| A.1 | Accessing Success: Assignments that Promote Student | | 5 |
| A.2 | Places, Spaces, and Selves: Writing as Local Action | | 3 |
| A.3 | Just Grading, Just Writing: Exploring Student Perceptions About Fairness | | 4 |
| A.4 | Social Scenarios: Motivating Students to Perform at a Higher Level | | 5 |
| A.5 | Internationalizing the Classroom: Contrastive Rhetoric in Composition Instruction | | 4 |
| A.6 | Gateways to Success for Basic Writers: Alternatives to Basic Courses at the Small College | | 4 |
| A.7 | Opening Gates between Disciplines: Composition, Communications, and Information | | 4 |
| A.8 | Communities of Practice: An Inter-Institutional Model for Writing Assessment | | 4 |
| A.9 | Providing Access in the Writing Center: Specialized Tutor Training and Software | | 5 |
| A.10 | Epistemologies of the Visual | | 3 |
| A.11 | Fields of Vision: Imagery within Discourses of Gender | | 4 |
| A.12 | Women’s Voices Across Cultures: Creating a Contact Zone of Feminist Rhetoric | | 5 |
| A.13 | Academic Vernaculars: Rearticulating Vernacularity and Rethinking Pedagogy and Student “Success” | | 4 |
| A.14 | Mending Gates: Reconfigurations of Access and Redrawn Paths to Student Success | | 6 |
| A.15 | Public, Private, Political: Social Theories and Blogging Practices | | 4 |
| A.16 | Access and Opportunity: Contrasting Perceptions of Distance Learning Faculty | | 2 |
| A.17 | Preparing Students and Faculty for Success in the Multi-modal World | | 4 |
| A.18 | A Question of Quality: Standards and Access | | 5 |
| AW.1 | Changing the Process of Institutional Review Board | | 4 |
| AW.2 | Every Composition Professional a De Facto ESL | | 14 |
| AW.3 | Practicing What We Teach: Applying the Golden Rule to Help Marginalized | | 7 |
| AW.4 | Working with the Media to Shape Public Policy | | 10 |
| AW.5 | Latino/as In/On Composition: Teacher and Scholar Preparation | | 7 |
| AW.6 | War Is Peace, Freedom Is Slavery, Ignorance Is Strength: Rhetoricians for Peace in Orwellian Times | | 20 |
| B.1 | Working Hard for the Money: An Historical Examination | | 4 |
| B.2 | Testing the Waters of Mainstreaming: Why We Did It and What We Found | | 5 |
| B.3 | From Here to There: Using Contrastive Linguistics to Teach ESL Writing | | 3 |
| B.4 | (Re)composing Access: Reading War, Technology, and Difference at a Military School | | 4 |
| B.5 | International Blogging: Research on Cross-Cultural Tutor Training | | 4 |
| B.6 | Alternative Rhetorics for the Non-Elite: Thinking Outside Aristotle’s Box | | 6 |
| B.7 | Clash Between Correctness and Error: Access Denied | | 5 |
| B.8 | A Debate about Choosing Representational Texts | | 3 |
| B.9 | International Insights on Teaching Composition | | 3 |
| B.10 | Integrating the Writing/Learning Center: A Synergy that | | 4 |
| B.11 | Move Over—We’ll Drive: Through the Golden (Flood) Gate of Assessment | | 5 |
| B.12 | Designing Tutor Education to Address Issues of Access | | 5 |
| B.14 | Philosophies, Surveys, and Curriculum Workshops for WAC | | 4 |
| B.15 | Opening and Closing the Gate | | 4 |
| B.16 | Accessing Bishop: A Reflection on Wendy Bishop’s | | 5 |
| B.17 | Enriching Ourselves with Personal, Visual, and Historical | | 4 |
| B.18 | Starting Points: Ignorance and Ethics | | 4 |
| B.19 | Affirming Access or Securing the Gates?: UNESCO, The World Bank, The IMF, and the Globalization of Literacy | | 6 |
| B.20 | Thinking through Practice: Reconsidering | | 5 |
| B.21 | The Viability of ‘The Rhetorical Tradition’ | | 5 |
| B.22 | Age, Sexuality, and Orientation: Idealogies of Composition Studies | | 4 |
| B.23 | Research-based Recommendations for Evaluating and Citing Electronic Sources | | 5 |
| B.24 | LGBT Discourse Communities and Digital Technologies | | 4 |
| B.25 | Media Rhetoric and the Analysis of Texts: A Case Study Using Written, Auditory, and Kinetic | | 4 |
| B.26 | Evaluating Academic Weblogs: Using Empirical Data to Assess Pedagogy and Student Achievement | | 5 |
| B.27 | Access through Rural Community College: Unique Concerns for Faculty (TYCA Strand) | | 5 |
| B.28 | The History and Future of Composition: Reflections of Past CCCC Chairs | | 8 |
| B.29 | Why College Composition Teachers Need to Know about Secondary Writing Assessments | | 4 |
| B.31 | Journals and Diaries: Accessing Our Own Language and Finding a Voice | | 4 |
| B.32 | Visual Rhetoric in the History of Professional | | 7 |
| C.2 | New Research from Studies in Writing and Rhetoric | | 3 |
| C.3 | Equal Access for Diverse Learners: Ensuring the Success of Marginally Prepared Students in the Standard Freshman Composition Sequence | | 4 |
| C.4 | Emotional Access: Resistance and Control and Teaching for Critical Literacy | | 5 |
| C.5 | NCTE/NCA Collaboration | | 6 |
| C.6 | Multiliterate Students, Multimodal Lifeworlds | | 5 |
| C.7 | More, Give Us More Adjunct Teachers: Some Divergent Views | | 4 |
| C.8 | The Ins and Outs of Online Writing Instruction | | 5 |
| C.9 | Reconciling the Two Sides in the Grammar War | | 4 |
| C.10 | How Do We Know when Writing Courses Have | | 4 |
| C.11 | Portfolio Assessment and Beyond: Crossroads, Possibilities and Limitations for the Next Generation of Writing Assessment | | 5 |
| C.12 | Adapting Curricula to Promote Student and Instructor | | 4 |
| C.13 | ‘Barbarians at the Gates’: Negotiating Student Placement | | 7 |
| C.14 | What Research Tells Us About Writing Center Directors ` | | 4 |
| C.15 | Activating Access: Social Movement Theory for the Composition Classroom | | 4 |
| C.16 | Defining Terms of Work in U.S. College Composition | | 4 |
