: Literacy as Campus and Community Exchange” | | 4 |
| G.16 | Technologies of the Word: Speech, Writing, and Computers in Composition | | 4 |
| G.17 | Confronting Racism | | 3 |
| G.18 | Seeing Ourselves Seeing: Philosophic and Practical Issues in Teacher Inquiry | | 4 |
| G.19 | Rendering the Visibility of Battered Women’s Stories in Religious, Criminal Justice, and Legal Contexts | | 4 |
| G.20 | Embodiment in the Composition Class | | 4 |
| G.21 | Silent Violence: Contrapower Harassment and Sexual Harassment in the Writing Classroom | | 7 |
| G.22 | Making “Whiteness” Visible | | 4 |
| G.23 | Rewiring the University, Defragging the System: Making Community and Connection Visible via an OWL | | 4 |
| G.24 | Sites of Visibility: Three Models for Linked Learning | | 5 |
| G.25 | Techno-rhetoric: Critiquing Prgressive Promise of New Media Technologies | | 3 |
| G.26 | The Teaching of Writing and the Ethics of Visibility | | 4 |
| G.27 | “What One Can See: Black Women’s Visions” | | 4 |
| G.28 | I’ve Been Meaning to Write: Letter Writing Across the English Studies Curriculum | | 5 |
| G.29 | Learning from Rhetoric’s Past and Present: Towards a Reformulation of Rhetoric Education | | 4 |
| G.30 | Facilitating Developmental Writing Instruction: Technical Collaboration with Academic Support Services | | 4 |
| G.31 | Writing the Issues of Power in Cyberspace: Student Diversity, Gender, and Corporate Action | | 4 |
| G.32 | Re-imagining Role/Re-inscribing Writing Practices: Who’s Who and What’s What in Learning Communities | | 6 |
| G.33 | Making Communities Visible: Writers, Teachers, and Researchers Reconceptualizing Academic Boundaries | | 4 |
| G.34 | Teacher Body, Student Bodies | | 5 |
| G.35 | Tish Happens: The Rhetoric of Learning Disabilities | | 3 |
| G.36 | Re-Envisioning the Personal | | 4 |
| H.1 | Student Voices and CCC | | 4 |
| H.2 | Problems and Contrasts in Cross-Cultural Communication | | 4 |
| H.3 | Cognition and Composition: Advances and Applications | | 3 |
| H.4 | Author(iz)ing Authorities in Composition Studies | | 5 |
| H.5 | Humanizing the Invisible Process: Portfolios, Placement, and Assessment | | 2 |
| H.6 | Recuperating the Oppositional Potential of Academic Traditions and the Traditional | | 5 |
| H.7 | Studies in Dialect and Writing: Other Perspectives | | 4 |
| H.8 | Reading Cultural Practices: Libation, Punishment, and Education | | 4 |
| H.9 | Surfing Smart, Web Page Motives, and Asynchronous Forums: Pedagogical Implications | | 4 |
| H.10 | Turning Points: Tales of Writing in Biology and Biomedicine | | 3 |
| H.11 | Conversation, Confrontation, and Combat in the Classroom | | 4 |
| H.12 | From Print to Pixels: The Implications of Changing Research Methods for Curricula in First-Year English | | 5 |
| H.13 | Refiguring Crimes of Writing | | 5 |
| H.14 | Making Teachers’ Work Visible: Institutional and Classroom Contexts for Commenting on Student Writing | | 6 |
| H.15 | All the World’s a Classroom: Recasting the Roles of Teacher and Student | | 4 |
| H.16 | Learning Disabled Writers: Theories and Practices | | 5 |
| H.17 | Neurolinguistics: A Conversation about Writing and the Brain | | 4 |
| H.18 | Medical Rhetoric: Patient/Practitioner Communication, Past and Present | | 5 |
| H.19 | Ancient Texts for Contemporary Writing Classes | | 3 |
| H.20 | Making the Invisible Visible: The Politics and Ethics of Teaching Writing | | 4 |
| H.21 | Making Student Agency Visible: A Pragmatist Approach to Course Placement, Personal Identity, and Academic Discourse | | 4 |
| H.22 | Theoretical Perspectives on Advanced Writing Classrooms | | 4 |
| H.23 | A Student–Teacher Collaboration across the Curriculum to Publish a Journal of Student Experimental Research | | 3 |
