| A.1 | Divisions, Intersections, and Collaborations In English Studies | | 4 |
| A.2 | Managing Composition Programs In Times Of Financial Stress | | 4 |
| A.3 | Designer’s Challenge: Making Teacher-Preparation Courses Matter To Graduate Students | | 6 |
| A.4 | Integrating Web And Document Design Into Teaching | | 4 |
| A.5 | Online Hybrid Courses Using University-Developed Software: Impetus For Cross-Curricular Collaboration | | 4 |
| A.6 | Disciplines Outside Themselves: Medical Discourse In Academic And Popular Contexts | | 4 |
| A.7 | Self-Reflection Matters: Becoming An Engineering Student, Becoming An Engineer | | 5 |
| A.8 | Conservative Public Discourse: Analysis And Intervention | | 3 |
| A.9 | Literacies And Matter: Real-World Relevance In The Classroom And The Field Of Literacy Studies | | 4 |
| A.10 | Toward An Epistemology Of Nonviolence | | 6 |
| A.11 | Matters Of Performativity: Whiteness, Age, And Class | | 4 |
| A.12 | Grading And Responding To Student Texts | | 4 |
| A.13 | Focus On Writing Teachers: Issues Of Authority, Identity, Motivation, And Burnout | | 5 |
| A.14 | Essays Read Differently: Conceptual And Rhetorical Differences In Both Time And Space | | 5 |
| A.15 | Conferencing, Community Building, And Constructing Student Subjects | | 3 |
| A.16 | Writing Across Borders: Teaching ESL And Comparing Writing Pedagogies | | 3 |
| A.17 | Transformed Into Practice: Wac, Toulmin, And Literacy Education | | 4 |
| A.19 | Writing Programs As Philosophical Journeys: From Lucretian Argument To Existential Consciousness | | 4 |
| A.20 | Bringing Composition Home: Multiple Constituencies, Multiple Publics | | 4 |
| A.21 | Yours, Mine, And Ours: Collaborating On Textbook Matters | | 5 |
| AW.1 | CREATIVE IS CRITICAL: DESIGNING AND EVALUATING HYBRID, MULTIMEDIA, “POETIC,” AND OTHER ALTERNATIVE WRITING | | 8 |
| AW.2 | VISUAL RHETORIC AND THE TEACHING OF COMPOSITION | | 8 |
| AW.3 | WORKING WITH ADULT WRITERS: CROSS-INSTITUTIONAL | | 2 |
| AW.4 | CULTURAL ARTIFACTS AND SOCIAL ACTIONS: EXPANDING THE ROLE OF RHETORICAL CRITICISM | | 8 |
| AW.5 | COMPOSITION IN CONTEXT: CHALLENGES OF CONTENT-BASED WRITING COURSES | | 9 |
| AW.6 | RHETORICIANS FOR PEACE | | 23 |
| AW.7 | MAPPING THE INSTITUTIONAL TERRAIN: A WORKSHOP FOR NEW, EXPERIENCED, AND PROSPECTIVE WPAS | | 5 |
| AW.8 | IMPLEMENTING DIRECTED SELF-PLACEMENT: OBSTACLES AND STRATEGIES | | 3 |
| AW.9 | EXPLORING MUTUAL EXPERIENCES TO CHANGE GLOBAL | | 8 |
| AW.10 | CLASSIN’ UP THE JOINT: CLASS AS A CRITICAL TOOL IN HIGH | | 14 |
| B.1 | Literacy Strategies that Promote or Constrain the Development of Latina/o Cultural Citizenship | | 4 |
| B.2 | Learning Our Lessons: Composition Matters in the History of Indian Residential Schools | | 5 |
| B.3 | The Matter Of Burke | | 4 |
| B.4 | Progressive Era Traditions of Literacy Possibilities | | 5 |
| B.5 | Rhetorical Risks: Cross-Cultural Research Methods | | 5 |
| B.6 | The ‘Edge Of Chaos’: Complexity and Emergence in Networked Composition | | 4 |
| B.7 | Teaching The Blog | | 5 |
| B.8 | Writing Program Administration in the Context of General Education Programs: Negotiating the Agenda of the Liberal Arts Institution | | 4 |
| B.9 | National Standards; Local Conditions: The Politics and Practicalities Of Britain’s National Literacy Strategy | | 2 |
| B.10 | Underfunded Universities and Unfunded Mandates: The Effect of State Politics on Writing Program Administration | | 4 |
| B.11 | Making Conference Ideas Matter beyond The Conference: Reviewing The CCCC In “Academic.Writing” | | 5 |
| B.12 | Compliance Matters: Defining and Articulating Writing (Programs) in Institutional Settings | | 4 |
| B.13 | Research in English as a Second Language | | 3 |
| B.14 | Styling for Freedom: Composition and Literacy Pedagogies, Policies, and Practices | | 4 |
| B.15 | This Is (Not) Just to Say: Public “Lore” and the Future of Creative Writing | | 3 |
| B.16 | Using Activity Theory to Articulate Connections between Classroom, Writing Center, and Workplace | | 4 |
| B.17 | Strategies for Promoting Intercultural Communication in Technical and Online Mediated Discourses | | 6 |
| B.18 | A Course In Orientation: Place-Based Composition at a Big State School | | 7 |
| B.19 | Making a Difference: Three Ways Service Learning Can Serve the Composition Classroom | | 6 |
| B.20 | Attaining Academic Citizenship: Composition for First-Generation Students | | 5 |
| B.21 | Making Composition Matter through the WPA Outcomes Statement: The OS as Transformative Policy | | 6 |
| B.22 | Emotion and Advocacy: How the Personal Helps Composition Matter | | 4 |
| B.23 | Style in the Diaspora of Composition: Theory And Practice | | 3 |
| B.24 | Averting The New Theory Wars | | 4 |
| B.25 | Moving Composition Into the Public | | 4 |
| B.26 | The Analysis of Influence: A New Generation of Compositionists Revisit Their Predecessors’ Paradigms | | 4 |
| B.27 | “But I Thought That Was OK”: Plagiarism and the Changing Rules of the Computer Composition Classroom | | 4 |
| B.28 | Comfort Food: Nourishing Student Writing | | 5 |
| B.29 | Genre as Rhetorical Action | | 5 |
| B.30 | Good Writing Is Good Writing Is Good Writing? | | 4 |
| B.31 | Advocating Multigenres for Writing, Teaching, Learning | | 6 |
| B.32 | New Approaches to Research Writing | | 4 |
| B.33 | Compelling Confessions: Advocacy and the Politics of Personal Disclosure in the Composition Classroom | | 7 |
| B.34 | Teaching Writing, Teaching Advocacy | | 4 |
| B.35 | Homosexuality and Christianity: Making Tolerance Matter in Composition and Rhetoric | | 4 |
| B.36 | The Reconstruction of Our Fast-Food Nation | | 4 |
| C.1 | Speaking and Writing/Communication and Composition | | 3 |
| C.2 | Communities, Place, and “Difference”: Advocacy And Service Learning | | 6 |
| C.3 | Picking up the Pieces: Doing WAC in the Ruins of a Formal WAC Program | | 4 |
| C.4 | Creating Student Citizens: Service Learning and Composition | | 4 |
| C.5 | Making Assessment Matter: Revising Curricula, Pedagogies, Programs | | 4 |
| C.6 | Making Writing Matter Across the Curriculum: Editing Double Negatives | | 4 |
