| A.1 | Institutional Forces as Shapers of Identity | | 6 |
| A.2 | Writing the Dissonance: Using Collaborative Texts to Enhance Service Learning | | 6 |
| A.3 | The Circulation of Discourse across Institutional Boundaries: How (New) Genres (Re)Shape the Practices of Placement, Assessment, and Public Discourse | | 5 |
| A.4 | Creating Community and Representing Identities at a Large FYC Program: Using New Tools in New Ways | | 4 |
| A.5 | Representing Diseases, Representing Cultures | | 4 |
| A.6 | Parody and Pedagogy: Encouraging the Playful Power of Oppositional Identity in Critical Writing | | 5 |
| A.7 | WAC and Quantitative Reasoning: Curricular Breadth, Improved Learning, and Innovative Assessment | | 4 |
| A.8 | Emerging from the Comp/Rhet Shadows: Public Identities | | 4 |
| A.9 | The Liberian Civil War and the Writing Classroom | | 3 |
| A.10 | Representing Literate Identities in Urban America | | 5 |
| A.11 | Rhetorical Failure: Theory, Cultural Constraints, and Dis/ | | 4 |
| A.12 | Selling Ideas or Selling Out?: Negotiating Identities in the Writing of Composition Textbooks | | 5 |
| A.13 | Latinas na Luta!:The Spirit of Our Foremothers and the (Re)Vision of USAmerica | | 3 |
| A.14 | Reclaiming the Craft of Composition | | 4 |
| A.15 | The Composition of Identities in the Small Liberal Arts Col-lege: Experiments in Reconstructing First-Year Seminars | | 4 |
| A.16 | Still Fighting after All These Years?: Reflections on Jane | | 5 |
| A.17 | From the Margins to the Center: ESL Students Challenge | | 4 |
| A.18 | Making the Invisible Visible: Empowering Mixed Identity | | 5 |
| A.19 | Reperceiving Peer Review | | 4 |
| A.20 | Expanding “Officialized” Representations of Identity in Disciplinary, Institutional, and National Settings” | | 4 |
| A.21 | The Proposed CCCC Statement on the Preparation of Teachers of Writing | | 4 |
| A.22 | Composing Identity: The Role of Genre, Narrative, and Multimodality in Community-Based Multimedia Projects | | 5 |
| A.23 | Forging a Scholarly and Professional Identity Online: Blogging as Discovery and Externalization of Self | | 4 |
| A.24 | E-Merging Indentities | | 4 |
| A.25 | Locating the Scholar among the Grading Stacks: A Response to the TYCA Document “Research and Schol-arship in the Two-Year College” | | 5 |
| A.26 | The Impact of Learning English on Deaf Identity | | 5 |
| A.27 | Writing Across Genres: Letters, Exposition, and Autoeth-nography | | 4 |
| A.28 | V for Virtual and Visual Rhetorics | | 3 |
| A.29 | Lacanian Readings: On Agency, Desire, and Love | | 4 |
| A.30 | Refiguring Burkean Rhetoric | | 4 |
| A.31 | Other Rhetorics: Tatoos, Cookbooks, Graffiti, and Post-Rock | | 6 |
| A.32 | Influential Men in 20th Century Academic Rhetoric | | 4 |
| A.33 | Teachers Perceiving Students | | 4 |
| A.34 | Religious Rhetorics: Insiders and Outsiders | | 5 |
| A.35 | Revisiting and Revising: Benefits of Using the 6+ Trait | | 4 |
| AW.1 | Thinking Partners, Thinking Partnerships: Building Library/Writing Program Collaboration | | 10 |
| AW.2 | Dynamic Criteria Mapping in Action: Growing Evaluative Community Locally and Organically | | 11 |
| AW.3 | Second Language Identities: Special Issues and Topics | | 10 |
| AW.4 | Re-presenting a Pedagogy for Ebonics: Valuing African | | 9 |
| AW.5 | Across the Drafts: Responding to Student Writing | | 8 |
| AW.6 | The Inner Life and Teaching: A Workshop for Women Teachers in the Academy | | 2 |
| AW.7 | Theoretically Prepared | | 6 |
| AW.8 | Identifying the Artifacts among Us: Exploring Possibilities in Researching and Building Local | | 8 |
| AW.9 | Latino/a Literacies, Research and Mentoring | | 11 |
| AW.10 | Producing Scholarship for TETYC (TYCA STRAND) | | 5 |
| B.1 | My Teacher Is What?!?!: Students’ Construction, Resis-tance, and (Mis)Perception of Teacher Identities | | 2 |
| B.2 | Inventing Identity: Opening Spaces for Women in Pre-Mod-ern and Early Modern Discourse | | 4 |
| B.3 | Cultures of Writing and Writing Instruction: Toward Ex-pressing Identity in an International Context | | 3 |
| B.4 | Globalism, Identities, and Digital Literacies | | 4 |
| B.5 | Mouth Wide Shut: The Silencing and Voicing of Feminine | | 5 |
| B.6 | Identifying, Documenting, and Understanding the Effects | | 5 |
| B.7 | Writing with the City: Community Writing Centers and Public Libraries | | 4 |
| B.8 | Decisions and Revisions: Comp(osing/eting) Identities in Military Student Writing | | 4 |
| B.9 | “Dude! Where’s My Voice? Language, Identity, and the Working-ClassWriting Instructor” | | 5 |
| B.10 | Multimodal Composing and the Challenge of Assessment | | 4 |
| B.11 | Visualizing Writing Processes: Writing as Coordination of Culture and Technology | | 4 |
| B.12 | Community Literacy: Rhetorically Centered Public Action | | 5 |
| B.13 | Person, Place, or Thing: Identity, Physical Space, Defini-tion, and Boundaries in Studios | | 4 |
| B.14 | Online Identities and the Evolving Roles of Writing Centers | | 5 |
| B.15 | Connect: Bridging Institutional Identities | | 6 |
| B.16 | A Study of High Stakes Testing Practices: The City University of New York and Beyond | | 6 |
| B.17 | The History of Technical Communication: Rhetoric, Voice, Identity | | 5 |
| B.18 | Sayin’ It Loud from an Inside Voice: Diversity Represents | | 5 |
| B.19 | Miles to Go: A Journey toward Developmental Writing and Freshman Composition Course Assessments | | 4 |
| B.20 | Manipulating Minds, Bodies, and Souls: The Role of His-torical Texts in Identity Representation | | 4 |
| B.21 | “Welcome—Here’s your Nametag: Interrogating, Negotiat-ing and I.D-ing in Academia” | | 4 |
| B.22 | Raising the Bar for Teachers and Students: Cultivating | | 5 |
| B.23 | Taking IP to Class: Representations of “Fair Use” in Com-position Scholarship & Pedagogy | | 4 |
| B.24 | Addressing Student Identities in Creating Shared Online | | 5 |
| B.25 | Healing and Transgression: Exploding Identity Genres | | 4 |
| B.26 | Teacher, Student, Research: Shifting Identities in the Learning-Centered Community College | | 4 |
| B.27 | (Writing Uncertainty) Quantification: English + Engineer-ing = Innovative Collaboration | | 4 |
| B.28 | Public, Private, and Digital Self: An Examination of Profes-sional Identity | | 6 |
| B.29 | Illness, Disability, and the Composed Body | | 4 |
| B.30 | 3 C’s: Capitalism, Commodification, and Consumerism | | 4 |
| B.31 | Digital Identities, Simulated Spaces, and Technological | | 4 |
| B.32 | Placing and Erasing the Queer | | 5 |
