| A.1 | Un/Documented Literacies: Rewriting Cultural Citizenships in the United States | | 4 |
| A.2 | Responding to Student Writing | | 7 |
| A.3 | Beyond the CompRhet Doctorate: Writing History and Theory | | 4 |
| A.4 | Avatars and Representation in Second Life (tm): Sexuality, Literacy, and Fashion | | 3 |
| A.5 | Learning Communities in Context Collaboration and Across the Disciplines | | 4 |
| A.6 | Social Class and the Teaching of Writing: The New Wave | | 4 |
| A.7 | Strategies for Teaching Original, Ethical, and Scholarly | | 3 |
| A.8 | Ecocomposition in Practice: Space, Service, and Subjectivity in the First-Year Writing Classroom | | 4 |
| A.9 | Assessment Initiatives for Writing Centers | | 4 |
| A.10 | Thinking Big and Making It Happen: Stories, Strategies, and Lessons Learned from Several | | 4 |
| A.11 | Technical Writing Made Public | | 5 |
| A.12 | Peer Review Reviewed: Empirically Examining the New | | 5 |
| A.13 | Knowing, Doing, and Making Comics in Rhetoric and Composition | | 4 |
| A.14 | Emerging Technologies, Cyborg Futures?: Human Rights, Literacy, and Disability | | 2 |
| A.15 | Enticing Rhetoric: The Mutual Attraction of Composition | | 4 |
| A.16 | Transnational English(es) and U.S. Composition: From Global to Glocal | | 7 |
| A.17 | 21st-Century Writing Lives: Redefining Development, Per-formance, and Intellectual Property in College Writing | | 5 |
| A.18 | ALP: A New Model for Mainstreaming Basic Writers | | 4 |
| A.19 | Re-invigorating Traditional Research Assignments in First-Year Writing | | 3 |
| A.20 | Questioning Timed Writing and Portfolio Assessment | | 4 |
| A.21 | From Textile Mills to the Entrepreneurial University: Confronting the Political Economics of Writing | | 4 |
| A.22 | Research Redux: Rethinking Assumptions about Literacy | | 2 |
| A.23 | When Writers Teach the Teaching of Writing | | 4 |
| A.24 | Out to Sea and Back Again?: Considering the Future of Rhetoric and Composition by Looking at the Past | | 4 |
| A.25 | Writing and Complexity: Experiencing, Knowing, and Representing Reality | | 4 |
| A.26 | Writing for Multiple Purposes: Place and Genre | | 4 |
| A.27 | Beyond Plagiarism | | 4 |
| A.28 | Using Radical and Activist Traditions to Teach Writing | | 4 |
| A.29 | Upside Down, Inside Out: Making (Assessment ) Waves to Launch a WAC Enterprise from the Inside Out | | 6 |
| A.30 | Sea Change: Turbulence, Resistance, and Composition at a Military School | | 4 |
| A.31 | Streaming New Media | | 4 |
| A.32 | Critical Approaches to Technological Environments | | 4 |
| A.33 | Four Voices from the Contact Zone of Composition Theory | | 6 |
| A.34 | Mapping the Fault Lines of Evangelical Identity and Com-position Studies | | 4 |
| A.35 | Moving beyond the Privatized Writing Classroom: Community Engagement, Public Writing, and Philanthropy | | 4 |
| A.36 | Making Waves to Make a Difference: Finding a Statewide Voice in a Textbook Initiative | | 6 |
| A.37 | Assessment in the Context of the Learning Community | | 4 |
| A.38 | Reading, Writing, and Rock Stars: Audio Literacies and the Millennial Classroom | | 7 |
| AW.1 | Making Cross-Cultural Connections: Global Learning in Composition Classes and Writing Centers | | 6 |
| AW.2 | Keeping Multilingual Writers in Mind: How Universal | | 6 |
| AW.3 | “Here We Are”: Making Waves in the Teaching of American Indian Texts | | 5 |
| AW.4 | Digital Writing Assessment: Designing and Evaluating | | 11 |
| AW.5 | Changing Stories through Public Assessment, Research, and Teaching: The WPA-NMA Workshop | | 7 |
| AW.6 | Charting Historical Waters: Articulating Strategies for Archival Research | | 14 |
| AW.7 | “Tear down the Wall”: Bridging Institutional Differences | | 8 |
| AW.8 | Latina/o Pedagogy, Research, and Service: A Workshop Sponsored by the NCTE Latino/a Caucus | | 8 |
| AW.9 | Diversity, Community, and Technology: A Workshop for New and Veteran Teachers of Technical and Professional | | 4 |
| AW.10 | Research outside R1: Designing Workable Projects and Drafting Book Proposals | | 6 |
| AW.11 | International Writing Scholarship and Collaborative | | 8 |
| AW.12 | Disabling the Master’s Tools: Advocating Language | | 7 |
| AW.13 | Innovate, Assess, Sustain: Writing pedagogy and Web 2.0 | | 7 |
| AW.14 | The Pleasures of Teaching Composition: Reading and Responding to Student Writing | | 6 |
| B.1 | We Have Been Here Forever: Towards a History of Composition(ist)s of Color Rewriting Rhetoric within and beyond NCTE/CCCC | | 8 |
| B.2 | Diving In, Diving Farther, Diving Deeper: The Future of Basic Writing | | 6 |
| B.3 | TYCA Research Initiative, The Third Wave: Rethinking, Re-vising, and Transforming Our Classrooms with Technology | | 4 |
| B.4 | Players, Preachers, and Politicians: Historical Rhetoricians | | 5 |