| C.7 | Technical Writing Addressing Real-World Issues | | 6 |
| C.8 | Online Concerns in Teaching of Technical and Professional Writing | | 4 |
| C.9 | Writing in “Nonstandard” or Nonmainstream Varieties of English | | 5 |
| C.10 | Writing and Teaching the Literatures of Food: Processes, Contexts, and Products | | 4 |
| C.11 | All Together Now: Making High School and College Collaborations Work | | 4 |
| C.12 | Writing Across The Curriculum Effects on Professional Development: Programs, Individuals, and Concepts | | 4 |
| C.13 | Preparing to Teach in a Two-Year College | | 4 |
| C.14 | Spinning Composition: PR, Techno, and Business Matters in Composition Studies | | 4 |
| C.15 | Monster’s Ball: A New Generation’s Vision Of Composition’s Future | | 4 |
| C.16 | Cross-Institutional Standards and Best Practices for the Teaching of English Online | | 4 |
| C.17 | Greenlights or Gridlock? Mapping an Online Pedagogy | | 5 |
| C.18 | The Problematics of Research on Narratives of Religious Belief and Sexual Orientation | | 4 |
| C.19 | Communities Of Discourse from the Civic Center to the Jailhouse | | 5 |
| C.20 | Aspects Of 18th- and 19th-Century British Rhetoric | | 3 |
| C.21 | Nations, Bodies, And Blood: The Consequences of Literacy in Hawai’i | | 4 |
| C.22 | Rhetorics of Maternity: Fertility, Childbirth, Adoption | | 4 |
| C.23 | Making Disabilities Matter: The Rhetoric Of Learning Disabilities | | 3 |
| C.24 | Questioning Author(Ity) | | 6 |
| C.25 | Felt Sense: Body/Mind Knowing from Concept to Classroom | | 5 |
| C.26 | Matter = Energy: The Dynamics of Collaborative Epistemology | | 7 |
| C.27 | Repositioning Students: Accessing Alternate Identities | | 4 |
| C.28 | The National Writing Project At 30: New Challenges, New Approaches | | 5 |
| C.29 | Making Multimedia Matter: Layering Knowledge, Ethos, And Literacies In The Composition Classroom | | 4 |
| C.30 | In and Out of “Class”: Repositioning Ourselves and Our Discourses So That Literacy Matters | | 4 |
| C.31 | Helping Students Write from Where They Live: Pedagogies of Space and Place | | 4 |
| C.32 | Understanding and Conflict in the “Contact Zone” | | 4 |
| C.33 | All the World Is a Classroom: Online Partnering for Revision and Team Assignments at Community Colleges and Universities Here and Abroad | | 3 |
| C.34 | Revising Writing Instruction: Rhetorical Solutions | | 4 |
| C.35 | Deception In The Classroom | | 4 |
| C.36 | Expanding the Composition of Learning Communities: Our Changing Roles As Interpreters of Culture | | 4 |
| D.1 | Representations of Writing Across the Curriculum: Foreshadowing a New Era in Composition Instruction | | 3 |
| D.2 | How Does Composition Matter? | | 4 |
| D.3 | How Online Tutoring Matters: Benefits of Technology for Students and Tutors | | 4 |
| D.4 | Making Composition Matter: Authentic Assessment of Writing Across A Statewide System Of Higher Education | | 5 |
| D.5 | Making Composition Matter Again: Re-Inventing Writing Programs | | 5 |
| D.6 | Coming and Going: Pedagogies of Travel Writing | | 4 |
| D.7 | Poetry In Motion: Cultural Argument, Political Syntax, and Transformative Healing | | 4 |
| D.8 | Composition at the Crossroads: Teaching Teachers in an Urban-University Writing Center | | 5 |
| D.9 | Lessons for Learning Diversity With Writing At Home And Abroad | | 4 |
| D.10 | Community Matters: Their Citizenry and Boundaries | | 4 |
| D.11 | Writing Professionally for Wider Audiences | | 5 |
| D.12 | Service Learning Projects in Professional and Technical Writing | | 4 |
| D.13 | The Institution as Genre: Identity and the Politics of Affiliation | | 6 |
| D.14 | Identity Politics, Difference, And Literacies | | 5 |
| D.15 | Mainstream White Sponsorship Of African American Literacy: Representation, Reconfiguration, and Resistance | | 4 |
| D.16 | Place, Politics, And Pedagogy: Where Composition Matters | | 5 |
| D.17 | The Greeks And Their Techniques: Is Classical Rhetoric Relevant to Our Classes? | | 4 |
| D.18 | Redefining the “Academic” in “Academic Writing” | | 3 |
| D.19 | The Ethics of Practice | | 4 |
| D.20 | What’s the Matter of/with Composition? | | 5 |
| D.21 | Making Our Own History Matter: Landmark Statements—Thirty Years Later | | 5 |
| D.22 | Making Classroom Research on Writing Matter: Dialogic Report Forms, Discourse Communities, and Literacy Narratives | | 5 |
| D.23 | “Emily” Speaks, Composition Responds: Stereotyping Appalachian Students As (Ab)Normal | | 4 |
| D.24 | Mentoring Dissertations as Teaching Writing | | 7 |
| D.25 | Faithful Pedagogies: Negotiating Spirituality in Composition | | 5 |
| D.26 | Reviving Rhetoric In The Two-Year College | | 5 |
| D.27 | Technology Literacy Matters In Urban And Rural Environs | | 3 |
| D.28 | Making Texts Public: Students as Intellectual Citizens | | 5 |
| D.29 | Learning To Do Graduate School: Multicultural Perspectives On Writing, Academic Enculturation, And Identity | | 6 |
| D.30 | Techno-Texts And Electronic Environments: Matters of Digital Composition in Three San Antonio Classrooms | | 4 |
| D.31 | “If a Tree Falls…”: The Impact of Online Publications on Writing Scholarship | | 4 |
| D.32 | From Boardrooms to Classrooms: Ties That Bind Students and Faculty to Bottom Lines, to Corporate Ledgers, to Counting Beans | | 4 |
| D.33 | Confronting Realities: Student Attitudes, Public Spheres, And Vampire Slayers | | 4 |
| D.34 | Theory as Shared Practice: Interdisciplinary Models for Teaching Composition | | 4 |
| D.35 | Conjunctions and Disruptions: Institutional Crossroads | | 4 |
| D.36 | Writing Standards: Are They for Everyone? | | 5 |
| E.1 | How Composition Matters when Teaching Literature | | 4 |
| E.2 | Language Politics and Practices | | 4 |
| E.3 | Audience Matters: Rhetorical Considerations when Implementing Digital Portfolios in Classrooms and Institutions | | 3 |
| E.4 | Accounting, Assessment, and Improvement: Getting Past Good News to Benefit from the Bad | | 5 |
| E.5 | Teaching with Technology: Designing, Using, Assessing, and Revising Technological Literacy Modules to Enhance Student | | 4 |
| E.6 | Toward a Defensible Articulation of English Studies | | 4 |