| H.24 | Making the “Visible” More So: Thematic Composition Courses | | 4 |
| H.25 | “What Is Essential Is Invisible to the Eye” of the Camera: Teaching via Distance Technology | | 4 |
| H.26 | Taking Off Our Blinders: Students’ Cultural Diversity as a Pedagogical Tool | | 5 |
| H.27 | Taking the Clinton/Gore Technology Literacy Challenge: Models for Action | | 5 |
| H.28 | Verbal, Visual, and Variable: Alternative Approaches to Communication in Undergraduate Writing and Literature | | 5 |
| H.29 | Challenging Constructions of Disability: How Writers with “Disabilities” Contribute to Composition Praxis | | 5 |
| H.30 | (Re)Envisioning the Relationship between Literature and Composition | | 4 |
| H.31 | Face-to-Face with Technology: Virtual Reality Checks | | 3 |
| H.32 | The Power of Critical Pedagogy in the Writing Classroom: Three Case Studies of Empowering and Giving Visibility to Latinos and African Americans | | 5 |
| H.33 | Of Labor, Service, and Citizenship: The Business of Managing the Writing Process | | 4 |
| H.34 | From Visibility to Equity: Illustrating World Traditions | | 4 |
| H.35 | Interdisciplinarity in Discourse Studies: Making the Connections Visible | | 4 |
| H.36 | Beyond the Five-Paragraph Essay | | 4 |
| I.1 | Conventions of Disclosure: Historical Perspectives on Autobiographical Writing | | 5 |
| I.2 | Considering the Rhetoric of Empire: Post-Colonial Theory and Composition | | 4 |
| I.3 | Framing Writing Program Administration within Sociological Theories | | 4 |
| I.4 | Invisible Ideologies: Excavating Ethics in Cultural Studies, Service Learning, and Social Process Pedagogy | | 0 |
| I.5 | Establishing Composition Grading Standards in the Department and Beyond | | 4 |
| I.6 | Digital Diaspora: From the World Wide Web to the Writing Classroom | | 4 |
| I.7 | Redrawing the Boundaries: The Politics of Language, Pedagogy, and Genre for ESL Writers | | 5 |
| I.8 | Perceptions of Genre: Research on How Students, Teachers, and Professionals See Writing | | 4 |
| I.9 | A Critical Exploration of Common Assumptions Concerning Computers and Composition | | 5 |
| I.10 | Medical Rhetoric: Social and Political Construction of Illness | | 4 |
| I.11 | Visible Skills: Assessing Standardized and Essay Tests for Placement | | 4 |
| I.12 | Make Mine the P/Uncut Rhetorics: Making the (In)visible Seen | | 5 |
| I.13 | Cruzando/Regresando: Critical Issues of Identity, Gender, and Spirituality in Rhetoric and Composition Pedagogy | | 4 |
| I.14 | The Rhetoric of Red Power: Visible Pedagogies and Public Activism in the Native American Movement, Then and Now | | 4 |
| I.15 | The Elephant in the Classroom: African American Students Confront Silent Whiteness | | 4 |
| I.16 | Beyond Experimental: Problems and Solutions in Online Writing Programs | | 3 |
| I.17 | Teachers as Writers: The Community and the Personal in Professional Genres | | 4 |
| I.18 | Suddenly Visible: Coming Out in the Composition Classroom | | 4 |
| I.19 | (Re)figuring our Ph.D.’s: English? English Studies? Composition and Rhetoric?... | | 4 |
| I.20 | Reinventing Technical Communication Education: Preparing Our Students for the Twenty-First Century | | 3 |
| I.21 | Voice as Visibility? Performance, “Authenticity,” Beliefs of First-Year Composition Students | | 4 |
| I.22 | Cognitive Research in Composition: A Historical and Interpretive Citation Study | | 4 |
| I.23 | Through the Back Door: The Power of Self-Publication | | 4 |
| I.24 | Where Do I Fit In?: Negotiating the Border between Student and Teacher | | 5 |
| I.25 | Inviting Student Writers into Our Discipline | | 3 |
| I.26 | A Battle Royal: Teaching and Learning Research | | 4 |
| I.27 | Fieldworking in First-Year Writing Classes: Multiple Contexts for Context-Based Research | | 9 |