| B.33 | Online Communities and Their Literacy Practices: FLOSS, EverQuest, and Madden Football | | 4 |
| B.34 | Studying Communication Patterns of Science/Engineering | | 4 |
| B.35 | Graphic Novels: Cross-Cultural Sites for Identity, Identifi-cation, and Critical Engagement | | 4 |
| C.1 | Rhetorical Grammar and the Construction of a Writer’s | | 4 |
| C.2 | Alternative Sites for Women’s Antebellum and Post-Bellum | | 5 |
| C.3 | Representing Victims in the Legal System: Identities, Rhetorics, and Ethics | | 6 |
| C.4 | (Star) Charting Our Program’s Identity: One Writing Program | | 5 |
| C.5 | Higher Education and the Pedagogies of Exclusion: Revis-iting Bloom and Hirsch Twenty Years Later | | 4 |
| C.6 | When Students Are “True Believers”: Critical Thinking and Identities of Ideology | | 4 |
| C.7 | New Directions in WAC: Representation and Community | | 6 |
| C.8 | Tracking Literacy: Deconstructing Discursive Representa-tions of “Marginalized” Learners in the 20th Century | | 4 |
| C.9 | Digital Studio as Method: Articulating Programmatic, Pro-fessional, and Institutional Identities within English Studies | | 4 |
| C.10 | (De)Composing Language Prejudice: Challenging Stigma-tizers, Marginalizers, and Standardizers | | 4 |
| C.11 | The Role of Discourse Communities in the Composition | | 4 |
| C.12 | Identity and Higher Literacy: Theories of Literacy, Stories | | 5 |
| C.13 | Transnational Rhetorics and Pedagogies | | 3 |
| C.14 | Situated Student Writing and Basic Composition | | 5 |
| C.15 | Contact-Zone Rhetorics | | 4 |
| C.16 | TA’s as WPA’s Negotiating Student and Administrator | | 4 |
| C.17 | Writer, Manager, Consultant | | 4 |
| C.18 | Student Identity, Student Community: The First Essays | | 4 |
| C.19 | Writing in the 1960s and Today: Identity in Times of Crisis | | 4 |
| C.20 | From Exclusion to Inclusion: Mapping U.S. Rhetorics of Hybridity and Difference | | 4 |
| C.21 | Rationalizing, Supporting, and Assessing Digital | | 4 |
| C.22 | Student Personae: How Social Science Inquiry Methods | | 4 |
| C.23 | Representing Chicano and Chicana Identities in Rhetoric | | 4 |
| C.24 | Serving Two Masters: Assessing Analytical Writing in Theory and Practice | | 4 |
| C.25 | Writing Multiple, Contingent Identities in Cross-National | | 4 |
| C.26 | Textual Transgressions Online: Plagiarism and Fraud in Weblogs and Wikis | | 4 |
| C.27 | Illegal Aliens or Guest Workers?: Reflections on the Identity, Status, and Role of the Writing Teacher in the WID | | 4 |
| C.28 | Me, Myself, & I: Examining Identity in the Blogosphere | | 5 |
| C.29 | Composing Identity Part II: Representing Cultures through Multimodal Narratives | | 5 |
| C.30 | African American Identity in the Teaching of Writing | | 4 |
| C.31 | Women’s Voices and Rhetorical Pedagogies | | 4 |
| C.32 | Cyber Self-Fashioning: The Opportunities and Limits of Constructing Identities through Information Technologies | | 4 |
| C.33 | The Literature of Everyday Life: Teaching Creative Writing | | 4 |
| C.34 | Making Rhetoric Work in and for Social Movements | | 4 |
| C.35 | Writing Bodies: Integrating (Dis)Ability into the Composi-tion Classroom | | 2 |
| D.1 | Making a Place for Latino/a Students/Writers/Researchers | | 5 |
| D.2 | Inventing Scholarly Identity: Rhetorical, Imaginative, and Personal Gestures | | 5 |
| D.3 | Twenty-First Century Collaborative Pedagogy: Transcul-tural, Transnational, and Digital Identities | | 3 |
| D.4 | Representing Identities through the Archives: Exploring | | 4 |
| D.5 | Changing Identities: Undergraduate Degree Programs and the Future of the Discipline | | 7 |
| D.6 | By Audio, By Email, By Appointment: Shaping Our Identities as Readers | | 4 |
| D.7 | Twenty-FiveYears of Reading and Misreading Orality and Literacy | | 4 |
| D.8 | Ten Thousand New Reasons For Never Adopting a Com-position Textbook | | 5 |
| D.9 | “I am my language”: Representing and Misrepresenting | | 4 |
| D.10 | Rural Literacies from Appalachia to the Plains: Identities | | 5 |
| D.11 | The Nitty Gritty of the Research Moment: Three Interview based Studies of College Writing | | 4 |
| D.12 | Speaking the Body: Marginalized Identities and Performative Rhetorics | | 4 |
| D.13 | Beyond IMHO: Composing an Expert Identity through Infor-mation Literacy, Communications, and First-Year Writing | | 4 |
| D.14 | “How I learned to . . .” Non-native Students Invent the American University | | 4 |
| D.15 | (Re)Presenting Threshold People: Negotiating Liminal | | 6 |
| D.16 | Archival Representations: Constructions of Audience | | 5 |
| D.17 | Rhetoric and Identity in the Work of Three Poets: James | | 4 |
| D.18 | Students Becoming Scholars: Redefining Student/Teacher | | 5 |
| D.19 | The Subject(s) of Composition: Institutional, Disciplinary, and Pedagogical Identities | | 3 |
| D.20 | “Creative Tensions and Coordinated Efforts”: Composition | | 5 |
| D.21 | Audience Identity, Agency, and Information Design: Pro-fessional and Personal Implications for Communicating | | 4 |
| D.22 | Locating Rhetorical Agency in Classrooms: Opening Up Spaces from Which to Write, Speak, and Act | | 5 |
| D.23 | “Who Are You? Who Am I? Who are We?” Identity Forma-tion and Expectations: Programs, Teachers, and Students | | 5 |
| D.24 | Do You Practice What You Preach?: Metaconferential Orthodoxy, Professional Identities, and the “Conference” as Construct | | 4 |
| D.25 | Representing Writing | | 4 |
| D.26 | Technological Re-Presentations of Identities: Interactivity, Visual Rhetoric, and the Use of New Media in Rhetoric and Composition | | 5 |
| D.27 | Writing Centers as Sites of Service-Learning | | 4 |
| D.28 | Moving from Descriptive to Inferential/Experimental | | 4 |
| D.29 | Claiming Identity in the Composition Classroom: Black-ness, Whiteness, and Brownness | | 4 |
| D.30 | Post 9-11 Political Rhetoric: War, Comedy, and Hillary | | 5 |
| D.31 | Instant Messaging and Other Outside Literacies: Bridging | | 5 |
| D.32 | Placed-based Writing | | 3 |
| D.33 | Diversity, International Culture, and Teaching Writing | | 3 |
| D.34 | Heroines, Heroes, and Hermeneutics: (Re) presenting Personas, Rhetorics, and Narratives from the Civil Rights Movement | | 4 |
| D.35 | Decoding Hyphenated Identities | | 3 |
| E.1 | Writing Teacher Education Thirty Years After “Balancing | | 6 |
| E.2 | Redesigning an OWL: Usability Testing for Writing Centers | | 6 |
| E.3 | Approaches to Essay and Argument: Teaching “Moves” vs. Teaching Writers | | 5 |
| E.4 | Memoir and Prior Learning Narrative Writing in Programs | | 5 |