| E.7 | Academic Place Writing: How Institutional Geographies Shape Professional Identity | | 4 |
| E.8 | Ain’t Misbehaving: Creating Writing Matters Too | | 4 |
| E.9 | Practical Ethics and Wise Argument: Promoting Leadership by Strengthening the “Professional” in Professional Writing | | 5 |
| E.10 | Making and Unmaking Organizational Order through Regulatory Texts | | 5 |
| E.11 | Does First-Year Composition Matter on the Eve of Graduation? | | 4 |
| E.12 | Whatever Happened to the Fourth C?: FYC, Speech Comm, And Programmatic Change | | 5 |
| E.13 | Ways of Knowing: Writing-Center Outcomes as Politics, Pedagogy, and Theory | | 4 |
| E.14 | How Electronic Assessment Programs Construct “Composition” | | 4 |
| E.15 | Inventing the Sentence: Sense and Style | | 4 |
| E.16 | Three Perspectives on Composition: How Composition Matters within and outside Academia | | 4 |
| E.17 | Some Days the Bear Gets You: Using Cautionary Tales to Make Teaching and Writing Matter | | 4 |
| E.19 | Inquiry And Argument: Tools for Individual Discovery, Analysis, and Growth | | 4 |
| E.20 | Writing for Evaluation: Reflexivity in Student Writing | | 4 |
| E.21 | Making Reading Matter: Engaging ESL and Developmental Students and Promoting Writing Proficiency | | 6 |
| E.22 | The Dark Matters of Composition: Experiencing Service, Research, Global Citizenry, and Identities as Routes into Mystery | | 5 |
| E.23 | Composition With the Community: writing for Advocacy | | 3 |
| E.24 | Bending the Rules: When Basic Writers Leave College | | 4 |
| E.25 | Reworlding Composition: Intersecting Indigenista, Indohispana/O, and Mexican American Literacies | | 4 |
| E.26 | What’s the Matter with Whiteness?: On Seeing the Interface | | 5 |
| E.27 | Making Rhetoric Matter: The Classroom as Site for Cultural Critique and Production | | 5 |
| E.28 | Making Bodies Matter: Disability, Experience, and Accessing the Writing Classroom | | 4 |
| E.29 | Composing New Literacies | | 4 |
| E.30 | Women’s Political Rhetoric | | 3 |
| E.31 | Composing Ancient Greek Rhetoric(s): Medicine, Sculpture, Romance, Comedy | | 5 |
| E.32 | Writing in/for Film and Media Studies | | 4 |
| E.33 | Online Classes: The Focus Is On Students | | 6 |
| E.34 | Surfers, Cyber-Fans, and Netizens: Lands of the Lost Literacies | | 4 |
| E.35 | No Student Left Unresearched: Facing Ethical, Methodological, and Theoretical Concerns When Researching K–12 Portfolio | | 4 |
| E.36 | Composition and English Education: Making Connections that Matter | | 5 |
| F.1 | Teaching and Writing the Nonfiction of Place | | 4 |
| F.2 | Taking It Personally: Identity Matters In Workplace Writing | | 4 |
| F.3 | Making Other Conversations Matter: Women’s Pragmatic Rhetoric On The Margins Of Power | | 4 |
| F.4 | Rhetorical Treatments: Languages of Disease and the Composition of Public Health | | 4 |
| F.5 | Cognition and Composition: Insights from Brain Research | | 4 |
| F.6 | “Can You Hear Me Now?”: The Effects of Proximity on Class Discussion | | 4 |
| F.7 | Composing Activism: Queer Pedagogies for Diverse Classrooms | | 6 |
| F.8 | Moving Beyond the Classroom: Innovative First-Year Writing Pedagogies | | 5 |
| F.9 | Returning to the Theme for English B: We Went Home and Wrote a Page | | 5 |
| F.10 | It Takes a University to Raise a Good Writer: Making Composition Matter Beyond the Composition Classroom | | 4 |
| F.11 | The Shifting Positions of Hermeneutics in Composition | | 4 |
| F.12 | Multigenre Theory: Some Applications and Interrogations | | 4 |
| F.13 | African American Interventions: Professional Development, Audience, and Social Class | | 4 |
| F.14 | Making Future Citizens through Service Learning | | 4 |
| F.15 | Academic English as a Foreign Language: Helping Students Crack the Code | | 4 |
| F.16 | Technologies of (Hyper)Textual Spaces | | 5 |
| F.17 | Computer-Mediated Writing Instruction: Tools and Media | | 5 |
| F.18 | WAC, WID, and Writing Instruction: Making Composition Matter in the Disciplines | | 4 |
| F.19 | Sustainable Studies: How Three Grant-Funded Collaborations Make Writing Matter in the Sciences | | 5 |
| F.20 | Working Conditions = Learning Conditions: Graduate Employee Unions, Advocacy, and Making Composition Matter | | 4 |
| F.21 | Economies of Composition | | 3 |
| F.23 | Second Language Writers in the Writing Center | | 3 |
| F.24 | Undergraduate Composition Matters | | 4 |
| F.25 | Students as Citizens: Developing and Assessing Models for Civic Engagement and College Writing | | 5 |
| F.26 | Why Subject Matter Matters: The Cases of Science, Civics, and Literature | | 5 |
| F.27 | “Facing History and Ourselves” in a Composition Course: The Transformative Possibilities of Connecting Holocaust | | 4 |
| F.28 | Teaching Research Writing: A Look Across Disciplines | | 4 |
| F.29 | Between Sympathy and Surveillance: The Ethics of Mentoring Writing Instructors | | 4 |
| F.30 | From Cultural Analysis to Critical Production: (Re)Writing Business Discourses Across the Curriculum | | 3 |
| F.31 | Multiple Assessments: Portfolios, Writing Studios, and Primary Traits Rubrics | | 5 |
| F.33 | (Re)Considering Disability | | 4 |
| F.34 | Women’s Literacies, Rhetorics, and Social Justice: Making Composition Matter in the Community | | 4 |
| F.35 | Composition and Its Publics | | 3 |
| F.36 | “Her Words and Ours: A Celebration of the Life of Wendy Bishop” | | 1 |
| FSI.1 | Articulating the Rhetorics of Teaching, Research, and the Profession: Asian/Asian American Caucus | | 5 |
| FSI.2 | LATINO/A CAUCUS BUSINESS MEETING | | 2 |
| FSI.3 | Annual Meeting of the Association of Teachers of Advanced | | 3 |
| FSI.4 | American Indian Caucus Business Meeting | | 1 |
| FSI.5 | Black Caucus Business Meeting | | 1 |
| FSI.6 | Meeting of the National Network of Writing Across the Curriculum Programs | | 10 |
| FSI.7 | SIG On Working-Class and Pedagogy/Teaching | | 1 |
| FSI.8 | Environment, Advocacy, and the Teaching of Writing | | 12 |
| FSI.9 | Mentoring Women in the Profession: New Models and Metaphors (Part II) | | 5 |
| FSI.10 | Composition at the Small Liberal Arts College/University | | 4 |
| FSI.11 | The Teaching and Mentoring of TAs and Instructors in Composition | | 8 |