| I.28 | Expanding Vision: How Service Learning Projects with the Elderly Foster a Social Imagination | | 3 |
| I.29 | Between Apocalypse and Utopia: A Multimedia Environment | | 9 |
| I.30 | The Self You Disclose May Not Be Your Own: The Politics of Constructing Identity in the Feminist Writing Classroom | | 4 |
| I.31 | Chores, Prompts, Invitations, and Designations: Do Our Assignments See Writers? | | 5 |
| I.32 | Representing the Civil Rights Movement in Composition Readers | | 3 |
| I.33 | Faculty Development in WAC Programs: Strategies and Lessons in Fostering Commitment | | 4 |
| I.34 | A Walk on the Wild Side: Negotiating the Virtual Contact Zone of the Student-Constructed Discourse Community | | 5 |
| I.35 | Writing and Struggle in Institutional Contexts | | 5 |
| I.36 | Rap and Other Styles of Talk in African American Music | | 9 |
| J.1 | Female Figures of Rhetoric | | 4 |
| J.2 | Making Assumptions and Practices Visible: Cultural Studies-Based Writing at Georgia Tech | | 4 |
| J.3 | Homesick in the Academy: A Composition Course on Exile, Immigration, and Cultural Dislocation | | 4 |
| J.4 | Studies of Public and Academic Discourse Regarding Social Issues | | 4 |
| J.5 | When the “Other” Is White and Not Liberal | | 4 |
| J.6 | English Online: Supporting Teaching in Composition Literature, and Cluster Courses | | 3 |
| J.7 | Writing Research with/in Communities and Workplaces: Inventing Methodologies for Participation and Change | | 4 |
| J.8 | Making Visible the Hidden Discourse of Students’ Religious Writing | | 4 |
| J.9 | Technology, Democracy, and the Two-Year College: Avenues to Access | | 6 |
| J.10 | Evident Evidence: Processing Student Texts, Computer Literacy, and Community-Based Ethnography | | 4 |
| J.11 | Realizing the Dream: Visibility in the Composition Classroom | | 4 |
| J.12 | Rhetorical Constructions of Identity in Tenure and Teaching Portfolios | | 3 |
| J.13 | Teaching in the Whirlwind: When Religion Becomes Visible in the Classroom | | 6 |
| J.14 | Between Teacher and Student: Difference in Three Keys | | 4 |
| J.15 | Applications of Technical Writing Pedagogy: Feminist Pedagogy, Intercultural Studies, and Legal Writing | | 3 |
| J.16 | Composing Process Research Applied to Writing in Chemistry: Writing Made Visible on the Web, in the Classroom, across the Campus | | 2 |
| J.17 | Basic Writing Program Administration and Political Scene: Confronting Public Perception | | 5 |
| J.18 | The Question of Visibility: Queer Theory and Pedagogical Practice in the Freshman Composition Classroom | | 5 |
| J.19 | Instrument Flight Required: Plotting Safe Courses for Electronic Theses | | 4 |
| J.20 | Visible Gaps: The Curriculum and Students’ “Identity Work” | | 3 |
| J.21 | The Anxiety of the “I”: Considering the Use of Personal Writing in the Rhetoric Classroom | | 4 |
| J.22 | Beholding Wonders and Mysteries: “Seeing” Each Other in the Composition Classroom | | 5 |
| J.23 | Examining Assumptions/Revealing Tensions: Making Cases for Critical WAC Administration and Pedagogy | | 4 |
| J.24 | Revisiting the Toolshed: Culture, Power, and Academic Discourse | | 4 |
| J.25 | Middle-Class Values, Mediocre Rhetoric: Standing (In)Visibility | | 5 |
| J.26 | Feminism, Post-Feminism, and Power | | 5 |
| J.27 | Conflict, Violence, and Resolution: A Student-Developed Conference | | 3 |
| J.28 | Changing the Subject—From Composition to Writing Studies | | 7 |
| J.29 | Reading the Invisible Ink: Assessing the Responses of Non-Comp | | 4 |
| J.30 | Exploring Issues of Student Identity | | 4 |
| J.31 | Democratic “Service”: Civic Responsibility, Composition, and Service Learning | | 4 |
| J.32 | Visible Invisibility: Reading, Writing, and Teaching Essays in American Colleges, 1949– | | 4 |
