| A.2 | Focusing Beyond Stereotypes | | 3 |
| A.3 | Building Connections through Cross-Cultural Exploration | | 5 |
| A.4 | “Who Am I Now?”: Negotiating Multiple Identities as a Writing Teacher | | 4 |
| A.5 | Building Coalitions between Rhetoric, WAC, and Literature: Using Special Topoi to Introduce Students | | 5 |
| A.6 | The Place of Religion in the Writing Classroom | | 4 |
| A.7 | Building Identity through Writing | | 3 |
| A.8 | The Body as a Site for Learning and Writing | | 5 |
| A.9 | Developing Students’ Metacognitive Skills | | 4 |
| A.10 | The Individual, The Institution, and The Community: Three Sites for Service-Learning | | 5 |
| A.11 | How to Succeed in Literacy: Conventions and Contexts | | 5 |
| A.12 | Tutor Contributions to Writing Centers | | 5 |
| A.13 | Preparing Dick and Jane: Success From K through College | | 4 |
| A.14 | Composing Ourselves for the Academic Community | | 4 |
| A.15 | The Content of Comp: Assessing FYC Outcomes, Metacognition and Reflective Practice with a Writing Skills Inventory | | 5 |
| A.16 | Roles for “Identity” in Research on Literacy and Writing | | 4 |
| A.17 | Theory and Practice: Memory, Assessment, and Cognitive | | 4 |
| A.18 | Narrative, Argument, and Resistance: Theory in Practice | | 4 |
| A.19 | Critical Theories for Questioning and Building | | 4 |
| A.20 | CCCC as Touchstone: Pedagogy, Methodology, and Loss | | 5 |
| A.21 | Transcending Doctrine: Alternative Models of Literacy | | 5 |
| A.22 | Improving First Year Composition: Stories from Three Research Projects | | 4 |
| A.23 | Classroom Inquiries | | 4 |
| A.24 | Socializing Discourses | | 5 |
| A.25 | Network Literacies: First-Year Composition Instruction | | 4 |
| A.26 | Fostering Critical Literacy in a Multi-modal, Multi-media | | 4 |
| A.27 | Educating Teachers—and Students | | 5 |
| A.28 | Composition in Context | | 5 |
| A.29 | Composing Coalitions | | 4 |
| A.30 | Publish, Plagiarize, and/or Perish? | | 4 |
| A.31 | Coming to Terms: Implications of Labeling Practices for Second-Language Writers | | 4 |
| A.32 | From Hip-Hop to Spanglish: Creating Diverse Linguistic Spaces | | 5 |
| A.33 | Blaring Disciplines, Building Communities | | 4 |
| A.34 | The Writerly Contexts of Science and Engineering | | 4 |
| A.35 | The Writing Center in Institutional Context | | 4 |
| A.36 | Balancing Space and Place: Opening the Doors to Civic Engagement | | 4 |
| A.37 | Regional (Lack of) Agency: Contact Zones within Local Communities | | 4 |
| A.38 | Building Literacy Bridges between the Academic and Immigrant Communities | | 4 |
| A.39 | Film, Print, and Physical Embodiment: Working through Binaries and towards Rhetorical Activism | | 3 |
| A.40 | Making Room for Culture in the Composition Classroom | | 4 |
| A.41 | Mediating WAC: Collaborating across Difference, Building Trust | | 4 |
| A.42 | What Can the Mouth and the Ear Teach Us about Good | | 4 |
| A.43 | Naturalized Discourses and Critical Discourse Analysis: The Penis, Terror-Talk, and First-Year Composition | | 4 |
| A.44 | WAC Entrepreneurs in the School of Business: Negotiating Disciplinary, Gendered, and Pedagogical | | 4 |
| A.45 | Class Offerings: Examinations of Non-Academic Literacy Sites and the Role of Class in the Identity of the Academic | | 4 |
| A.46 | Generating Mentors in Composition: Beyond the Great Chain of Being | | 4 |
| A.47 | Review of a Draft Test Framework for NAEP Writing | | 2 |
| AW.1 | Working in the Middle: A Workshop for New, Experienced, and Prospective WPAs | | 5 |
| AW.3 | Fostering and Sustaining a Community and Culture of Digital Writing | | 8 |
| AW.4 | Theoretically Prepared: From the Job Market through the First Years as an Assistant Professor Administrator | | 8 |
| AW.5 | Working toward Inclusive Pedagogy: Special Issues and Topics in Second Language Writing—Part II | | 15 |
| AW.6 | Latino/as Writing and Mentoring (sponsored by the Latino Caucus) | | 9 |
| AW.7 | Automated Evaluation of Writing: Software as Reader/ | | 7 |
| AW.9 | Teaching after the End: Rethinking Our Work in a Post-9/11, Post-Theory, Post-Discipline, Post-(Fill-in-the-Blank) World | | 10 |
| B.1 | Uneasy Alliances: CCCC, AWP, and the Ideology of Coalition Building | | 5 |
| B.2 | Movement as a Catalyst to Writing | | 4 |
| B.3 | What To Do Next: Strategies for Helping Underprepared Students | | 6 |
| B.4 | Technologizing the Word | | 4 |
| B.5 | Integrating Media and Pop Culture into the Writing | | 4 |
| B.6 | Negotiating Student Resistance: Identifications within | | 4 |
| B.7 | Whose Needs Are Being Served? Code-Switching, Opposition, and Dissonant Discourse | | 4 |
| B.8 | How Writing Centers Respond to Writers’ Needs | | 5 |
| B.9 | Marginalized Voices Building Community and Coalitions: Service Learning with Non-Traditional Students | | 3 |
| B.10 | Compromises and Stalemates: Is Composition Centered in Learning Communities? | | 4 |
| B.11 | Writing Program Administration Database-Style: Knowledge Management and the End of Traditional | | 4 |
| B.12 | Location, Location, Location: Tales of Writing Center Space | | 4 |
| B.13 | Cross-cultural Rhetorics: Then and Now | | 4 |
| B.14 | Burke, God, Rhetoricity: Theories of Rhetoric | | 4 |
| B.15 | Rhetoric in the Electronic Age: New Media, Visual Rhetoric, and Electronic Kairos | | 4 |
| B.16 | Race, Rhetoric, and the Digital Divide: From Digital Writing to Blogging | | 4 |
| B.17 | Literacy Narratives Using Images and Theories to Build | | 4 |
| B.18 | Literacy and Pedagogical Strategies: 1876–1929 | | 4 |
| B.19 | Re/reading Our Professional Texts | | 4 |
| B.20 | Ethics and Authority in Classroom-Based Research | | 5 |
| B.21 | Composing Storied Spaces: Four Generations of Composition Teachers Reflect on Two Decades of Conducting Narrative Writing Research | | 4 |
| B.22 | Writing in Electronic Spaces: Blogs and the Writing Classroom | | 4 |
| B.23 | Longitudinal Studies: Tales from the Field | | 5 |
| B.24 | Critical-consciousness in Digital Writing: The Visual, the Law, and Access | | 4 |
| B.25 | The “Service Course” and the (De-)Valuing of Composition: A Plea for Collaborative Endorsement of Writing Courses | | 4 |
| B.26 | Building a Culture of Writing: Student, Faculty, and Administrative Collaborations | | 3 |