| E.5 | Grad(ual) Becoming: On Graduate Student Identities | | 2 |
| E.6 | Women, the Public Sphere, and Social Change: A New | | 5 |
| E.7 | Doing the Right Thing: Representations of Academic, Ac-tivist, and Queer Identities | | 4 |
| E.8 | In Search of Oral Histories: Representations of Self in Community | | 4 |
| E.9 | Labor of Love: Research as a Lived Process | | 6 |
| E.10 | How to Create Your Own Composition Program in a Few | | 4 |
| E.11 | Disrupting Identities through Service-Learning | | 4 |
| E.12 | Students with Disabilities: Creating Accommodations and Inclusion within the Composition Classroom | | 6 |
| E.13 | Conflicting Identities: Obstacles and Opportunities | | 5 |
| E.14 | Narrative Histories of the Self: Questioning the Scholar, the Student, and the Teacher | | 4 |
| E.15 | This, That, and “The Other”: The Hybrid Identities of Writ-ing Centers Situated in Learning Centers | | 4 |
| E.16 | Generative Assessment: Three Models for Learning from our Programs | | 5 |
| E.17 | Left Identities: Education for Democracy in U.S. Labor Schools | | 5 |
| E.18 | Confronting Our Own Invisibility: The Rhetorical Dilemmas | | 3 |
| E.19 | Composing Citizens | | 5 |
| E.20 | Plagiarism: ESL and Deaf Students | | 4 |
| E.21 | “If I Could Take All My Parts with Me”: Representing Black | | 4 |
| E.22 | Theorizing Institutional Resistance: Contesting Racist Conceptions of Minority Students’ | | 4 |
| E.23 | Writing for the Love of It: Identity in Online Fan Discourses | | 4 |
| E.24 | Documenting Identities for Developers and Users in 3-D, | | 4 |
| E.25 | How Strong Programs with National Identities Fail | | 7 |
| E.26 | Invisible, Stigmatized, Gifted, Warring: Representations of Autistic Identities | | 4 |
| E.27 | CriticalWriter@virtual_classroom.self: Fragmenting Teach-er/Student Identities in Cyberspace | | 4 |
| E.28 | Constructing the Professional Identities of Literacy Edu-cators beyond the Classroom: The Rhetorics of Institu-tional Accreditation, Higher Education Reform, and Writing | | 3 |
| E.29 | Re-thinking Voice(s) | | 4 |
| E.30 | Feminist Theory and Women’s Self-Representation | | 5 |
| E.31 | Mapping Identities | | 4 |
| E.32 | Influential Women in the 20th-Century Workplace | | 4 |
| E.33 | Research in Tutoring and Conferencing | | 4 |
| E.34 | “Structure, Sign, and Play”: Serious Design à la Derrida 40 | | 4 |
| E.35 | Two Alternative Identities in the Classroom: Hip-Hop and African American Homilectics | | 4 |
| F.1 | Immersive Research and Experiential Writing in SecondLife: The Impact of 3D Worlds, Alternate Identities | | 4 |
| F.2 | Virtual Compositionist Version 1.1 | | 5 |
| F.3 | First-year Honors Composition: the Other Margin of College Composition | | 4 |
| F.4 | The Forgotten Canon: Memory in the 21st Century | | 7 |
| F.5 | (Un)Masking “Identity”: Cross-Cultural Reflections on Lived Experience | | 4 |
| F.6 | old + old = new: Writing Multimedia, Remixing Culture, Remixing Identity | | 6 |
| F.7 | Transforming Methodologies: Rewriting Identities and Histories “in the Spaces Left” | | 4 |
| F.8 | Mistaken Identities and Creative Breakthroughs: Writing Our Way to the Deeper Story | | 4 |
| F.9 | Women’s Identities and the Uses of Literacy: Three 19th-Century Cases | | 4 |
| F.10 | Individually and Institutionally Constructed Language | | 5 |
| F.11 | Re-identifying the Rhetor: Contesting Ancient Representations of Identity | | 4 |
| F.12 | Cultivating the Global Citizen: Transcultural Encounters in Human Rights Discourse | | 4 |
| F.13 | From the Academy to the Community and Back Again, or, From the Paper to the Pavement | | 2 |
| F.14 | Speaking for Ourselves: Undergraduates Talk about Writing | | 5 |
| F.15 | What Did You Expect? Reports on Student and Faculty | | 4 |
| F.16 | Speaking Back: Identity and Rhetorical Agency in Three | | 4 |
| F.17 | Language, Identities, and The Contact Zone: Indigenous, Post-Colonial, and Post-Communist Voices | | 4 |
| F.18 | Representing Real and Virtual Identities: Designing Inter-active Technologies around Multiple Personae | | 4 |
| F.19 | Chasing Identity: Cautionary-Encouragement Tales from an Independent Writing Program | | 4 |
| F.20 | Pacific Islander Rhetorics: Language, Nationhood, and De/colonization | | 4 |
| F.21 | The Visible Dissertation: The Anatomy of Academic Identity | | 5 |
| F.22 | The Power of Ethnographic Research: Investing Basic | | 5 |
| F.23 | Collaborating on a Literature-and-Composition Course | | 6 |
| F.24 | We Two—You, Me Talk on This Page: How Non-Traditional | | 4 |
| F.25 | Grammatical Errors and Identity: The Connections between Cognitive Practices, Student | | 4 |
| F.26 | ‘Telling It Like It Is’: Teaching Anxiety in Composition Studies | | 3 |
| F.27 | But We’re _______, Not Writers: Re-imagining Collective Identity in the Classroom | | 6 |
| F.28 | Student Identity and Rhetorical Agency: Classroom Strategies Beyond a “Edvfadsa” | | 3 |
| F.29 | Evaluative and Response Techniques for Inspiring and Encouraging Student Writing | | 4 |
| F.30 | The Construction of Self in Online Environments: Helping | | 3 |
| F.31 | Identity Representation: Gendered, Professional, and Self-Published | | 3 |
| F.32 | Interrogating Theory and Practices with ESL and Writing | | 4 |
| F.33 | Making Rhetoric and Composition Visible: Our Professional Identities | | 5 |
| F.34 | Autism, Representation, and Identity | | 4 |
| F.35 | First-year Composition and the Writing-Research Gap | | 4 |
| FSIG.1 | Black Caucus Business Meeting | | 1 |
| FSIG.2 | Latino Caucus Business Meeting | | 1 |
| FSIG.3 | Asian/Asian American Caucus Business Meeting | | 1 |
| FSIG.4 | American Indian Caucus Business Meeting | | 3 |
| FSIG.5 | TYCA TALKS (6–7 p.m.) | | 1 |
| FSIG.6 | Writing in Interdisciplinary Classrooms and Learning | | 1 |
| FSIG.7 | High School/College Articulation | | 1 |
| FSIG.8 | Medical Rhetoricians SIG | | 1 |
| FSIG.9 | Special Interest Group Writing Studios | | 1 |
| FSIG.10 | Working-Class Culture and Pedagogy | | 3 |
| FSIG.11 | Meeting of the International Network of Writing-across-the-Curriculum Programs | | 1 |
| FSIG.13 | Association of Teachers of Advanced Composition— Business Meeting and Awards Ceremony | | 1 |
| FSIG.14 | MFA SIG | | 1 |
| FSIG.15 | Teachers of Writing to the Deaf and Hard-of-Hearing | | 2 |
| FSIG.16 | Advocating for Part-time, Adjunct, and Contingent | | 1 |
| FSIG.17 | Independent Writing Units | | 1 |
| FSIG.18 | Queer Caucus | | 2 |
| FSIG.19 | International Writing Centers Association Special | | 1 |
| FSIG.20 | Rhetoric and Christian Tradition | | 1 |