| FSI.12 | Teachers of Writing for the Deaf and Hard of Hearing | | 3 |
| FSI.13 | Engicomm: Writing Across the Engineering Curriculum | | 6 |
| FSI.14 | Teaching Writing In Canada | | 8 |
| FSI.15 | Intercollegiate E-Democracy Project | | 10 |
| FSI.16 | Calling All Bloggers: Academic Bloggers Sharing Strategies and Resources | | 7 |
| FSI.17 | Independent Writing Units | | 4 |
| FSI.18 | Special Interest Group: Bakhtin, Vygotsky, Composition, and Rhetoric | | 2 |
| FSI.19 | Conference On Basic-Writing Special Interest Group | | 12 |
| FSI.20 | On Teaching Creative Nonfiction: Special Interest Group In Creative Nonfiction | | 7 |
| FSI.22 | Rhetoric And Christian Tradition | | 12 |
| FSI.23 | TYCA Talks | | 1 |
| FSI.24 | Poetry Forum: The Exultation of Larks | | 3 |
| FSI.25 | Graduate Rhetoric and Composition Matters: An Inaugural Meeting of the Graduate Research Network’s | | 8 |
| FSI.26 | The Fifth C: Computers (Sponsored By The CCCC Committee | | 1 |
| G.1 | Present Bodies, Absent Bodies, Perfect Bodies | | 4 |
| G.2 | Changing Documents, Changing Programs: Practicing Rhetorical Reform | | 5 |
| G.3 | Making Composition Matter in the Scholarship of Teaching | | 6 |
| G.4 | Closing The Teaching-Learning Loop: Making Writing Program Assessment Matter | | 4 |
| G.5 | Working Across the Curriculum: New Approaches and Communications | | 4 |
| G.6 | Shaping A New Generation of Teachers of Writing through International Collaboration | | 4 |
| G.7 | Where Does Invention Go after First-Year Composition? | | 5 |
| G.8 | The Student Writer as Critic and Consumer: Why Do We Get | | 5 |
| G.9 | Caught In The Crossfire: Advocating for Composition in a Military Institution | | 5 |
| G.10 | Scientific Research and Writing in the Composition Classroom | | 5 |
| G.11 | Making Composition Matter: Nontraditional Students And The Research Paper | | 4 |
| G.12 | Writing-Center Collaborations, Literature Reviews, and Building | | 4 |
| G.13 | The New Scene of Writing: Designing an Oral, Visual, and Textual Curriculum | | 6 |
| G.14 | Transforming Our Teaching: The Difference Online Writing Makes | | 4 |
| G.15 | Making Technology Matter: Extending Writing-Center Pedagogy to Uses Of Technology | | 4 |
| G.16 | Computer-Aided Rhetorical Analysis of Electronic Archives | | 6 |
| G.17 | Iconography: Lady Rhetoric and Images of the Suffragettes | | 4 |
| G.18 | It’s a Two-Way Street: Faculty Mentoring Graduate Students of Color in Composition and Rhetoric Programs | | 5 |
| G.19 | A Smattering of Technology: Technological Literacy of NNES Students and Teachers | | 4 |
| G.20 | The Wonders of Wandering: Alternative Pedagogies and The Teaching of Writing | | 5 |
| G.21 | Medical Matters: Rhetoric and Technology in the SARS Case, Nursing, and Website Design | | 6 |
| G.22 | Pedagogical Concerns in the Teaching of Professional and Technical Writing | | 4 |
| G.23 | Re-Seeing, Navigating, And Collaborating: Writing Centers Matter | | 4 |
| G.24 | A Cornerstone That Matters: Composition and Peer Tutoring | | 5 |
| G.25 | Making Technology Matter in Writing Centers | | 5 |
| G.26 | Mapping Rhetorical Boundaries: Kairos, Style, and Epistemology | | 4 |
| G.27 | Activist Rhetorics | | 4 |
| G.28 | Advocating The Writing Major within Three Different Institutional | | 6 |
| G.29 | Rhetoricians as Top Administrators: Negotiating the Politics of the New University | | 7 |
| H.1 | Composing a Community: The History Of WAC In Higher Education | | 4 |
| H.2 | Why Don’t We Just Study “English?”: Composition As Orientation to Higher Learning | | 7 |
| H.3 | Passing the Buck: Attitudes, Assumptions, and Policies Impeding WAC Efforts in Universities, Colleges, and High Schools | | 5 |
| H.4 | Community-Based Writing Collaborations That Matter: Critical Moments On and Off the Page | | 4 |
| H.5 | Writing Across The Curriculum In First-Year Composition: The Matter Of The First-Year Seminar | | 4 |
| H.6 | In The Classroom and Beyond: Re-Presenting Chinese “Bian”/ Rhetorical Experiences on Their Own Terms | | 4 |
| H.7 | Who’s Afraid of Argument? | | 4 |
| H.8 | Writing and Healing: Illness, Suffering, and Writing That Matters | | 4 |
| H.9 | Storytelling, Curriculum Development, and Change | | 4 |
| H.10 | Reading, Writing, and Rhetoric in Religious Traditions | | 5 |
| H.11 | Weblogs: Exploring Contexts, Community, Collaboration, and Practice | | 5 |
| H.12 | Engaging Technologies, Engaging Pedagogies | | 5 |
| H.13 | National Writing Project Sites and Community Advocacy | | 4 |
| H.14 | Making Composition Matter: One Independent Writing Program’s Journey to Independence and Respect | | 4 |
| H.15 | Making Composition Matter in Words, Maps, and Metaphors | | 4 |
| H.16 | Uneven Landscapes: Perceptions of Literacy, Class, and Diversity | | 4 |
| H.17 | Balancing Student Interest And Course Objectives: Toward a Tradition of Visual Technology in the Composition Classroom | | 4 |
| H.18 | Mothers, Mentors, And Invisible Teachers: Making Composition Teachers Matter, Or How Did Adjunct Become A Noun? | | 7 |
| H.19 | Bilingual Composition | | 4 |
| H.20 | Situating Creative Writing: The Art And Craft Of Creative-Writing Pedagogy | | 3 |
| H.21 | Teaching Scientific Writing: Beyond the Research Article | | 5 |
| H.22 | Discrepant Rhetoric: Uses Of Analogies in the Construction of Illness | | 3 |
| H.23 | Don’t Mess with Texas: Accounts of Early 20th-Century Literacy Sponsorship | | 4 |
| H.24 | Through the Looking Glass: 19th-Century Changes In Composition Theory and Praxis | | 5 |
| H.25 | 19th-Century Women Rhetoricians and Rhetorical Advice | | 4 |
| H.26 | Papa Don’t Rap: Identity, Counterstories, and Hip-Hop Hermeneutics | | 4 |
| H.27 | Does CCCC Matter? A Critique and a Call for Change | | 4 |
| H.28 | Taking the Visual Further: Research and Theory | | 4 |
| H.29 | Making the Implicit, Explicit: Helping Students Take Control Of Their Success | | 5 |
| H.30 | Stories That Matter: Using Narrative to Stir Things Up in the Multicultural Classroom | | 4 |
| H.31 | Practices for Energizing Basic Writing | | 4 |
| H.32 | Disrupting Conventions: Making Originality Matter in Academic Writing | | 4 |