| B.27 | New Lenses, New Spaces for Cross-Institutional | | 5 |
| B.28 | Loyalty Oaths and Academic Freedom in the 21st-Century University: Historical, Rhetorical, and Pedagogical Perspectives | | 4 |
| B.29 | Connecting the Dots: Promoting University-Wide | | 3 |
| B.30 | Working in the Middle Spaces: WPAs as Advocates for Writing | | 5 |
| B.31 | Chinese Rhetoric as Writing Tradition: Re-conceptualizing Its History and Practice | | 7 |
| B.32 | Personal Narratives and Journal Writing | | 4 |
| B.33 | Building Technical and Professional Writing Programs | | 7 |
| B.34 | McCarthyism, Scapegoating, and Progressive | | 3 |
| B.35 | Creating the Radical Center: Addressing Politics, Publics, and Pedagogies | | 4 |
| B.36 | Creating a Rhetoric of Engagement: Lessons Learned | | 4 |
| B.37 | Entering Public Discourses: Situating Students as Authors | | 3 |
| B.38 | Patient No More: Autobiographical-Rhetorical | | 4 |
| B.39 | Rhetoric and the Question of Palestine | | 4 |
| B.40 | Decentering the Center: Creating Spaces for Teachers | | 4 |
| B.41 | Emotional Labor: The Work of Teaching | | 4 |
| B.42 | American Academic Writing for ESL Graduate Students in Technical Fields | | 4 |
| B.43 | Creating Learning Community across the Curriculum — A Two-Year College Portrait | | 4 |
| B.44 | From Project Management to Service Learning: Professional, Visual, and Liberal | | 3 |
| B.45 | Decentered, Recentered: Writing in Katrina’s Wake | | 7 |
| C.2 | Marginalized Voices, Disenfranchised Communities, and Pedagogies of Difference: Questioning Culture and Building Coalitions in the Classroom | | 5 |
| C.3 | Confronting Racism and Classism | | 3 |
| C.4 | Ethics, Academic Integrity, and Plagiarism | | 4 |
| C.5 | (Re)Inventing, (Re)Creating, and (Re)Naming in the Writing Classroom | | 4 |
| C.6 | Using Genre to Help Students Envision Themselves as Writers | | 2 |
| C.7 | Mystic Writing: Tao and Zen in the Classroom | | 3 |
| C.8 | Assessment in Context | | 4 |
| C.9 | Post Process Theory and Classical Rhetoric: Looking Forward, Looking Backward | | 4 |
| C.10 | Preparing for Our Careers—Pre-Service Courses and Mentorship | | 3 |
| C.11 | Forging Alliances: Community Activism and Social | | 4 |
| C.12 | Writing Campus Culture | | 4 |
| C.13 | Frames that Define Us: Therapy, Rhetoric, and Diversity | | 4 |
| C.14 | Compassion, Forgiveness and Human Rights: Theories of Rhetorical Inquiry | | 3 |
| C.15 | Forces Shaping Stylistic Clarity and Gender in Writing | | 4 |
| C.16 | Theories of Gender Construction: From the 19th Century to Contemporary Times | | 4 |
| C.17 | Classroom and Race Issues for Building Community | | 4 |
| C.18 | Alternative Rhetorics: Postcolonial, Race, Womanist | | 4 |
| C.19 | Jane Addams: Intellect and Influence | | 4 |
| C.20 | From Vernacular to Global: What’s Become of English? | | 4 |
| C.21 | Inviting Ourselves In: Employing Collaborative | | 4 |
| C.22 | Students as Researchers | | 3 |
| C.23 | Ethnography in the Digital Age | | 4 |
| C.24 | Picture This. . . : Visual Literacies from Zine to Virtual | | 3 |
| C.25 | Exploring the Spaces of Composition | | 5 |
| C.26 | Independently Healthy, Wealthy, and Wise: Evolution within a Freestanding Writing Program | | 4 |
| C.27 | Student Journals as Middle Ground: Is There a There There? | | 5 |
| C.28 | Building Community on Campus for OCD/Asperger’s/NLD | | 8 |
| C.29 | Claiming Our Moment: Constructing a Writing Major | | 4 |
| C.30 | The Academy’s Stepdaughter: Female Adjuncts in University English Departments | | 5 |
| C.31 | Creating a Common Space for Native and Nonnative | | 5 |
| C.32 | Culture, Environment, Ability: How Narrative Shapes Past and Present | | 4 |
| C.33 | Pedagogical Considerations for Teaching Language | | 3 |
| C.34 | Something about Poetry-Building Communities | | 4 |
| C.35 | Writing without the Academy | | 4 |
| C.36 | Using Crisis Communication to Motivate Students and Enhance Learning | | 4 |
| C.37 | Cultures of Adult Learners: Contributions to the Academy | | 4 |
| C.38 | From Casinos to Prison: Connecting Labor to Literacy | | 4 |
| C.39 | Service Learning and Learning Communities: Connecting Lives to Social Change | | 4 |
| C.40 | Who Sponsors the Sponsors?: Reassessing Global Literacies | | 4 |
| C.41 | Composing from the Center of the Frame: Digital Media in the Composition Classroom | | 4 |
| C.42 | Building Community/Drawing on Community: Three Approaches to Theme-Based Courses | | 3 |
| C.43 | Plagiarism of Property or as Place: Why Students Don’t | | 5 |
| C.44 | Reviewing Manuscript Submissions for COLLEGE | | 2 |
| C.45 | Teaching Difficulty: Theory and Enactments | | 6 |
| D.2 | Fiction Weds Expository Prose: Creative Nonfiction in the College Classroom | | 4 |
| D.3 | The Practice of Revision and the Revision of Practice: Three Stories of Teacher Change | | 4 |
| D.4 | Technologically-Rich, Multimodal Composing: Have We Bridged the Digital Divide? | | 5 |
| D.5 | How Minds Matter: Some Lessons of Cognitive Science for Writing Pedagogy | | 4 |
| D.6 | Wireless Computer Use in a Freshman Learning | | 4 |
| D.7 | Bringing Students In from the Cold: Creating “Insiders” – and Better Writers – through Discourse Community Writing Projects | | 4 |
| D.8 | Alternative Rhetorics in a Global Age: Making and Breaking the Center Space for “Nation” in College Composition | | 4 |
| D.9 | More than Meets the Eye: Composition and Comics | | 4 |
| D.10 | Renegotiating Program-wide Portfolio Assessment: Building Community through Assessment | | 5 |
| D.11 | Convergence and Change: Re-Crafting a Composition Program from Two Semesters to One | | 5 |
| D.12 | Going Public with Writing: The Writing Center, the Coffee House, the Web | | 4 |
| D.13 | Automated Essay Grading in the Sociology Classroom: Finding Common Ground | | 4 |
| D.14 | Writing at the Center | | 5 |
| D.15 | Working with Students with Intellectual Disabilities, the Emerging Civil Rights Issue of Academia: Composition Teachers Combine a Spirit of Advocacy | | 3 |
| D.16 | Rhetorics for Building Coalitions and Unifying Communities: Jane Addams, Socrates, Martin Luther | | 4 |
| D.17 | Silently Literate: Composing a Composition Across the Global/Local Nexus | | 5 |
