| A.1 | Scientific Evidence in the Public Realm: Understanding | | 4 |
| A.2 | Community Literacy in Pre- and Post-Katrina New Orleans: Redefining Literacy as Hope | | 5 |
| A.3 | TYCA National Interview Project Uncovers Strategies for Righting the Realities of Full-Time/Part-Time Ratio, High | | 3 |
| A.4 | Challenge and Change: A Roundtable Discussion on Historically Black Colleges and Universities | | 7 |
| A.5 | Faculty WAC Portfolios: Documenting Literacy Change, Generating Institutional Critique | | 4 |
| A.6 | Writing beyond the Discipline: Alternative Strategies for “Making It” in Rhetoric and Composition | | 4 |
| A.7 | Presentations or Representations of Chinese Rhetoric?: Past and Present | | 5 |
| A.8 | New Perspectives on Revision: Discourse and Practice | | 5 |
| A.9 | How to Get from Here to There: Research on Student Writ-ers’ Self-Assessment, Reflection, and Goal-Setting | | 4 |
| A.10 | Studies in Historiography | | 5 |
| A.11 | Revisionist Views on the History of Rhetoric | | 4 |
| A.12 | Construction Cites: Building a Field | | 4 |
| A.13 | Bodies, Water, and Money: Epideictic Rhetoric and the Rhetoric of Images in Science | | 5 |
| A.14 | It Is Written: Inscribing Realities in Local Sites of Genera-tive Conflict | | 5 |
| A.15 | Cognitive Science and Scientific Research for Composi-tion Studies | | 5 |
| A.16 | Disrupting the New Order: Resistance to Evolving Web Standards | | 4 |
| A.17 | Writer’s Space: Utilizing Heuristics, Multimodality, and Blogging to Illustrate Circulation of Writing Realities | | 4 |
| A.18 | Language Realities: Language Acquisition and Language | | 4 |
| A.19 | Communicating to Help the Public: Technical Communication as a Catalyst for Change in National Weather Advisories, Environmental Regulation, and Health Care Information | | 4 |
| A.20 | Teaching Adults by Writing about Work and Families | | 3 |
| A.21 | Trustworthy Readers: Appropriate Responses to Creative Writing | | 4 |
| A.22 | Overcoming Institutional Constraints in WAC Assessment | | 4 |
| A.23 | Technological Transformations: Distance Education and Writing Centers | | 6 |
| A.24 | 2007 Survey of Doctoral Programs in Rhetoric and Com-position | | 4 |
| A.25 | Reading and Writing Virtual Realities: Computer Games and Writing Instruction | | 7 |
| A.26 | Writing Realities and the Intercultural Classroom: Embracing the Identities of African American Women, Alaskan Natives, and Chinese Students to Change Reali-ties in the Composition Classroom | | 4 |
| A.27 | Gettin’ Schooled in the Groove: Songwriters in the Classroom and Center | | 5 |
| A.28 | Designing Relevant and Responsible Writing Instruction | | 4 |
| A.29 | Exposing Some Basic Realities: A Conversation about BW Strategy from Portfolios and Stretch Courses to Studios and Mainstreaming | | 2 |
| A.30 | Inscribing Reflective, Organizational, and Public Realities: Problems and Solutions | | 4 |
| A.31 | Ecocomposing in the FYC Classroom: Writing in the Service of Advocacy and Sustainability | | 4 |
| A.32 | Writing in Spanish and English | | 4 |
| A.33 | Articulating High School to College Writing Instruction | | 5 |
| A.34 | What Writing Teachers Do and Are | | 5 |
| A.35 | Genre for Social Action | | 14 |
| A.36 | Changing Realities: Visual and Written Rhetorics of Girls | | 4 |
| A.37 | Writing (Visually) Across the Curriculum: Disciplinary Realities and Rhetorics | | 4 |
| A.38 | If He Could See Us Now: The Changing of Aristotelian | | 4 |
| A.39 | Writing Across the Community: Changing Writing Realities in a University-Run Summer | | 5 |
| A.40 | Rebuilding Pedagogy for Realities in Composition Classes: Working with Students at HSIs and other Non-Traditional | | 5 |
| A.41 | Reflective Portfolios as Program Assessment | | 4 |
| AW.1 | Proceed with Caution: Working With and Working On Inter-trans-cross-national-institutional-global-cultural | | 9 |
| AW.2 | Writing Dreams into Realities: The Two-Year College WPA | | 8 |
| AW.3 | Changing Realities of Multilingual Students: Special Issues | | 10 |
| AW.4 | Enhancing Marketing and Public Relations to Support | | 4 |
| AW.5 | Creating and Revamping Majors in Writing and Rhetoric | | 5 |
| AW.6 | WPA-NMA Workshop: Developing a Toolkit for a Culture of Assessment | | 7 |
| AW.7 | Developing a Usable Framework for Teaching Technical | | 7 |
| AW.8 | Reality Check: Toward a Pedagogy of Ebonics for Composition Classrooms | | 9 |
| AW.9 | Latino/a Teachers, Researchers, Mentors, and Collaborators | | 10 |
| AW.10 | Survivance, Sovereignty, and Story: Teaching American Indian Rhetorical Texts | | 6 |
| AW.11 | Queer Composition Strategies: Accounting for the Complex Realities of LGBT Writers | | 5 |
| AW.12 | Because I Said So: Negotiating Power, Coercion, and Silence in a Writing Program | | 6 |
| AW.13 | Revealing and Preserving Our Local Histories: Archiving as a Tool for Access | | 8 |
| AW.14 | What Is Cultural Rhetorics?: A Collaborative Definition of an Emerging Field | | 7 |
| AW.15 | Writing Is a Serious Game: Improvisation as Exploration and Performance | | 3 |
| B.1 | Tracing New Fronts: Realities of the Middle East | | 5 |
| B.2 | Creating Active (Not Reactive) Writing Program Policy | | 3 |
| B.3 | Paradigms, Patients, and Policy: Literacy and Language in Public Discourse | | 4 |
| B.4 | Senior Citizens Writing | | 6 |
| B.5 | Writing Programs beyond the Border: Canadian and South African Perspectives | | 4 |
| B.6 | Whither English? | | 4 |
| B.7 | Articulating Realities and Working for Change: From Articulation Matrix to Teaching Commons | | 4 |
| B.8 | Changing the Realities of a Writing Program through Men-toring: Texts, Histories, and Collaborations | | 4 |
| B.9 | Publishing in “CCC”: Meet the Editor | | 1 |
| B.10 | Changing Writing, Alternate Realities: Games and Game Theory in the Writing Classroom | | 4 |
| B.11 | Creating an Interdisciplinary Model for Collaboration: Literacy Studies @ OSU | | 5 |
| B.12 | Ethics from Praxis in Medical and Pharmaceutical Discourse | | 5 |
| B.13 | Research(ing) Spaces: Consequences for Historiography | | 5 |