| FSIG.21 | Open Source and Free Software Users Group | | 1 |
| FSIG.22 | Weblogs, Wikis, and Other Emerging Social Software | | 2 |
| FSIG.23 | The Teaching and Mentoring of TAs and Instructors in Composition | | 1 |
| FSIG.24 | Non-Western Rhetorical Traditions | | 1 |
| FSIG.25 | Creative Writing | | 1 |
| FSIG.26 | Meet the Editor of CCC | | 1 |
| FSIG.27 | In Memory of Michelle Kendrick | | 1 |
| FSIG.28 | WPA SIG: Presenting and Re-presenting Our WPA Identities: A Critique and a Manifesto | | 1 |
| FSIG.29 | In Memory of Don Murray | | 1 |
| G.1 | It’s More than “Just the Facts, Ma’am”: Use of Story to Enhance Identity in Social Science, Technical, and Business Writing | | 4 |
| G.2 | Identifying the Writer as Re-mixer: Rearticulating “Writing” in New Media | | 4 |
| G.3 | Re-Presenting Marginalized Women of the Nineteenth and Early Twentieth Centuries | | 4 |
| G.4 | The Identity of the National Writing Project through Differ-ent Lenses | | 3 |
| G.5 | Re-Searching and Re-Presenting: Constructing our Profession/our Professional Identities | | 7 |
| G.6 | The Rhetoric of Recovery: Reconstructing Palestinian History Before 1948 | | 3 |
| G.7 | Many Voices, One Work: Multigenre Texts and the Construction of Identity | | 4 |
| G.8 | Writing to be Whole Again: Narrating Disability, Illness and Trauma | | 4 |
| G.9 | Composing Ourselves: The Dialectics of Identity in a Transitional Writing Program | | 5 |
| G.10 | Black Sheep, Poachers, and Border Americans: Literacy Acquisition, Motivation, and Identity | | 4 |
| G.11 | Only the lonely: Constructing Professional Compositionist | | 4 |
| G.12 | Building Professional Identity Through Story: A Cross-Disciplinary Collaboration | | 4 |
| G.13 | Pragmatism and Self-Reflexive Literature | | 4 |
| G.14 | Writing One’s Self: Shaping Identity in Virtual Space | | 4 |
| G.15 | Who Am I and Why Am I Here?: Success Strategies for Re-sponding to Diverse Identities at a Metropolitan University | | 3 |
| G.16 | Alternatives to Current Institutional and National Writing | | 5 |
| G.17 | The End of Identity: Reclaiming Identities through Language, Culture, and Style | | 4 |
| G.18 | Rehearsing Ethos: Performing as Writers, Readers, and Speakers | | 4 |
| G.19 | Re-presenting Hegemony, Re-imagining Student Identities | | 5 |
| G.20 | Not Just L2: Re-Presenting the Latino Student at Hispanic | | 3 |
| G.21 | Tarrying with Context: Ideology, Identity, and Disciplinarity beyond Representation | | 4 |
| G.22 | Dear Co-Authors: Epistolary Revelations of Five Writing Center Directors | | 6 |
| G.23 | Debility and Expectation vs. Ability and Preparation: A Skills-Based Approach to Teaching Under-Prepared | | 3 |
| G.24 | Writing and Overcoming: How Writing Adds Important | | 4 |
| G.25 | Voices and Images of the Women of War | | 3 |
| G.26 | Assessing Special Pedagogies | | 6 |
| G.27 | Identity Construction in Multimedia Classroom Projects | | 5 |
| G.28 | Technological Writing Tools: From Imitation to Speech | | 4 |
| G.29 | Embracing and Changing Administrative Identities | | 4 |
| G.30 | Inter-mural and Intra-mural Identities | | 5 |
| G.31 | Recording the Invisible Identity: The Rhetoric of Mental Health, Diabetes, and Touch | | 4 |
| G.32 | Hitting the Long Ball: Striving for Process-Oriented Train-ing of Interdisciplinary Writing Teachers | | 4 |
| G.33 | unseenamerica: Creating a National Network to Document | | 6 |
| G.34 | Wording the World Peaceably: Ethical Dilemmas of Teaching | | 4 |
| G.35 | Basic Economics: The Logical, Pathetic, and Ethical Identi-ties of Basic Writing | | 4 |
| H.1 | Teachers & Trainers: How Academic Identities Cross Over | | 4 |
| H.2 | How Queer Can Writing Program Administration Be? | | 4 |
| H.3 | Visualizing the South: Remembering Race on a Mostly White Campus | | 4 |
| H.4 | Representing Identities in Religious Discourses: Proclamation, Silence, and Social Responsibility | | 5 |
| H.5 | Assessing Freshman Composition and WAC Programs: Three Studies of Student Writing | | 5 |
| H.6 | Gray Hair in the Front Row, Cabbie in the Back: What Writ-ing Teachers Need to Know about Adult Learners | | 4 |
| H.7 | Tutors Without Borders: Advanced Composition Course for Pre-service Teachers | | 4 |
| H.8 | Re-Presenting Two-Year College Academic Identities: Effective Practices for Meeting Multiple Expectations in Assessment, Teaching with Technologies, and WAC | | 5 |
| H.9 | Braiding Identities: Researcher, Teacher, Citizen | | 5 |
| H.10 | Posing for Sovereignty in Public Places: Indigenous Agencies and the Problem of Identity | | 4 |
| H.11 | Re-Assessing Writing Center Assumptions: Best Practices, Best Tutors, Best Texts | | 3 |
| H.12 | The Rhetoric and Politics of Public Information: Fostering Informed Publics | | 5 |
| H.13 | Remediating Heterotopic Spaces Online: New Mandates, Technologies, and Cyberinfrastructures | | 4 |
| H.14 | Identities in Opposition: Can a Fragmented Writing Pro-gram Transform the System? | | 7 |
| H.15 | Identity and Intertextuality: Using Literature as a Vehicle | | 4 |
| H.16 | Does Student Success + Composition Add Up?: Retention Matters in First-Year Writing(?) | | 4 |
| H.17 | Re-Imagining Possibilities of Identity: Genre, Subjectivity, and Agency in the Classroom | | 4 |
| H.18 | Placing the Academy: Academic Landscapes, Academic Identities | | 5 |
| H.19 | Community, Culture, and the Writing ‘I’: Student Identity and Community-Based Learning | | 4 |
| H.20 | Re-Visioning the Identity of Instructor Comments: Scaling Writing Concerns in Electronic Environments | | 3 |
| H.21 | Open Source Is Ready and Waiting for Composition | | 5 |
| H.22 | Multiple Collaboration, Multiple Literacies: A Tale of Three Campuses | | 3 |
| H.23 | WAC Undercover: How Writing Fellows Influence Faculty in the Sciences | | 5 |
| H.24 | (Re)Negotiating Identity – Nostalgia, the “Bad Writer,” and Moving On(line) | | 4 |
| H.25 | Re-presenting Language Identities in Jamaican Composi-tion Classrooms | | 5 |
| H.26 | Practicing Silence in the Writing Classroom | | 4 |
| H.27 | Tools for the Writing Classroom--Exercises in Propaganda, Humor, and Critical Thinking | | 4 |
| H.28 | Learning in Second Languages: French, Gullah, and Ainu | | 4 |
| H.29 | Subjectivities in Computer Gaming: From Video to Virtual Reality Simulations | | 4 |
| H.30 | Reconfiguring Identity: Software Licensing Course Man-agement, and Programmer’s Discourse | | 4 |
| H.31 | Talk the Talk: Pedagogical, Disciplinary, and Professional Language | | 4 |