| D.18 | Betwixt and Between: Three Mediations of Social Practice, Theory, and Teaching | | 3 |
| D.19 | Inventing [DIS]topia: Rhetorics of Un[DIS]ciplined Agency | | 4 |
| D.20 | Economies of Culture and Composition | | 3 |
| D.21 | Literacy, Ideology, and Oppression | | 4 |
| D.22 | Assessment, WAC, Teaching Technologies, and Working Conditions” (TYCA Strand) | | 5 |
| D.23 | Disciplinary Cross-Talk: Assessing Writing in a Technical University | | 5 |
| D.24 | Tales from the U.S.–Mexico Borderlands: Cultural Ecologies, Technology Gateways, and Sponsors of Literacies | | 3 |
| D.25 | Technology, Play and Pedagogy: Video Gaming and New Literacies | | 4 |
| D.26 | What Does Blogging Do? Weblogs, Change, and Middle Spaces | | 3 |
| D.27 | iPod Therefore I Am: Digital Music and Community in the Writing Classroom | | 3 |
| D.28 | Pathways of Student Learning in First-Year Writing Seminars: Results from the Princeton Study of Writing | | 7 |
| D.29 | “Middle Spaces”: A New Model-in-Progress for Split Positions in Writing Program Administration | | 4 |
| D.30 | The Faces and Spaces of Mentoring | | 6 |
| D.31 | Professional Development for Adjunct Faculty: Encouraging Part-Timers to Be Reflective Practitioners | | 4 |
| D.32 | Benchmarking or Getting Benched: A Critical Exploration of Differences among Writing Centers | | 4 |
| D.33 | Linguistic Diversity and White Non-Mainstream Students | | 5 |
| D.34 | Center(s) and Margin(s): The Institution and Minority Rhetoric(s) | | 7 |
| D.35 | Experimental Texts, Accidental Truths | | 4 |
| D.36 | Coalitions and Contexts for Professional Writing | | 3 |
| D.37 | Learning in a Combat Environment | | 3 |
| D.38 | Meeting Places: Service Learning Projects in the Writing Class | | 4 |
| D.39 | Building Classroom Culture with OCD/Asperger’s/NLD Composition Students: Case Studies and Strategies | | 4 |
| D.40 | Composition International: Globalism in the Center | | 3 |
| D.41 | Bringing Chicano/a Studies into the Center of Rhetoric and Composition Studies | | 4 |
| D.42 | Martin Luther King, Jr., Abraham Heschel, Malcolm X Speak: Religious Roots of Civil Rights Rhetoric | | 4 |
| D.43 | “Our Legacies: Who We Are, Where We’re From”: Building Community through Storytelling and Legacy Writing | | 5 |
| D.44 | Dual-Enrollment and Its Impact on Composition Programs | | 5 |
| D.45 | Gaining Voice(s): Student Feedback on Writing Courses about Writing | | 4 |
| D.46 | Lessons from History: The African American Voice | | 3 |
| E.2 | College Board Standards for College Success in Writing | | 4 |
| E.3 | Closing the Gap between Process and Product: Building Bridges with Assessment Rubrics | | 4 |
| E.4 | Shifting Centers: Is This a Private Fight or Can Anyone Join? | | 5 |
| E.5 | The Students We Hate: How to Keep Problem Students from Destroying the Classroom Community | | 5 |
| E.6 | Composition Teaching Practices, for Adjuncts, by Adjuncts | | 7 |
| E.7 | Easing the Transition: Creating Communities for Transfer Students | | 3 |
| E.8 | Mainstreaming Basic Writing: Addressing Institutional Goals and Student Needs | | 5 |
| E.9 | Personal, Contrapuntal, and Teacherless Pedagogies | | 4 |
| E.10 | Dynamic Criteria Mapping in Action: Reports from the Field | | 4 |
| E.11 | Preparing New Graduate Teaching Assistants and Tutors: Critical Pedagogy, Second Language Writing, and Rhetorical Tutoring | | 3 |
| E.12 | Allying against Institutional Racism: Teaching about Whiteness in Predominantly White Institutions | | 5 |
| E.13 | Writing History: Finding Place and Cyberspace in an Undergraduate | | 3 |
| E.14 | Beyond the Writing Program Culture: Making “My” Community “Our” Community | | 5 |
| E.15 | Writing on the Electronic Frontier | | 3 |
| E.16 | The Workshop of Filthy Composition: Plagiarism, Paraphrase, and the Rights of (Re)production | | 4 |
| E.17 | Theory in the Classroom: Complexity, Reader-Response, and Narrative as Critical Practice | | 4 |
| E.18 | Advocacy and the Artistic Proofs: Locating Composition’s Center Spaces Through Rhetorical Theory | | 4 |
| E.19 | Realizing the Global Responsibilities of U.S. Composition: Inhabiting and Enacting Radical Pedagogies | | 4 |
| E.20 | Neglected Notables: Hallie Quinn Brown, Meridel Le Sueur, and Richard S. Beal | | 4 |
| E.21 | The History of the Future of Writing— Part One | | 4 |
| E.22 | Research in Composition: Are We on the Right Track? | | 5 |
| E.23 | Studying Indigenous Rhetorics: Methodology, Ethics, and Practice | | 3 |
| E.24 | Making Technology Real: Three Studies in the Rhetorical Constitution of Technologies | | 4 |
| E.25 | Building Identity and Community Online | | 4 |
| E.26 | E-Portfolios and Composition | | 3 |
| E.27 | Linking Learning Communities at a Small College: The Writing Program, Undergraduate Research, and Honors | | 4 |
| E.28 | Why Plagiarism Makes Sense in the Digital Age: Copying, Remixing, and Composing | | 6 |
| E.29 | Assessing the Middle: Rising Junior Assessment in Project GASPE | | 1 |
| E.30 | Centering WAC at CUNY: Assessing CUNY’s WAC Initiatives | | 4 |
| E.31 | Tentative Reconstitutions in Higher Ed Institutions: Writing Studio Experiences and Other Thirdspace | | 3 |
| E.32 | Language Brokering as Border Crossing: Refiguring Rhetorical Spaces | | 4 |
| E.33 | Composing Embodied Rhetorical Spaces: A Presentation in Several Voices | | 4 |
| E.34 | The Workshop as Center Space: Articulating a (More) Creative Writing Pedagogy | | 4 |
| E.35 | Professional Communication: Presence and Absence | | 3 |
| E.36 | Executing Speech: Language and Law in Capital Trials | | 5 |
| E.37 | Communities in Conversation: What Makes Community Writing? | | 4 |
| E.38 | Consultation Session on Issues Related to Second Language Writing | | 14 |
| E.39 | From Self to Community: Strategies for Initiating Writers into Critical Consciousness | | 4 |
| E.40 | Building a Community Writing Center | | 4 |
| E.41 | Wars with Words: Rhetorical Strategies for the Justification of War | | 4 |
| E.42 | Activist Literacies: Building Movements with Adult Literacy Education | | 4 |
| E.43 | Cyber Teaching in the Center Spaces | | 4 |
| E.44 | Comp and Circumstance: Writing Assignments across English Departments | | 4 |