| B.14 | Handbooks and the Shaping of Writing History | | 4 |
| B.15 | Rhetorical Memory and Delivery 2.0: Changing Realities of the Future through Writing Realities of the Past | | 5 |
| B.16 | States of the Unions: Experienced Academic Co-Authors | | 6 |
| B.17 | Changing Landscapes: The Rhetorical Terrain of Sustainable Agriculture | | 5 |
| B.18 | Questioning Reality: Reconsidering Writing and Technology | | 4 |
| B.19 | Computing across Cultures: Learning Intercultural Com-petencies through International Exchanges | | 5 |
| B.20 | The Experience of Teaching Professional and Technical | | 3 |
| B.21 | Reporting the Realities of War | | 3 |
| B.23 | Beyond Words: Visual and Quantitative Literacies | | 6 |
| B.24 | (Spoken) Words and Actions, Documentary and Performance | | 4 |
| B.25 | Changing Realities: Adapting Writing Center Pedagogy to Fit the Needs of Second Language Writers | | 4 |
| B.26 | Sustaining Learning: New Ways of Designing Curriculum | | 4 |
| B.27 | Critical Issues in Writing Assessment | | 3 |
| B.28 | Shifting Realities: Third Space Ecocomposition and Sus-tainability Pedagogy | | 5 |
| B.29 | Black Women Represent: Critical Reflections of Students’ | | 5 |
| B.30 | Where Are You Going, Where Have You Been?: Tracing Our Students’ Paths from Mexico to FYC | | 4 |
| B.31 | Perspectives on Collaboration and Peer Review | | 5 |
| B.32 | Writing at the Threshold of the Disciplines: How Methodological Assumptions Shape Student Writing | | 4 |
| B.33 | What Composition Can Learn from TESOL: What TESOL Can Learn from Composition | | 3 |
| B.34 | An Audience of Peers: How a Peer Writing Group Transformed the Way We Write | | 4 |
| B.35 | Facing Cultures and Communities | | 4 |
| B.36 | Constraining and Producing Discourse: Re-writing the Identities of Marginalized Histories in the Rhetorical Tradition | | 4 |
| B.37 | Going Public: Can Teachers Find a Public Voice? | | 5 |
| B.38 | Writing and the Unconscious: Investigating the Borders of the Real | | 4 |
| B.39 | Patient Advocacy, Online Pathography, and Autism: Inquiries in Medical Rhetoric | | 4 |
| B.40 | The Freire Project: A Collaboration between Drexel Univer-sity Peer Writing Tutors in Training and Freire Charter High | | 3 |
| B.41 | Trading Realities: You Wear My Hat and I’ll Wear Yours— Developing a WID Program in a Technical College | | 5 |
| B.42 | Academic Honesty: Multiple Disciplines, Multiple Realities | | 4 |
| C.1 | After the Deluge: Post-Doctoral Teaching Fellows Moving | | 5 |
| C.2 | Whose Change? Realities of Public Communication | | 5 |
| C.3 | When Assessment Breaks Your Heart: Ethics and Empathy after Katrina | | 4 |
| C.4 | Changing Writing Assessment: Building Active Collabora-tion among High Schools and 2-Year and 4-Year Colleges | | 7 |
| C.5 | Doing The Right Thing: The Realities of the Untenured Professor | | 4 |
| C.6 | Shaping WPA Work I: Diachronic and Synchronic Percep-tions of Writing Program Administration | | 7 |
| C.7 | Aristotle Meets Generation Y: Solving the High School/Col-lege Disconnect | | 6 |
| C.8 | Exploring the Chasm between Words and Meaning: The Acquisition of Pragmatic Competence by Second | | 4 |
| C.9 | The Realities of Teacher Research in Dangerous Times: Why Is It So Hard to Do When It Feels So Right? | | 5 |
| C.10 | Researching Literacy in Global Contexts | | 5 |
| C.11 | Sophie Newcomb College of New Orleans: Hidden Collections, Research Centers, Women’s Writing | | 2 |
| C.12 | Neglected Figures in Modern American Rhetoric | | 4 |
| C.13 | Institutions and the Writing In and Writing Out of Voice | | 3 |
| C.14 | Classical Rhetorics for Modern Media and Agents | | 5 |
| C.15 | Where is the “Rhetoric” in Rhetoric and Composition? | | 4 |
| C.16 | Latinos/Latinas and the New Rhetorics of Racism | | 4 |
| C.17 | Digital Re-Placements and Posthuman Pedagogies | | 5 |
| C.18 | Creating Our Own Truths, Creating Our Own Identities: The Online Manufacture of Knowledge | | 4 |
| C.19 | Complicating Our Understanding of Academic Writing | | 4 |
| C.20 | Diversity and Disorder: Mental Health Realities Demand a New Pedagogy . . . Is Creative Nonfiction an Answer? | | 5 |
| C.21 | Researching Transformations, Transforming Research: Genres and Methodologies | | 4 |
| C.22 | Yeah! We Speak English! The Impact of Language Attitudes | | 5 |
| C.23 | Rhetoricizing Online Writing Centers: A Roundtable Discussion on Using Language to Construct | | 4 |
| C.24 | Departmental WID in International Perspective: Changing Realities for Writing Across the Curriculum | | 4 |
| C.25 | Achieving Educational Equity in Writing Centers | | 5 |
| C.26 | Rethinking Invention and Delivery for Digital Spaces | | 4 |
| C.27 | Appropriating Technologies in Writing Instruction | | 6 |
| C.29 | The Ethics of Writing Realities | | 4 |
| C.30 | Expanding Notions of Argument | | 4 |
| C.31 | The Current Reality of the Small Group Workshop: Is it | | 6 |
| C.32 | Helping Teachers Respond to Student Writing | | 5 |
| C.33 | Rewriting the Pathway to Graduation | | 4 |
| C.34 | The “Delaware Experiment”: Creating a Teaching Track at a Research University | | 4 |
| C.35 | Exploring Identity, Narrative, and Personal Writing | | 5 |
| C.36 | Composing Engagement: Constructing Civic Identities | | 4 |
| C.37 | Derrida’s Gift: Writing Real(ities) | | 4 |
| C.38 | Teaching Writing through the Lens of the Body: Disability in the Composition Classroom | | 4 |
| C.39 | The Changing Reality of the Academic Job Search: Negotiating Media, Locations, and Committees | | 3 |
| C.40 | Rhetoric Matters: The Realities of Public Policy Writing | | 4 |
| C.41 | The Realities of Teaching the Research Process in First-Year Composition | | 4 |
| C.42 | Establishing a Secondary Writing Center: A Collaborative | | 6 |
| D.1 | Plotting Native Historiography: The Ethics and Responsi-bility of Assembling and Reading Native Archival Material | | 10 |
| D.2 | Service Courses, Service Workers: The Reality of Changing Reality | | 5 |
| D.3 | Writing Realities, Writing Cities: From the Motor City to the Big Easy | | 4 |
| D.4 | Picturing Democracy: Multimodal Rhetoric in the Public Sphere | | 6 |