| H.32 | Social Benefits and Social Barriers: Studies of Identity | | 5 |
| H.33 | Whiteness Theory and Critical Race Studies in the Compo-sition Classroom | | 6 |
| H.34 | Crossing Borders: Reconsidering Freire’s Legacy | | 4 |
| H.35 | Bridging the Personal and the Academic: Intersecting Identities in the College Discourse Community | | 5 |
| I.1 | (Un)Covering Identities: Theorizing the Construction, Resistance, And Interplay Of Minority Identities In A Majority Academy And World | | 6 |
| I.2 | Negotiating Identities: A Good Deal for both Students and Institutions | | 4 |
| I.3 | Genres as Invitations into Academic Identities | | 6 |
| I.4 | Establishing Identity through an Independent Department | | 4 |
| I.5 | “Illegal” Crossings: Challenging the Academy’s Ambiva-lence Toward “Under Served” And Basic Writing Students | | 4 |
| I.6 | The One, the Many, the None: Identity in Classical Antiq-uity, Modernity, and Postmodernity | | 4 |
| I.7 | Beyond the Disciplinary Division: Preparing Pre-Service Teachers to Work with Second-Language Writers in the Composition Classroom | | 6 |
| I.8 | When Student Experts Remix the Discipline: New Media in the Composition Classroom | | 8 |
| I.9 | Plain Styles and Rhetorical Identity in Renaissance England: Lollards, Jesuits, and New Scientists | | 5 |
| I.10 | Trans-National Rhetoric: Queering Heteronormative Stated Identities | | 4 |
| I.11 | Re-Membering Rhetoric: University of Oregon’s New Pro-gram in Writing, Speaking, and Critical Reasoning | | 5 |
| I.12 | Writing a Scholarly Identity: Disciplinary Identities, Discur-sive Cultures, and Rhetorical Agency | | 5 |
| I.13 | Constructing Identity in the Multicultural Classroom: Pedagogies and Practices for Negotiating the Personal | | 3 |
| I.14 | Our Uses of Student Writing: Thinking Critically About Composition Scholarship | | 4 |
| I.15 | Pupils or Proteges: Shaping Identities in Composition and Creative Writing | | 6 |
| I.16 | Administrative Identities and Working Conditions | | 5 |
| I.17 | Are We There Yet? Or: Telling Myths of Multiculturalism to South Florida’s “Black” Caribbean Communities | | 4 |
| I.18 | The New Media and the New Essay: Opportunities for Teaching Writing | | 5 |
| I.19 | The Self-Identity of Basic Writers: Reading and Writing the Academy | | 4 |
| I.20 | Rooted in Place, Rooted in Self: Students and Academics Making Sense of Positionality | | 6 |
| I.21 | How Language Shapes Patients’ Identities | | 8 |
| I.22 | Constructing Program Identity at a Community College | | 3 |
| I.23 | Revealing our Identities: External Portfolio Assessment in the First-Year Writing Classroom | | 3 |
| I.24 | Making the Grad: Graduate Student Writing and Professionalization | | 4 |
| I.25 | Can the Subaltern Speak, Please? | | 5 |
| I.26 | Negotiating Student Voice in First Year Composition: Listening, Seeing, Speaking, and Writing. | | 5 |
| I.27 | Understanding the Transition to First-Year Composition | | 4 |
| I.28 | Religious Identities and Personal Beliefs in Composition | | 4 |
| I.29 | Efficiency, Industry, and Mechanics in Writing at the Turn | | 4 |
| I.30 | Creating Ourselves as Readers, Students, and Teachers | | 5 |
| I.31 | Rhetorical Agility and Online Identity | | 5 |
| I.32 | The Power of the People’s Language and the Culture of Literacy | | 4 |
| I.33 | The Call of Research: A Longitudinal View of Writing Development | | 1 |
| I.34 | Searching for Identity, Speaking in Channels | | 3 |
| I.35 | New Identities, New Approaches in WAC/WID | | 5 |
| J.1 | Embodied Evidence: Reconstructing Women Writers’ Iden-tities from Archival Records | | 4 |
| J.2 | How to Get Published in TETYC (or at least improve your | | 5 |
| J.3 | Informed Consent in Medical Research Trials: Rhetorical Analyses of Physicians, Patients, and Donors | | 4 |
| J.4 | Why Did We Do It? Reshaping Our Identities as University | | 6 |
| J.5 | The Academy of Belief: Theoretical, Rhetorical, and Peda-gogical Frameworks for Engaging Faith | | 4 |
| J.6 | Representing Unity: Organizing and Rhetoricizing Aca-demic Labor Identities | | 5 |
| J.7 | Reconciling Representing Identity With Fostering Civic | | 5 |
| J.8 | Shaping Institutional Identities: Collaborative Reflection | | 2 |
| J.9 | Teaching Writing and Civic Life: The Emergence of the Split Identity | | 4 |
| J.10 | “So What?”: The Impact of Formulaic Writing on First Year | | 4 |
| J.11 | “Disciplinary Identities and English Studies: Borderlines, Trespassers, and Frontier Marches” | | 5 |
| J.12 | Authenticity, Representation, and Public Selves | | 5 |
| J.13 | Hybridity and Liminality: Institutional, Pedagogical, and Conceptual Possibilities | | 5 |
| J.14 | Locating Academic Identities: Is Circumstance Destiny for Women? | | 4 |
| J.15 | Reliability and Writing Assessment Revisited | | 5 |
| J.16 | 1963: The Origin of Modern Composition, Part 1 | | 4 |
| J.17 | The Portraits of Composition Study–Focus Interview De-sign, Results, and Data Triangulation | | 4 |
| J.18 | Forging Community Identities through Service Learning: The Complicated National and International Conversations | | 6 |
| J.19 | Should Professor Procrustes Teach Comp? | | 4 |
| J.20 | Selling Ourselves: What Writing Centers Should Know about Marketing | | 5 |
| J.21 | “I Love the Eighties: How Pedagogical Conversations from the 1980’s Continue to Shape Our Professional Identities” | | 4 |
| J.22 | Visual Culture and Technical Communication: Case Studies in Identity Construction | | 4 |
| J.23 | Representing Identities: Rhetorical Analysis as the Means | | 4 |
| J.24 | Assuming Digital Identities: Pedagogical and Theoretical | | 5 |
| J.25 | Grounded Theory in Practice | | 4 |
| J.26 | Studies of Blogging in Composition Classrooms | | 4 |
| J.27 | The Evolution of Learning Communities | | 3 |
| J.28 | Reaching Beyond Ourselves: Research and Performance in Creative Writing | | 4 |
| J.29 | Linking School and Community | | 5 |
| J.30 | Advancing the Multiliteracy of ESL/EFL Students | | 4 |
| J.31 | “That’s Not Writing!”: Problems of Identity and Definition | | 3 |
| J.32 | A Conversation with and for Graduate Students: Developing Professionally While in Grad School | | 4 |
| J.33 | Hold That Thought: Sustained Writing Projects and Identity Development | | 4 |
| J.34 | Representing Identities in Nonfiction | | 4 |
| J.35 | Identity in Contemporary Community: Alternatives in Assessment, Cyberspace, and Rhetoric | | 4 |
| K.1 | At the Intersections: Rhetoric and Cultural Studies as Situated Practice | | 5 |