| J.33 | Constructing Sexuality in the Classroom: Straight? Queer? Just What Kind of Teacher Are You? | | 4 |
| J.34 | Visible Voices, Visible Texts | | 3 |
| J.35 | Nubian/Egyptian Rhetoric and Its Application to Contemporary Classrooms | | 3 |
| J.36 | CCCC Braddock Award Roundtable | | 8 |
| K.1 | African-American Voices in the Rhetorical Tradition: Exploring Subjectivities in Creative Texts | | 0 |
| K.2 | Bridging the Gap: Students and Teachers in Epistemological Transition | | 0 |
| K.3 | Resisting, Refracting, Converging: The Politics and Practice of Multi-Media | | 0 |
| K.4 | Talk to Us, Bakhtin: Dialogism in the Composition Classroom | | 0 |
| K.5 | Coming Into the Light: Pedagogy and the Language of Conversation | | 0 |
| K.6 | Visible Theories, Viable Practices: Perspectives on Students' Theorizing Through Writing | | 0 |
| K.7 | Thank You (Falettinme Be Mice Elf Agin): Making Working-Class Literacies Visible | | 0 |
| K.8 | Fostering Student Visibility in the Composition Classroom: Places to Begin | | 0 |
| K.9 | Cultural Accountability and Autoethnography: Making Difference Visible | | 0 |
| K.10 | The Political Classroom: Teaching Strategies and Student Response | | 0 |
| K.11 | E-mail, Icons, Identities: What Happens to the Word and the Self in Cyberspace | | 0 |
| K.12 | Problematizing Masculinity | | 0 |
| K.13 | Student-Centered Teaching Made Visible: How Are Pedagogies of Empowerment Affected by Roles of Authority? | | 0 |
| K.14 | Teacher Presence in the Classroom | | 0 |
| K.15 | Viewing New Teacher Preparation Through the Lens of Feminist Rhetoric | | 0 |
| K.16 | One Website, Hundreds of Teachers, Thousands of Students: Linking Schools Through Distance Learning | | 0 |
| K.17 | Collaboration, Narrative, and Interpretation Strategies in Professional Writing Courses | | 0 |
| K.18 | Visible Rhetoric, Delivering Identity | | 0 |
| K.19 | Bordering on the Bedroom: Discussing Sexuality in the Writing Classroom | | 0 |
| K.20 | Not in a Class by Themselves: A K-16 Model of the Students' Right to Their Own Language | | 0 |
| K.21 | Revisiting Karen Burke LeFevre's "Invention as a Social Act" | | 0 |
| K.22 | Balancing Acts--Untenured, Part-Time, Nontraditional Teachers | | 0 |
| K.23 | A Framework of Portfolios: Teachers and Students Building a Vision of Success Across the Curriculum | | 0 |
| K.24 | Rhetorics of Violence, Depression, and Reflection in the Writing Class | | 0 |
| K.25 | Multimedia Narratives, MOO Humor, and Electronic Teacher Talk | | 0 |
| K.26 | Creating an Invisible Rhetoric: Technical Discourse and Our Understanding of Technology | | 0 |
| K.27 | Ethics, Reflection, and Narrative: Rethinking Pedagogy Through the University of Oregon Writing Archive | | 0 |
| K.28 | Unheard Voices in Patient-Practioner Contexts | | 0 |
| K.29 | A Modest Proposal? The Politics of CCCC's Calls for Papers | | 0 |
| K.30 | Race, Class, and the Classroom: Considerations on Eco-Composition | | 0 |
| K.31 | Innovative Perspectives on Portfolio Assessment | | 0 |
| K.32 | Teaching Conditions, Teachers' Choices | | 0 |
| K.33 | Hearing Invisibility: Listening and Composition | | 0 |
| K.34 | Feminists Reread Rhetorical Traditions | | 0 |
| K.35 | Voice as Context in Toni Morrison's Paradise | | 0 |
| K.36 | Traditions: Perspectives on Chinese and Egyptian Rhetoric | | 0 |
| L.1 | Claiming Education Through Service Learning | | 4 |
| L.2 | Avoiding the Killing Loads in the Composition Classroom with Portfolios, Peer Evaluation, and Small-Group/Indi | | 4 |
| L.3 | A Culture of Presence: Context, Community, and Communi cation Pedagogy in Electronic Learning Environments | | 6 |
| L.4 | A Practical Ethics for Today’s College Classroom | | 6 |