| D.5 | Federal Policies, Local Realities: Three Explorations of the Federal Role in Inscribing Writing Practices | | 4 |
| D.6 | Validity Evidence in Writing Assessment | | 6 |
| D.7 | WPA Work II: Ambiguity and Agentic Efforts | | 7 |
| D.8 | Exploring Race in Student Writing: Toward an Anti-racist, Critical Pedagogy for Pre-Service Teachers | | 4 |
| D.9 | Material Realities and Institutional Constraints: WPAs Thinking Theoretically and Working Locally | | 7 |
| D.10 | Rhetorical Inquiry to Change Realities: Why Feminist Methods Matter | | 5 |
| D.11 | National TYCA Interview Project: Righting the Realities of Persistent Challenges in Teaching | | 5 |
| D.12 | What Really Counts: New Applications of Quantitative | | 6 |
| D.13 | Researchers Studying Language | | 4 |
| D.14 | What Kind of Indian Are You—Mascot, Disney Character, Hiawatha?: Changing Realities of Indian Representations | | 4 |
| D.15 | Branding WAC: Realities Across the Curriculum | | 4 |
| D.16 | Literacy, Material Culture and the State | | 4 |
| D.17 | Theories of Metaphor: Aristotle, Burke, Pragmatics | | 4 |
| D.18 | The Realities of Genre in Multiple Contexts: What about Form? | | 5 |
| D.19 | “Writing Information Literacy:” | | 4 |
| D.20 | Dissonant Convergence: Myron Tuman’s Theories of Literacy and All that Rhetorical Jazz | | 4 |
| D.21 | Evaluating Digital Scholarship: A “More Capacious Conception” | | 5 |
| D.22 | Interrogating Writing Technologies | | 6 |
| D.23 | Virtual Bridges to Real Community: Searching for Community Online | | 4 |
| D.24 | Refocusing the Real: Creative Nonfiction in the Composition Classroom | | 5 |
| D.25 | Deconstructing Familiar Labels and Rhetorics | | 4 |
| D.26 | Writing the Holocaust: Challenging Assumptions in the Contact Zone | | 5 |
| D.27 | Making the Transition from Student to Professional Writer | | 4 |
| D.28 | Student Learning Outcomes as a Roadmap to Writing in the Disciplines | | 4 |
| D.29 | Resisting Neoliberal Reality in the Writing Center: Durable, Democratic Networks in Long-Term Tutoring | | 5 |
| D.30 | Coming to Agency through Directed Self-placement | | 6 |
| D.31 | Speech Acts: Rap, Hip-Hop, and Critical Agency in the First-Year Writing Classroom | | 3 |
| D.32 | Adaptation IS Reality: The Search for Truth in Student Writ-ing through Adaptation and Antilogy | | 4 |
| D.33 | Not Just “Waiting on the World to Change”: Research that Matters in Required Writing Courses | | 4 |
| D.34 | Why Didn’t I Think of That? Writing Instruction at the Graduate Level | | 6 |
| D.35 | Teaching Composition in New Spaces and with New Strat-egies | | 5 |
| D.36 | Writing the Katrina Exodus: Displaced Students and Composition | | 3 |
| D.37 | Designing Teacher Preparation to Acknowledge Student | | 4 |
| D.38 | Rewriting the Institutional Reality through a Common | | 5 |
| D.39 | University as Text : Helping Non-Native Speakers “Read” the Culture | | 3 |
| D.40 | Plotting Native Historiography: The Ethics and Responsi-bility of Assembling and Reading Native Archival Material | | 4 |
| D.41 | Addressing and Expanding Language Diversity in Writing | | 5 |
| D.42 | Rhetorics and Realities of Change: Reflections on Theory | | 5 |
| E.1 | Institutional, Community, and Classroom Conflict: A Campus Visit by President George W. Bush | | 4 |
| E.2 | Writing in Prison: Peer Tutors, Newspapers, and Literature | | 5 |
| E.3 | Writing in the Aftermath: Displacement, Grief, Loss, and Katrina | | 5 |
| E.4 | Internationalizing Composition: A Reality Check | | 6 |
| E.5 | Why I’ve Stayed, Why I’ve Strayed: Dealing with Mid-career | | 5 |
| E.6 | Patterns, Methods, and Contexts: Case Results from a Longitudinal Study of Writing | | 5 |
| E.7 | Changing Disciplinary Perspectives, Pedagogies, and Research Ethics | | 3 |
| E.8 | Perceptions of the Profession: New Members, “Contin-gent” Members, Outside Observers | | 4 |
| E.9 | Writing Realities among Future Elementary School Teachers | | 7 |
| E.10 | Tracing Discursive Resources: How Students Use Prior | | 8 |
| E.11 | Research Opportunities in the History of Technical and Business Writing | | 5 |
| E.12 | Rewriting Histories: Considering the Role of Legacy, Men-torship, and Local Context in Archival Research | | 4 |
| E.13 | Literacy as Resistance for Portuguese Americans, African | | 4 |
| E.14 | “Thinking Through” and “Acting Out” | | 5 |
| E.15 | Picturing Realities, Embodying Change: Photography as Rhetoric | | 3 |
| E.16 | Reasoning in These Times | | 5 |
| E.17 | Shaping Future Realities: Scientific and Technological | | 6 |
| E.18 | Digital Liberalism, Material Realities | | 4 |
| E.19 | Teaching and Learning in a Digital Age | | 4 |
| E.20 | Ownership, Authorship, and Representation in Digital | | 4 |
| E.21 | The Reality of Writing: Alternative Perspectives of Turnitin.com | | 4 |
| E.22 | Understanding Multilingualism in Student Writing | | 4 |
| E.23 | Writing Selves: The Academy, Ethics, and Recovery | | 4 |
| E.24 | Writing Academic Realities: Three Studies of Unexpected Genres | | 5 |
| E.25 | Academic Gateways vs. Academic Gatekeepers: The Reali-ties of Academic Literacy Issues in the Two-Year College | | 4 |
| E.26 | Two Assessments of Writing Assessments | | 4 |
| E.27 | Celluloid WAC: Documenting the Realities of WAC through Film | | 4 |
| E.29 | Convergence Composition: Bridging the Digital Divide | | 4 |
| E.30 | Grading Writing: International and Institutional Ideals and Realities | | 4 |
| E.31 | Imagining Realities: Teaching Composition Theory to Undergraduates | | 4 |
| E.32 | The Reality of Place: Region, Identity, and Why Memoir Matters | | 5 |
| E.33 | Transitions to College Writing and Reading: Cultivating | | 4 |
| E.34 | Writing Pictures, Changing Writing | | 4 |
| E.35 | Reconciling Disparate Cultural Realities through Serving | | 2 |
| E.36 | Representin’ Colored Realities: Writing Policy and Commitment to Speakers of Ebonics | | 4 |
| E.37 | Re-visioning the Writing Classroom as a Site for Other(ed) | | 6 |
| E.38 | Changing Our Writing Realities through Rhetorical Gram-mar Instruction | | 5 |