| B.5 | Effective Practices for Teaching Students with Disabilities | | 4 |
| B.6 | Writing our Bodies/Writing our Space: Web-based Dia-logue between ESL and LGBTQ Students | | 3 |
| B.7 | Further Thoughts on Bullshit: Perspectives and Proposals | | 5 |
| B.8 | Teaching Graduate Student Writers | | 4 |
| B.9 | Two (or More) Heads Are Better than One: Promoting | | 8 |
| B.10 | Laughing, Lying, Arguing with Feminist Film Theory, Sta-tistics, and Satire | | 4 |
| B.11 | Riding the Web 2.0 Wave with Tried and True Rhet/Comp | | 4 |
| B.12 | Up the River without a Paddle on the High Seas while | | 4 |
| B.13 | Black Faces in White Spaces: African American Identity on a Predominately White Campus | | 3 |
| B.14 | Preparing the New Wave of Teachers of Composition | | 4 |
| B.15 | ‘But They Can’t Write!’: The Changing Nature of Writing | | 4 |
| B.16 | Alternative Literacy Narratives: Identities, Stories, Communities | | 2 |
| B.17 | Plagiarism Detection Technology: From the Roundtable to the Grail—Deconstructing Turnitin and Safe Assignment | | 5 |
| B.18 | Beyond the WAC Workshop: The Possibilities and Pitfalls | | 4 |
| B.19 | “Shit-plus,” “AWK,” “Frag,” and “Huh?”: An Empirical Look | | 8 |
| B.20 | Three Perspectives on the 4th ‘C’: Integrating Composition | | 4 |
| B.21 | (Re)mediating Social Technologies | | 4 |
| B.22 | Panning for Gold: Analyzing Assignment Design as a Foundation for WAC/WID Initiatives | | 4 |
| B.23 | Social Networking and First-Year Composition: Facebook, | | 4 |
| B.24 | Attending to Professional Literacies | | 4 |
| B.25 | Making Waves in the Mind/Body Split: Renegotiating Em-bodied Writing Pedagogy | | 4 |
| B.26 | Media and Rhetoric from Britney Spears to Barack Obama | | 5 |
| B.27 | Crashing the Wave of Exclusion in the Field of Composi-tion Studies: Pedagogical Uses of Alter-native Genres in Composition Classes | | 4 |
| B.28 | Play’s the Thing: Diversity, Difference, and the Destabiliz-ing Game(s) of Rhetoric | | 5 |
| B.29 | Research on Student Attitudes | | 4 |
| B.30 | Mapping Religious Rhetorics in the Academy, the Media, and the Nineteenth-Century Pulpit | | 3 |
| B.31 | Disturbing Writing: Examining the Stories, Roles, and Re-sponses of University Writing Tutors and Teachers | | 5 |
| B.32 | Waves of Transnational Composition, Ways of Doing Inter-cultural Rhetoric | | 5 |
| B.33 | Bodies that Matter: Immigration, Class, and Other “Distur-bances” in the Writing Classroom | | 4 |
| B.34 | The Problem of Multimodal Assessment: Criteria and Standards, Waves or Particles? | | 4 |
| B.35 | The Kamp Katrina Project: A Civic Collaboration between (Graduate Student) Scholars and Community Members | | 3 |
| B.36 | Pushing Pedagogies, Challenging Curricula: Creating | | 5 |
| B.37 | Rhetorical Analysis: Prison, Pro-life and Maternity | | 4 |
| B.38 | Community Literacies and Deliberative Democracy In and Beyond the University | | 5 |
| B.39 | Methods, Ethics, Labor, and Imperatives: Making Material | | 6 |
| C.1 | Making Asian American Rhetoric | | 5 |
| C.2 | Sex and Sensibility: The Queer Challenge to Composition Studies | | 4 |
| C.3 | Making Waves by Using Chicana/o Rhetorics of Difference | | 4 |
| C.4 | Contested Writing: Following the Waves of Historical Rhetorical Performance | | 4 |
| C.5 | Wartime Rhetorics: Military Recruitment, Soldiers Stories | | 3 |
| C.6 | Seismic Waves: What Open Access Initiatives Mean for Composition Studies | | 4 |
| C.7 | Next Generation OWLs: Customized Solutions and the Move toward Open-sourcing | | 3 |
| C.8 | Composition and Popular Culture: Comics, Graphic Novels, and Other Visual Rhetorics | | 3 |
| C.9 | Thinking Critically about Critical Thinking or Repackaging | | 5 |
| C.10 | Re-envisioning the Creative Writing Workshop | | 5 |
| C.11 | Exploring Student, Teacher, and Tutor Limitations in the Linguistic Development of Multilingual Students in Mainstream Composition Classes | | 5 |
| C.12 | Coming in Waves: Feminist Theory in Composition and Rhetoric | | 4 |
| C.13 | Community Literacy: Beyond Service Learning | | 4 |
| C.14 | The Movement’s Moving On: The Rhetorical Construction | | 3 |
| C.15 | Riding Writing Assessment’s Fourth Wave: Examining the Efficacy of FYC as Writing Studies Pedagogy | | 5 |
| C.16 | The Question of Identity: Critical Issues for Composition Teachers and Students | | 3 |
| C.17 | ESL Practices: Community, Voice, and Identity | | 3 |
| C.18 | Surfing International Waves: Issues for Chinese Teachers and Writers | | 4 |
| C.19 | “Diving into the Wreck”: A Feminist Inquiry of the Dissertation in Composition | | 4 |
| C.20 | Leaders of the New School: The Future of Hip-hop Pedagogy in Composition | | 4 |
| C.21 | Faith, Spirituality and Belief: Implications for Composition and Rhetoric | | 4 |
| C.22 | Particles, Waves, and a Unified Field(s) Theory: Oral Communication(s) and/in the First-Year Writing | | 3 |