| K.2 | Endowments: How to Get, Keep, and Work Them | | 7 |
| K.3 | Representing Identity in Disciplinary Rhetorics | | 5 |
| K.4 | Manifesting Self in the ESL Classroom: Innovation and Inquiry through Integrated Technologies | | 4 |
| K.5 | Ida B. Wells and Margaret Fuller as Embedded Reporters: Pragmatic Action for Peace | | 3 |
| K.6 | Voicing Unheard Identities: Common Concerns in Speech Communication, Literature, Women’s Studies, and Rhetoric Classes | | 5 |
| K.7 | The Lives that Live Here: Borderland Literacies of the Visual, Traditional, and Technological Types | | 3 |
| K.8 | Found in the Funhouse: Writing, Agency, and the Repre-sentation of Academic Identities | | 4 |
| K.9 | Yours, Mine and Ours: Raising Self-Awareness about Uses of Source Material | | 4 |
| K.10 | Taking Place: Representing Claims to Contested Space | | 4 |
| K.11 | The Multiple Identities of Two-Year Colleges | | 5 |
| K.12 | Improv/ed Writing: Performance and the Play of Composition | | 4 |
| K.13 | Exploring Identities: Developing an Integrative Composition Capstone | | 3 |
| K.14 | Like the Anthropologist on Mars: What Do the Everyday | | 6 |
| K.15 | Rhetorical Identities: (Re-)Identifying Identity | | 5 |
| K.16 | Learning Identities: The Writing Classroom as Site for Transformation and Self-Actualization | | 3 |
| K.17 | A Couple of White Chicks Sitting Around Talking: Race and Gender Awareness Narratives in Teaching, Writing, and Teaching Writing | | 5 |
| K.18 | Rewriting Revolution: Toward a Radical Literacies/Composition Studies for Puerto Rican, African American, and Caribbean Students | | 4 |
| K.19 | When Categories Fail Us: Disciplinary Identities, Cross-Disciplinary Research, and Personal Commitment | | 4 |
| K.20 | On Getting What You Asked For: Consequences and Compromises of Institutionalizing a Mainstreaming Pilot Project | | 4 |
| K.21 | Staging Identities: Reshaping the Sites of Digital Writing | | 4 |
| K.22 | The Last Frontier?: Faith, Pedagogy, and the Politics of Identity in the Composition Classroom | | 4 |
| K.23 | Do Students REALLY Change Their Minds in Composition | | 4 |
| K.24 | Multiple Responsibilities, Multiple Identities: I Teach College English . . . Sort Of | | 5 |
| K.25 | Inventing the Public Sphere: Negotiating Identities, Ideolo-gies, and Ethics in New Media Rhetorics | | 4 |
| K.26 | Women’s Rhetorical Identities across History | | 4 |
| K.27 | Undergraduates as Researchers | | 4 |
| K.28 | Traveling through Time: Chronicling Our Own Lives and Others’ | | 4 |
| K.29 | Preparing Students to Communicate as Professionals | | 4 |
| K.30 | Teaching for Morality and Social Justice | | 2 |
| K.31 | Situating Ethos: The Body, the Personal, and Invention | | 4 |
| K.32 | Hidden Outcomes and Identity: An Assessment Plan for Measuring Unplanned and Unpredictable Learning | | 4 |
| K.33 | Representing Identifies: Service-Learning to Re-present | | 4 |
| L.1 | Uncovering Identity through Dynamic Criteria Mapping | | 6 |
| L.2 | Writing Bodies: Discursive Constructions of Disability, Health, Profession, and Public | | 5 |
| L.3 | “It’s all your fault”: Who’s Really to Blame for the “Literacy Crises?” | | 6 |
| L.4 | Secret Identities Unmasked: Composition Meets Creative Nonfiction Face to Face | | 6 |
| L.5 | BCNU in OurSpace: Identity & Community in CMC | | 4 |
| L.6 | Food, Film, and Free Stuff: Collective Identity in the 21st Century | | 4 |
| L.7 | Communities of Practice Theory and Identity Construction | | 3 |
| L.8 | WAC Student Identities: Disciplinary, Analytical-Empathetic, or Advocatory? | | 5 |
| L.9 | Bodily Functions: Complicating Online Authorship and Constructions of Identity | | 5 |
| L.10 | Rhetoric, Embodiment, and the Ethics of Identity | | 4 |
| L.11 | The Future of the Scholarly Book in Composition, Rhetori-cal, and Literacy Studies | | 6 |
| L.12 | Myths and Reality: The Relationship of Teaching Conditions and the Academ-ic Identity of Two-Year College Teacher-Scholars | | 4 |
| L.13 | Identifying, or Being Identified, as “At-Risk”: Ways Basic Writers and First-Graders Forge Academic | | 4 |
| L.14 | Lines in the Sand: Ethos, Identity, and Argument in Defining and Crossing | | 5 |
| L.15 | The Impact of Open-Source E-Portfolios on Program As-sessment, Collaboration, and Identity | | 4 |
| L.16 | Representing Identity in Narratives of Risk | | 4 |
| L.17 | Gender, Heteronormativity, and Scripted (Re)Presentation | | 3 |
| L.18 | New Trend in Graduate-Level Programs: Courses in the Teaching of Basic Writing | | 4 |
| L.19 | Internationalizing Audience and Topics: A Pilot Collaborative Project with Franciscans Internation-al: Making Research and Writing Real | | 5 |
| L.20 | Using the Documentary Arts to Foster Identity: A Youth Magazine Reaches Out to Community | | 4 |
| L.21 | Feminism, Composition and Pedagogy | | 3 |
| L.22 | Taboo Teaching: Race, Authority, and Evil in the College Classroom | | 5 |
| L.23 | Policing Plagiarism: Teaching Composition in an Electronic Age | | 4 |
| L.24 | Representation of Identity in First-Year Composition Syllabi | | 4 |
| L.25 | Exploration of Self and Community in the Post-Katrina | | 4 |
| L.26 | Language Conflicts? African American Vernacular English, Standard English, and Students Rights to Their Own Texts | | 4 |
| L.27 | The Challenges of Shared Public Identities | | 4 |
| L.28 | Critical Thinking on Literacy and Social Justice | | 4 |
| L.29 | Discriminatory Institutions and Resistant Identities | | 4 |
| L.30 | Crises, Conflicts, and Literacy Ideologies | | 4 |
| L.31 | Development of Student Thought and Identity in Under-graduate Writing | | 5 |
| L.32 | Emerging Technologies in the Classroom: Online Comics, Digital Storytelling and iTunes University | | 4 |
| L.33 | The WPA Writing Center Role and Creating Tutor Identities | | 4 |
| L.34 | Innovations and Improvements in WPA | | 5 |
| L.35 | Writing the Readerly Self, Reading the Writerly Self: Pedagogies of Inspiration and Identification | | 4 |
| M.1 | Identity Inscription Ideology | | 5 |
| M.2 | Interrogating Research Methodologies: Toward a New Paradigm of Writing Center Research | | 4 |
| M.3 | Fashioning Identity in 19th Century Women’s Rhetoric and Rhetorical Theory | | 4 |
| M.4 | The Visual Rhetoric of Ethnic Identity | | 5 |
| M.5 | “Marketing the Mind”: Challenging the New Corporate Identity of the Professoriate | | 4 |
| M.6 | What’s Your Major? The New Major in Rhetoric and Writing | | 6 |
| M.7 | “Why It’s [Not] All About Me”: Email as (Mis)Leading Antecedent Genre | | 4 |
| M.8 | Seizing Social Movements in the Public Turn | | 6 |