| E.39 | “Will My Story Bring Change . . . ?” Reflections by Non-native Student-writers Help Reinvent the U.S. Academy | | 4 |
| E.40 | Writing Resistance: Assessment, Accountability and Subversion | | 5 |
| E.41 | Daybooks as the Center of Reading, Writing, and Thinking | | 5 |
| E.42 | From Soap Boxing to MySpacing: Critical Pedagogy and Multimodal Composition | | 3 |
| F.1 | Sites of Civic Literacy: Designing and Sustaining College-Community Partnerships | | 5 |
| F.2 | Neutralizing Social, Political, and Institutional Realities | | 4 |
| F.3 | (Re)Charting the (Dis)Courses of Faith and Politics: Kenneth Burke’s Pentad, Sharon Crowley’s Toward a Civil | | 4 |
| F.4 | Changing Collaborative Realities: Dissensus and Dialogue | | 4 |
| F.5 | Administrating Realities: A Day in the Life of a Lead In-structor in the Two-Year College Setting | | 4 |
| F.6 | Researching Fully Online Instruction: Assessment, Pedagogy, and a New Theory of Hybrid | | 6 |
| F.7 | Exploring Student Diversity, Gender, Religion, and ELL | | 3 |
| F.8 | When the Subject Is Human: Writing the Realities of Human Participant Research | | 5 |
| F.9 | Learning from the Past for the Realities of the Present: Writing Reform in Comenius, De Quincey, Lewes | | 4 |
| F.10 | “You Inhabit Reality”: The Embodied Authority of Jane Addams | | 4 |
| F.11 | Visual Rhetoric of Comics, ‘Spectacle’, and Mail Art | | 5 |
| F.12 | Constructing Racial Identities | | 4 |
| F.13 | Biomedical Meltdown: Sites of Change in Healthcare | | 4 |
| F.14 | Emerging Technologies, Cyborg Futures? Human Rights, Literacy, and Disability | | 4 |
| F.15 | Constructing Identities/Constructed Identities: Game Work in College Writing Courses | | 4 |
| F.16 | Rethinking Assumptions: Second Language English Users as Competent Rhetors | | 5 |
| F.17 | “That shit is plagiarism by any definition”: Conceptualiz-ing Cheating in an Academic Context | | 4 |
| F.18 | Bodily (Un)Realities: Ethics and Medical Discourse(s) | | 4 |
| F.19 | Three WPAs’ Perspectives on Changing the Material Pro-duction and Material Outcomes of First-Year Composition | | 4 |
| F.20 | Assessment, Placement, and Institutional Change: Strategies for Creating New Writing Realities | | 8 |
| F.21 | Writing Realities vs. Images that Conceal: The Visual Rhetoric of Self-Representation | | 4 |
| F.22 | Mardi Gras: Made in China, from Filming Realities to Writing Realities | | 3 |
| F.23 | Composition Assessment without Rubrics: An Experiment | | 4 |
| F.24 | Writing our World in the Pop Culture Zone | | 5 |
| F.25 | Who Cares?: A Care-full Examination of First-Year Writing | | 3 |
| F.26 | Mapping the Past, Creating a Future | | 4 |
| F.27 | Encouraging Student Learning and Motivation | | 4 |
| F.28 | Reality Check: Anticipating, Acknowledging, and Attend-ing to the Developing Identities of Student Writers | | 5 |
| F.29 | Feedback and Response in the Writing Classroom | | 3 |
| F.30 | Writing Realities in “Paradise”: Real Students, Real Teachers | | 4 |
| F.31 | Universal Design for Learning: Pedagogy, Not Technology | | 4 |
| F.32 | The Balancing Act: Compositionists on Writing the Dissertation | | 6 |
| F.33 | Constructing News and Neuroses: Genre Analysis of Daily News Articles, Writers’ Self-Help Books, and Parent-ing Books | | 4 |
| F.34 | Changing Discourses: The Writing Center as Forum for Cross-disciplinary Collaboration | | 4 |
| F.35 | Social Activism, Service Learning, and Facebook: Finding Connection, Investigating Cultural Reality, (re)Defining Community | | 4 |
| F.36 | How Writing and Writers Develop in High School and College | | 4 |
| FSIG.1 | Black Caucus | | 1 |
| FSIG.2 | Latino/a Caucus Business Meeting | | 2 |
| FSIG.3 | Asian/Asian American Caucus: Conversations about “Representations: Doing Asian American Rhetoric” | | 2 |
| FSIG.4 | American Indian Caucus | | 3 |
| FSIG.5 | Queer Caucus | | 1 |
| FSIG.6 | Working-Class Culture and Pedagogy SIG | | 2 |
| FSIG.7 | jWPA SIG: Reality Check: Re-imagining the Portland | | 1 |
| FSIG.8 | Rhetoric and Christian Tradition | | 1 |
| FSIG.9 | Meeting of the International Network of Writing-across-the-Curriculum Programs | | 1 |
| FSIG.10 | High School/College Articulation | | 1 |
| FSIG.11 | Writing Center Realities | | 1 |
| FSIG.12 | The Teaching and Mentoring of TAs and Instructors in Composition | | 1 |
| FSIG.13 | Teaching Writing in Interdisciplinary Classrooms and Learning Communities | | 1 |
| FSIG.14 | Independent Writing Units | | 1 |
| FSIG.15 | Best Practices for Online Writing Instruction: CCCC Issues and Questions | | 1 |
| FSIG.16 | Teaching Adult Writers in Diverse Contexts | | 1 |
| FSIG.17 | Special Interest Group on Progressive Approaches to Grammar, Error, and Effective Writing | | 1 |
| FSIG.18 | Emerging Social Software SIG | | 2 |
| FSIG.19 | Writing Studios SIG | | 1 |
| FSIG.21 | Medical Rhetoricians | | 1 |
| FSIG.22 | Serious Games SIG | | 2 |
| FSIG.23 | Creative Writing Special Interest Group | | 2 |
| FSIG.24 | 5th C: Computers | | 2 |
| FSIG.25 | Teaching of Writing to the Deaf and Hard-of-Hearing | | 1 |
| G.1 | Neighborhood Story Project | | 7 |
| G.2 | Not Just a Bullet on an Outcomes Statement: Taking Civic Literacy Seriously | | 5 |
| G.3 | Working for Peace: Realities of Fearless Speech in an Antidemocratic Age | | 4 |
| G.4 | How Three Compositionists Are Changing the Cultural | | 4 |
| G.5 | Gatekeepers and Revolving Doors: Arguments about Ac-cess and the Realities of Retention | | 5 |
| G.6 | (Un)changing Realities: Grounding Our Narratives of the Profession in the Realities of Women’s Lives at the Margins | | 5 |
| G.7 | Research, Theory, and the Uses of Rhetoric | | 3 |
| G.8 | Multimodal Composing: Attending to the Realities of Our Students | | 5 |
| G.9 | Negotiating Teacher Preparation and Teaching Identities | | 5 |
| G.10 | Hybrid Genres and Rhetorical Agency in Historical Work | | 4 |
| G.11 | Changing Realities: Constructions of Gender by 19th-Cen-tury Women in the Professions | | 4 |
| G.12 | City Limits: On Refuge, Reversibility, and Rendition | | 4 |
| G.13 | Real Talk: Black Women Transforming Realities through Rhetoric and Literacy | | 4 |