| E.45 | Disturbing the Peace: Hip Hop as Theory, Politics, and Pedagogy | | 4 |
| ES.1 | Aligning the Maligned: Can the Center Hold? | | 3 |
| ES.2 | To Know Our Students: Crossing Teacher-Student | | 6 |
| ES.3 | Crossing Media Spaces | | 3 |
| ES.4 | Reconciling Binaries: Sustaining Community in Educational Contexts | | 5 |
| ES.5 | ‘Visual’ Discourse Communities: Are They Special? | | 5 |
| ES.6 | Center Spaces in the Basic Integrated Reading/Writing | | 4 |
| ES.7 | Collaborative Teaching in Cyberspace: A Freshman Composition Project | | 5 |
| ES.8 | Creating Communities from Contentious Cultures | | 4 |
| F.2 | “Praise the Lord and Pass the Legislation”: Teaching Critical Analysis of Persuasion and Identification in the Discourse of Religious and Political Leaders | | 3 |
| F.3 | How Other Disciplines Nourish Composition | | 4 |
| F.4 | Re-Inventing the Media Classroom: Pedagogy, Ethics, and Public Computers in the Class Space | | 4 |
| F.5 | The Discursive Spaces of Globalization: Returning the Centrality of Place in a Post-Multicultural World | | 4 |
| F.6 | Making Authority Visible: Re-Centering the Student in the Composition Classroom | | 4 |
| F.7 | Critical Reflection in the Center Space: Helping Generation Y Make Meaning from Melange | | 4 |
| F.8 | Vertical Writing: Going through the Institutional Woodchipper in Fargo | | 5 |
| F.9 | Keeping It Local: How Not To Let (Ass)essment Kick Us in the Behind | | 4 |
| F.10 | An Assessment of Our Own: Experiences of Using a National Online Essay Evaluation to Create Institution-Specific Assessments | | 4 |
| F.11 | WAC in the New Millennium: A Campus-Wide Survey of Attitudes and Practices | | 6 |
| F.12 | Teachable Trajectories: From Interruption to Activism | | 4 |
| F.13 | Framing Visual Rhetoric: Uncomfortable Questions and Uneasy Coalitions | | 6 |
| F.14 | Re-creating the Teacher: The Post-Postmodern Classroom and a Rhetorically Centered Approach | | 3 |
| F.15 | The Rhetorics of Identification; Or, Me and You and You and Me, So Happy Together? | | 4 |
| F.16 | Making the Case for Imagination in Critical English Studies | | 5 |
| F.17 | “Bi-silent, tri-silent, am made dual/duel, trebled/troubled, base/bass and impacted silences”: Towards a History | | 3 |
| F.18 | Theorizing Oral Histories: The Interviewer, the Interviewee, and the Text | | 4 |
| F.19 | Lost in the Archives: Women’s Elusive Academic History at the First University in the NW Territories and the Nation’s First Private Historically Black College | | 4 |
| F.20 | College Writing: How Students Navigate among a Community of Scholars | | 5 |
| F.21 | Ongoing Research on Professional Writers’ Perceptions of Success: Identifying Key Cognitive and Affective | | 6 |
| F.22 | Building a State-Wide Online Writing Center Community: Successes and Challenges | | 5 |
| F.23 | Needs, Wants, and Demands: Developing New Approaches to Mentoring in the Wake | | 5 |
| F.24 | Re-framing the Classroom Culture: Teacher Training and Diversity | | 3 |
| F.25 | Rage against the (Composition) Machine: Making a Difference in Academia | | 5 |
| F.26 | Writing in the Center (for Access and Transition): Guaranteeing a Space for Basic Writing and Open | | 5 |
| F.27 | The Challenges of Understanding Culture, (Re-)Building Community, and Forming Temporary Coalitions | | 4 |
| F.28 | Embodying Literacies in FYC | | 8 |
| F.29 | Linguists and Writing Teachers Collaborate: Building a New Public Grammar | | 5 |
| F.30 | Mapping the Personal Essay: The Interrogated Self, the Investigated World | | 4 |
| F.31 | Cultural Change in WAC/CAC Communities: Addressing Tensions and Forming Coalitions in a Research University | | 5 |
| F.32 | New Research from Studies in Writing and Rhetoric Authors: Diversity and Literacy Practices in Community and Classroom | | 6 |
| F.33 | Urban Meets Rural: Finding a Center Space through Contact Zones | | 4 |
| F.34 | Conflict, Collaboration, and Change: Coalition-Building in the Service-Learning Classroom | | 4 |
| F.35 | Whiteness and (In)Difference: Wrestling with the Color-line in Composition Studies | | 5 |
| FSIG.1 | TYCA TALKS (TYCA STRAND Friday night 6–7 p.m.) | | 1 |
| FSIG.2 | Black Caucus Business Meeting | | 1 |
| FSIG.3 | Latino Caucus Business Meeting | | 1 |
| FSIG.4 | Asian/Asian American Caucus Business Meeting | | 1 |
| FSIG.5 | American Indian Caucus Business Meeting | | 3 |
| FSIG.6 | Working-Class Culture and Pedagogy SIG | | 11 |
| FSIG.7 | Creative Nonfiction Special Interest Group: Pedagogical Frames | | 15 |
| FSIG.8 | Building Community to Sustain Ourselves: Women’s Stories of Connection, Reflection, and Professional Success | | 5 |
| FSIG.9 | Meeting of the International Network of Writing-across-the Curriculum Programs | | 10 |
| FSIG.10 | Annual Meeting of the Association of Teachers of Advanced Composition | | 1 |
| FSIG.11 | Composition in the Small College/University | | 3 |
| FSIG.12 | Calling All Bloggers: The CCCC Blogging Special Interest Group | | 14 |
| FSIG.13 | Teachers of Writing for the Deaf and Hard of Hearing | | 5 |
| FSIG.14 | Special Interest Group for Ecocomposition | | 10 |
| FSIG.15 | The Rhetoric and Composition Sound Archives: Narrative Communities, Oral Cultures, and Historical Coalitions | | 18 |
| FSIG.16 | Conference on Basic Writing Special Interest Group | | 13 |
| FSIG.17 | Special Interest Group: Bakhtin, Vygotsky, Composition, and Rhetoric | | 1 |
| FSIG.18 | Independent Writing Units | | 3 |
| FSIG.19 | Intercollegiate E-Democracy Project | | 9 |
| FSIG.20 | SIG for The Teaching and Mentoring of TAs and Instructors in Composition | | 28 |
| FSIG.21 | The ‘5th C’ SIG | | 1 |
| FSIG.22 | From the Margin to the Cultural Center: Building WPA Studies for Our Administrative Future | | 9 |
| G.2 | Give the Basic Writers Some: Incorporating Digital Media into a Basic Writing | | 4 |
| G.3 | Basic Writing Goes Public | | 4 |
| G.4 | Rewriting the Image: Teaching Visual Representations of History and Nature in First-Year Composition | | 7 |
| G.5 | Writing and the Word: Religion in Composition Spaces | | 4 |
| G.6 | Using Personal Experience and Personalities in The Writing Classroom | | 4 |