| C.17 | Emotional Economies in Literacy Sponsorship | | 3 |
| C.18 | Kairos and the Rhetoric of Timely Interventions | | 3 |
| C.19 | Coming in the Front Door: The Rhetorics of Institutional | | 4 |
| C.20 | Political Pedagogies and Public Citizens: Writing | | 5 |
| C.21 | Holding the Pen: Writings Produced by Internees in Japanese-American | | 3 |
| C.22 | Access to Public Speech: Defenses of Women’s Preaching by Women | | 4 |
| C.23 | Writing Technologies in Early Modern England | | 4 |
| C.24 | Using Hip-Hop Language and Literacy Practices to Help | | 4 |
| C.25 | Sustainable Technological Change: Teaching, Professional Development, and Institution Engagement | | 4 |
| C.26 | (Inter)face to Face: Technology and Tutorials | | 4 |
| C.27 | The New Collegiality: Circulating Ideas about Writing and Teaching on Weblogs | | 4 |
| C.28 | The New SAT Writing Section: Perils and Possibilities | | 6 |
| C.29 | Composition as Gated Community?: Assessment and Gatekeeping in the Twenty-First | | 4 |
| C.30 | Is the Sky Falling? (TYCA Strand) | | 4 |
| C.31 | From Gatekeepers to Gate-Openers: Teacher Education and Language Diversity | | 5 |
| C.32 | The Art of Teaching the Art of the Personal Essay | | 3 |
| C.33 | A Multimedia Look at How Students Gain Access to Careers in Professional Writing | | 5 |
| C.34 | Connecting Access to Student Success: The Community College as the Golden Gate | | 5 |
| D.2 | Drawing Relationships: Teaching the Visual; Teaching Writing | | 3 |
| D.3 | Critically Engaging Other(s): Pedagogical Encounters with Disability | | 5 |
| D.4 | To Change or Not to Change: Pedagogies of Resistance, Peer Tutoring, and Service-Learning in Basic Writing | | 4 |
| D.5 | Global Access: Teaching, Writing, and Playing in a Shrinking World | | 4 |
| D.6 | Challenging the College Game: The Role of Respect and Responsibility in Liberatory Education | | 3 |
| D.7 | Access and Ownership for Deaf Students and Those with Visual Spatial Disorders and Aphasia | | 4 |
| D.8 | Reassessing Writing Assessment: Imaginative Course Design, Active Learning, and Alternative Technologies | | 4 |
| D.9 | Affirmative Action and the Challenge of Diversity | | 5 |
| D.10 | Accessing Reading: Creativity and Risk in the Reading Process | | 5 |
| D.11 | Pedagogy and Writing Assessment in California Universities: The Social Construction of a Great Divide | | 4 |
| D.12 | Concerning Diversity: The Role of the ESL Individual in the Writing Center | | 5 |
| D.13 | Taking Research/Writing beyond the Campus: Community, Service, Ethnography | | 4 |
| D.14 | Case Study: Creating a Collaboratively Written Custom Textbook for First-Year Writing Courses | | 8 |
| D.15 | Writing Center Tutor Training: Observing Facial Expressions, Understanding Diversity, Maintaining | | 3 |
| D.16 | Cultivating Success Through Reflection: Sites for Learning and Resistance | | 6 |
| D.17 | Engaging the Disengaged: Backlash Discourse in the Writing Classroom | | 4 |
| D.18 | Constructing Literacies: Fortune Cookies, Markets, and the Denial of Context | | 4 |
| D.19 | Interrogating and Interrupting Systems of Belief | | 4 |
| D.20 | Peer Review and Conferencing: Three Retrospectives | | 4 |
| D.21 | The Limits of Literacy: Reading Histories of “Transcendent” Literacy | | 5 |
| D.22 | Research and Identity | | 3 |
| D.23 | Why Napster Matters: File Sharing, Ownership, and New Digital Ethics | | 6 |
| D.24 | The Aftermath of Access: From Critical to Creative Computer Literacies | | 5 |
| D.25 | Accessing Heuristics for Multi-modal Web Compositions: Rethinking Invention, Sound, and Interactivity | | 4 |
| D.26 | Opening the Golden Gates through Digital Innovation: Expanding Access for Students with Disabilities | | 4 |
| D.27 | Talkin ’bout My Generation: First Ph.D.’s in Composition and Access to the Discipline | | 4 |
| D.28 | (Dis)placed by Technology: Access-orizing Our Institutions and Pedagogies | | 5 |
| D.29 | New Directions for Mentoring Graduate Students | | 4 |
| D.30 | Planning and Hosting Small Conferences Without Going Broke (TYCA Strand) | | 4 |
| D.31 | Negotiating Academic Literacies: The Experiences of Linguistically Diverse Writers across the Curriculum | | 6 |
| D.32 | Re-writing Discoursal Identities | | 4 |
| D.33 | Travelers and Trespassers: Articulating Race, Family, and Illness in Nonfiction Narratives | | 4 |
| D.34 | Information Architecture as Description, Design, and Process: A Critical Methodology for Techno-cultural | | 4 |
| D.35 | Improving Success in English as a Second Language through Puppetry, Poetry, and Contrastive Rhetoric | | 3 |
| D.36 | Class and Privilege: Miami of Ohio’s Portfolios, Thinking, and Honors Composition | | 4 |
| E.2 | Teaching Argumentation in Online and Hybrid | | 4 |
| E.3 | Simulation Games in the Composition Classroom: Helping All Levels of Students Connect Reading and Writing | | 5 |
| E.4 | Personal Writing: Laying the Groundwork for Access | | 3 |
| E.5 | Tutoring Basic Writing: When to Raise the Lower Order Concerns | | 4 |
| E.6 | Empathy in the Contact Zone: Producing Polydiscursive Writing in a First-Year Humanities Course | | 4 |
| E.7 | Predictable Patterns of Wartime Rhetoric: Composition as Rhetorical Democracy | | 3 |
| E.8 | Teaching Writing in Technological Contact Zones: Negotiating Access and Relationships | | 4 |
| E.10 | The Rhetoric of Instructors’ End Comments to Student Writing | | 3 |
| E.11 | Academic Communities for Excellence: Ensuring Success for Under-prepared Students | | 4 |
| E.12 | Serving “Generation 1.5” Immigrant ESL Students in College Composition Programs | | 4 |