| G.14 | Old Rhetorics for New(ish) Media: From Gutenberg to Web 2.0 | | 4 |
| G.15 | Responding to New Media Challenges: Designers and As-sessors (Re)Imagine Today’s Writing Realities | | 4 |
| G.16 | African American Vernacular in Classrooms, in the Acad-emy, and in the World | | 6 |
| G.17 | Frames of Reference: Approaches to Teaching Academic Writing | | 5 |
| G.18 | Preparing Writers for the Realities of Review in the Work-place | | 4 |
| G.19 | How Strong Programs with National (Canadian) Identities | | 4 |
| G.20 | The Multiple Realities of Tutor Training: Power, Identity, and Peer Tutoring | | 5 |
| G.21 | Why Are We Reading This Stuff Anyway?: Using Keystone Essays to Integrate Reading and Writing | | 6 |
| G.22 | Writing Centers, Information Literacy, and the Teaching of Writing | | 4 |
| G.23 | Adjusting the Lens: Reading L2 Students and their Texts | | 4 |
| G.24 | Global Issues, Local Teaching: Teaching Globalization in First-Year Composition | | 5 |
| G.25 | Graphic Novel as Textbook: Alternative Realities for Composition Instruction | | 4 |
| G.26 | The Performance of Self in the Writing Classroom | | 3 |
| G.27 | Creative Composition to Cross Boundaries and Change | | 5 |
| G.28 | Piercing Parlors, Portuguese Immigrants and the Pente-costal Church: Complicating Realities in First-Year | | 4 |
| G.29 | Attending to Language: Grammar and Style | | 4 |
| G.30 | Material Realities: Negotiating Change in an Increasingly | | 3 |
| G.31 | The One-Room School House: The Realities of Composition at a Community College | | 3 |
| G.32 | Writing Realities: The History and Reality of Zionism | | 3 |
| G.33 | Our Top Twenty: A Study of Error at an Appalachian University | | 4 |
| G.34 | Aliens, (Ex)Gays, and Lesbians: An Examination of Coming Out, Assimilating, and Label-ing the Norm in Public/Private Discourses | | 4 |
| G.35 | Call(ing) and Response(ding) to Changing Realities: The Language of Power, Class, Race, Restoration, and Reconciliation in a Post-Katrina Society (Classroom) | | 4 |
| G.36 | Assessment of Tutoring Best Practices: Theoretical Possibilities and Pedagogical Realities | | 5 |
| G.37 | Designing New Media Systems of First-Year Composition | | 5 |
| H.1 | Nine Times Social and Pleasure Club | | 7 |
| H.2 | Transformative Literacy Pedagogies: Civics, Activism, and Writing | | 5 |
| H.3 | Activist Spaces for Civic Engagement | | 5 |
| H.4 | Perspectives on Assessment | | 5 |
| H.5 | Composing Rhetoric and Composition | | 4 |
| H.6 | The 1986 “Wyoming Resolution”: A Twenty-Year-Plus Retrospective | | 3 |
| H.7 | What Counts? The Changing Realities of Scholarship | | 4 |
| H.8 | Putting Handbooks to the Test: Bringing Students into the Development Process through Usability Testing | | 4 |
| H.9 | A New Era of Teacher Research: Revising Methodologies in Critical Classrooms | | 5 |
| H.10 | Writing to Contest: Texts as Social Action | | 5 |
| H.11 | Constructing Visions: Literacies that Matter | | 5 |
| H.12 | Visual Thinking | | 4 |
| H.13 | Functions of Theory: Burke, Girard, Sanchez | | 4 |
| H.14 | Defensiveness, Alienation, and the Politics of the Personal: Problems in Composition Theory | | 4 |
| H.15 | Virtual Environments, Augmented Realities: Practices Inscribed by Interfaces | | 4 |
| H.16 | Digital Research Ecologies: How Journal Web Sites Are | | 6 |
| H.17 | Blue Collar Reality: Working Class Students and Their Writing | | 4 |
| H.18 | Redefining the Graduate Writing Experience in a Creole | | 4 |
| H.19 | The Scientific Construction of Political Reality | | 4 |
| H.20 | Listening Rhetorically, Changing Realities: From Isolation into Dialogue | | 6 |
| H.21 | Inside-out Assessment: Compositionists’ “Burden to Act” | | 4 |
| H.22 | International Collaborations and Changing Realities | | 5 |
| H.23 | Rethinking Realities of Authorship and Ownership | | 4 |
| H.24 | Apathy to Activism at the Catholic University | | 5 |
| H.25 | Issues in Teaching Multilingual Writers | | 5 |
| H.26 | Virtual Spaces, Places and People: Exploring Second Life and First-Year Composition | | 6 |
| H.28 | Student Diversity and the Contact Zone of the Classroom | | 4 |
| H.29 | Writing with a Mission: The Calderwood Study of Writing | | 4 |
| H.30 | Writing Communities Re-conceptualized: Designing and Implementing a Stretch Program to Replace Basic Writing | | 4 |
| I.1 | Propaganda: Persuasion in the Age of Unreason | | 5 |
| I.2 | Writing Off-campus Realities: Four Service Learning Courses | | 6 |
| I.3 | Creating Spaces for Scholarship and Activism | | 3 |
| I.4 | (Re)presenting Hidden Realities: (Re)claiming the Literacy Agenda | | 7 |
| I.5 | Exploring the Impact of Composition Pedagogy on the Learning Outcomes of Literature Graduate Students | | 7 |
| I.6 | A Conversation for and with Graduate Students: How to Get a Job at a Small College | | 5 |
| I.7 | The Changing Realities Facing the Two-Year College: Implementing a Mentoring Program | | 4 |
| I.8 | Tying It All Together: Mapping Functional Systems of Literate Activity | | 5 |
| I.9 | Realizing the Archives: Doing and Teaching Archival Re-search in Composition and Rhetoric | | 5 |
| I.10 | Discussion on Strengthening the Research Culture within | | 9 |
| I.11 | Contesting Historical Realities: Rethinking Gender and the Public Sphere in the Rhetorical Tradition | | 4 |
| I.12 | Writing Women, (Re)Building Reality (1830–1965): Three Historical Models | | 4 |
| I.13 | Race, Racism, and Writing Assessment | | 4 |
| I.14 | Understanding and Changing Realities: Rhetorical Ap-proaches to Anxiety and Culture in Public Health Writing | | 5 |
| I.15 | Rhetorical Classrooms: The Realities of Negotiated Voices, Identities, and Pedagogies | | 4 |
| I.16 | A Convergence of Terms: Defining New/Digital/Multi/Modal Media | | 4 |
| I.17 | Our Avatars, Ourselves: The Rhetoric of Identity in Role-playing Games | | 4 |
| I.18 | Multilingual Students Constructing Themselves and Aca-demic Literacies | | 4 |
| I.19 | Rhetorical Grammar and the Realities of Academic Writing | | 4 |
| I.20 | Beyond the Lab Report: Science Writing and the Composition Classroom | | 5 |