| L.5 | Collaborations in the Writing Center: Making Tensions Visible | | 3 |
| L.6 | Transforming Basic Writing: Theories, Perceptions, and Sites of Practice | | 6 |
| L.7 | Bungee Jumping from the Ivory Tower to the Construction Site: How Much Should We Make Visible in the Class | | 6 |
| L.8 | How the West Wasn’t One: Unsettling Rhetoric, Blurring Boundaries, and Dealing “Face Up” in a Gambling Town | | 6 |
| L.9 | Pedagogical Strategies: Ethnographies, Progressions, and Voice | | 4 |
| L.10 | In Visible Writing in Visible Spaces | | 7 |
| L.11 | Religious Conversation as Multiculturalism: Complicating Academic Construction of Faith-Centered Students | | 4 |
| L.12 | “See What I Mean?”: Integrating Visual Rhetoric and Writing Programs | | 5 |
| L.13 | The Social Dimension of Journals | | 4 |
| L.14 | Assessing Student Attitudes toward Computers in the Composition Classroom | | 4 |
| L.15 | Three Theoretical Perspectives on Technical Communica tion | | 5 |
| L.16 | Spinning Our Students into Gold: Ethical Issues on the Representations of Students in Composition Research | | 5 |
| L.17 | What Is “Good English”?: Responding to the Work of the “Second Language” Student in the Composition Classroom | | 4 |
| L.18 | Transforming Expressivism: The Fusion of “Academic” and “Nonacademic” Spaces in College Writing | | 2 |
| L.19 | The Beauty of the Beast: One Re-Vision of Teachers in the Text | | 4 |
| L.20 | Showing Our Stripes: The Personal, the Political, and Our Positions as Respondents to Student Texts | | 6 |
| L.21 | Getting Visible: Strategies for Teaching Urban, Community College Writing Students to be Visible, to be Heard, and to be Scholars | | 5 |
| L.22 | Moving beyond Written Composition: Electronic Literacy, Visual Literacy, Hypertext, and the Teaching of Argumen | | 4 |
| L.23 | Rhetorics and Responsibilities: Unveiling Assumptions of Computer Communities | | 4 |
| L.24 | Discussions of Students’ Roles as Authors | | 4 |
| L.25 | Studies of Teachers’ Commentary on Students’ Texts and Teachers’ Practices | | 4 |
| L.26 | New Considerations in the Feminization of Composition | | 6 |
| L.27 | Mutating the Portfolio: Combining Portfolio Assessment and Impromptu Writing Assignments in a Credit by Exam | | 4 |
| L.28 | Public Spheres Made Visible in the Classroom and Beyond | | 4 |
| L.29 | Narratives about Writing Programs: Analyzing Our Discourse(s) | | 4 |
| L.30 | Writing Women in Rhetorical History: Pan Chao, Sor Juana Ines de la Cruz, and Frances Power Cobbe | | 4 |
| L.31 | Arguing in the Dark: Persuading the Powers that Be | | 4 |
| L.32 | Rethinking Remediation: What Our Data Tell Us | | 3 |
| L.33 | Students, Teachers, and Writing Centers: Making Visible Unsanctioned Perspectives | | 4 |
| L.34 | Self-Discovery, Skill Development, and the Sustained Writing Project | | 3 |
| L.35 | Social Roles, Play, and Simulation Games in the Composi tion Classroom | | 4 |
| M.1 | Out of Georgia, Onto the Trail of Tears: The Rhetoric of Cherokee Removal | | 0 |
| M.2 | Beyond the Hype in Modern Language Hypersyllabi | | 0 |
| M.3 | A View of the Two-Year College Composition Landscape | | 0 |
| M.4 | Closing Gaps Between Theory and Practice: Audience, Argument, and Disciplinary Knowledge | | 0 |
| M.5 | Toward a Pluralistic Model of Service and Activist Learning | | 0 |
| M.6 | But Should We Do the Full Monty? Managing Visibility in a WAC Program | | 0 |
| M.7 | Si(gh)ting Vision: Connection, Embodiment, and Responsibility | | 0 |
| M.8 | Training Writing Center Tutors to Be Independent Learners | | 0 |
| M.9 | Texts, Resistance, and Collective Action: Politics in the Classroom | | 0 |
| M.10 | Women's Ways of Writing: Composition and Pedagogy at a Women's College | | 0 |