| E.13 | Cognitive Access to Student Success: Motivating the Transfer of Composition Knowledge | | 4 |
| E.14 | Bridging the Writing Center to Disability Service Providers: Opening the Gates to Academic Access at the University of Hartford | | 4 |
| E.15 | How Students Develop as Writers: New Roles for Success | | 5 |
| E.16 | Bridging Contexts and Disciplines: ‘Engineering’ an Engineering School’s Writing Manual | | 5 |
| E.17 | Rhetorical Power and Public Personalities | | 4 |
| E.18 | Elements of Narrative: Coherence, Psychology, and Ethical Leadership | | 4 |
| E.19 | Teaching Intersections: Reading and Writing, Language and Literacy | | 3 |
| E.20 | Community, Complexity, Deliberation, and Mavericks: How Rhetoric Works (or Doesn’t) in “Real World” | | 5 |
| E.21 | Rhetoric of Three Political Movements | | 4 |
| E.22 | Recovering Rhetorics of African American Political Agency | | 5 |
| E.23 | Error-focused Instruction and Its Discontents | | 5 |
| E.24 | Access and Success: Adopting and Adapting Content Managements Systems for Use in Writing Programs | | 4 |
| E.25 | Cyborgs on Blackboard: Materialist Feminist | | 4 |
| E.26 | Bois, Bears, and Blogs: Accessing and Mainstreaming Gay Male Literacies | | 4 |
| E.27 | The Many Dimensions of Access in a Digital World | | 4 |
| E.28 | Issues in Proprietary and for-Profit Writing Programs | | 4 |
| E.29 | Myths of Access: Exploring Documented and Undocumented Identity in the Classroom | | 4 |
| E.30 | The Untold Story: How Race Affects the Relationships between Supervisors, Teachers, and Students | | 4 |
| E.31 | Getting from There to Here: Addressing the Needs of a Diverse Student Population | | 4 |
| E.32 | Preparing to Teach in a Two-Year College (TYCA STRAND) | | 4 |
| E.33 | Inviting Language Diversity in Writing: Getting It Done in the Classroom, in the Writing | | 4 |
| E.34 | The Role of Second Language Writing Specialists in the Composition Program | | 6 |
| E.35 | Writer’s Roundtables: Making Composition | | 5 |
| E.36 | Breaking Down the Law: Bringing Legal Writing into the Composition Class | | 4 |
| E.37 | Spirituality and Civic Engagement: Intersections of Public and Private Rhetorics | | 6 |
| E.38 | Writers All around Us | | 2 |
| F.2 | Bridging Rhetorical Gaps Where Religions Matter | | 2 |
| F.3 | Queer/Transgendered Pedagogy and Creating Safe Spaces for Students | | 4 |
| F.4 | Learning from Our Students and Each Other: Ways to Teach Writing across the Disciplines | | 5 |
| F.5 | (Mis)Perceptions of Plagiarism | | 3 |
| F.6 | Narratives in the Composition Class: Problems and Solutions | | 4 |
| F.7 | Responding to Student Writing in Open, Nonviolent, and Constructive Ways | | 4 |
| F.8 | With a Little Help from My Friends: Effective Uses of Peer Revising | | 4 |
| F.9 | Opening the Gates of Grammar and Usage: The History of the Grammar Controversy and Teaching Usage | | 5 |
| F.10 | Teaching Transferable Writing Skills in First-Year Composition | | 4 |
| F.11 | Re-defining Success in Argumentative Writing: Helping Students Find Their Voice in Open-access Universities | | 4 |
| F.12 | Accessing the Ruins: Questions of Value, Promise, and Epistemology in a Post-cultural University | | 4 |
| F.13 | Writing Assessment for Design: Using Writing to Teach and Learn Engineering Design | | 4 |
| F.14 | Portfolio Assessment at an Open Admission Institution: Bridge or Barrier to Success? (TYCA Strand) | | 6 |
| F.15 | With the Rebirth of WAC, Who Teaches Writing?: A Survey and Three Case Studies | | 5 |
| F.16 | History and Methods of Writing Assessment | | 4 |
| F.17 | The Power of Unexpected Series: Linking Courses, Composition Theories, and Institutions to Create | | 6 |
| F.18 | Rhetorics of Affirmative Action: Three Cases | | 4 |
| F.19 | Literacies of the Moment: From the Radical to the Reactionary | | 4 |
| F.20 | Translation Situations in Medicine and Among Deaf People | | 4 |
| F.21 | Since Style Is a Woman... | | 3 |
| F.22 | Mainstream for Sale: The Appearance of Margins in Visual Media | | 4 |
| F.23 | John Monro at Harvard, Miles, and Tougaloo: Three Careers or One Vision? | | 4 |
| F.24 | New Research from SWR Authors: Rhetoric, Archives, and Access | | 6 |
| F.25 | Rethinking the Barriers to “Access” in High School and Beyond: Moving Past Debates about Race as a Factor | | 5 |
| F.26 | Information Literacy: Instruction, Assessment, and Concerns | | 4 |
| F.27 | Moving Beyond Voice-as-Metaphor: New Technologies in Literacy and Composition Studies | | 4 |
| F.28 | Digital Controversies | | 4 |
| F.29 | The Prospects and Politics of Book Publishing in Rhetoric and Composition | | 6 |
| F.30 | Turning, Returning, and Interning with CCC: Insights on the Discourse of Our Field | | 4 |
| F.31 | Present Curricular Practices and Future Directions for the Ph.D. in Rhetoric/Composition | | 4 |
| F.32 | Composition and Distance Learning: The Most Successful Failure of Two-Year Colleges? | | 9 |
| F.33 | Enlisting Speech for Writing in the Diverse Classroom | | 4 |
| F.34 | Literate Practices/Language Practices: What Do We Really Know about Our Students? | | 4 |
| F.35 | Accessing the “I” in Creative Writing: Three Perspectives on Constructing Identity in the Workshop | | 4 |
| F.36 | Personal Statements for Med School: A Site for Opening Professional Access | | 4 |
| F.37 | A Tribute to Steve Witte | | 7 |
| FSIG.1 | American Indian Caucus Business Meeting | | 2 |
| FSIG.2 | Asian/Asian American Caucus Business Meeting | | 2 |
| FSIG.3 | Black Caucus Meeting | | 1 |
| FSIG.4 | Latino Caucus Business Meeting | | 2 |