| H.33 | Composing Others/Composing Selves: The Ethnographic Essay | | 4 |
| H.34 | Active Engagement in Education and Writing: Theory and Practice, Teachers and Students | | 4 |
| H.35 | Making Students’ Views Of Composition Matter | | 4 |
| H.36 | Class, Cultures, and Learning Styles | | 4 |
| I.1 | Merging Ideals and Realities: Students, Accountability, and the Practice of Teaching Composition | | 4 |
| I.2 | High-Stakes Writing Assessment in Secondary Schools: Implications for College Composition | | 5 |
| I.3 | Writing and Cultural “Difference” | | 4 |
| I.4 | Women Writing Teachers Reading Creative Nonfiction | | 4 |
| I.5 | Theories and Varied Sites for Visual Rhetoric | | 4 |
| I.6 | Academic Medical Rhetoric Matters: Institutional Research | | 4 |
| I.7 | Ethos Matters: Composing Identities in the Professions | | 4 |
| I.8 | They Made Composition Matter: Writing Program Administrators Before 1976 | | 4 |
| I.9 | Mid-20th-Century Rhetorics of War and Citizenship | | 4 |
| I.10 | Critical Language Pedagogy | | 3 |
| I.11 | The Peer-Tutor Alumni Research Project: Former Tutors Assess The Experience of Writing-Center Work | | 4 |
| I.12 | Composition and Communication in An Age of Design: Theoretical Issues in Visual Rhetoric | | 5 |
| I.13 | Team Teaching, Owling, and the Evaluation of Online Composition Courses | | 5 |
| I.14 | They’re Here for the Duration: Exploring the Ways Contingent Faculty Shape Composition | | 4 |
| I.15 | Bridging the Gap: Elementary and High School English to College Writing | | 4 |
| I.16 | A Place Where Composition Matters: Non-Tenure-Track Transformations at One University | | 4 |
| I.17 | Time Has Come Today: Examining Learning-Center Practices | | 4 |
| I.18 | Tied To The Mast? The Alluring Sights and Sounds of Technology | | 5 |
| I.19 | Speak Up and Talk Back!: A Panel of College Students and Community Partners Reflect upon Their Written Collaboration | | 2 |
| I.20 | Literacy Matters: In the Hollers, in the Bush, and Across The Great Divide | | 4 |
| I.21 | Inventing Tradition: Revitalizing Institutional and Programmatic Histories | | 5 |
| I.22 | Making Composition Matter: Literacy, Privacy, and Community | | 3 |
| I.23 | Writing Peace: Beyond the Trope of Advocacy | | 4 |
| I.24 | Race/Gender Matters: Black Women, Rhetoric, Composition, And Pedagogy | | 4 |
| I.25 | The Roles of Memory, Space, and Representation in the Public Sphere | | 4 |
| I.26 | Taking the Boot out of Bootcamp?: Advocacy, Loyalty, and Authority in the Training of First-Year Teachers | | 5 |
| I.27 | The Rondo Project: Integrating Community-Based Learning through Oral Histories | | 4 |
| I.28 | Making Each Voice Matter: Teaching Strategies for the Speaking-Intensive Composition Course | | 4 |
| I.29 | There Is a Text in This Class | | 4 |
| I.30 | Rhetoric and the Teaching of Writing in 2004 | | 5 |
| I.31 | Resident Aliens: Teaching Students and Colleagues What “Composition” Means | | 4 |
| I.32 | Making Research Matter: Working toward Critical Research Writing through a New Composition Curriculum | | 5 |
| I.33 | If It Ain’t Broke, Fix It Up: Finding New Ways to Tweak Traditional Ideas in the Writing Center and Writing Classroom | | 3 |
| I.34 | Negotiating the Self in Academic Discourse | | 4 |
| I.35 | Style: Grammar and Imitation | | 4 |
| I.36 | (Re)Constructing Academic Spaces for Differently-Abled Students | | 5 |
| I.37 | A Reading by Jimmy Santiago Baca | | 2 |
| J.1 | The Legacies of Burke, Steiner, and Wittgenstein | | 4 |
| J.2 | You’re So Paranoid You Probably Think This Session’s about You: Rooting out Paranoia in the Profession | | 5 |
| J.3 | Academic Freedom and Writing Programs | | 4 |
| J.4 | What’s “New” about a New Public Grammar for Writing? | | 4 |
| J.6 | “Do This, Don’t Do That, Can’t You Read the Sign?” Or Perceptions of Visual Communications: Moving from Consumption to Production of Designed Texts | | 3 |
| J.7 | Rhetorics of the U.S./Mexico Border | | 4 |
| J.8 | Questioning Ecologies, Managing Locations | | 4 |
| J.9 | Three Provocations: Ignorance, Ridicule, and Laughter | | 3 |
| J.10 | Dialogic Debates: Investigating the Uses of Polyphony, Consensus, and Nonviolence | | 3 |
| J.11 | Toward Deprivatized Pedagogy: A Postmodern Teaching Strategy | | 4 |
| J.12 | From Grammar Police to Guardians of the Ivory Tower: Examining the Assumptions Behind “Policing The Academy” | | 4 |
| J.13 | Dancing in the Streets: Alternative Approaches to Composition Outside the Classroom | | 4 |
| J.14 | Students Becoming Citizens: How Composition Matters in Community Connections | | 4 |
| J.15 | Boredom | | 5 |
| J.16 | Wicked Wiki Rhetoric: How Fast, How Far | | 5 |
| J.17 | Writing the Word and the World: Critical Textual Production in a Critical Research Seminar | | 4 |
| J.18 | How To Read An Essay | | 4 |
| J.19 | Relocating The Composition Classroom: Demythologizing Notions Of The Thirteenth Grade | | 4 |
| J.20 | Write ’em Cowgirl: “Riding Herd” on the Rhetoric of Presidents And Place in the Classroom | | 4 |
| J.21 | Forming Connections: High School and College Collaborations | | 4 |
| J.22 | Because Composition Matters: Preparing Graduate Students in Rhetoric and Composition | | 5 |
| J.23 | More Than Basic Skills: Rhetorical Designs For Reading And Writing Pedagogy | | 4 |
| J.24 | Popcorn Meets Pedagogy: Movies, Literacy, and the Composition Classroom | | 3 |
| J.25 | Returning to the “Return of Rhetoric”: Why the 1960s and 1970s Matter Today | | 4 |
| J.26 | African American Women Rhetors | | 3 |
| J.27 | Compositions That Matter: Perspectives from Longitudinal Studies of Writing at Stanford, Laney College, and Berkeley Prep | | 4 |
| J.28 | From the Local to the Global: Technology, Literacy, and Civic Action | | 4 |
| J.29 | How Technology Affects Students’ Understandings of Authoring | | 2 |
| J.30 | Challenges in Scoring High-Stakes Writing Assessments: Coping with Contrasting Response Modes, Score Drift, and Test Prep | | 4 |
| J.31 | Public Perceptions about the Teaching of Writing and What to Do about Them | | 5 |