| G.7 | Self-Authoring by Design: Writing to Create Contexts for Learning in Engineering | | 3 |
| G.8 | Composing a Collaborator: The Place for Writing in a Military Education | | 3 |
| G.9 | The Impact of the SAT Writing Test on Composition: A Review of the NCTE Task Force Report | | 4 |
| G.10 | Starting with the Reader, Building from the Center: Exploring a New Role for the Reader and Writer in the Writing Center and Writing Program | | 4 |
| G.11 | Barbarians at the Gate: Four Non-English Professors | | 5 |
| G.12 | Building a Culture of Assessment: “Dynamic Criteria | | 4 |
| G.13 | What Happens in Comp Stays in Comp? Linguistic | | 5 |
| G.14 | Changing Identity: De-Centering the Writing Center | | 3 |
| G.15 | Composing in the Borderlands: A Tribute to Gloria Anzaldua | | 4 |
| G.16 | Risk Theory and Literacy Studies | | 3 |
| G.17 | Disappearing Feminists and Academic Paradigms: A Roundtable Discussion on Negotiating the Middle | | 6 |
| G.18 | Relations, Locations, Positions: Post-Process Theory for Writing Teachers | | 5 |
| G.19 | “Growing to the Fullness of Our Humanity”: Theorizing the Personal, Personalizing the Theoretical | | 4 |
| G.20 | The History of the Future of Writing—Part Two | | 4 |
| G.21 | Composing Community, Revising Traditions: Women’s Rhetorics for Social Change, 1860–1940 | | 5 |
| G.23 | Mediating Genres: Examining Antecedent Genres as Discursive Resources in Academic and Public Spheres | | 5 |
| G.24 | Tracing Trajectories, Handling Heterogeneity: Sociohistoric Perspectives of Literate Space | | 5 |
| G.25 | The Grokster Decision and Its Implications | | 3 |
| G.26 | Benefits of Organizing an Online Faculty Coalition | | 2 |
| G.27 | What Technology Doesn’t Bridge: Communication Gaps | | 2 |
| G.28 | Does Cross-training Cross the Line?: Library-Composition Coalitions | | 6 |
| G.29 | A Call for Creative Collaborations and Border Crossings: Preparing Faculty to Teach in Two-Year Colleges | | 5 |
| G.30 | Plagiarism and Community | | 3 |
| G.31 | Composing Critique: Critical Literacy and Institutional | | 4 |
| G.32 | Englishes Spoken Here: Building Spaces for Language | | 4 |
| G.33 | Size Matters and We Can Prove It: Retention, Success, and Smaller First-Year Writing Classes | | 3 |
| G.34 | Multiliteracies and Multimodalities: L2 Writers in Context | | 4 |
| G.35 | Sharing Stories, Sharing Lives: Using the Memoir to Build Community in the Writing Classroom | | 5 |
| G.36 | Realigning Public Opinion through Effective Scientific | | 4 |
| G.37 | Writing and Reciprocity: Building Coalitions through University/Community Partnerships | | 3 |
| G.38 | Decentering Democracy: How Citizens and Communities Write Civic Webpages | | 5 |
| G.39 | New Writing by SWR Authors: Rural Community Activism | | 5 |
| G.40 | Daring to Dialogue: Sharing Feminist Literacies Across | | 4 |
| G.41 | Writing Across Communities: A Cultural Ecology of Language, Learning, and Literacy | | 8 |
| G.42 | Using Silence, the Emotions, and Re/presentation to Build Community | | 4 |
| G.43 | Queering the Composition Classroom | | 4 |
| G.44 | Multimodal Discourse in Pedagogical Theory and Practice: Crossing the Boundaries between Visual, Oral, and Written Rhetoric | | 4 |
| G.46 | Texts in Political Contexts: Writing for School | | 4 |
| H.2 | Contrastive Rhetoric for Intercultural Competence: Lessons from African American Oral Rhetoric, African | | 4 |
| H.3 | Not by Accident: Doing Something about Suffering | | 4 |
| H.4 | Inside and Outside the University Classroom: What the (Dis)Connections Tell Us | | 5 |
| H.5 | Triumph or Disaster: Building Community Through Teacher Response | | 4 |
| H.6 | Composing in the Center Spaces: Community Literacy in Freshman Composition Courses | | 4 |
| H.7 | Composing Borderlands: Helping Students Negotiate Academic Personas | | 4 |
| H.8 | Chatting in the Center: An Investigation of the Current Uses and Potential of Synchronous Chat in the Writing Center | | 4 |
| H.9 | Using Assessment Data to Strengthen Links between Information Literacy and Writing in First Year History | | 4 |
| H.10 | Lost (and Found) in Translation: Writing Centers as Sites | | 6 |
| H.11 | Where History, Theory, and Context Converge: What WPAs | | 4 |
| H.12 | Revisiting Kairos: Three Case Studies on the Rhetorical | | 3 |
| H.13 | Inventing Heuretic Pedagogies for Communities of Affect, Myth, and Movement | | 4 |
| H.14 | Composition Takes Place | | 4 |
| H.15 | Authentic Arguments: Information Literacy and Case Studies in FYC | | 5 |
| H.16 | Interrogating Our Research: Questioning the Good Idea | | 5 |
| H.17 | Feminist History of Rhetoric: Religion, Conduct, and Science | | 4 |
| H.18 | The Un-Common Reader: Women Essayists and the Canon | | 4 |
| H.19 | What Do Students Take with Them? Three Empirical | | 4 |
| H.20 | Catching Sense: “AfraFeminist” Rhetorics of Education, Literacy, and Motherhood/ing | | 4 |
| H.21 | Changing Literacies/Changing Mindsets: Communicating across Digital Difference | | 3 |
| H.22 | Universal Design for Learning (UDL) in the Writing | | 4 |
| H.23 | Herding Cats: Faculty, the Teaching of Writing, and the Problem of Rhet/Comp Expertise | | 4 |
| H.24 | Can We Talk? Creating a Coalition that Serves Students | | 4 |
| H.25 | Rhetoric at Work: Lessons Learned from a University Strike | | 4 |
| H.26 | In Search of Meaning: A Community Model for Program Assessment | | 5 |
| H.27 | The Tropes of War | | 4 |
| H.28 | The Fifth Genre: Creative Writing with (Audio) Technology | | 4 |
| H.29 | Forging New Alliances between Science and the Humanities: Medicine, Mentoring, and Composition | | 4 |
| H.30 | The Activism(s) of Rhetoric: Rethinking Rhetorical Theory as Activist Practice | | 5 |
| H.31 | Writing against the Public: Alternative Models of Civic Discourse | | 5 |
| H.32 | The Collapse of Argument: Punishing Schools, Soundbite | | 4 |
| H.33 | Wanting In/Wanting Out: (A)Cross Spaces and the Binary Politics of Identity | | 4 |
| H.34 | Pass It On: Baby Boomer Faculty Share Their Experience | | 2 |
| H.35 | Putting Theory into Practice: New Approaches to Discourse Communities as a Foundation for Writing | | 6 |
| H.36 | Migrant Literacy in the Age of Supermodernity | | 5 |