| FSIG.5 | Interest Group: Bakhtin, Vygotsky, Composition, and Rhetoric | | 4 |
| FSIG.6 | Busting Chops and Bar Talk: Working-class Discourses from the Inside | | 7 |
| FSIG.7 | Creative Nonfiction Assignments: Special Interest Group in Creative Nonfiction | | 10 |
| FSIG.8 | TYCA Talks | | 1 |
| FSIG.9 | Oral Histories, Interviews, and the Voices in Between: Establishing the Rhetoric and Composition Sound | | 13 |
| FSIG.10 | Composition at the Small Liberal Arts College/ University | | 3 |
| FSIG.11 | Independent Writing Units | | 6 |
| FSIG.13 | Calling All Bloggers: The CCCC Blogging Special Interest Group | | 16 |
| FSIG.14 | National Network of Writing-across-the-Curriculum Programs | | 9 |
| FSIG.15 | Accessing the Profession: The CCCC Graduate Student SIG | | 11 |
| FSIG.17 | Conference on Basic Writing Special Interest Group | | 9 |
| FSIG.18 | SIG for the Teaching and Mentoring of TAs and Instructors in Composition | | 18 |
| FSIG.19 | The Future of Eco-Composition | | 17 |
| FSIG.20 | Teachers of Writing for the Deaf and Hard of Hearing | | 12 |
| FSIG.21 | Intercollegiate E-Democracy Project | | 7 |
| FSIG.22 | Annual Meeting of the Association of Teachers of Advanced Composition | | 2 |
| G.1 | Engaging Composition Students through Deep Learning | | 5 |
| G.2 | Visual Rhetoric/Visual Literacies: Accessing the Image in Writing Curricula (TYCA Strand) | | 4 |
| G.3 | E-Learning Spaces Where No One is Excluded and No | | 3 |
| G.4 | “Welcome to the Ivory Tower”: New TAs, First Generation | | 6 |
| G.5 | Disconnect between Student and Teacher Perceptions | | 4 |
| G.6 | Learning Disabilities: Subjects of and for Writing | | 5 |
| G.7 | Teaching Analysis and Argumentation through Accessible Assignments | | 5 |
| G.8 | New Problems from a New Generation of Students | | 4 |
| G.9 | It’s All About Our Students’ Success: Coming Full Circle with FYW Assessment | | 5 |
| G.11 | Student Access, Student Choice, Student Success in First-Year Composition: A History, Description, and Evaluation of Guided Self-Placement at The University | | 4 |
| G.12 | In Pursuit of Portfolios | | 5 |
| G.13 | (Re)Placing Students’ Writing: Assessing our Gates of Access | | 4 |
| G.14 | Desire, Disruption, Discipline: Writing Program Administration as Spectacle | | 4 |
| G.15 | (Re) Affirmative (Pro) Action: Breaking Models of Composition | | 4 |
| G.16 | Adult Learners at the Threshold: Turning Access into Agency | | 3 |
| G.17 | Models of Writing: 3-D Cube, Rhizomatics, and Multiple Intelligences | | 4 |
| G.18 | Theory Wars, Post Theory or Theory in the Diaspora: Exiling Theory outside the Walls of Composition and Rhetoric | | 4 |
| G.19 | Street Talk: Rhetorics of Advocacy and Action in Public Writing | | 5 |
| G.20 | Technology, Literacy, Citizenship: The Rhetoric of Access in Contemporary Social | | 4 |
| G.21 | Oral Histories: Theory/Practice/Publishing | | 5 |
| G.22 | Year One at ‘City’ High: An Ethnography of Place-based | | 3 |
| G.23 | Rapping Down the Gate: Black Women and Hip-Hop | | 4 |
| G.24 | Multimedia Online Cases to Connect FYC and Courses in the Disciplines: Role-Playing in Multiple Perspectives | | 4 |
| G.25 | Blogging | | 4 |
| G.26 | Teaching Across the Curriculum: Faculty Liaisons in a Tutoring Center | | 3 |
| G.27 | Increasing Access and Success in the Physical and Biological Sciences: What’s Writing Got to Do with It? | | 3 |
| G.28 | Crises in English Education: The Importance of Context | | 4 |
| G.29 | Outsourcing and Offshoring Writing Instruction: Strategies for Critical Intervention Co-sponsored by the CCCC Public Policy Committee and by the Academic Quality Committee | | 4 |
| G.30 | Standardization in English Studies: Resisting the Normalizing Gaze | | 4 |
| G.31 | Second Language Identity Construction in Multiple | | 4 |
| G.32 | Creative Writing: Its Place in the Curriculum | | 4 |
| G.33 | Building Bridges: Facilitating Student Access to the Business Community through Analysis of Audience | | 4 |
| G.34 | New Competencies in Technical Communication | | 5 |
| H.2 | Adjusting Our Concept of Service Learning: From Basic Writing Classes to Advanced Composition | | 4 |
| H.3 | Strategies for Advanced Writing Courses | | 2 |
| H.4 | Student Self-Assessment: Constructing Their Own Rubrics | | 4 |
| H.5 | Finding a Nexus Between Access and Grammar | | 4 |
| H.6 | Addressing Affirmative Action in Diverse and Non-ethnically Diverse Classrooms | | 4 |
| H.7 | Writing for Action: Resistance, Power, and Activism | | 3 |
| H.8 | You, Me, Them: Risking Difference and Accessing Academia | | 5 |
| H.9 | Embodied Power Dynamics in Critical Composition Work | | 4 |
| H.10 | The Golden Rule—A Golden Gate or Brick Wall in the Composition Classroom?—Exploring the Intersect of Religion/Spirituality in Discourse Theory and Pedagogy | | 4 |
| H.11 | Ten Years after the Lindemann/Tate Debate: Literature, Composition, and Cultural Studies | | 6 |
| H.12 | Writing from and for Reading: The Challenge of Difficult Texts | | 4 |
| H.13 | Access Granted to the Contact Zone: Theorizing Pedagogical Methods for Diverse Student | | 4 |
| H.14 | It’s Not Just Academic: Developing Successful Peer Review Practices Across | | 4 |
| H.15 | First-Year Seminars: One Small College Examines the Effectiveness of Theme-Based Writing Courses | | 5 |
| H.16 | Figuring It Out as We Go: Finding a Place for the Writing | | 4 |
| H.17 | Walking the City: Rhetorically Situated Learning and the Syntax of Service | | 4 |
| H.18 | Writing Opportunity: Administrative, Historical, and Pedagogical Aspects of Teaching EOP Students | | 5 |