| C.23 | Hip-hop Literacies, Adolescent Identities, and Urban | | 6 |
| C.24 | Lessons from the Masters: Rethinking the role of the MA in Graduate Education | | 4 |
| C.25 | Blogs, Wikis, and Web Portfolios in the Workplace | | 3 |
| C.26 | Undergraduate Research and the Writing Major/Minor | | 5 |
| C.27 | Visualizing the New Writing Center: Integrating Verbal and Visual Rhetorics | | 4 |
| C.28 | Pedagogical Identity: Making Waves Ripple in the Classroom | | 5 |
| C.29 | The Writing Environment: Space and Service | | 4 |
| C.30 | Exploring Gender and Class in WWI and Cold War Rhetoric | | 4 |
| C.31 | “But You Can’t Talk to Believers”: Dialogue and Dissent in Three Graduate Classrooms | | 5 |
| C.32 | A Question of Feeling: Addressing Emotional Issues in the Teaching of Writing | | 4 |
| C.33 | Making Waves in First-Year Composition: Virginia Woolf and Beginning Writers | | 4 |
| C.34 | Colonial Mexico, the Contemporary Jicarilla Apache | | 5 |
| C.35 | Teaching English Abroad: The Wave of the Future | | 3 |
| C.36 | Language Matters: Reframing Writing Assessment | | 6 |
| C.37 | Theorizing Ways of Reading: Mediating the Personal and the Academic in the Composition Classroom | | 4 |
| C.38 | The Good, the Bad, and the Online: Learning from One | | 4 |
| C.39 | New (Old) Waves in Genre Studies: Form without Formalism | | 4 |
| C.40 | The Library as House of Argument: Teaching Critical “Information Literacy” in First-Year Writing | | 4 |
| C.41 | Toward a Civic Discourse on the Israel-Palestine Conflict | | 11 |
| D.1 | The Calderwood Study of First-Semester Community Col-lege Writers: What their Writing Told Us about Themselves, their Faculty, and their College | | 3 |
| D.2 | Six Decades / Six Ways | | 7 |
| D.3 | Universal Design and Writing Programs: Constructing a Student-centered Universe(ity) | | 5 |
| D.4 | Approaches to Teaching Argument | | 3 |
| D.5 | Nineteenth-Century Women’s Writing: On the Road, in the Gym, behind Bars | | 4 |
| D.6 | Helping Workers Learn Writing: Understanding, Designing, and Using Text Ecologies to Foster Development in Writing at Work | | 4 |
| D.7 | Making Waves and “Making It” in Spite of the Waves: The Two-Year College’s Past, Present, and Future | | 4 |
| D.8 | Calm Seas or Tidal Waves: The Role of Writing Fellows | | 6 |
| D.9 | From Validity to Validation: How to Use Validation for Better Writing Assessment | | 8 |
| D.10 | Proof of Performance: Making Waves with Career Portfolios | | 4 |
| D.11 | Landscaping the Political Contexts of Americas’ Narratives | | 4 |
| D.12 | (Dis)Connects: Writing Centers, Digital Natives and Digital Immigrants | | 4 |
| D.13 | Revealing Ourselves, Transforming Our Students: The Role of Personal Revelation in the Writing Class | | 4 |
| D.14 | The Ethnographic Impetus in Rhetoric, Composition, and Literacy Studies | | 4 |
| D.15 | Composition across Media: A Collaboration across Disciplines | | 4 |
| D.16 | Approaches to Teaching Basic Writing | | 3 |
| D.17 | At the Shoreline: Diving In, Following the Currents, Catching the Waves | | 4 |
| D.18 | Standing Up as Professionals in the Era of Reform: Lessons from Our Public Schools | | 4 |
| D.19 | Disabling Rhetorical Advocacy: Professional, Legal, and Pedagogical Intersections | | 5 |
| D.20 | Troubling Community Writing & Publishing: The Politics of Print and Online Circulation | | 4 |
| D.21 | Building Bridges: Family Writing in the Composition | | 5 |
| D.22 | Labor Rhetoric and Academic Organizing: Possibilities and Predicaments | | 7 |
| D.23 | Moving beyond the Breakwater: Thinking “Vertically” about the Advanced Writing Course | | 4 |
| D.24 | Riding a New Wave: Innovative Approaches to Pedagogy | | 3 |
| D.25 | Alternative Theories of Literacy: Making Waves through Narratives of the Classroom | | 6 |
| D.26 | Teaching in the Archive: Finding New Sites for Undergraduate Rhetorical Education | | 4 |
| D.27 | ESL, Feedback, and Assessment | | 6 |
| D.28 | Determining Where to Start: Directed Self -placement and SAT Validity | | 3 |
| D.29 | Life Waves: Helping Students Negotiate Transition to College | | 4 |
| D.30 | You’ve Been Served: Practice and Development of Service Learning for ESL and Writing-intensive Courses and for Teacher Development | | 3 |
| D.31 | Digital Currents: “Best Practices” in Composition during the First Two Years | | 4 |
| D.32 | Research in FYC: Reading, Reflection, Resistance, and the Postcolonial | | 5 |
| D.33 | From Rhetoric of Science to Rhetoric of Technoscience | | 3 |
| D.34 | Genre Pedagogy for Social Change: Case Studies of Professional Writing Pedagogy at Work | | 4 |
| D.35 | Empowering Youth Voices: What Universities Can Learn | | 4 |
| D.36 | Breaking Boundaries and Writing Stories: Magazine Writing in the Composition Classroom | | 4 |