| M.11 | Revealing in Invisible: Basic Writers on Basic Writers | | 0 |
| M.12 | Student Directed Revision: Highlighters, Sticky Notes, and Authority | | 0 |
| M.13 | African Voices, American Writing | | 0 |
| M.14 | Visible Outcomes: Putting the National Outcomes Statement for First Year College Composition to Use Locally | | 0 |
| M.15 | Studies in Student Growth Through Writing | | 0 |
| M.16 | Integrating Critical Technology Use Across a Writing Program: Texas Tech's Online/Print Integrated Curriculum (TOPIC) | | 0 |
| M.17 | Using Visuals in Technical Communication | | 0 |
| M.18 | Show Don't Tell: When Junior Faculty Reveal Themselves as "Other" in a Bible-Belt University Classroom | | 0 |
| M.19 | Administering Success: Three Levels of Composition Administration Before, During, and After the Core Requirement | | 0 |
| M.20 | Civil Society in Rhetorical Perspective: Etiquette, Argument, and Protest | | 0 |
| M.21 | (Dis)Connections: (In)visible Students and the Politics of Writing Instruction | | 0 |
| M.22 | A Model for a Dual Purpose Computer Writing Facility | | 0 |
| M.23 | Composition and Professional Writing: Invisible Students, Teachers, and Students | | 0 |
| M.24 | Social Issues in Medical Rhetoric | | 0 |
| M.25 | Ethnographic Studies of Teaching, Writing, and Home Literacy | | 0 |
| M.26 | Making the Virtual Visible: The Heartland Online Composition Alliance | | 0 |
| M.27 | Considerations of "Language as Theme" | | 0 |
| M.28 | Literacy, Violence Against Women, and Social Justice | | 0 |
| M.29 | Shifting Stands--Professionalism and Composition | | 0 |
| M.30 | 1977 | | 0 |
| M.31 | Kids These Days: Youth Culture and Composition Studies | | 0 |
| M.32 | From the Stacks to the Web: Transforming Research Technologies in Basic Writing Classrooms | | 0 |
| M.33 | Identities in the Writing Class: Perceptions, Lenses, Representations | | 0 |
| M.34 | Problems of Course Assessment and Gender | | 0 |
| M.35 | Questioning Literacy Traditions and Undergraduate Writing Courses | | 0 |
| M.36 | Telling Rhetoric: Women's Voices in the Tradition | | 0 |
| MW.1 | Rewiring for the Millennium: Integrating Composition and Technology | | 4 |
| MW.2 | “Standards,” Assessment, and “Remediation”: Exploring | | 5 |
| MW.3 | Freezing the Frame: Using Video to Understand Our Class | | 3 |
| MW.4 | Longitudinal Research Methodologies | | 7 |
| N.1 | Creative Writing in the Composition Classroom | | 4 |
| N.2 | Ways of Teaching and Co-Teaching Across the Curriculum | | 4 |
| N.3 | Exploring Identities and Attendant Practices | | 4 |
| N.4 | Error and Genre Analysis: Internet and Professional Writ ers | | 3 |
| N.5 | Discussions of Rhetorical Exemplars in Public Writing | | 4 |
| N.6 | Graduate Student Issues | | 4 |
| N.7 | Poetry of the Soul: Stimulating Students’ Inner Voices | | 4 |
| N.8 | Trials and Treasures: Large-Scale Assessments of a State Test and Two University Programs | | 4 |
| N.9 | Public Writing and Professional Writing: Letters to the Editor, Psychotherapy, and Grants | | 5 |
| N.10 | Working and Class and Classrooms | | 4 |
| N.11 | Editing, Human Subjects, and Pedagogical Policy: Consid ering the Actions of Research | | 3 |
| N.12 | The Practices and Politics of Style | | 3 |
| N.13 | Making Good Choices for Software and Faculty Training in Computer Mediated Teaching | | 4 |
| N.14 | Preparing Students for Real World Writing | | 4 |
| N.15 | Meeting the Challenges of Diversity in Urban and Rural Two-Year Colleges | | 3 |
| N.16 | Visible Inquiries: A Critical Thinking Model for Service Learning | | 4 |
| N.17 | Rhetorics of Vision—Image, Gaze, and Distance | | 5 |
| N.18 | Local and Global Villages: Electronic Classrooms, Distance Learning | | 4 |