| H.19 | Enacting Social Justice: Discursive Spaces where Disabilities are Named, Accommodations Constructed, and Alliances Forged | | 5 |
| H.20 | Words and Images: Experience and Literacy | | 4 |
| H.21 | Embracing Diversity, Enlarging Community | | 3 |
| H.22 | Managerial Logic, Access, and Student Performance: The Political Economy of Pedagogy | | 4 |
| H.23 | Openings for Praxis: New Sites for Freirian Research | | 4 |
| H.24 | Troping Across the Curriculum: Resisting Strategies of Access in WAC and Writing Centers | | 5 |
| H.25 | Rhetoric and Social Change: Scottish and Irish Origins and Influences | | 4 |
| H.26 | Alternative Ancient Rhetorics: Looking Outside the Paradigm of Ancient Rhetorics | | 5 |
| H.27 | Mending Walls, Unlocking Gates: Research and Reflection on the Shifting Roles of the Two-Year College (TYCA Strand) | | 7 |
| H.28 | Diverse Perspectives on Access and Success: Reflections on Three Longitudinal Writing Studies | | 5 |
| H.29 | OWLS, MOOS, and the Social Order | | 4 |
| H.30 | Owning Knowledge: New Intersections of Intellectual | | 4 |
| H.31 | Pedagogy, Politics, and Promise: The Conference on Basic Writing at 25 | | 6 |
| H.32 | What Goes When Something’s Gotta Give?: How Material Conditions (Ought to) Change Teaching | | 5 |
| H.33 | Evaluating Teachers: The Public and the Private | | 4 |
| H.34 | Trained in Composition: Teaching Literature, Film, and Culture | | 4 |
| H.35 | Readin’, Writin’, and Measurin’: What’s Grammar Got to Do with It? | | 4 |
| H.36 | Creative Writing: Ads, Travel Writing, and Poetry Slams | | 4 |
| H.37 | Access to Professional Literacies and Technologies as Civic Discourse | | 4 |
| H.38 | Texts and Contexts in Technical Communication | | 4 |
| H.39 | The Portraits of Composition Research Study: Design, Findings, and Implications | | 6 |
| I.1 | Tricksters, Fishermen, and Others: The Changing Faces of Tutoring | | 4 |
| I.2 | Privileging The Old or The New?: The Impact of Choosing Reading Texts | | 3 |
| I.3 | When is Basic Writing not Basic Writing?: Untangling Pedagogy and Assessment in the Small | | 4 |
| I.4 | Toward a Nomenclature of Style: Modal Use in Freshman Writing | | 3 |
| I.5 | Rhetoric, Media, and Politics: Classrooms as Contact Zones | | 4 |
| I.6 | Empowering ESL Students through Argument, Cultural Criticism, and Peer Response | | 3 |
| I.7 | Expecting Errors: Language and Stereotyping | | 5 |
| I.8 | Questioning Mainstream Approaches to Teaching Composition | | 5 |
| I.9 | Improving Access: Exchanging instead of Responding | | 4 |
| I.10 | Anglo Teachers/Non-Anglo Students: Negotiating Cultural Literacies in the Composition Classroom | | 4 |
| I.11 | Writing Studio Practice: Opening Places for “At-risk” Students | | 4 |
| I.12 | Transforming the Lives of the Disadvantaged: Finding Their Own Voice (TYCA Strand) | | 4 |
| I.13 | Multi-sensory and Hip-Hop Pedagogies: Access to Engagement | | 5 |
| I.14 | Opening the Golden Gates? | | 4 |
| I.15 | Talking in the Center/Teaching in the Classroom | | 4 |
| I.16 | Questioning What We Do: Assessing the Effectiveness of Teacher-Researcher | | 3 |
| I.17 | Arts of Language: Ways to Use and Understand | | 4 |
| I.18 | Giving Voice to African American Males and to the Elderly | | 5 |
| I.19 | Seeing Writing Programs as Sites of Inquiry | | 4 |
| I.20 | Rereadings of Vir Bonus, Lady Rhetoric/Autochthony, and Lacan’s Subject-Supposed-to-Know | | 4 |
| I.21 | Epistemological Models: Three Critiques | | 4 |
| I.22 | Normie Hegemony: Culture, Rhetoric, and True Life Adventures in the Land of the Neuro-typicals | | 4 |
| I.23 | Re-appropriating the Mirror: A Cross-Race Dialogue on Gender, Authority, and Reflexivity | | 1 |
| I.24 | Transnational Feminism: Rhetorical and Pedagogical Practices | | 3 |
| I.25 | Creating a Profession: The Evolution of the Two-Year College English Teacher | | 8 |
| I.26 | Accessing Identities: Women’s Life-writings in the Progressive Period | | 5 |
| I.27 | Feminists Researching across Differences: Talking, Talking Back, and Listening to Whiteness | | 5 |
| I.28 | Preparing for a “Society of the Spectacle”: Gaming and Literacies | | 4 |
| I.29 | Refiguring Emergent Media: Student Rhetorical Agency, Digital Composing, and Multimedia Production | | 4 |
| I.30 | Location, Location, Location: Writing Programs and Institutional Space | | 5 |
| I.31 | Interdisciplinary Issues, Interdisciplinary Writing | | 5 |
| I.32 | “Servial of the Fittus”: Assessment, Placement, and Student Success in the Academic Jungle | | 4 |
| I.33 | Addressing the Public, Assessing Ourselves: A New Disciplinary Framework for Rhetoric and Composition | | 7 |
| I.34 | Writing Black: Engaging African American Oral Language Style in the Language of Writing | | 3 |
| I.35 | New Voices in Creative Nonfiction and Memoir | | 3 |
| I.36 | The Rhetoric of Scientific Accommodations Revisited | | 4 |
| I.37 | Outcomes in Technical Writing | | 4 |
| I.38 | CCCC Research Initiative Part I | | 1 |
| J.1 | Accessing Asian American Rhetoric(s): Locations, Movements, Actions | | 5 |
| J.2 | Making Research Matter | | 4 |
| J.3 | Analog Asynchronicity: Competing Philosophies of Composition | | 5 |
| J.4 | Class Matters | | 3 |
| J.5 | Looking Backward, Looking Forward: Knowledge Transfer across the Curriculum | | 6 |
| J.6 | At Play in the Fields of the Word: Creating Spaces for Radical Play in Writing Classrooms and Centers | | 6 |
| J.7 | Access, Success, and Recess: Re-playing the College Game | | 4 |
| J.8 | Student Access to University Discourse: Writing in the Disciplines, Dialogic Metalanguage, and Hybrid | | 5 |