| D.37 | Theorizing Theme Sections of Freshman Composition | | 4 |
| D.38 | Misconception, Apprehension and Course Design in WAC | | 4 |
| D.39 | Rippling throughout the Year: Four Views of the Stretch Model | | 4 |
| D.40 | Back to the Future: Historical Currents of Composition | | 5 |
| E.1 | The Rhetoric of Environmentalism: Local Practices and Global Strategies | | 5 |
| E.2 | The Digital Now: The Cyberspace Transformation in Composition | | 8 |
| E.3 | Sovereignty and Dialect: Non-standard English Patterns in the Writing of Navajo Students | | 9 |
| E.4 | Multilingual Graduate Students and Composition Studies: Issues and Concerns for our Field | | 5 |
| E.5 | Wikis: Space, Authenticity and Critical Thinking | | 4 |
| E.6 | Fluidity, Reflexivity, and Pet Squirrels: Rethinking Research and Writing in the Disciplines | | 4 |
| E.7 | Is WAC Still Part of the Wave of the Future? | | 5 |
| E.8 | Genres and Social/Medical Realities | | 4 |
| E.9 | Choragraphies of Composition: Revisiting Five Key | | 6 |
| E.10 | Representation of the Oppressed: Visual Rhetoric in Advertisements, Short Stories, and Documentaries | | 4 |
| E.11 | “Can I Use First Person?” Personal Writing and the Academy | | 4 |
| E.12 | Making Waves through Writing: Food Memoirs, Argument, and Recipes as Protest | | 5 |
| E.13 | Takin’ It to the Streets | | 4 |
| E.14 | Social Riptides in Composition Studies: Praxis as Civic Activism | | 2 |
| E.15 | Blogs: Understanding the Potential and Challenges | | 4 |
| E.16 | Peer Review in Three Settings | | 4 |
| E.17 | Charting the Ebb and Flow: Reconsidering Debates about the First-Year Requirement | | 4 |
| E.18 | Wiping Out or Getting Stoked? The Fate of Rhetoric in Basic Writing | | 4 |
| E.19 | Scholarship @ the CC: Making Waves in the Discipline | | 4 |
| E.20 | Cross-cultural Perspectives on Technology-enabled | | 5 |
| E.21 | Shouting, Slugfests, and Religious Debates: Early 20th-Century Rhetorics | | 4 |
| E.22 | Save Points: Gaming as Writing, Production, and Play in the Contact Zone | | 4 |
| E.23 | Researching Underrepresented Populations in Higher | | 3 |
| E.24 | Rhetorical Situatedness and the Web: Kairos, Genre, and Pedagogy | | 4 |
| E.25 | Risking the Waves of Interdisciplinary Collaboration: What Happens When Another Department Wants to Change Your Course? | | 6 |
| E.26 | Writing-about-Writing Pedagogies: First-Year Composition as Student Intellectual Work | | 5 |
| E.27 | Sailing for Shore: Sustainability in the Composition Classroom | | 4 |
| E.28 | Bridging the Gaps: Reaching Our Students Across Racial, Regional, and Class Divisions | | 4 |
| E.29 | Doggie Paddling in the Digital Age?: Exploration, Access, and Expression in the Multimodal Classroom | | 4 |
| E.30 | Amber Waves and the Kludge: Valuing Agrarian Rhetorics and Literacies in the Classroom | | 4 |
| E.31 | Waves of the Future: Teacher Training Techniques | | 4 |
| E.32 | Powers of Amplification: Locating Rhetorical Force in Turn | | 5 |
| E.33 | The Classroom as Public? | | 3 |
| E.34 | Reaching across the Street: A Collaborative Effort | | 4 |
| E.35 | Digital Textual Analysis: Potential for Research and Practice | | 4 |
| E.36 | Grammar, Writing, and Communication | | 4 |
| E.37 | Ripple Effects: Sponsoring Secondary Teachers as Spon-sors of Student Writers | | 4 |
| E.38 | Strategies for Staying Afloat in the Multi-lingual Classroom | | 5 |
| E.39 | Can Process Writing Instruction Survive the Outcomes/ | | 4 |
| E.40 | Disciplinary Wars, Turf Wars, Lies and Compromise: Teaching Business Writing at a Fashion College with Rhetoric, Process, and Creativity | | 4 |
| E.41 | Revisiting a Major Wave in Composition: The Bartholomae/Elbow “Debate” | | 4 |
| F.1 | Tenure Literacies, Womanist Genealogies: The Academic | | 4 |
| F.2 | Reflective Practices in Writing Instruction: What New Research Tells Us | | 5 |
| F.3 | Share This: Digital Videos, Pedagogy, and Social Responsibility | | 5 |
| F.4 | Film as Visual Rhetorical Texts | | 4 |
| F.5 | The Philosophy of Numbers: Bridging the Gap between Rhetoric and Science | | 4 |
| F.6 | Bridging the Language Gap: Genre Theory and Linguis-tics-Based Writing Theory and Instruction | | 4 |
| F.7 | Pox on a Bender: Narrative Medicine and Writing Genres | | 5 |
| F.8 | A Following Sea: Integrating Basic Writing and Reading | | 5 |
| F.9 | This is Your Brain on Writing | | 5 |
| F.10 | Making Waves, Managing Waves, and Becoming Active/ists: Recasting Campus Crisis into Written Reflection | | 4 |
| F.11 | Navigating Empathy: Making Waves across Rhetorical and Affective Dimensions of Composition | | 5 |
| F.12 | The Gray Aesthetic: Harmonizing Cultural Responsibility and Artistic Freedom | | 4 |
| F.13 | Building a Bridge over Troubled Waters: Graduate Writing Workshops | | 5 |
| F.14 | Conflicts in Teaching and Teaching the Conflicts | | 4 |