| I.21 | Myspace.com, Hip-Hop Emcees, and Other Student Identi-ties in the Academic Classroom | | 2 |
| I.22 | Reflection and Rhetorical Facility: Exploring the Realities of Assessing the Portfolio Preface | | 4 |
| I.23 | Writing Center Realities: Reclaiming the (Con)Textual Product | | 5 |
| I.24 | Revision Blues: What Non-traditional Students Really Do | | 3 |
| I.25 | The Real and the Imagined: Identity Work, Basic Writers, and Peer Tutors | | 4 |
| I.26 | Textual Features of Multilingual Student Writing | | 6 |
| I.27 | Establishing Reality: Role-playing Democracy through College Rhetoric | | 4 |
| I.28 | Reading, Writing, and Plagiarism | | 5 |
| I.29 | In Transit: Practices, Pedagogies, and Realities of Enabling | | 6 |
| I.30 | Critical Reflective Writing in Composition Courses: Examining Collaborative Strategies | | 5 |
| J.1 | Walking with Sharon Crowley “Toward a Civil Discourse” | | 5 |
| J.2 | “The Struggle of Memory against Forgetting”: Using and Generating Archives in Freshman Composition | | 5 |
| J.3 | Just Common Space: Pedagogical Strategies for Enacting Social Justice | | 5 |
| J.4 | The New Civics: Community Engagement and Rhetorical Activism | | 6 |
| J.5 | On Becoming a Teacher of Writing: Perspectives on Professional Development | | 7 |
| J.6 | Practicing Scholarship through Publication: Faculty Devel-opment and “Teaching English in the Two-Year College” | | 3 |
| J.7 | Changing Realities through the Creation of an Independent | | 5 |
| J.8 | Researching Researcher Preparation | | 2 |
| J.9 | Researching the Personal: Writing after Trauma, Birth Nar-ratives, and Voice in Research | | 4 |
| J.10 | Spaces and Realities: Rhetoric and Identity within the Space Program, the Per-sonal Computer, and Social Networking | | 3 |
| J.11 | Imperial and Religious Rhetorics in Renaissance England | | 4 |
| J.12 | Rhetorics, Cultural Logics, and Agency | | 5 |
| J.13 | Rewriting the Reality of Autism | | 4 |
| J.14 | Writing Research, Changing the Subject | | 4 |
| J.15 | Community, Controversy, and Connection: The Impact of the Web on Community Formation | | 5 |
| J.16 | New Media: Exploring Tools, Materiality and Space | | 4 |
| J.17 | Re-Mapping Technological Territories | | 4 |
| J.18 | Genres in Creative Writing: Journalism, Nonfiction, and Fan Fiction | | 4 |
| J.19 | Academic Work as Work: Treating Reading and Writing as Material Practice | | 5 |
| J.20 | Gender, Diversity, and Professional Communication: Who We Are, What We Will Become | | 5 |
| J.21 | A Range of Realities: Addressing Composition II Students’ Needs | | 5 |
| J.22 | Mind the Gap: Teacher and Tutor Accountability in the De-sign and Interpretation of WAC/WID Writing Assignments | | 4 |
| J.23 | Changing Our Reality: Toward a Rhetoric of Undergraduate Degree Programs | | 5 |
| J.24 | Words in Action: The Art of Poetry Slam and Social Justice | | 4 |
| J.25 | Writing Realities and the Realities of Writing Instruction | | 6 |
| J.26 | “This I Believe”: Recovering “Delivery” and the Reality of Self | | 4 |
| J.27 | Post-Katrina Rhetorics in the Freshman Composition | | 4 |
| J.28 | Perspectives on Service Learning and Community Service | | 4 |
| J.29 | Framing Reality: Race, Hegemony, and Visual Rhetoric | | 4 |
| J.30 | Leaving Reality Behind: Fantasy, Virtual Space, and Literacy | | 5 |
| K.1 | Scholarship Of Engagement: A Changing Reality For Composition and Rhetoric? | | 4 |
| K.2 | “Writing Realities, Changing Realities”: The Rhetorical Response to Hurricane Katrina | | 3 |
| K.3 | Rewriting Realities: Negotiating Perceptions of Images and Text | | 4 |
| K.4 | Global AIDS: What Can an English Teacher Do? | | 5 |
| K.5 | Rhetorical Numeracy: Using WAC Pedagogy and Faculty Development to Estab-lish Quantitative Reasoning across the Curriculum | | 4 |
| K.6 | Why Aren’t You Listening to Us?: Revising the Academic Conference | | 4 |
| K.7 | It’s Rhetoric! Integrating Writing, Speaking, and Image into the “Writing” Center | | 4 |
| K.8 | Archival and Rhetorical Approaches to Research in Com-position Studies | | 4 |
| K.9 | Surveying the Field: Literacy since 1977: Composition | | 6 |
| K.10 | Literacy in the Workplace: Three Case Studies | | 4 |
| K.11 | Rhetoric of Change: Writing, Image, Nation, and Political Voices | | 4 |
| K.12 | Encyclopedias, Yearbooks, and Shakespeare Societies: Extracurricular Pedagogies in Composition and Critical | | 4 |
| K.13 | Voicing Reality: Witnessing Trauma, Recovering the Real | | 4 |
| K.14 | Constructing Cultural Identities | | 3 |
| K.15 | Putting Theory to Work in the Writing Classroom: Changing Contexts for Self-authorship | | 5 |
| K.16 | Where Everyone Knows Your Username: The Realities of Cyberspace as Third Space | | 5 |
| K.17 | Online Activism, Critical Thinking, and Identity Construction | | 4 |
| K.18 | Researching and Articulating Best Practices for Online | | 4 |
| K.19 | Trading Places, Changing Minds: Using Second Life Virtual Reality to Promote Emancipatory | | 3 |
| K.20 | Student Expertise and Knowledge Transfer: Teaching Re-search Writing in the First-Year Academic Writing Class | | 5 |
| K.21 | Writing out of School: Composition Practices in the Hos-pital, the Prison, and the Psychiatrist’s Office | | 4 |
| K.22 | Taking Responsibility for Recreating, Renewing, and Sus-taining WAC and Writing Centers: Findings of the T YCA | | 6 |
| K.24 | Reality Check: The Challenges and Rewards of Peer Men-toring and Program Assessment | | 6 |
| K.25 | The Changing Reality of How Composition Courses Are | | 5 |
| K.26 | Reconsidering Basic Writing | | 4 |
| K.27 | Negotiating Teacher-Student Realities in the Cross-cultural | | 4 |
| K.28 | Rhetorics of Authenticity | | 4 |
| K.29 | Past Influences, Present Realities: Multi-generational Literacy Practices | | 3 |
| L.1 | Writing Voices that Change Realities: Tracing the Unheard Rhetorics and Discourses of the American Alternative Agrifood Movement | | 5 |
| L.2 | Transforming Public Discourse in Composition Studies | | 4 |
| L.3 | Writing One’s Own Neighborhood: Urban Space, African-American Identity, and Rap | | 4 |