| J.9 | The Ethics and Integration of Service-learning: Resistance, Empowerment, and Responsibility | | 5 |
| J.10 | What about Writing in the English Methods Course? | | 4 |
| J.11 | Writing Teachers Writing New Media | | 4 |
| J.12 | Advanced Composition Toolbox to Access: Integrating Genre, Discourse Analysis, and Ethnography | | 3 |
| J.13 | There’s Something about the Personal | | 4 |
| J.14 | The Writing Center as Space | | 4 |
| J.15 | Rhetoric as Nonviolent Action: Designs for the Writing Program | | 5 |
| J.16 | Familiar Problems in New Contexts: Sharing and Maintaining Literacy, Access, and Community | | 4 |
| J.18 | Rhetoric and Literacy in Political Reform | | 4 |
| J.19 | Cultural and Religious Conflict in the Contact Zone: Handling Multiple Viewpoints | | 4 |
| J.20 | The Whole Truth and Nothing but the Truth: Testimony and the Construction of Political Truths | | 3 |
| J.21 | Racial Representations in Urban Communities, Spoken Word Venues, and Popular Culture: Toward a Redefinition of Public | | 4 |
| J.22 | Politics and Palimpsests: Higher Education, Race and Class, and Histories of Writing Instruction in the Deep South | | 5 |
| J.24 | Best Practices: Three Perspectives | | 3 |
| J.25 | Access and Collaboration in the Digital Classroom | | 4 |
| J.26 | Gender, Ethics, and Liability: Access and Autonomous Software Agents on the Internet | | 4 |
| J.27 | Department Leadership: The Gateway for Faculty and Student Success at Two-Year Institutions | | 4 |
| J.28 | Professional Development: Three Contexts | | 5 |
| J.29 | Feminist Writing Program Administration: Why Bother? | | 3 |
| J.30 | Affirming Our Unity in Writing: Composition, Creative Writing, Journalism, and Professional Writing in a Holistic Writing | | 6 |
| J.31 | Consultation Session on Issues Related to Writing Assessment | | 14 |
| J.32 | English Studies as Contexts for ESL-II | | 4 |
| J.33 | Writing, Reading, and Teaching Place-based Nonfiction | | 5 |
| J.34 | Enacting Values: Genre, Plagiarism, Decorum | | 5 |
| J.35 | Access to Health Care through Writing | | 5 |
| K.2 | Access and Excess: When Composition Theory and Composition Load Collide (TYCA Strand) | | 6 |
| K.3 | Applying Ethnography, Irony, and Sophistic Rhetoric to Popular Culture | | 4 |
| K.4 | Situated Writing: The University as Place | | 4 |
| K.5 | Integrating and Expanding Home Language to Empower | | 4 |
| K.6 | Re-imagining the Community: Service-Learning as Access in the Writing Classroom | | 5 |
| K.7 | Composing in the ‘Techno-Meritocracy’ | | 5 |
| K.8 | Piecing Together the Puzzle of Access in the Developmental English Class: Selecting Texts, Reading Texts, Writing about Text | | 4 |
| K.9 | Educating Successful Writers/Rhetors: Project-, Problem-, and Client-Based Pedagogies in the Writing Classroom | | 4 |
| K.10 | Reconsidering Collaborative Learning | | 5 |
| K.11 | Tools for Revising Our Own Teaching Practices: How Approaches to Universal Design in Teaching can | | 4 |
| K.12 | Access beyond the Gates: Establishing Contact Zones Using Native American and African American Rhetorics in the Classroom | | 4 |
| K.13 | Gateway to Writing, the Academy, and Beyond for Non-traditional Adult Learners: Student Access and Success | | 4 |
| K.14 | Defining Success in WAC: Assessing a WI Course | | 3 |
| K.15 | Opening the Doors: Building a Mobile Writing Center for an Open-access Online University | | 5 |
| K.16 | “‘I’ll Show You Mine If You Show Me Yours’”: How Integrating Curriculum Promotes Student Success | | 5 |
| K.17 | Putting a Face on AIDS in Africa: Creating a Rhetoric of Hope | | 2 |
| K.18 | Arguing the End of Composition Studies | | 4 |
| K.19 | Enactment: The Student as Agent of Destiny | | 4 |
| K.20 | Rethinking Competencies in Linguistically Diverse | | 5 |
| K.21 | Terms of Contact Redefined: Comparative Rhetoric | | 5 |
| K.22 | Ecologies of Rhetorical Appeals | | 4 |
| K.23 | ‘Seeing’ Visual Rhetoric through Studies of Practice | | 4 |
| K.24 | Open Wide the Gates: Accessing College Composition | | 5 |
| K.25 | Researching Rhetorically: Conceptualizing and Teaching Research | | 4 |
| K.26 | Hybridity and Information Technologies | | 4 |
| K.27 | Expanding the ‘Contact Zone’ to Cyberspace: Three Pedagogical Applications for Weblogs | | 4 |
| K.28 | Organizing Tenured and Non-Tenure-Track Faculty on Contingent Faculty Issues | | 5 |
| K.29 | “We would NEVER do that in my discipline!”: Accessing Contact Zones through an Interdisciplinary | | 8 |
| K.30 | “My Student Has Self-Identified, Now What Do I Do?”: Opening Gates to Ability | | 4 |
| K.31 | Affirmative Acts: Ethical Consensus on the Common Good | | 4 |
| K.32 | English Studies as Contexts for ESL-I | | 4 |
| K.33 | Writing Teachers as Consultants in Business and Government: How to Prepare for, Identify, and Successfully Apply for Positions | | 4 |
| K.34 | Moving Away from Text: Improving Students’ Access to Meaning | | 5 |
| K.35 | CCCC Research Initiative Part II | | 1 |
| K.36 | The Literary Influence of The Maltese Falcon: Writers Discuss Hammett’s Impact | | 4 |
| L.1 | Keeping the Gate Open: Using Home Language, Ebonics, and Basic Writer’s | | 4 |
| L.2 | Online Instruction and Minority Students: Strategies for Success in Writing | | 3 |
| L.3 | Addressing Gender Issues: Whose Theory Should We Use? | | 4 |
| L.4 | Software and Its Problems and Benefits in Writing Classrooms | | 4 |
| L.5 | The Trials and Triumphs of Textbook Publishing: The View from Authors, Publishers, and Reviewers | | 6 |