| F.15 | Contemplation and Composition: Going Slow in the Classroom | | 3 |
| F.16 | First-Year Composition and the Learning Community: A Framework for Student Engagement | | 4 |
| F.17 | Identity Politics and Embodied Rhetorics in the Writing | | 6 |
| F.18 | Letting the Assessed in on (Nontraditional) Assessment: Writing Centers and Weblogs—Expanding a Thirdspace | | 4 |
| F.19 | Resisting Basic Writers/Resisting Institutions: Resistance Theory and Community College Writing | | 4 |
| F.20 | Discipline-Inflected Ethos: Rhetorical Theory in the Discipline-specific First-Year Writing Course | | 5 |
| F.21 | Writing Centers: Questions and Innovations | | 4 |
| F.22 | A Perfect Storm: The Impact of Value-Added Assessment Requirements | | 4 |
| F.23 | Web 2.0 Technologies and Classroom Practices | | 4 |
| F.24 | Historicizing the Work of Writing Instruction: Documenting Labor Histories in the Field | | 4 |
| F.25 | Digital Gaming: MMORPGS and Player Identity | | 4 |
| F.26 | The Ripple, the Curl, and the Tsunami: Three Perspectives | | 4 |
| F.27 | Revising Race, Remixing the Rainbow: Queer of Color | | 6 |
| F.28 | Writing on Different Wavelengths: Competing Perceptions of Teaching and the Academy | | 4 |
| F.29 | Collaboration across the Grades: Teaching, Research, and Administration | | 4 |
| F.30 | Empty Rhetoric and Academic Bullshit: Strategies for Composition’s Self-representation in National Arenas | | 5 |
| F.31 | Cultural Expectations in Cross-cultural Classrooms: ESL and International Issues | | 5 |
| F.32 | Performing Hybrid Identities and the Claiming of Public | | 4 |
| F.33 | Three Waves of Theorizing, Historicizing, & Rhetoricizing | | 4 |
| F.34 | How Teachers Rise: An Archival and Person-based Study | | 4 |
| F.35 | Composition, Teacher Education, and Curriculum Reform: Toward an Enhanced Alignment of Secondary and Post-Secondary Writing | | 4 |
| F.36 | Yes, We Really Want You to Write during This Session!: A Panel on the Pedagogy of Cultural Rhetoric(s) | | 3 |
| F.37 | Power and Identity in the Writing Classroom | | 4 |
| F.38 | Making Waves with Writing Center Peer Tutors | | 3 |
| F.39 | Going Global by Going Local: Connecting Study Abroad and International Students with the Writing Support They Need | | 4 |
| FSIG.1 | Black Caucus Business Meeting | | 1 |
| FSIG.2 | Latino Caucus Business Meeting | | 2 |
| FSIG.3 | Asian/Asian American Caucus Business Meeting | | 2 |
| FSIG.4 | American Indian Caucus Business Meeting | | 3 |
| FSIG.5 | Queer Caucus | | 1 |
| FSIG.6 | Working-Class Culture and Pedagogy | | 2 |
| FSIG.7 | English Education-Composition Connections | | 2 |
| FSIG.8 | Symposium on Rhetoric and Christian Tradition | | 1 |
| FSIG.9 | International Network of Writing-across-the-Curriculum | | 1 |
| FSIG.10 | Using and Generating Student Archives | | 1 |
| FSIG.11 | The Artful Union of Music and Writing | | 1 |
| FSIG.12 | Writing in Interdisciplinary Classrooms and Learning | | 1 |
| FSIG.13 | Meeting of the Association of Teachers of Advanced | | 1 |
| FSIG.14 | Independent Writing Units | | 1 |
| FSIG.15 | Best Practices for Online Writing Instruction: CCCC | | 1 |
| FSIG.16 | Teaching Adult Writers in Diverse Settings | | 1 |
| FSIG.17 | Progressive Approaches to Grammar | | 1 |
| FSIG.18 | Emerging Social Software SIG | | 2 |
| FSIG.19 | Studio Special Interest Group | | 1 |
| FSIG.20 | Science and Writing, Programs and Pedagogies: A SIG on Composition and the Discourses of Science | | 2 |
| FSIG.21 | Teaching of Writing to the Deaf and Hard-of-Hearing | | 1 |
| FSIG.22 | Serious Games | | 1 |
| FSIG.23 | In the Lineup: Creative Writing and Critical Thinking in College Composition | | 3 |
| FSIG.24 | Transnational Composition | | 1 |
| FSIG.25 | Writing Centers: Preparing for the Next Wave | | 1 |
| FSIG.26 | Undergraduate Consortium in Rhetoric and Writing | | 3 |
| G.1 | Taking the Stage: Performance and the Writing Classroom | | 9 |
| G.2 | Teaching Global Issues in Local Contexts: Practicing the Rhetoric of Social Activism | | 4 |
| G.3 | Charting New Routes: GLBTQQ Discourses in Professional Spaces | | 4 |
| G.5 | Sex, Lies and Theft: Writing about Controversies | | 4 |
| G.6 | Educating the Third Wave of Writing Program/Center | | 4 |
| G.7 | “Phenomenal Women” Making Waves: African American Women Using Literacy to Engage in Community and Civic Activism | | 5 |
| G.8 | Real Service, Real Students: Reflecting on Service Learning at the Two-Year College | | 5 |
| G.9 | New Media Literacies and the Sociable Web: Interrogating | | 3 |
| G.10 | Feminism’s First Wave: Women Making Spaces to Speak | | 4 |
| G.11 | Strategies for Teaching Argument | | 3 |
| G.12 | Information Design in Medical Fields | | 4 |
| G.13 | Written To Be Spoken: Playwrighting, Screen Writing and the Performative Space | | 4 |