| L.4 | Think-Tank for Newcomers Developing Papers and Ses-sions for CCCC 2009 | | 1 |
| L.5 | Assessing a Developmental Writing Program: How Semantics, Non-Sequiturs, and a History of Appease-ment Led to Civil War at a Provincial Maryland College | | 3 |
| L.6 | Someone to Watch over Me: Changing Realities of Mentoring Teachers of Freshman | | 4 |
| L.7 | Appropriation and Fair Use in the Academy: What Every | | 4 |
| L.8 | Telling Stories of Change: Researching Rhetorical Action | | 5 |
| L.9 | Revising Our Historical Realities: Investigating Neglected | | 4 |
| L.10 | Writing Katrina: Breaching Discourse, Inscribing New Realities | | 5 |
| L.11 | Commercialization, Commodification, and Privatization: The World Bank’s Co-opting of Literacy Education | | 3 |
| L.12 | Anything New Under the Palimpsest Sun? History, Litera-cy, Genre, and Technologies | | 5 |
| L.13 | Sound, Word, and World: The Intersection of Audio and Writing Studies | | 4 |
| L.14 | Multi-modal Communication: Experts’ Advice on Visual Rhetoric | | 9 |
| L.15 | Writing to Change the World: The Role of Creative Nonfiction in Writing Programs | | 4 |
| L.16 | Accessing OWLs: Writing Center Usability Testing with Blind and Low-vision Users | | 4 |
| L.17 | Inscribing Disciplinary Realities: WAC / WID Research and Pedagogy | | 4 |
| L.18 | At Home and/in the World: Negotiating Global Perspectives in the Writing Classroom | | 5 |
| L.19 | Reclaiming the Classroom: Two-Year Colleges and Innovative Self-assessment | | 4 |
| L.20 | Teaching Writing/Teaching Adolescents after Katrina | | 4 |
| L.21 | The Relevance of Rhetoric for Composition Instruction | | 4 |
| L.22 | Seeing and Being: The Impacts of Visual Rhetoric inside | | 5 |
| M.1 | Why We Do It: Negotiating Responsibilities and Authorities | | 5 |
| M.2 | New Context, New Text: Reenvisioning the Familiar | | 4 |
| M.3 | Changing Realities and Creating WAC Synergies through Film: A Case Study of Institutional Embeddedness in Mul-tiple Media | | 5 |
| M.4 | The Making of a Writing Teacher: How Writing Center | | 4 |
| M.5 | The Other Has a Passport, Too: Resisting Hegemonic Travel Discourse | | 5 |
| M.6 | Sixty Minutes: Three Documentaries about Student Writers | | 3 |
| M.7 | Historical Texts, Current “Realities”: Lasting Representations of Truth from Twentieth-century | | 4 |
| M.8 | Composing Spiritualities | | 4 |
| M.9 | The Generative Theories of Donald Murray | | 4 |
| M.10 | Myths, Metaphors, and Realities: Reading New Orleans as Rhetorical Space | | 4 |
| M.11 | Electronic Portfolio Learning in Layers: Insights for Rhetoric and Composition about Reflective | | 5 |
| M.12 | What and Who do ePortfolios Represent? The Changing | | 5 |
| M.13 | Genre in Context: Professional and Technical Documents in the Community | | 5 |
| M.14 | Facing Challenges for Writing Center Tutors and Graduate | | 4 |
| M.15 | Digital Delivery, Learning Communities, and Service | | 4 |
| M.16 | Blending Realities: Creating a Reality of Success for Students of Color | | 5 |
| M.17 | Writing Classrooms Address Trauma | | 3 |
| M.18 | Pedagogy of Change: Transforming Composition Instruc-tion and Assessment in the Caribbean and the Diaspora | | 6 |
| M.19 | Teaching Writing to Basic Writing Students with Visual | | 4 |
| M.20 | Three Theme-based Writing Courses | | 4 |
| M.21 | TYCA National Interview Project: Tapping Exemplary Two-Year College Assessment Prac-tices to Rewrite Realities of Imposed Standards and Inadequate Program Support | | 4 |
| MW.1 | CONNECT-ing Realities: From Initial Conversations on Common Outcomes for First-Year English to an Annual Composition Conference | | 6 |
| MW.2 | Building a Communal Infrastructure for Undergraduate | | 13 |
| MW.3 | Changing Realities of Multilingual Students (Part I) | | 9 |
| MW.4 | Using Grounded Theory in Composition Studies | | 5 |
| MW.5 | Out of the Classroom into the Streets: Community-based Ethnographic Research in Composi-tion and Basic Skills Courses | | 6 |
| MW.6 | Changing Writing Realities: Toward a Sustainable Approach | | 6 |
| MW.7 | Dynamic Classrooms for Dynamic Learners: Guiding the Potential of Students with ADHD | | 2 |
| MW.8 | The New Writing Classroom: Current Pedagogies and Practices of On-Line/Hybrid Learning | | 3 |
| MW.9 | Professional Identity and Development: Realities of Digital Composing | | 11 |
| MW.10 | Writing Across the Curriculum: Linking Programs and Assessment | | 6 |
| MW.11 | Making It “Real”: New Developments in Peer Review and Collaborative | | 3 |
| MW.12 | Where Are We Going, Where Have We Been?: Reinventing Realities in Creative Writing Pedagogy | | 6 |
| MW.13 | What’s Queer Got to Do With It? | | 5 |
| MW.14 | Collaboration and the Writing Workshop | | 9 |
| MW.15 | Rubrics as Localized Realities: Strategies for Identifying and Strengthening Relationships | | 8 |
| MW.16 | Team Grading: Changing Classroom Realities | | 5 |
| N.1 | Mobile Topographies: Remapping the Landscape of Public | | 5 |
| N.2 | Defining Communities: Millenial, Feminist, and Amish Uses of Discourse Forums | | 4 |
| N.3 | The Rhetorics of Administrating Reality: How Writing Pro-gram Identities Emerge through Resistance | | 5 |
| N.4 | “Retrofitting” the Faculty: Helping Mainstream Composition | | 4 |
| N.5 | Research on Writing Assessment | | 4 |
| N.8 | Eyes beyond the Prize: Reinterpreting and (Re)inscribing Race, Gender, Class, Ethos and Space in Civil Rights Movement Histories | | 4 |
| N.9 | (Re)Writing Political Landscapes | | 5 |
| N.10 | Stability and Instability in Genre Systems: Meta-Genres and ‘Atmospheres of Wording’ | | 5 |
| N.11 | The Compleat Hybrid Experience | | 7 |
| N.12 | Writing the Social and Material Spaces of Technology | | 4 |
| N.13 | What We Really Value in Contemporary Poetry | | 3 |
| N.14 | Science Writing: Ethics, Modalities, and Leadership | | 5 |
| N.15 | Conversations and Collaborations in Writing Centers | | 5 |
| N.16 | Building and Sustaining an Independent Writing Major: Insights from a Decade of Departmental Experience | | 6 |
| N.17 | Composed in the Wake of Disaster: (Re)Writing the Realities of New Orleans | | 6 |