| L.6 | A Collection of Collaborators: Four Views of Collaboration from Inside and Outside the Academy | | 5 |
| L.7 | Ethnography of the University | | 4 |
| L.8 | In Defense of Difficulty: Fostering Student Engagement with Complicated Texts | | 4 |
| L.9 | Intersections and Impact of Incorporating Speaking in the Composition Classroom | | 4 |
| L.10 | Panning for Gold: Access Doesn’t Always Equal Success | | 4 |
| L.11 | ESL and Second Language Students: Addressing Plagiarism, Using Tutoring Strategies, and Researching in the Writing Center | | 4 |
| L.12 | Faceless, Placeless Success: Questioning the Move toward Nationally Normed | | 6 |
| L.13 | Service Learning Problematized | | 4 |
| L.14 | From the Golden Gate to the Pearly Gate: Teaching Writing in Religious/Conservative Environments | | 4 |
| L.15 | The Ecology of Literacy: An “Environmentally Sound” Relationship between Theory and Practice in the Composition Classroom | | 4 |
| L.16 | Re-reading Bakhtin for Democratic Possibility | | 4 |
| L.17 | New Rhetorics of Working-class Consciousness | | 5 |
| L.18 | The Cost of Good Intentions: Educational Interventions | | 4 |
| L.19 | Defining Access and Success: The Discourse of Medical Research in Everyday Texts and Contexts | | 4 |
| L.20 | Exploring Online Communities | | 4 |
| L.21 | WPAs Build Bridges Too: The Rhetorical Value of Data, Reports, and Assessments | | 4 |
| L.22 | Lost Ethics in the English Classroom | | 4 |
| L.23 | Institutional Authority, Leadership, and Power | | 4 |
| L.24 | Dialect Dilemmas | | 4 |
| L.25 | Controversies in Business Writing | | 4 |
| L.26 | New CCCC Position Paper on Writing Assessment | | 6 |
| L.27 | Access in the New University: Building Coalitions in a Writing Program | | 4 |
| L.28 | ‘Hughes’ Dream Harlem’ and the African American Literary Tradition: A Film Screening | | 2 |
| L.29 | The Public Image of Two-Year Colleges: Hallmarks of Fame and Shame | | 6 |
| L.30 | How Are We Teaching Teachers to Be Teachers? | | 5 |
| M.2 | Bridging the Divide between Basic Writers and the Academy: Golden Gate or Wobbly Log (TYCA Strand) | | 5 |
| M.3 | Recharge the Remote: Channeling Student Literacies | | 4 |
| M.4 | Can We Teach Voice? | | 4 |
| M.5 | Circumscribing the Limits of Academic and Professional | | 4 |
| M.6 | Study Abroad: Students Opening Doors for Students | | 5 |
| M.7 | The Heart of the Mattering: Writing that Merges Personal | | 4 |
| M.8 | Taking the Low Road: Popular Culture and the Writing Classroom | | 4 |
| M.9 | Environmental Affirmation: (Re)Writing Agency and Access through Ecocomposition | | 6 |
| M.10 | Feminist Ethics: Reframing Risk and Trust in the Writing Classroom | | 4 |
| M.11 | As We Shape Space, So Space Shapes Us: Critical | | 8 |
| M.12 | Nurturing Nascent Naysayers in a Yes-man’s Land: Encouraging Risk in Homogenous Cultures | | 4 |
| M.13 | Public Writing at the Point of Need: A Senior-level General Education Composition Course | | 4 |
| M.14 | Technology’s Role in Student Success: What Happens | | 8 |
| M.15 | Let’s Hear it from Them: First-Generation and Under-represented Students Discuss Factors of Their Succes | | 6 |
| M.16 | Diversity in Kansas?: The Challenges of Implementing a Diversity/Writing | | 4 |
| M.17 | Gender, Cognition, Tactility: Hands-on Theories of Rhetoric | | 3 |
| M.18 | Escribiendo Expresiones de Liberación: Theorizing Community-based Writing Programs as Access to Higher Education for Latina/o Youth | | 4 |
| M.19 | Adaptive Rhetorics: Moving Figures across Lyric, Film, and Video Art | | 4 |
| M.20 | Indigenous Rhetoric: Speaking to Power without Saying a Word | | 4 |
| M.21 | Educational Extremes: Pedagogical Hope and Educational Violence | | 4 |
| M.22 | 19th Century Northern Women’s Rhetorics of Gender, Class, and Work | | 3 |
| M.23 | Community-based Writing: Directions for Research | | 4 |
| M.24 | Composing Images, Creating Texts: A Conversation about Incorporating Multimodality into the Composition Classroom | | 5 |
| M.25 | Implications for the First Year | | 4 |
| M.26 | Portfolios as Assessment and Learning Tools | | 5 |
| M.27 | Moving Beyond Contact: Conversation as Inquiry, Invention, and Initiative in WAC and Beyond | | 3 |
| M.28 | Issues of Language Rights | | 4 |
| M.29 | Life Histories, Case Studies; ESL | | 4 |
| M.30 | Does Science Matter? | | 4 |
| MW.1 | Disability and Access: Enabling the People, Technologies, and Spaces of Composition | | 15 |
| MW.2 | Blog On!: Accessing Public Audiences through Weblogs | | 12 |
| MW.3 | Working With Generation 1.5 in College Composition | | 2 |
| MW.4 | Every Composition Professional a De Facto ESL | | 8 |
| N.1 | Multimedia Approaches to Teaching and Using | | 3 |
| N.3 | Home Words: City Writing | | 4 |
| N.4 | “Now that there is not much racism in our society . . .” : Reading and Writing Race in the Composition | | 4 |
| N.5 | Mainstreaming Re-imagined: An Ensemble Performance | | 6 |
| N.6 | Access to Authority (Rhetorical and Otherwise) in the Composition Classroom | | 6 |
| N.7 | Creative Access for All and Academic Malice towards | | 6 |
| N.8 | Forging a Community/University Literacy Center: Whose Interests? Whose Needs? | | 4 |
| N.9 | Teachers against the Ropes: Wrestling the New Media Nerve Hold | | 4 |
| N.10 | Redefining Success via/and Affirming the Discipline: FYC as Intro to Writing Studies | | 6 |
| N.11 | Race and the Rhetorics of Access | | 4 |
| N.12 | Theorizing Audience: Making Decisions, Laughing Out Loud | | 3 |
| N.13 | The “Nature” of Environmental Arguments: Waterways, Subsistence, and the Value of a Good Map | | 3 |