| M.9 | Being Persons Together and Critical Understanding: Wayne C. Booth’s Ethics of Fiction and a Pedagogy of Assent | | 5 |
| M.10 | Crafting Rhetorical Space: Public Discourse and the Forging of Complex Identities | | 4 |
| M.11 | Conspicuous Identities: Disposition, Declamation, Imitation, and Arts of Character | | 4 |
| M.12 | Pedagogical Memory and the Transferability of Knowledge | | 5 |
| M.13 | High Hopes: New Media, New Identities for Writing Programs | | 4 |
| M.14 | Nommo: Literacy, the Word, and Intersections with African | | 4 |
| M.15 | Redefining Identity at the Community College | | 4 |
| M.16 | Speaking/Writing/Acting and Moving OUT: The Body in Rhetorical Performance | | 4 |
| M.17 | Talking and Walking through Academic Differences: Explority Pedagogical Practices for Adult and Basic Writers | | 4 |
| M.18 | Pictures, Images, and Abu Ghraib: The Rhetoric of Visuals for Writing Practices and Instruction | | 4 |
| M.19 | Contending with the Rhetoric of Gendered Discursive | | 4 |
| M.20 | Critical Appraisals of Race Identifications in Composition | | 4 |
| M.21 | Connecting to Students’ Personal Identities in Composition | | 4 |
| M.22 | Beyond the Narrative and Case Study: Representing Stu-dent Identities in the Composition Classroom | | 3 |
| M.23 | Perpetuating Language Unity at the Risk of Division | | 3 |
| M.24 | Alternative Approaches to Argument and Reasoning | | 4 |
| M.25 | Reading Identities Rhetorically | | 5 |
| M.26 | Emerging Technologies and Virtual Values: Understanding Teachers’ and Students’ Online Experiences | | 4 |
| M.27 | Writing in the Technological Matrix: Electronic Typography, Interface Design, and the Rhetoric of the ‘Imalgorithm’ | | 4 |
| M.28 | High Stakes Assessment of Faculty, Students, and Programs | | 4 |
| M.29 | Where the Bloody Hell Are We? Subverting and Resisting | | 5 |
| M.30 | Making Connections: Memior and Fictional Fathers | | 4 |
| M.31 | Workplace Identity Construction through Email, Perfor-mance Appraisals, and Play | | 5 |
| M.32 | Service Learning Pedagogies | | 5 |
| M.33 | Student Selves and Transformation in the Writing Classroom | | 4 |
| M.34 | New Directions at the Intersection of Rhetoric and Tech-nology | | 5 |
| MW.1 | Empowering Students to Self-Evaluate and Revise by Sideshadowing Response to Writing | | 3 |
| MW.2 | Changing the Frame: Developing the National Conversa-tion on Writing with the WPA Network for Media Action | | 8 |
| MW.3 | Electronic Written, Aural, & Visual Expressions (E-WAVE): Students’ Compositions/Teachers’ Pedagogies | | 18 |
| MW.4 | Second Language Identities: Bridging the Institutional | | 8 |
| MW.5 | From Composition to Prof & Tech Writing: New and Tradi-tional Methods for Teaching Professional Writing Courses | | 8 |
| MW.6 | Re-presenting a Pedagogy for Ebonics: Valuing African | | 9 |
| N.1 | Transnational Identifications: Rhetorical and Pedagogical Practices | | 5 |
| N.2 | Composing in Cyberspace: Launching, Revising, and Maintaining Quality in the Online First-Year Writing Course | | 4 |
| N.3 | Performing Identity and the Pedagogy of the Spectator | | 3 |
| N.4 | Representing Biology: Teaching Writing within Biological Sciences | | 5 |
| N.5 | Becoming an On-Line Citizen: Three Case Studies in Rhe-torical Education and Civic Identity | | 4 |
| N.6 | Administering Identities: Composition and Postsecondary Leadership | | 5 |
| N.7 | Examining Theory in Practice: Compositionists’ Identities | | 4 |
| N.8 | Visual Composition: A Changing Professional Identity | | 4 |
| N.9 | Complicating Teachers’ and Writers’ Identities: Writing and Responding in Online Spaces | | 4 |
| N.10 | 1963: The Origin of Modern Composition, Part 2 | | 4 |
| N.11 | Preparing to Teach in a Two-Year College | | 4 |
| N.12 | Rhetorical Communities: Cultural Analysis of Five Situated Communities | | 4 |
| N.13 | Giving Way, Here and There | | 4 |
| N.14 | The Foreign Mirror: Writing about Reflections and Reflect-ing about Re-Presentation | | 4 |
| N.15 | Kairotic Making and Un-Making of Identity | | 4 |
| N.16 | The Authority of Appropriation: Representing Identities through Re-Presenting Text | | 4 |
| N.17 | Writing and Literacy for Social Action: Highlander Learning Circles, Prison Writing Mentorships, and Community Building through Artists Now! | | 3 |
| N.18 | Locating Identities in Oral History: Theory, Praxis, and Outcomes | | 6 |
| N.19 | Genre and Cultural Action—Ethnography, Argument, and Journals | | 4 |
| N.20 | Writing is Risky Business: Inmate Writers and Community Dissent | | 4 |
| N.21 | Responding to Student Writing: Teacher Identities and Student Reactions | | 3 |
| N.22 | Peers and Portfolios–Responding to Student Writing | | 5 |
| N.23 | Using Portfolios to Shape Students Identities in the Class-room and the University | | 4 |
| N.24 | Constructing Interpretations of Who We Are: Deaf Interpreters, Workplace, and Homeless Literacies | | 4 |
| N.25 | Cultures and Emergings Rhetorics Over Four Millennia | | 5 |
| N.26 | Identities and Interactions of Second Language Writers | | 4 |
| N.27 | Researching Knowledge and Perceptions of Online Writing | | 7 |
| N.28 | Research on Online Discourse: Constructing Professional | | 4 |
| N.29 | Assessment: Meeting the Mark of Continual Improvement | | 5 |
| N.30 | Usable Literacies: Rhetoric and Composition, (dis)Ability | | 4 |
| N.33 | Blackness, Whiteness, Language, and Identity Construction | | 4 |
| N.34 | A Conversation with and for Graduate Students: The Job Market | | 2 |
| O.1 | The Odyssey Project: Teaching Humanities in the Community | | 4 |
| O.2 | Topologies of Writing, Rhetorics of Place | | 6 |
| O.3 | Teaching Professional Writing in the PRC, Negotiating the Cultural Barriers | | 5 |
| O.4 | Placing Identity: Lessons from a Longitudinal Study of Writing | | 6 |
| O.5 | James Slevin and the Work of Composition | | 3 |
| O.7 | Creating Wireless Identities and Literacy in Higher Educa-tion: How Emerging Technology Changes Institutional, Programmatic, and Classroom Rolls | | 4 |
| O.8 | “Drawing” Identities: How Students, Teachers, and Administrators Redesign | | 4 |
| O.9 | Negotiating Digital and Traditional Literacies in Methods | | 4 |
| O.10 | New Writing by SWR Authors: Rural Identities and the Politics of Sustainability | | 5 |
| O.11 | Daring to be Powerful: Representing Raced and Gendered | | 4 |
| O.12 | Genre, Language, and Identity: Multiple Perspectives on the Study and Teaching of Genre | | 8 |
| O.13 | I, Netizen: What is a Netizen, and Why Should We Care? | | 4 |