| G.14 | In Memoriam: A Performance Piece on Haunted Pasts | | 5 |
| G.15 | Making Waves with Ethical Language: Argumentation, Neutrality, and the Law | | 5 |
| G.16 | The Use of Contemplative Practices in the Teaching of Writing and Communications | | 4 |
| G.17 | Comic, Hip-hop and the Rhetoric of Identity: Youth Identity and the Teaching of Writing | | 4 |
| G.18 | Revisioning the First-Year Composition Course | | 4 |
| G.19 | Performing the Presidency: Visual and Verbal Rhetoric in Speeches and Websites | | 4 |
| G.20 | Research on Gender and Place in FYC | | 3 |
| G.21 | Listening and Silence | | 4 |
| G.22 | Defining, Identifying, and Addressing Contrapower (Sexual) | | 4 |
| G.23 | “Lean [ing] in” towards Cross-Disciplinarity— A Collaborative Examination of Teaching Practices in Information Literacy, Research Writing, and the Writing | | 3 |
| G.24 | Poetics and Radical Pedagogy: Floating on a Discourse of Writing-based Literacy | | 3 |
| G.25 | Video: Applications Online and in the Classroom | | 4 |
| G.26 | Others Mentoring Others: Mapping and Problem-posing the Intellectual Labor, Costs, and Rewards of Mentoring Marginalized Students | | 5 |
| G.27 | Sea Change, Transformation, and Adaptation: Pedagogy and Praxis Gleaned from the Community | | 3 |
| G.28 | Burke and Beyond: Theories of Identification, Agency, and Literacies | | 4 |
| G.29 | Ex-centric Practices of Inventing and Composing in FYC | | 4 |
| G.30 | Information Literacies, Libraries and Learning | | 3 |
| G.31 | Assessing the Role of Writing in Student Engagement: A Collaboration with the National Survey of Student | | 3 |
| G.32 | Shades of Gray: Affects, Aesthetics, and Subversion in Composition | | 5 |
| G.33 | Welcome to the Machine: Corporate Interests and Freshman Readers | | 4 |
| G.34 | On Making Waves without Falling Out of the Boat: The Experience of Composing an Electronic Dissertation | | 4 |
| G.35 | Disrupting Current Notions of Cognition in Composition | | 3 |
| G.36 | Civic Pedagogies in Uncivil Times: Community Activism within Institutional Restraints | | 4 |
| G.37 | Ecocomposition as a Tool in the Writing Classroom | | 4 |
| G.38 | Wright’s Jeremiad and the Rhetorical Construction of Barack Obama: The Politics of Racial Literacy | | 3 |
| G.39 | Cultural Rhetorics: Making Difference Matter in Composition Pedagogies | | 7 |
| H.1 | CCCC Studies in Writing and Rhetoric: The Next 25 Years | | 6 |
| H.2 | The Future of Composition and the Composition of the Future | | 5 |
| H.3 | New Modals in the Fight against Bullshit | | 3 |
| H.4 | Studying Academic Honesty | | 4 |
| H.5 | Performance Practices in the Writing Classroom | | 4 |
| H.6 | Other Rhetorical Traditions: Reconsidering Classical Rhetorics | | 4 |
| H.7 | The Research Plan is Sinking—Locate the Lifevest!: Navigating Research Methodologies and Realities | | 4 |
| H.8 | Reclaiming Ann E. Berthoff for the Twenty-First Century | | 4 |
| H.9 | Language Diversity: History, Practice, Policy | | 4 |
| H.10 | “TYCA Research Initiative, The Third Wave: Serving Multimission, Diverse Skills Students: Creating and Sustaining Two-Year College Learning | | 4 |
| H.11 | Developing a Pedagogy of International Technical | | 4 |
| H.12 | New Media and Writing Program Administration: Reconfiguring Administrative Discourses and Practices | | 4 |
| H.13 | Approaches to Teaching Writing to L2 Learners and ESL | | 4 |
| H.14 | In the Waves’ Wake: A Second Look at Some Touchstones of the Workshop | | 5 |
| H.15 | Hybrid Academic Discourse and the Empowerment of Student Voice | | 4 |
| H.16 | Researching Digital Literacy Acquisition | | 4 |
| H.17 | Why That Record Keep on Skippin’: Moving SRTOL be-yond the Same Song, Different Verse 35—Years Later | | 6 |
| H.18 | When Marginal Literacies Go Public: Resisting Tendencies to Pathologize and Exoticize Stu-dents’ Reading and Writing Practices | | 4 |
| H.19 | Critical Thinking about the Workplace in Technical Writing | | 4 |
| H.20 | The Basketball Diaries, or Making Waves in a Gorilla Suit | | 2 |
| H.21 | Complexifying Gendered Space | | 4 |
| H.22 | Service and Engagement in Composition Studies | | 4 |
| H.23 | Crashing Waves: Rhetorical Agency, Social Justice, and the Violence of Democratic Education | | 4 |
| H.24 | Navigating the Sea Change: Charting a Course for Success on the Job Market | | 4 |
| H.25 | Multicultural/Multilingual | | 4 |
| H.26 | Contesting and Changing the Cultural Rhetorics of Breast | | 6 |
| H.27 | The Shifting Concept of Other: The Power of Writing to Transform Self | | 5 |
| H.28 | Linking Adult and Basic Literacy Education with a State | | 4 |
| H.29 | Strategies for Effective Peer Response | | 5 |
| H.31 | Rhetoric and Cross-Culturalism: Deliberative Interactivity | | 5 |