| N.19 | Communities and Stereotypes: Collaborations, Girls, and Jocks | | 4 |
| N.20 | Questioning the Multicultural: Is It Happening? Can Creative Writing Help Make It Happen? | | 4 |
| N.21 | Hypertext: Terminology, Theory, and Teaching Strategies | | 4 |
| N.22 | Writing, Learning, Engineering | | 5 |
| N.23 | Spaces of Service Learning: Stances, Centers, Portals | | 4 |
| N.24 | Mentors, Peer Observers, and Training Programs | | 4 |
| N.25 | Transforming Writing Practice through Voice-Activated Computers, Therapeutic Uses of Rhetoric, and Challenges | | 3 |
| N.26 | What Really Happens in Cyber Talk: Three Views of Stu dent Roles and Expectations | | 4 |
| N.27 | Responding to Literature in the Composition Classroom | | 4 |
| N.28 | Three Sites (or Four) for Exploring Non-Traditional and International Student Pedagogies: The Writing Center, The Basic-Writing Classroom, the Traditional First-Year | | 4 |
| N.29 | Whither Composition? Visions of the Profession | | 3 |
| N.30 | Exploring the Disparity between Community and the Neigh borhood | | 4 |
| N.31 | Close Encounters: Race, Gender, and Power in Conferences and Tutoring | | 3 |
| N.32 | Understanding Student and Teacher Construction of Si lence in the Writing Classroom | | 4 |
| N.33 | Student Responses to Teacher Commentary: Negotiating Meaning and Authority | | 4 |
| N.34 | Boredom and Burnout in the Teaching of Writing: Personal Perspectives on Professional Crises | | 4 |
| N.35 | Making Assessment and Its Assumptions Visible | | 10 |
| N.36 | Critical Technological Literacy | | 3 |
| RN.1 | 1999 Research Network Forum | | 7 |
| SW.1 | Planning, Initiating, and Growing WAC Programs | | 9 |
| SW.2 | The Next Fifty Years: Redefining Academic Work on Our | | 5 |
| SW.3 | Confessional Writing: Making Students Visible or Vulner | | 7 |
| SW.4 | Writing and Healing: Toward an Informed Practice | | 11 |
| SW.5 | Double Moves: Teaching Creative Writing Rhetorically | | 15 |
| SW.6 | Frankly, Scarlet, I DO Give a Damn: Service Learning | | 5 |
| SW.7 | Web Based Instruction for the Writing Classroom | | 7 |
| SW.8 | Making the Invisible Visible: Seizing the Initiative with Dual-Credit Composition | | 7 |
| SW.9 | Exultation of Larks: Poet-to-Poet | | 2 |
| SW.10 | Do It Now: Drafting Your CCCC 2000 Proposal | | 4 |
| SW.11 | Social Contexts in Technical Communication | | 7 |
| W.1 | Reading Our Histories, Understanding Our Cultures: Inte grating Cultural Studies and Process Approaches to Achieve Complex Literacies in Freshman Writing Course | | 7 |
| W.2 | Linguistic and Cultural Diversity in the Writing Program: Working with Second Language Writers | | 8 |
| W.3 | Seeing Our Students, Seeing Ourselves: Emotional Intelli gence in the Classroom (Assembly for Expanded Perspec | | 13 |
| W.5 | Visible Results in WAC: Assessing Students and Programs | | 15 |
| W.6 | Teaching Writing with/in a Visual Culture | | 3 |
| W.7 | Working-Class Pedagogies | | 11 |
| W.8 | A Holocaust Journey: Classroom Encounters | | 6 |
| W.9 | Association of Teachers of Technical Writing, Second Annual Program | | 1 |
| W.10 | Teaching Basic Writing at the Point of Need | | 11 |
| W.11 | Using Popular Culture in the Writing Class | | 9 |
| W.12 | Exploring Creative Tensions in Graduate Education | | 17 |
| W.13 | Building the Perfect Beast: Instructional Website Develop | | 5 |
| W.14 | Teaching Practice: A Workshop on the Support and As sessment of Teachers of Writing | | 8 |
| W.15 | Professional, Practical, and Personal Strategies in Writing | | 5 |
| W.16 | Teaching Traditional Argument for Cooperative Dialectic | | 1 |
| W.17 | Making Visible the Invisible: Mentoring, Teaching, and Scholarship | | 33 |
| W.18 | Writing Centers in Context, Part 2: A Focus on Teaching | | 40 |