| J.32 | How Composition Matters In The Schools: A Dialogic Model for School–College Collaboration | | 4 |
| J.33 | Going Critical: Communication and Judgment in Instructor–Led Peer Conferences | | 4 |
| J.34 | Making Composition Matter in a Litcomp Course | | 8 |
| J.35 | Computing and Communicating Across Cultures and Generations: Global Considerations | | 4 |
| J.36 | Digging the Narrative Roots in the Composition Classroom | | 4 |
| K.1 | Scholarship in Practice and Historical Context | | 4 |
| K.2 | Science, Authority, and Public Persuasion: The Uses of Scientific Evidence in Discourses of Public Advocacy | | 4 |
| K.3 | “I Can’t Read,” Tina Whispered, Placing Her Gucci Bag on the Desk between Us: Defining the Categories of Race/Ethnicity, Class, and Gender in the Composition Classroom | | 4 |
| K.4 | Composition Practices and Public Matters: Achieving and Assessing Public Awareness In and Out of the Classroom | | 4 |
| K.5 | Service with a Smile: The Heart of the Matter | | 4 |
| K.7 | Lessons Learned from Online Commenting: Providing Effective Feedback to Students | | 4 |
| K.8 | Writing on the Border | | 4 |
| K.9 | Sticking to the Storyline: Technology, Argument, and Identity | | 4 |
| K.10 | Asking Questions That Matter: Problem-Based Learning And Writing Instruction | | 4 |
| K.11 | What’s the Matter with Composition? Technology, Visual Rhetoric, and the Physical Arrangement of Texts | | 4 |
| K.12 | Information Technology: Cyberspace and Communities | | 4 |
| K.13 | The Temporary Nature of Composition Matters | | 4 |
| K.14 | The Subaltern Can Speak: Composition TAs in Mentoring Roles | | 4 |
| K.15 | The Future of Graduate Education in Rhetoric and Composition: Challenges and Opportunities | | 8 |
| K.16 | Networking For Change: Political and Cultural Contexts for the Teaching of Writing | | 4 |
| K.17 | Making Identity Work Matter: Strategies for Creating Change in Institutions | | 6 |
| K.18 | Teaching Generation 1.5 in the Classroom and the Center | | 4 |
| K.19 | Reimagining the Self: Reflections on Identity in Composition | | 4 |
| K.20 | Research Methodologies in the History of Professional and Technical Communication That Matter | | 5 |
| K.21 | Examining Linguistic, Cultural, and Rhetorical Identities | | 5 |
| K.22 | The Public Image of Two-Year Colleges: Hallmarks of Fame and Shame | | 7 |
| K.23 | Reinventing Composition: What Does Spellmeyer’s “Arts of Living” Mean for Writing Instructors? | | 5 |
| K.24 | Rhetorics of Advocacy: Asian Americans Composing Communal Memory | | 5 |
| K.25 | Basic Writing Far Afield: The History of At-Risk Instruction at a Regional Campus | | 4 |
| K.26 | Women’s Oppositional Rhetorics | | 5 |
| K.27 | Effacing Binaries: Blurring the Boundaries of Speaking, Reading, and Writing in the Writing Center and the Computer-Mediated Classroom | | 3 |
| K.28 | Writing Difference | | 5 |
| K.29 | Rethinking Plagiarism | | 4 |
| K.30 | Theoretically Centered?: Theorizing the Writing Center | | 4 |
| K.31 | Transferring Composition Knowledge Across Disciplines: Making Writing Instruction Matter | | 4 |
| K.32 | Is the Writing Classroom a “Level Playing Field?” Universal Design, Alternative Assistance Programs, and Metaphors | | 5 |
| K.33 | Writing “Outside”: Ecocomposition and the Production of Difference | | 4 |
| K.34 | A Habitable Space: The Future Of Composition Studies | | 5 |
| K.35 | Making Rural Literacy Matter | | 4 |
| K.36 | Queer Matters in Rhetoric and Composition—Articulating Pedagogical, Theoretical, and Disciplinary Definitions | | 4 |
| K.37 | Making Writing Assessment Matter | | 16 |
| L.1 | Matters Of Faith: Institutional Identity, Student Needs, and Composition At A Faith-Based University | | 4 |
| L.2 | Sustaining the Environment: Learning the Language of Nature | | 4 |
| L.3 | Different Dimensions in Technical Communication | | 4 |
| L.4 | Motivating Business and Technical Writers in the Classroom and Beyond | | 5 |
| L.5 | Alternative Authority and Authorship: New Research from Studies in Writing and Rhetoric Authors | | 5 |
| L.6 | A Century of Change: The Politics of First-Year Composition at the University of Wisconsin-Madison, 1900–2000 | | 7 |
| L.7 | Composition in Historically Black Colleges and at the Penn School for Newly Freed Slaves | | 4 |
| L.8 | What Do We Fail To Ask?: Redefining Disabilities | | 3 |
| L.9 | Looking Beyond The Trinity: Audience, Purpose, And Context In Technologically Hypermediated Environments | | 4 |
| L.10 | Global and Local in Institutions and the World | | 4 |
| L.11 | Managerial Rhetorics and the Matter of Composition | | 5 |
| L.12 | Scenes of Cross-Disciplinary Collaboration in the Composition Classroom and Beyond | | 4 |
| L.13 | First-Year Writing: Institutional Battleground, Professional Behemoth and Interdisciplinary Nexus | | 4 |
| L.14 | Valuing Assessment and Assessing Our Values | | 3 |
| L.15 | Making Reading Matter: Literature, Rhetoric, and What Students Value in the Composition Classroom | | 5 |
| L.16 | Assessment Matters: College Writing Assessments in and beyond the Writing Program | | 4 |
| L.17 | Whose Words Where? The Promises and Perils of Community Literacy Projects and Publications | | 5 |
| L.18 | History, Heresy, and Hip-Hop | | 4 |
| L.19 | Transforming Barriers, Creating Possibilities, Advancing What Matters | | 3 |
| L.20 | Women Rhetors And Scholars: Carving Out Identities For Women | | 3 |
| L.21 | Voices That Matter: Singing, Listening, and Silencing | | 4 |
| L.22 | (Re)Opening Doors to Liberating Spaces: Three Approaches to Feminist Reading and Writing | | 4 |
| L.23 | Shifting Perspectives: Empowering Composition Teachers, Tutors, and Students | | 4 |
| L.24 | Composition and Rhetoric in the Age of Empire | | 4 |
| L.25 | Developing a Nomenclature of Style: Implications for First-Year Composition | | 4 |
| L.26 | Coming To Matter: Rethinking Production and Process in Media-Rich Composition Classrooms | | 4 |
| L.27 | Evaluator as Advocate: Grading Matters in Composition | | 4 |
| L.28 | “I’m Nobody! Who Are You?”: an Activist Approach to Teaching Audience | | 4 |
| L.29 | Two Students Speak for Themselves | | 3 |
| L.30 | Group Writing Assignments in Online Classes | | 3 |