| N.18 | Changing Realities: Expanding the Audience While Deepening the Writing Re-alities of Common Outcomes for First-Year English | | 6 |
| N.19 | Institutional Myopia: An Exploration of Writing Conventions and Assessment | | 5 |
| N.20 | New Tools for Writing Instruction | | 5 |
| O.1 | Community in the Classroom: Civil Discourse and Writing Pedagogy | | 5 |
| O.2 | Bending Bars: Exploring Art, Literature, and Writing | | 4 |
| O.3 | Locating Writing Program | | 2 |
| O.4 | Academic Freedom in the 21st Century: Teaching Writing | | 4 |
| O.5 | The Changing Realities of Scholarly Publication and the State of Our Knowledge | | 6 |
| O.6 | Changing Plagiarism’s Reality: Writing as Academic Growth | | 5 |
| O.7 | Inscribing Realities: Studies in Ancient Rhetorical History | | 4 |
| O.8 | Writing Economies: Toward a New Lexicon for Composition | | 5 |
| O.9 | Who Are You?: Discursive Practices and Iterations of Identity | | 5 |
| O.10 | Roundtable on Cultural Rhetorics | | 6 |
| O.11 | The Online Writing Center at a Two-Year College: Accommodating New “Writing Realities” | | 1 |
| O.12 | YouTube U.: Home Video Goes to College | | 4 |
| O.13 | Global Considerations: Intercultural Rhetoric and Technical Communication | | 4 |
| O.14 | Simulation, Collaboration, and Communication: Pedagogy and Professional Writing | | 4 |
| O.15 | Changing Realities of Assessment: Listening to Student Voices | | 5 |
| O.16 | What If?: Writing Center Lore and Reality | | 4 |
| O.17 | Learning from Peer Review: New Research | | 5 |
| O.18 | New Visions for the Classroom: Using Visual Rhetoric to Transition into Academic Discourse | | 5 |
| O.19 | Ethical Challenges in Reading, Writing, Teaching Creative | | 5 |
| O.20 | Three Assignments for First-Year Writing | | 3 |
| O.21 | Field Tripping: Interdisciplinarity Inside (and Outside) the Composition Classroom | | 3 |
| P.1 | Writing through the Mountains: Appalachian Female Literacies and Epistemology | | 4 |
| P.2 | Trauma and Resistance | | 4 |
| P.3 | Town and Gown Collaborations—Three Cases | | 14 |
| P.4 | “The Ecstasy of Influence”: (Four Plagiarisms) | | 5 |
| P.6 | Assessing Realities: How Students Construct the Timed-writing Task through Genre, Resistance, and Marginalia | | 6 |
| P.7 | Valuing the Local in a Global Age: Writing Culture through Memory and Preservation Practices | | 5 |
| P.8 | Conflict and Change: Rhetorical Theory versus Rhetorical | | 4 |
| P.9 | Composing Reality: Composing Virtual Pleasure | | 4 |
| P.10 | Contesting Women’s Voices | | 4 |
| P.11 | Thinking and Writing Tropologically | | 4 |
| P.12 | Digitize This!: Self-constructions in Blogs, ToolArmy, MySpace, and Hybrid Pop Culture Courses | | 4 |
| P.13 | Digital Diversity in the Composition Classroom: Technol-ogy Experiences of Nontraditional and Minority Students | | 6 |
| P.14 | Documenting the Future: The Role of Technical Communi-cators in Constructing Critical Technologies | | 4 |
| P.15 | Rebuilding the Foundations of ENGL 101 | | 5 |
| P.16 | What’s y/our Story?: Personalizing Research, Researching the Personal | | 5 |
| P.17 | The Reality Challenge: Complex Reading, Good Writing, and Satisfied Students? | | 4 |
| P.18 | The Rhetoric of Environmental Sustainability in the Writ-ing Classroom: Genuine Practice, Bandwagon Response, or Co-opted Discourse? | | 4 |
| P.19 | Advanced Writing Development | | 5 |
| P.20 | Ripping Up My Syllabus | | 9 |
| P.21 | What Do Peer-tutors Really Help First-Year Composition | | 4 |
| TSIG.1 | Service-Learning and Community Literacy | | 1 |
| TSIG.2 | SIG for WPAs and Writing Center Administrators Who | | 1 |
| TSIG.3 | Part-Timers SIG | | 1 |
| TSIG.4 | Conference on Basic Writing Special Interest Group | | 2 |
| TSIG.5 | FYC as an Introduction to Writing Studies | | 1 |
| TSIG.6 | Second-Language Writing SIG: Applying the CCCC | | 2 |
| TSIG.7 | English Education/Composition Connections | | 2 |
| TSIG.8 | Reclaiming the Wisdom Traditions for Education: A Preview of the 2008 Summer Conference of the NCTE | | 3 |
| TSIG.9 | EngiComm: Writing Across the Engineering Curriculum | | 1 |
| TSIG.10 | The Grad Student SIG | | 2 |
| TSIG.11 | Open Source and Free Software Users Group | | 2 |
| TSIG.12 | Disability Studies SIG | | 1 |
| TSIG.13 | Composition at the Small College/University | | 1 |
| TSIG.14 | 1 UP: Perspectives from Scholars/Practitioners of Video Games | | 2 |
| TSIG.15 | Canadian Caucus | | 1 |
| TSIG.16 | Film, Television, and Visual Rhetoric | | 1 |
| TSIG.17 | Language, Linguistics, and Writing | | 1 |
| TSIG.18 | U.S.-Israel-Palestine Special Interest Group | | 1 |
| TSIG.19 | Family Writing Special Interest Group | | 4 |
| TSIG.20 | Non-Western Rhetorical Traditions | | 1 |
| TSIG.21 | Kenneth Burke Society | | 1 |
| TSIG.22 | Rhetoric and Composition Sound Archives | | 2 |
| TSIG.23 | National Archives of Rhetoric and Composition | | 1 |
| TSIG.24 | MFA SIG | | 1 |
| TSIG.25 | Teaching Creative Nonfiction Special Interest Group | | 2 |
| W.1 | Using the CCCC Position Statement on Writing Assess-ment to Guide Assessment Practices: An Individualized | | 16 |
| W.2 | What Are the Realities of College-Level Writing in Two-Year Colleges–and Why Should We Even Ask? | | 12 |
| W.3 | First-Year Composition as Writing Studies: Implementing a Writing-about-Writing Pedagogy | | 8 |
| W.4 | Basic Writing after the Storm: Changing Reality in the Classroom and Beyond | | 13 |
| W.5 | Writing Center Realities | | 14 |
| W.6 | Rhetoricians for Peace: Reading and Writing about Violence | | 11 |
| W.7 | Writing the Changing Realities of Earth: Practices and Issues for Teachers of Nature Writing | | 7 |
| W.8 | Course Management Systems: A Viable Reality in the Composition Classroom | | 7 |
| W.9 | Facing Reality: Progressive Approaches to Grammar, Error, and Effective Writing | | 6 |
| W.10 | Reflection as Rhetorical Art and Practice | | 9 |
| W.11 | The Invention of Reality | | 11 |
| W.12 | Student Voices and Sites of Production for Electronic | | 12 |
| W.13 | (Post) Institutionalized Feminism: Defining the “F-word” | | 14 |