| H.32 | Changing Tides, Changing Curriculum: Instituting a Cross-disciplinary Mid-career Composition Course | | 5 |
| H.33 | Speaking the Unspeakable: Writing about Race in the Chocolate City | | 5 |
| H.34 | Rhetoricians without Borders: Strategies for Collaborating | | 4 |
| H.35 | Place, Texts, and Satire as Invention and Prewriting | | 4 |
| H.36 | Questioning Traditions of Academic Discourse: Local Efforts to Democratize Representations of Student-Writers and Student-Researchers in the U.S. Academy | | 5 |
| H.37 | Writing Studies, Culturally Relevant Pedagogy, and Film | | 4 |
| H.38 | Testing and Transgressing Borders: Defining Citizenship in Acts of Literacy and Rhetoric | | 4 |
| H.39 | Sustaining the Wave of Critical (E-) Literacy: Multimodal Rhetorics and the Question of Content | | 5 |
| I.1 | Gathering Force: A Discussion on Preparing Researchers | | 9 |
| I.2 | The Report of the ADE Ad Hoc Committee on Staffing: A Discussion | | 3 |
| I.3 | Writing Ourselves in a Global World | | 4 |
| I.4 | The New Wave of Grammars: Functional, Cognitive, Rhetorical. The Grammar/Genre Connection | | 4 |
| I.5 | Ripeness Is All: A Multigenerational Conversation On Retiring Gracefully and Living Well in Retirement | | 9 |
| I.6 | Pledging, Hooting, and Saluting: Extra(ordinary) Women’s Rhetoric | | 6 |
| I.7 | Making Waves, Making Change: African Diaspora Women’s Discourse | | 4 |
| I.8 | Revising Revision: New Currents in Creative Writing Pedagogy | | 5 |
| I.9 | From Radical to Rhetorical: Current Research on Reflection in Composition | | 6 |
| I.10 | Digital Interventions in Composition | | 8 |
| I.11 | New Waves for Writing Centers | | 4 |
| I.12 | CAMPing Out in First-Year Writing: Migrating Xicano Research in Composition Studies | | 6 |
| I.13 | Plagiarism and Fair Use in Perspective: History, Perceptions, and Policy | | 4 |
| I.14 | Rocking the Boat: Literacy and the Legacies of Activism | | 3 |
| I.15 | Digital Learning and the Fair Use of Web 2.0 Texts and Technologies | | 5 |
| I.16 | Making Waves of Change: Creating a BA Degree in Writing and Rhetoric | | 5 |
| I.17 | “Strangers in Strange Lands”: Composition Learning | | 4 |
| I.18 | Rethinking Rhetoric and the Environment | | 4 |
| I.19 | Theory and Digital Media | | 4 |
| I.20 | Engaged at 8 a.m.?: Assignments that Invite FYC Students | | 6 |
| I.21 | Evolution of Style in the History of Technical Communication | | 5 |
| I.22 | The Jesuit Tradition and Rhetorical Studies: Writing Programs at American Jesuit Colleges and Beyond | | 6 |
| I.23 | WAC Research in Three Keys: Exploring Contexts, Charting Trends, Challenging Assumptions | | 4 |
| I.24 | The Next Wave in Undergraduate Research: Digital | | 4 |
| I.25 | Investigating Students’ Narratives of Their Life Histories | | 4 |
| I.26 | Making Waves by Analyzing the Rhetoric of War | | 5 |
| I.27 | Making (New Media) Waves: Challenging the Circulation Limitations of Community | | 5 |
| I.28 | Writing in the Margins: New Waves in Composition for Civic Engagement and Social Justice | | 6 |
| I.29 | Turning the Tides: Sites of 19th-Century Women’s Transformative Rhetoric | | 4 |
| I.30 | Mapping a New Academic Landscape: |Towards Rhetorical Pluralism in WAC/WID, Writing | | 4 |
| I.31 | Using Your Voice in the Writing Classroom | | 4 |
| I.32 | Using and Teaching Genre Theory | | 4 |
| I.33 | Grammar, Language, and Student’s Rights | | 4 |
| I.34 | Ripples in the Research Center: Reorganizing a Departmental Space for Collaboration and Research in the Public Interest | | 6 |
| I.35 | Entitled Waves: Globalization, Empire, and “Transglobal” Resistance | | 5 |
| I.36 | A Loose Canon No More: Style’s Relevance to Writing Instruction | | 5 |
| I.37 | Shaping Campus and Community Ideas about Writing | | 5 |
| I.38 | Waves of Compassion: Exploring an Ethic of Love and Care in Composition and Rhetoric | | 4 |
| I.39 | On the Same Wavelength: How We Learned to Stop Worrying and Love the IRB | | 5 |
| I.40 | Narrative Research in Language and Literacy: Current | | 4 |
| J.1 | Riding a New Wave: Towards the Writing/Composition/Rhetoric Major and Minor | | 4 |
| J.2 | Dissenting for Peace: Speaking (Fearlessly) to Discourses of Power | | 5 |
| J.3 | CCCC Committee Research into Best Practices for Online | | 5 |
| J.4 | Forming the Profession: W. Ross Winterowd and the History of Composition Studies | | 4 |
| J.5 | Racism in Writing Assessments and the Construction of “Minority” Literacies | | 7 |
| J.6 | Queer Presences in the Composition Classroom | | 4 |
| J.7 | Seeing Themselves as Writers: Basic Writers’ Journey | | 4 |
| J.8 | Chicana/o Rhetorical Strategies: Decolonizing Cultural, Pedagogical, and Technological Spaces | | 5 |
| J.9 | Basic Writing Waves of Change: A Call for Graduate | | 4 |
| J.10 | Let’s Have Class Outside Today: | | 4 |
| J.11 | Building WAC/WID for the 2010s | | 4 |