| L.31 | “Welcome to the Academy: May I Take Your Order?” Driving through from One Corporation to Another | | 5 |
| L.32 | Theories of Collaboration, Interactive Authorship, and Reader-Reader Writer Intersubjectivity | | 6 |
| L.33 | Composition Curriculum: Designing, Implementing, and Sustaining What Matters | | 4 |
| L.34 | Recycling Hegemony through Popular Culture, Body Narratives, and ESL | | 4 |
| L.35 | Unmaking and Remaking the World: the Pedagogy of Identity | | 4 |
| L.36 | Being a Writing-Program Administrator: Stories from the Field | | 4 |
| L.37 | Marilyn Sternglass: A Memorial | | 2 |
| M.1 | What Makes WAC Work: Reflections On Writing Across The Curriculum | | 8 |
| M.2 | Complicating Discursive Values In Cross-Disciplinary Work | | 6 |
| M.3 | New Directions In ESL/EFL Research | | 3 |
| M.4 | The Proustian Thematic: Compositional Catharsis, Fiction, and Poetry | | 4 |
| M.5 | New Ways Of Making Service-Learning Matter in Technical and Professional Communication | | 4 |
| M.6 | Preparing Professional Writing Students to Critically Engage | | 5 |
| M.7 | Studying Ancient Eastern/Near Eastern Rhetoric: Why/How and What Does It Tell Us? | | 5 |
| M.8 | Curricular Histories and Disputes: Why Readings and Writings Matter | | 4 |
| M.9 | Research on Student Revision Revisited | | 5 |
| M.10 | Research On Assessment: Matters of Difficulty, Perceptions of “Threat,” and Definitions of Development | | 4 |
| M.11 | Complicating Designs: Materiality, Multimodality, and (Re)Mediating Practices | | 5 |
| M.12 | (Re)Imagined Worlds: Global Landscapes and the Adult Learner | | 4 |
| M.13 | Framing Matters: Visual Media and the Teaching of Writing | | 4 |
| M.14 | Beyond Traditional Arguments: Communitarianism versus | | 4 |
| M.15 | Visible and Invisible Diversity: Activism, Advocacy, and Allies | | 4 |
| M.16 | Rank Matters: Composition, Institutional Imagination, and Non-Tenure-Line Faculty Affairs | | 6 |
| M.17 | Identity Politics: Developing a Writing Major and Rethinking “English” | | 5 |
| M.18 | Making Composition Matter to Students and Institutions: The Role Of First-Year Writing In Creating Academic Citizens | | 4 |
| M.19 | From Margin to Center: Gaining Citizenship in Academia through (and for) Writing-Center Studies | | 5 |
| M.20 | Matters of Academic Discourse: Forging Change in Familiar Spaces | | 5 |
| M.21 | Rhetorics of Concerned Citizenship | | 4 |
| M.22 | Making Theory Matter: Practices of Citizenship | | 3 |
| M.23 | Rhetoric/Race/Nation | | 4 |
| M.24 | Genre and Transferability: Beyond the First-Year Composition Course | | 4 |
| M.25 | Worldly Selves: Theorizing the Promise–and Limits–of Memoir | | 5 |
| M.26 | Bridging Cultural Divides with Writing over War and Other | | 4 |
| M.27 | Issues and Innovations with Graduate Student Teachers and Teaching | | 5 |
| M.28 | Developmental Writers: Online, Across The Curriculum, in Transformation | | 4 |
| M.29 | Problematizing Computers and Composition | | 4 |
| M.30 | Using Concepts from Classical Rhetoric in the Postmodern | | 4 |
| M.31 | Critical Theory, Critical Thinking, and The Writing Classroom | | 4 |
| M.32 | New Pedagogies for First-Year Writing | | 4 |
| M.33 | Best Practices for Countering Procrastination, Apathy, and Possibility | | 4 |
| M.34 | Dealing With Dissent, Anger, and Trauma in the Writing Classroom | | 3 |
| M.35 | Music, Creative Juxtapositions, and Performance Art In Composition Classes | | 5 |
| MW.1 | U. BLOG: A PRACTICAL INTRODUCTION TO USING WEBLOGS FOR THE CLASSROOM AND RESEARCH | | 12 |
| MW.2 | MENTORING MATTERS: A “BEST PRACTICES” WORKSHOP FOR MENTORS OF COMPOSITION INSTRUCTORS AND TEACHING ASSISTANTS | | 12 |
| MW.3 | PIXELS, PAINTS, AND OPERATING TABLES: EXPERIMENTAL WRITING WORKSHOPS AND THE FIRST-YEAR WRITING PROGRAM | | 9 |
| MW.4 | THE PEACEABLE CLASSROOM REVISITED | | 7 |
| MW.5 | DESIGNING AND DEVELOPING PREPARING FUTURE FACULTY PROGRAMS | | 10 |
| MW.6 | WORKING WITH SECOND LANGUAGE WRITERS: DEMOGRAPHICS, ASSESSMENT, PLACEMENT, AND INSTRUCTION | | 4 |
| N.1 | Pick It Up! Creatively Challenging Institutionalized Writing | | 3 |
| N.3 | Creating Communities of Inquiry | | 2 |
| N.4 | Taking Basic Writing Seriously | | 4 |
| N.5 | Road Trip! Collaborative “Roadshows” Defy Budget Ax, Take Comp to the Streets | | 4 |
| N.6 | Composing Cultures: ESL Students in the Center and the Classroom | | 4 |
| N.7 | Learning Communities, Writing Centers, and Real-World Composition | | 4 |
| N.8 | Community Matters: Composing Lives within the City, School, and Environment | | 4 |
| N.9 | Roundtable Discussion: Beyond Our Walls: Writing Centers Working Across Disciplines | | 4 |
| N.10 | Writing-Center Intersections with ESL Writing, Writers, and Programs | | 4 |
| N.11 | Art and Artifact: Writing About Art, Visual Text, and Cultural Artifacts | | 4 |
| N.13 | Occasions of Urgency: And Permission to Write as if It Matters | | 4 |
| N.14 | South Texas Matters: Re-Envisioning Ourselves as Writers, Teachers, and Community Citizens | | 3 |
| N.15 | A Woman’s Place in a Mixed-Gendered Technical Writing Team | | 4 |
| N.16 | Making Metaphors Matter in Rhetoric and Professional Communication | | 4 |
| N.17 | Whiteness in Radical Pedagogy: Narratives of Co-Optation, Resistance, and Possibility | | 5 |
| N.18 | History Matters: Writing in/an Institution from Normal School To University | | 5 |
| N.19 | Using Quantitative Research to Understand What Matters to Faculty And Students | | 4 |
| N.20 | Questions of Audience: From Universal to Particular | | 4 |
| N.21 | Using Images to Stimulate Critical Thinking and Writing 0.11 | | 1 |
| N.22 | Interrogating Textual Constructions of Femininity | | 4 |
| N.23 | Extending Human Relations across Virtual And National Boundaries: Case Studies of Two Technological Systems | | 4 |
| N.24 | At the Crossroads: The Wpa as Bridge Builder | | 5 |
| N.25 | Linking Courses/Projects/Service Learning in Technical Writing, Human Ecology, Biological Engineering | | 3 |
| N.26 | Eye-Ing Visual Representations: Liberation, Consubstantiality, and Identifications | | 4 |