| N.14 | Inspiration from Gerda Lerner for Composition and Rhetoric: Rhetorical History, Pragmatism, Writing as Activism, and Pedagogy | | 5 |
| N.15 | Rhetorical Provocations: From Jim Crow to Affirmative Action | | 4 |
| N.16 | Race Qualified and Quantified | | 4 |
| N.17 | Images of Resistance: Multimodal Rhetoric as Civic Intervention | | 4 |
| N.18 | Beyond Our Gates: Writing beyond the Writing Program | | 2 |
| N.19 | The Economics of Plagiarism and Authorship | | 4 |
| N.20 | Portfolios and Program Goals: Cans of Worms that Catch Big Fish | | 5 |
| N.21 | Visual Rhetorics | | 4 |
| O.1 | Confronting Others as a Rhetorical Heuristic to Build an Appreciation of Difference in Ourselves | | 2 |
| O.2 | Negotiating Identities in the 21st Century Classroom | | 4 |
| O.3 | Helping Non-Traditional Students Claim Their Education | | 5 |
| O.4 | Opening the Gates of Academia: Approaches to Promoting Student Success at the Community College | | 5 |
| O.5 | Access, Privilege, Place, and Confessional Culture in the Composition Classroom | | 4 |
| O.6 | Stanford’s “How I Write” Project: Creating a Writing Community | | 4 |
| O.7 | Ensuring Student Success: A Roundtable on Instructional Innovations at an HBCU in Transition | | 4 |
| O.8 | Making Access Real: Learning Communities, Basic | | 4 |
| O.9 | Calls to Work, Occupational Inquiry, and Discipline-specific Writing in the New Vocationalism | | 2 |
| O.10 | Assessing Success: A Holistic Approach to Writing | | 4 |
| O.11 | Silence, Power, and the Limits of Literacy | | 4 |
| O.12 | Theorizing What Genre Can Do | | 4 |
| O.13 | Theories of Teaching and Mentoring: Faculty and Students of Color Doing the Cultural Bump | | 5 |
| O.14 | Hearing Voices: Historical Reclamations of Feminist, Rhetorical Agency | | 5 |
| O.15 | Reconsidering Three Moments in Rhetorical History | | 3 |
| O.16 | Multi-modal and Hyper-realistic: Diverse Forms of Representation | | 3 |
| O.17 | Interfacing and Composition Pedagogy: From Surfing to Hacking | | 4 |
| O.18 | Reconstructing Professional Identities within Institutional | | 3 |
| O.19 | WAC, WID, and Writing Instruction: Creating Cross-disciplinary Opportunities in FYC, WI, and Beyond | | 4 |
| O.20 | “The Gilded Six Bits”: Validating and Invalidating African | | 6 |
| O.21 | Rhetoric and Corporate Production | | 2 |
| P.1 | The Parlor: A Role-playing, Interactive, Carnivalesque, Multimedia Extravaganza | | 6 |
| PSIG.1 | Affirming Action: A Roundtable by the Progressive SIG/ | | 9 |
| SW.1 | Promoting Student Success with Digital Tools: Remediating Access | | 7 |
| SW.2 | Saturday Afternoon Exultation of Larks: Poet-to-Poet Workshop | | 3 |
| SW.3 | Sharing Your Ideas with the Profession: Drafting NCTE/CCCC Proposals, Turning | | 7 |
| SW.4 | Qualitative Research Network | | 6 |
| SW.5 | Beyond Clarity and Grace: Grammar and Style for Writers and Teachers | | 6 |
| SW.6 | Putting Your Writing Course Online | | 7 |
| SW.7 | Intellectual Property in Composition Studies | | 14 |
| TSIG.1 | Should Graduate Programs in Rhetoric/Composition Include Training in Second Language Writing? | | 4 |
| TSIG.2 | Wiki Rhetoricians SIG | | 5 |
| TSIG.3 | Special Interest Group: Composition/English Education Connections | | 18 |
| TSIG.4 | American Society for the History of Rhetoric | | 2 |
| TSIG.5 | Opening the Gates of Academe through Mentoring: How to Help Students and Colleagues Enter and Succeed | | 13 |
| TSIG.6 | Film, Television, and Visual Rhetoric | | 6 |
| TSIG.7 | Non-Tenure-Track (NTT) Faculty Special Interest Group | | 6 |
| TSIG.8 | Affirming Authority/Affirming Actions: Junior Writing Program Administrator Contact | | 8 |
| TSIG.9 | M.F.A. Special Interest Group | | 7 |
| TSIG.10 | Kenneth Burke Society Triennial Conference Preview | | 1 |
| TSIG.11 | How To Get Published in CCC: Meet the Editor and Editorial Board | | 12 |
| TSIG.12 | High School/College Articulation | | 5 |
| TSIG.13 | National Archives of Composition and Rhetoric | | 4 |
| TSIG.14 | Service-learning Special Interest Group | | 16 |
| TSIG.15 | Language, Linguistics, and Writing: Understanding Language, Teaching Writing | | 5 |
| TSIG.16 | Methods Roundtables: Basics and Beyond in Technical Communication | | 11 |
| TSIG.17 | Fun in the Writing Center: An Interactive Exploration | | 6 |
| TSIG.18 | EngiComm: Writing across the Engineering Curriculum | | 5 |
| TSIG.19 | Creative Writing: Opening the Golden Body, Using the Mind/Body | | 8 |
| TSIG.20 | Teaching Adult Writers in Diverse Contexts | | 9 |
| TSIG.21 | Rhetoric, Writing, and the Transcendent | | 3 |
| TSIG.22 | Helping Students through the Gates: College and University Writing Assessment in the 21st Century | | 8 |
| TSIG.23 | Medical Rhetoricians | | 6 |
| TSIG.24 | Queer Caucus | | 1 |
| TSIG.25 | Keeping the Flame Alive: Celebrating the Life, and Continuing the Work, of James Moffett | | 3 |
| TSIG.27 | Rhetoric and Christian Tradition | | 14 |
| W.1 | Theory to Exemplary Practice and Programs from the Two-Year College (TYCA Sponsored) | | 10 |
| W.2 | Language Diversity in the Composition Classroom (Sponsored by Language Policy Committee; American Indian, Asian/Asian American, Black, and Latina/Latino Caucuses; Second Language Writing Committee; SIG on Language, Linguistics and Writing) | | 22 |
| W.3 | Models for Student Success: Learning from Award-WinninG Basic Writing Programs | | 25 |
| W.4 | Starting/Restarting/Continuing WAC/WID: Program Models, Strategies, and Innovations | | 14 |
| W.5 | The Writing Center: Gateway to Diversity | | 2 |
| W.6 | Assessing the Ineffable | | 13 |