| I.2 | Crossing the Library/Classroom Border: Narratives of Truth and Consequences in Information | | 5 |
| I.3 | Ethics Matters in Composition: School Sucks, Rate My Professors, and the Ethics of Caring—Less | | 4 |
| I.4 | Weaving from the Center Space: New Patterns from the Warp and Woof of Globalism, Native American | | 5 |
| I.5 | Moving Grief to Center Stage: How Students and Teachers Meet Death, Rape, Slavery, and the Holocaust | | 4 |
| I.6 | Getting Out of the Garret: Creating Communities within Departments—What Can We Learn from Each Other? | | 3 |
| I.7 | New Perspectives on Personal Writing: The Personal as Communal, Connected, and Political | | 4 |
| I.8 | The Lehigh University First Year Writing Program: Conceived in Cultural Studies; Shaped by Personal | | 5 |
| I.9 | Common Ground: Creating Successful Professional/ Student Communities with Part-time Faculty | | 4 |
| I.10 | Collaboration, Community, and Continuity: Building Campus Culture through Learning Communities | | 5 |
| I.11 | Coalition of the Willing? | | 3 |
| I.12 | Retheorizing Writing Center Practice: What Other Disciplines Can Teach Us about Conferencing | | 4 |
| I.13 | Designing Rhetorics: A Response to the New London Group on Design, Literacy, and Learning through New Media | | 3 |
| I.14 | Rethinking Argument: Activity, Affect, and Habitus | | 4 |
| I.15 | Female Voices, Feminist Discourses, and Masculine Space: Perspectives on Being Heard in the Culture and in the Classroom | | 4 |
| I.16 | Burkean Notions of Mind, Body, Individuals, and Culture | | 4 |
| I.17 | Cultural Collisions/Cultural Connections: Minding the Gaps in the Academic Underground | | 4 |
| I.18 | Centering Science Writing in History and Culture | | 4 |
| I.19 | Lines in the Dust: Writing Across Boundaries to Compose a Community Archive | | 4 |
| I.20 | Bridging Spaces between K–12 and College, Research and Practice | | 4 |
| I.21 | Conversational Analysis of Three Tutoring Sessions Involving Disability, Gender, and Second Language | | 5 |
| I.22 | Student Field Research as Literate Action | | 4 |
| I.23 | Women of the Information Age: Cross-Generational and Cross-Cultural Reflections | | 4 |
| I.24 | Rights, Fights, and Sites: Composition Research Caught in the Middle of Intellectual Property Debates over Digital Resources | | 5 |
| I.25 | Same Shit, Different Year? | | 5 |
| I.26 | Creating a Campus Culture with Writing at its Center: A Cultural Evolution in Four Acts | | 5 |
| I.27 | Babelfish: A Faculty Writing Project Translates Composition to Campus Classrooms | | 4 |
| I.28 | How Assessment Can Promote WAC and Faculty | | 4 |
| I.29 | SRTOL in the 21st Century: Pedagogical and Political Reconsiderations in FYC | | 4 |
| I.30 | In a Different Voice: Writing Research as Creative Nonfiction | | 6 |
| I.31 | Handle With Care: Problems with Metaphors and Word Meanings in Communicating Environmental Risks | | 4 |
| I.32 | Rhetorics of Conscientious Objection: How Do We Teach Writing so that People Stop Killing Each Other? | | 5 |
| I.33 | The Hope of Literacy and Women outside the West | | 6 |
| I.34 | Literacy Activism in Public Spaces: Partnerships with Community Publishing and Arts | | 6 |
| I.35 | Composing the Community’s College: Civic Engagement and the Two-Year College Writing Program | | 5 |
| I.36 | Using Genre Theory to Explore Power, Ideology, and the Generic Subject in the University | | 4 |
| J.2 | Invisible Papers, Invisible Challenges: Coaching College Writers with AD/HD | | 3 |
| J.3 | Composing in Marginal Spaces: How Non-Traditional Students Respond to Teacher Feedback | | 4 |
| J.4 | Pedagogy in the Center Space: Building a Student-Centered Learning Community | | 4 |
| J.5 | Imagining a Transformed Reality: On the Web, Over the Airwaves, Around the Globe | | 4 |
| J.6 | Trading (Center) Spaces: Writing Centers in Multidisciplinary Settings | | 5 |
| J.7 | That’s Old News: Using Archives to Highlight Rhetorical Diversity in the Teaching of Composition | | 4 |
| J.8 | The Gatekeeper No More: Using the Composition Curriculum to Foster Critical | | 5 |
| J.9 | CONNECT: Building Coalitions for Common Outcomes in First Year English at Five Colleges | | 6 |
| J.10 | Building Assessment Communities: Using Empirically Derived Findings to Promote a Constructivist Assessment Agenda | | 4 |
| J.11 | What’s Queer about Writing Program Administration? | | 5 |
| J.12 | Creating Community with the Online Writing Studio | | 7 |
| J.13 | Bringing Techne Front and Center: Examining the Materials of the Art of Writing | | 4 |
| J.14 | Rhetorica ad Feminiam: Feminist Rhetoric and Rhetorical Tradition | | 5 |
| J.15 | Relating and Separating: Using Rhetoric to Rethink Public Spheres | | 4 |
| J.16 | Mobilizing Intersections of Difference in Composition Research, Teaching, and Activism | | 6 |
| J.17 | The Emotional Work of Composition | | 5 |
| J.18 | Genre in the History of Technical and Professional Communication | | 5 |
| J.19 | Time, Memory, and the Telling Legacies of Richard Lloyd-Jones | | 4 |
| J.20 | Assessment, Impact, and Consumption: Is Education a Business? | | 4 |
| J.21 | The Perception and Effects of Error: Exploring Hidden Spaces | | 4 |
| J.22 | Singing, Preaching, and Teaching in a Strange Land: Composing Community and Building Coalitions | | 4 |
| J.23 | Developing Digital Literacies for Youth and Senior Citizens: University and Community Partnerships | | 4 |
| J.24 | What We Want/They Want: Negotiating What Counts as Good Writing in an Age of Accountability | | 3 |
| J.25 | Contextual and Collective Strategies for Early-Career Writing Program Administrators: An Inter-Institutional | | 6 |
| J.26 | Developing and Sustaining University-Secondary Collaboration | | 5 |
| J.27 | The 5 Cs: Composition at the Center of Community, Culture, & Coalition | | 4 |
| J.28 | Assessing Grammars: Connecting Voices across | | 5 |
| J.29 | Seeking Commonalities, Confronting Differences: Towards Productive Connections between Composition Studies and Creative Writing | | 5 |
| J.30 | Centering on Storyboards: The Formation of Practical Intellectual Coalitions | | 4 |
| J.31 | Marked Citizens in Marginal Spaces: Class Constructions in Diverse Communities | | 4 |