| N.27 | (Re)Locating Disciplinary Discourses: Complications, Transfer, and Desire | | 4 |
| N.28 | How Autobiography Makes Composition Matter: Reconceiving Author-Ity in Writing Pedagogy | | 4 |
| N.29 | Approaches To Critical Thinking And Invention | | 4 |
| N.30 | Service Learning: Methods And Impact | | 3 |
| N.31 | Alternative Approaches to Literacies: Cultivating Community | | 4 |
| N.32 | Medical Matters: Narratives of Emergency First-Responders, Healing, and Disability | | 4 |
| N.33 | Ken Macrorie: Exploring His Long-Running and Long-Lasting Contribution | | 7 |
| O.1 | Using Narrative Strategies to Teach Writing | | 4 |
| O.2 | Preparing Citizens by Developing Rhetorical Awareness | | 5 |
| O.3 | Fleeing the Ivory Tower: Alternative Sites for Teaching Writing | | 3 |
| O.4 | Civic Writing and Citizenship through Composition | | 4 |
| O.5 | Transitions from High School to College | | 4 |
| O.6 | Civic Action and Literacy in Writing on War and Peace | | 4 |
| O.7 | Computer-Mediated Composition: Online Writing Instruction and Students’ Critical Thinking | | 5 |
| O.8 | Natural and Scientific Issues Concerning the Place of Writing | | 6 |
| O.9 | Returning Students and the Matter of Composition | | 5 |
| O.10 | Making the First Year Matter: Content Connections, Power(Lessness), and Service Learning | | 5 |
| O.11 | Is Class Dead? | | 4 |
| O.12 | Why “Where” Matters: Composition and The Public Sphere | | 4 |
| O.14 | Theorizing Virtual Performances through the History of Rhetoric | | 4 |
| O.15 | Composing the Critical Self: Students Writing, Resisting, and Reinventing Identity | | 6 |
| O.16 | Raising the Stakes and Unfastening the Stays: Encouraging Structural Reshaping in Nonfiction Writing | | 4 |
| O.17 | Making Personal Narratives Matter | | 4 |
| O.18 | Race and Difference, Globally and Locally | | 4 |
| O.19 | The Challenges of Making Composition (with a Capital “C”) | | 4 |
| O.20 | Composing Intellectual Property: The Politics of Ownership and Attribution in Contemporary Academia | | 4 |
| O.21 | A Field Matures: Federal-Grant Funding as a Marker of Legitimacy | | 4 |
| O.22 | Literacy, Distance Learning, and EFL: Breaking Down Barriers | | 5 |
| O.23 | Basic Writing as We Know It: How Institutional Settings Affect Our Teaching | | 5 |
| O.24 | ESL and EFL in the Writing Center | | 1 |
| O.25 | Making the Disciplinary Landscape Matter: The Social/Critical Evolution of Professional Communication | | 2 |
| O.26 | Disrupting Professional Writing | | 3 |
| O.27 | WAC-Ed Out: Documenting What Works and Why | | 8 |
| O.28 | Assessing Writing Centers: From Pacman to Silence Sites | | 4 |
| PSI.1 | Bushwacked: Queering Borders and Boundaries in the Lone Star | | 5 |
| SW.1 | Sharing Your Ideas with the Profession: Drafting NCTE/CCCC | | 5 |
| SW.2 | Saturday Afternoon Exultation of Larks: Poet-to-Poet Workshop | | 4 |
| SW.3 | Making Pop Culture Matter: Advocating for Digital Literacies as Student Literacies | | 6 |
| SW.4 | Building a Community of Truth with Ideas from Parker Palmer: An Alternative to Traditional Peer Review of Teaching | | 4 |
| SW.5 | Qualitative Research Network | | 5 |
| SW.6 | Best Assessment Practices in a Time of Budget Cuts | | 7 |
| SW.7 | Archive (V.): Composing a Writing Program History beyond | | 5 |
| SW.8 | Instructor-Led Peer Conferences: An Alternate Approach to Peer-Response Groups and Collaborative Learning | | 4 |
| SW.9 | Problematizing Portfolios: Assessing the Assessment | | 7 |
| SW.10 | Where Do We Begin: Providing Constructive Evaluation and Comments for Writers Facing Multiple Challenges | | 7 |
| SW.11 | Topics and Issues in Improving Instruction for Second Language | | 10 |
| TSI.1 | CCCC-Caucus of Gay and Lesbian Professionals | | 2 |
| TSI.2 | How to Get Your Article Published in CCC | | 2 |
| TSI.3 | Spoken Word: Performing Writing in the Center | | 3 |
| TSI.4 | Special Interest Group on Language, Linguistics, and Writing: Sociolinguistics, Home Language, and Composition | | 6 |
| TSI.5 | Rhetoric, Writing, and the Transcendent | | 3 |
| TSI.6 | The CCCC Chapter of the Kenneth Burke Society: Kenneth Burke: New Scene, Emerging Acts | | 6 |
| TSI.7 | Non-Tenure-Track (NTT) Faculty Special Interest Group | | 2 |
| TSI.8 | Preparing Future Faculty: Past, Present, And Future | | 4 |
| TSI.9 | Does L2 Writer Mean Basic Writer?: Placement and Pedagogy for ESL Students | | 6 |
| TSI.10 | M.F.A. Special Interest Group | | 5 |
| TSI.11 | National Archives of Composition and Rhetoric | | 4 |
| TSI.12 | Teaching Adult Student Writers in Diverse Contexts | | 11 |
| TSI.13 | Basics and Beyond in Teaching Technical Communication | | 8 |
| TSI.14 | High School/College Articulation | | 5 |
| TSI.15 | Medical Rhetoricians | | 3 |
| TSI.16 | Service Learning and Community Literacy SIG | | 10 |
| TSI.17 | Education Caucus for Composition and Literacy at the University | | 2 |
| TSI.18 | Directed Self-Placement and the Marginalized Student: Future Composition Matters | | 2 |
| TSI.19 | Taking a Walk That Matters: Writing Down the Body | | 7 |
| TSI.20 | Junior Writing Program Administrators: Who Matters and Why? | | 8 |
| TSI.21 | Mentoring Women in the Profession: New Models and Metaphors (Part I) | | 5 |
| TSI.22 | Film and Television in the Writing Class | | 9 |
| TSI.23 | National Writing Project Network | | 7 |
| TSI.24 | Working-Class Culture And Pedagogy | | 5 |
| TSI.25 | Special Interest Group: English Education/Composition Connections | | 18 |
| TSI.26 | James Sledd: A Memorial Tribute | | 4 |
| TSI.27 | Keeping Up Hope and Vision in Regressive, Repressive Times | | 3 |
| W.1 | THEORY TO EXEMPLARY PRACTICE AND PROGRAMS FROM THE TWO-YEAR COLLEGE (TYCA-SPONSORED) | | 10 |
| W.2 | LINEAGE AND LEGACY: TO KNOW OUR TEACHING SELVES— ANNUAL WORKSHOP OF THE ASSEMBLY FOR EXPANDED | | 12 |
| W.3 | COMPOSITION AT/OF THE CENTER | | 2 |
| W.4 | MAKING BASIC WRITING MATTER: METHODOLOGIES FOR US ALL | | 14 |
| W.5 | BECOMING AN ACADEMIC ADMINISTRATOR: MATTERS THAT MATTER | | 6 |
| W.6 | MAKING ASSESSMENT WORK: A CONSULTATION AND WORKSHOP | | 10 |
| W.7 | FEMINISM? WOMANISM? GENDER STUDIES? WHERE ARE WE NOW AND HOW DO WE MATTER? | | 37 |