| O.14 | Agency & Identity: Personal & Civic | | 4 |
| O.15 | Working out the WPA Identity: Views from the Tenure Track | | 5 |
| O.16 | Escape from Flatland: Towards a Multi-Dimensional Identity | | 4 |
| O.17 | Refactoring Identities in a Culture of Assessment: Rhetorical and Technical Approaches to Program Review | | 6 |
| O.18 | Digital Portfolios: Retaining Identity in an Institutional Context | | 4 |
| O.19 | Editing Identities: Writing Literate Lives in Digital Docu-mentary Audio and Video | | 4 |
| O.20 | Creating Space for Silence: Interdisciplinary Contemplations on Identity | | 6 |
| O.21 | “Transgressive” Pedagogies and Fluid Identities: Creative Composition Across Cultures | | 4 |
| O.22 | (De)Composing Identity: Ecofeminists, Postfeminists, and Dead White Men | | 4 |
| O.23 | Constituting Identity in the 19th, 20th, and 21st Centuries | | 4 |
| O.24 | Renegotiating Identities in First-Year Writing Courses: Learning Contracts and Library Literacy | | 5 |
| O.25 | Making Diversity a Resource in the Composition Classroom | | 4 |
| O.26 | Disrupting the Norm: Re-presenting Resistors, Athletes, and the Marginalized | | 3 |
| O.27 | Representing Writers: New Research on College Writing | | 4 |
| O.28 | Using Audio-Visual and Computer Technology in Tutor | | 6 |
| O.29 | Assigning and Assessing Student Writing Across the Cur-riculum | | 4 |
| O.30 | Critical Views of Cultural Discourses | | 3 |
| O.31 | Rhetorics of the New Racism and Religious Intolerance | | 5 |
| O.32 | New Research on International and ESL Language Use | | 4 |
| O.33 | Rhetoric and Representation | | 5 |
| O.34 | Constructing Identity through Visual Rhetoric | | 4 |
| P.1 | Visual Constructions and Disciplinary Identity | | 8 |
| P.2 | Identifying the Public Classroom through Labor, Politics, and Literacy | | 6 |
| P.3 | Rhetoric as Global Capital: (Re)Conceptualizing Neoliberal | | 4 |
| P.4 | Pedagogic Violence and Emotions of (Self-)Assessment: Anger, Mortification, Shame | | 4 |
| P.5 | Negotiating Cyber Faces for Social Spaces: Constructions of Individuals inside Online Communities | | 4 |
| P.6 | Composition, Civic Responsibilities, and Situated Identities: Historical, Theoretical, and Pedagogical Perspectives on Teaching for Citizenship | | 4 |
| P.7 | Re-visioning Revision in First-Year Composition | | 4 |
| P.8 | Developing IWCA Policy for Writing Center Assessment | | 4 |
| P.9 | (Re)Presenting Toulmin | | 4 |
| P.10 | Mapping Organizational Identity/Inciting Organizational | | 4 |
| P.11 | Collaborative Identities: Understanding Teacher Identity | | 4 |
| P.12 | Representing Agency: (Re)Writing Community Identities | | 4 |
| P.13 | Negotiating the Divide: Translations and Transitions between Multimodal Texts | | 4 |
| P.14 | Presenting and Representing Multiple Identities in First-Year Writing Programs | | 4 |
| P.16 | Rhetorical Scientific Plays and Students’ Identities | | 4 |
| P.17 | The Uses of Grammar in Identity Constructions | | 3 |
| P.18 | Rethinking Basic Writing: Pedagogies of Inclusion and Success | | 4 |
| P.19 | Creating Space: (Re)Locating Writing Centers and Tutors | | 4 |
| P.20 | Linguistic and Cultural Frameworks in the Classroom and in the Writing Center | | 4 |
| P.21 | Crossing Literacy and Language Borders | | 4 |
| P.22 | Changing Ideologies and Practices in Composition | | 5 |
| P.23 | Diaries, Scrapbooks, Needlework, and Family Collections | | 5 |
| P.24 | Research on Cultures of Writing | | 4 |
| P.26 | The Social and Economic Impact of Cutting Remediation | | 3 |
| P.27 | Engaging Middle Eastern Identities | | 4 |
| P.28 | Rhetorics/Fractured Landscapes and Common Ground | | 6 |
| P.29 | Public Rhetoric and Writing | | 6 |
| P.30 | Interpreting Second Language Writers’ Identities: Designations, Complications, and Implications | | 5 |
| P.31 | Engaging Student and Teacher Responses | | 5 |
| P.32 | Perspectives on the Writing-Intensive Classroom | | 6 |
| P.33 | Public Polemics and Language Use | | 4 |
| P.34 | Identity, Ethnography, and Literacy Biographies | | 12 |
| TSIG.1 | Canadian Caucus | | 1 |
| TSIG.2 | EngiComm: Writing Across the Engineering Curriculum | | 1 |
| TSIG.3 | “5th C” SIG | | 1 |
| TSIG.4 | Proposed New CCCC Position Statement on Writing | | 1 |
| TSIG.5 | Association for the Study of Literature and Environ-ment-CCCC SIG | | 1 |
| TSIG.6 | The United States-Israel-Palestine Special Interest | | 1 |
| TSIG.7 | Community-Based Service-Learning SIG | | 1 |
| TSIG.8 | Teaching Adult Writers in Diverse Contexts | | 1 |
| TSIG.9 | Kenneth Burke Society | | 1 |
| TSIG.10 | Progressive Special Interest Group and Caucuses | | 1 |
| TSIG.11 | 1UP: Perspectives from Scholars/Practitioners of Video Games | | 2 |
| TSIG.12 | Second-Language Writers and Writing Program Ad-ministrators | | 2 |
| TSIG.13 | Composition at the Small College/University | | 1 |
| TSIG.14 | SIG: Language, Linguistics, and Writing | | 1 |
| TSIG.15 | Evaluating Creative Nonfiction | | 1 |
| TSIG.16 | Conference on Basic Writing Special Interest Group | | 2 |
| TSIG.17 | English Education/Composition Connections | | 2 |
| TSIG.18 | ATTW Tech Writing Mentoring SIG | | 1 |
| TSIG.19 | FYC as an Introduction to Writing Studies | | 2 |
| TSIG.20 | Film, Television, and Visual Rhetoric | | 1 |
| TSIG.22 | National Archives of Composition and Rhetoric | | 1 |
| TSIG.23 | Committee on the Status of Women in the Profession | | 1 |
| TSIG.24 | Canon5, a graduate student organization | | 1 |
| TSIG.25 | PCA @ CCCC | | 1 |
| TSIG.26 | Rhetoric and Composition Sound Archives | | 2 |
| TSIG.27 | Filipino (Mis)Representations: Implications for Writing | | 1 |
| W.1 | Service Learning, Community Literacy, and Civic Engage-ment: Developing Teaching and Research (sponsored by the Service Learning and Community Literacy SIG) | | 18 |
| W.2 | The Conference on Basic Writing Preconference, “Local Conditions/Global Concerns: Basic Writing on the 30th | | 27 |
| W.3 | Healing the Split between Grammar and Writing: Rhetorical Focused Grammar | | 6 |
| W.4 | Feminist Workshop 2007 (sponsored by CCCC Committee on the Status of Women in the Profession) What is the State of Feminism? | | 18 |
| W.5 | Representing Writing Center Identities | | 2 |
| W.6 | Comfort and Discomfort in the Writing Classroom: A Day of Inquiry and Experience | | 10 |
| W.7 | This is Bigger than Poetry: Multicultural, Contemporary Poetry and Critical Literacy | | 1 |
| W.8 | Should Teachers Take Sides in Political Controversies? | | 21 |