| J.32 | Led by Theory, Bound by Practice: Building Community from the Center of the Academic Border Town | | 3 |
| J.33 | The Course That Dare Not Speak Its Name | | 4 |
| J.34 | From the Margins to the Center: Four Approaches to Connecting Reading and Writing | | 4 |
| J.35 | Larceny, Literacy, and Legal Consequences: Another Look at Plagiarism | | 4 |
| K.1 | Initiating, Structuring, and Maintaining a Learning | | 3 |
| K.2 | Keeping Class in the Classroom: The Impact of Socio-Economic Class on Academic Discourse | | 4 |
| K.3 | When “The Middle” Is a Chasm: Where and How Shall We Meet? | | 4 |
| K.4 | Building a Writing Community through Grammar | | 4 |
| K.5 | Helping the Center Hold: Problem-Based Learning in the Composition Classroom | | 5 |
| K.6 | Coalitions, Communities, and Spaces that Authorize | | 5 |
| K.7 | Grade Expectations: A Report on Cross-Disciplinary Collaboration | | 4 |
| K.8 | Curricular Coalitions: Building Intellectual Community | | 5 |
| K.9 | Normed and Criterion-Referenced: A Collaborative Approach to Assessing Writing | | 6 |
| K.10 | Second Language Writing Curriculum Design: A Case Study | | 8 |
| K.11 | Come Back, 4th ‘C’! : Writing, Rhetoric, and Communication across the Curriculum | | 3 |
| K.12 | Handling Our Own Baggage: The Influence of Class on Working-Class Writing Instructors | | 5 |
| K.13 | Labor Power: Reclaiming Marxism as a Guide to (Rhetorical) Action | | 5 |
| K.14 | Ideological Literacies and Illiteracies | | 4 |
| K.15 | Bodily Discourse in Composition Pedagogies: Emergent Materiality in the Classroom | | 4 |
| K.16 | The Character of ‘History’ in Feminist Rhetorical Studies | | 5 |
| K.17 | Working from the Center Space Out: Reimagining Methodologies of Archival Research | | 4 |
| K.18 | Research for New Visions: A Conversation about Black Scholarship | | 1 |
| K.19 | Walking Together within the Academic Culture: Mentoring to Build Community and Coalitions | | 3 |
| K.20 | Collaborating Across Institutions: A Roundtable on Future Longitudinal Writing Research | | 9 |
| K.21 | Collaborative Online Communities | | 3 |
| K.22 | Moving between Somewhere Specific and Nowhere in Particular | | 5 |
| K.23 | From Panel to Gallery: Twelve Digital Writings, One Installation | | 13 |
| K.24 | Forging Alliances: Toward a New Positioning on TA Training | | 4 |
| K.25 | Preparing to Teach in a Two-Year College | | 4 |
| K.26 | “So I’m a Professor, Now What?”: How Junior Faculty Negotiate Survival and Success in Composition Studies | | 4 |
| K.27 | Changing Places: Writing, Teaching, and Tutoring across | | 4 |
| K.28 | The End(s) of Student Rights: Uses and Abuses of Public Discourse | | 5 |
| K.29 | Language Learning and Identity | | 3 |
| K.30 | The Coyote-Trickster Afield: Toward a Responsible | | 5 |
| K.31 | Investigating the Role of Public Health Rhetoric in Communities and Coalitions | | 4 |
| K.32 | Building Community, Culture, and Coalitions One Story at a Time: Remembering Why We Value “The Personal” | | 4 |
| K.33 | Writing More or Less: New Directions in Mass Literacy | | 4 |
| K.34 | Exploring Literacy through College–High School | | 3 |
| K.35 | Navigating the Middle Passage between the Academy and the Workplace: Problem Solving, Professionalization, and Assessment | | 4 |
| K.36 | Getting Personal: The Place for Students’ Stories in the Composition Classroom | | 4 |
| K.38 | Building Student Consciousness: Establishing a Premise of Effective Strategies which | | 4 |
| K.39 | What’s the Matter? Belief, Authority, and Identity Bridging | | 4 |
| K.40 | How to Get Published in CCC (Or Improve Your Chances) | | 1 |
| L.1 | When Expediency Upends Ideal: Working Conditions and Community | | 3 |
| L.2 | Sentences, Ethical Readers, and Automatic Essay Scoring (AES) in Evaluating Writing | | 4 |
| L.3 | Visual Rhetoric: Bridging the Gap between Theory and Practice | | 4 |
| L.4 | New Media, New Curricula | | 5 |
| L.5 | Writing Centers: Building Coalitions across Campus and across Communities | | 3 |
| L.6 | Teaching Identities: Class/Race/Gender as In(visible) Differences in the First-Year Writing Classroom | | 4 |
| L.7 | Space Management: Teachers on the Road, Hip-Hop Adjuncts, and Pub Storytellers | | 3 |
| L.8 | WAC/WID and Composition Requirements: Engaging Different Frameworks | | 3 |
| L.9 | Building Bridges between Communities and Curricula: Service Learning Initiatives in Professional Writing | | 5 |
| L.10 | Towards a Progressive Politic in High School English Classrooms in Chicago | | 1 |
| L.11 | Directed Self-Placement and the Liberal Arts | | 4 |
| L.12 | Rhetorics of Reception: Three Cases from Popular Culture | | 3 |
| L.13 | Interrogating the Rhetorics of War: Kenneth Burke Meets Gladwell, Dewey, and George W. Bush | | 5 |
| L.14 | Rhetoric, Literature, and the Contemporary Black Experience | | 5 |
| L.15 | From Crisis to Panacea to Chaos to Dissensus to. . . | | 4 |
| L.16 | William E. Coles, Jr: Writing and the Teaching of Writing | | 5 |
| L.17 | What They Bring and What They Drop: Considerations of Transfer in College Writing | | 4 |
| L.18 | The Portraits of Composition Study: Focus Interview Design, Results, and Data Triangulation | | 7 |
| L.19 | Multimedia, Composing, and Community | | 5 |
| L.20 | Assessment and Community Engagement: New Views of the Academic (and the Academy) as Citizen-Scholar | | 4 |
| L.21 | The Greased Pig: A Working Vocabulary for Creative Nonfiction | | 3 |
| L.22 | Making Writing Assessments Fair: General Principles and Specific Applications in Multiple-Choice and Constructed-Response Tests | | 4 |
| L.23 | When the Center Cannot Hold: The Binary Culture of Adjuncts | | 5 |
| L.24 | Generic Spaces: Case Studies of How Genres Frame Possibilities for Communication, Technological | | 4 |
| L.25 | The Skills of Citizenship: Challenges for Writing Teachers & Administrators | | 5 |
| L.26 | Narrative and Voice: A Springboard for Fluency in Writing | | 3 |
| L.27 | The Real World Classroom: Bridging Public and Private Discourses in Composition Studies | | 3 |
| M.1 | The HSI Space: Situating Hispanic Serving Institutions | | 4 |
| M.2 | An Intersection of Cultures: Thinking Outside the Box | | 4 |
| M.3 | Citizenship in Wisconsin: A Roundtable Discussion of a Collaborative State-wide English 101 Course | | 6 |
| M.4 | Negotiating the Personal: Middle Voices and Deploying an Appealing Self | | 4 |
| M.5 | Public and Private Spaces-People-Discourses | | 4 |
| M.6 | TYCA Strand: Beyond ‘Adversarial’: Community Voices | | 2 |
| M.7 | Building a Community of Trust: Encouraging Academic Integrity | | 4 |
| M.8 | What’s the Value of the Service in Service Learning? | | 5 |
| M.9 | Building Community through Writing Program | | 5 |
| M.10 | Knowing Your Place: Film, Social Class, and Literacy | | 4 |
| M.11 | The Invitations of Genre: Dialogue, Desire, and Versions of the “I” | | 3 |
| M.12 | New Perspectives on Social Class in Composition and Rhetoric: Putting Class at the Center of Writing | | 4 |
| M.13 | Living Together as Fools: A Critical Pedagogy of Personal Narrative | | 4 |
| M.14 | Besides Athens: Other Ancient Rhetorics | | 5 |
| M.15 | Mentoring Center Stage: The Role of Mentoring in Building the Composition Community | | 5 |
| M.16 | Composition’s Roots in English Education: Revising Our Histories | | 4 |
| M.17 | Persuading Women, Women Persuading: Problematics of Persuasion in Medical Research | | 4 |
| M.18 | Reconsidering Diversity: Examining Diversity Classes | | 5 |
| M.19 | Ethnographic Pedagogies: Doing Literacy Work at the Edges of Institutional Culture | | 3 |
| M.20 | Info-Ecology, Info-Architecture: Growing and Designing | | 5 |
| M.21 | Revamping Academic Traditions that Structure Faculty | | 8 |
| M.22 | The Centrality of Orality: The Conference Paper as a Site of Mediation for Scholarship, Teaching, and Public Performance | | 4 |
| M.23 | Dis/locating Professional Writing: The Dialectic of Place | | 3 |
| M.24 | Collective, Perspective, and Privilege: Examining Diverse Student Cultures | | 5 |
| M.25 | Commissions, Mandates, Controversies | | 4 |
| M.26 | Conference on Compartmentalization, Categorization, and Caricaturization: Re-Theming CCCC | | 3 |
| MW.1 | Survival Strategies: An Introduction to Administration in Composition | | 5 |
| MW.2 | Teaching Ethnographic Writing: Relevance, Resources, and Reflections | | 7 |
| MW.3 | Building a Teaching Community: Finding Productive | | 4 |
| MW.4 | Reading New Media | | 9 |
| MW.5 | Working toward Inclusive Pedagogy: Responding to and Assessing Second Language Writing – Part I | | 7 |
| MW.6 | Blogging for Teaching and Learning: The Basics and Beyond | | 8 |
| MW.7 | “But There Aren’t any Disabled Students in My Class.” | | 10 |
| MW.8 | Community: The Result of Cross-Institutional | | 8 |
| MW.9 | College Ready: A 12th Grade Course to Prepare Students | | 8 |
| SW.1 | Qualitative Research Network | | 31 |
| SW.2 | Using Style to Teach Invention: Reinvigorating the (Almost) Lost Arts of Copia, Imitation, and Dressing for Success | | 4 |
| SW.3 | We Did It; You Can, Too: Making the Transition into Online Teaching | | 6 |
| SW.4 | Intellectual Property in Composition Studies | | 9 |
| SW.5 | Poet-to-Poet Workshop | | 3 |
| SW.6 | From Legitimate Peripheral to Full Participation: New Scholars Building Community through Inter-Institutional Collaboration | | 3 |
| SW.7 | Sharing Your Ideas with the Profession: Drafting NCTE/CCCC Proposals, Turning Presentations | | 7 |
| TSIG.1 | Teaching Adult Writers in Diverse Contexts | | 8 |
| TSIG.2 | Wiki Rhetoricians SIG | | 3 |
| TSIG.3 | CCCC Chapter of the Kenneth Burke Society: Teaching with Burke | | 6 |
| TSIG.4 | High School/College Articulation | | 7 |
| TSIG.5 | Second Language Writing: A Focus for Faculty Development | | 2 |
| TSIG.6 | Writing Center Theory and Practice: Key Issues | | 8 |
| TSIG.7 | Minding the Body, Embodying the Mind: Moving between Creative Writing and Composition | | 6 |
| TSIG.8 | Language, Linguistics, and Writing: What Should Teachers and Students Know about Language? | | 9 |
| TSIG.9 | Symposium on Rhetoric and Christian Tradition | | 18 |
| TSIG.10 | Film, Television, and Visual Rhetoric Special Interest Group | | 4 |
| TSIG.11 | Special Interest Group: Composition/English Education Connections | | 20 |
| TSIG.13 | Writing Centers and OWLs: ESL Writing Instruction Outside of the Classroom | | 5 |
| TSIG.14 | Community Literacy and Service-Learning | | 12 |
| TSIG.15 | MFA SIG | | 5 |
| TSIG.16 | ATTW SIG: Building TW Courses & Programs | | 7 |
| TSIG.17 | Medical Rhetoricians | | 3 |
| TSIG.18 | National Archives of Rhetoric and Composition | | 3 |
| TSIG.20 | EngiComm: Writing Across the Engineering | | 5 |
| TSIG.21 | Writing for Reconciliation: Introducing a Summer Conference Featuring bell hooks | | 4 |
| W.1 | Race, Space and Place: Language, Identity and Students of Color in the Composition Classroom | | 18 |
| W.2 | Reading to Write: Teaching Argument in Writing Workshops | | 6 |
| W.3 | Writing for Public Policy: Media Messages and Grants | | 7 |
| W.4 | The Conference on Basic Writing Preconference “Creating Access with Basic Writing: Successful | | 9 |
| W.5 | Theory to Exemplary Practices and Programs from the Two-Year Colleges (TYCA Sponsored) | | 10 |
| W.6 | Teaching Rhetorics of the Public Sphere: Focus on Propaganda | | 13 |
| W.7 | The Writing Center: Building Communities, Forming Coalitions, Advocating Change | | 26 |
| W.8 | The Spirituality of Uncertainty: Making Leaps of Faith in Critical Thinking and Critical Pedagogy | | 9 |
| WSIG.1 | WPA Network for Media Action SIG | | 7 |
| WSIG.2 | TheUnited States-Israel-Palestine | | 1 |
| WSIG.3 | 1UP: Perspectives from Scholars/Practitioners of Video Games | | 6 |
| WSIG.4 | Critical Pedagogies: Academic and Non-Academic Histories | | 5 |
| WSIG.5 | Research Report on The Public Image of Two-Year Colleges: Hallmarks of Fame and Shame | | 7 |
| WSIG.6 | Ain’t I a Rhetorician?: Raising the Respectability Rating for Creative Nonfiction Dissertations | | 1 |
| WSIG.7 | The Subject is Writing: FYC as an Introduction to Writing Studies | | 8 |
| WSIG.8 | Graduate Studies in Comp/Rhet and Two-Year | | 2 |
| WSIG.9 | Renewal: Building a Coalition of Engaged Scholars (6:30-8:30 pm) | | 5 |
| WSIG.10 | Students Reading Computers and Computers | | 3 |
| WSIG.11 | Making CCCC More Useful and Accessible to Contingent Faculty | | 14 |