| J.12 | Technical Writing in Cross-cultural Contexts | | 4 |
| J.13 | Troubling Diversity: Making Class Matter in Socially Responsive Writing Courses | | 4 |
| J.14 | Two-Year College English Assessment: Surfing a Möbius Strip | | 4 |
| J.15 | Visual Rhetoric and Visual Texts | | 4 |
| J.16 | “These people don’t belong together”: Methodological Makings across Disciplinary Fields | | 5 |
| J.17 | Assuming the Position: Reflections on Becoming WPAs | | 4 |
| J.18 | “Invisible Classrooms” Revealed: Digital Technologies as Hidden Teachers | | 4 |
| J.19 | “The Writer/Teacher in Composition Studies: Wendy Bishop’s Legacy” | | 5 |
| J.20 | Starting a Wave: Nineteenth-Century Classroom | | 4 |
| J.21 | Sailing through the Storm, Negotiating Its Wake, Staring | | 4 |
| J.22 | Writing Our Way In | | 4 |
| J.23 | Raising their Voices, Raising Awareness: The Published Writing of Girls across the Twentieth Century | | 4 |
| J.24 | Wiping-Out: A Celebration of Research Failures and the Lessons They Teach | | 4 |
| J.25 | Mapping Programmatic Composition Waters: Does Having a Teaching Vision Matter? | | 7 |
| J.26 | Historical Perspectives on Technical Communication | | 4 |
| J.27 | Web 2.0 and a New Wave Writing Pedagogy?: Three Empirical Studies of Computer-Supported Writing | | 3 |
| J.28 | Approaches to Literacy Narratives | | 4 |
| J.29 | Turning the Academy Inside/Out: Rethinking Community and the Classroom | | 3 |
| J.30 | Writing as Social Performance: Examining Teacher Student Negotiations in Three Different | | 4 |
| J.31 | Taking It to the Web: Digital Writing in Composition Classrooms | | 4 |
| J.32 | Battling Undercurrents: Textbooks, Technical Writing, and Pejorative Pedagogy | | 5 |
| J.33 | Modern Day Sophistic | | 5 |
| J.34 | Shared Voices: Writing Circles, Student Profiles, and Student-Led Conferences as Paths to Student Success | | 4 |
| J.35 | Using Web Technology to Teach Writing | | 4 |
| J.36 | Brave New World: Teaching Students Who Make Waves | | 2 |
| J.37 | Beyond “Kitchen Tables”: How the Extra-curriculum of New Technologies Enables Waves of Emerging Literacies | | 4 |
| J.38 | Revisiting the Ready-made | | 4 |
| J.39 | Government, Funding, and the Role of Outcomes | | 3 |
| J.40 | Wii Wave: Riding the Waves Shaping our Digital Communicative Acts | | 6 |
| J.41 | Meet the Editor of CCC | | 5 |
| K.1 | Academic Literacy as Participation: Inducting Students into an Intellectual Community | | 4 |
| K.2 | Writing Centers, CAC, and First-Year Seminar | | 3 |
| K.3 | Risk and the jWPA: Rocking the Boat on the Voyage toward Tenure | | 4 |
| K.4 | Beyond Joseph Williams: Rethinking Cohesion for Today’s Composition Class | | 4 |
| K.5 | CCCC Is Not the Right Home for Rhetoric and Writing | | 4 |
| K.6 | Modalities of Professional Communication | | 5 |
| K.7 | We Got Game: Effective Strategies for Using New Media | | 4 |
| K.8 | Diasporic Asian Rhetorics: Investigating Strategies, Identity, and Representation in Classroom and Online Environments | | 5 |
| K.9 | Personal Narrative in the Composition Classroom | | 5 |
| K.10 | Tracing the Stream and Filling the Well: Afrafeminist (Re)Definitions of African Diasporic Women’s | | 5 |
| K.11 | Composing the New Civics: Globalization, Social Change, and Student Agency | | 4 |
| K.12 | Converging Currents in Learning Communities: Interdisciplinary Composition, Pedagogical Transparency, and Student-centeredness | | 4 |
| K.13 | Redefining Intellectual Property in the Digital Copyright | | 4 |
| K.14 | Research Methods across Writing Studies: Corpus, Survey, Meta-analysis, Grounded Theory | | 5 |
| K.15 | A Ripple into a Tsunami: Understanding Departmental | | 5 |
| K.16 | Unique Approaches to Writing Assignments: Food, Self-publishing, and Ethnography | | 4 |
| K.17 | The Waves Not Taken: Deconstruction, Historiography, Community, and Play | | 5 |
| K.18 | Performing Site-specific Learning outside the Classroom | | 4 |
| K.19 | Prose Style and the Counterpublic: Toward a New Politics for the Classroom and the Discipline | | 5 |
| K.20 | Making Waves in Composition Program Assessment at the Two-Year College (TYCA Strand) | | 3 |
| K.21 | Research on Writing in Digital Environments | | 6 |
| K.22 | Reviving Composition Programs: It Takes a Village to “Make Waves” | | 4 |
| K.23 | Making Space for Writing: Local, Global and “Third” Spaces of Composition | | 2 |
| K.24 | Visual Rhetoric: Themes, Tools, and Tattoos | | 3 |
| K.25 | Strategies for Effective Collaboration in the Writing | | 4 |
| K.26 | Creating Waves in the Text: Student/Faculty Views of Cre-ativity | | 4 |
| K.27 | “I know how you feel”: The Empathy Challenge in Service | | 4 |
| K.28 | Developing and Training Peer Tutors | | 4 |
| K.29 | Catching the Wave of Information Literacy in First-Year | | 4 |
| K.30 | Retro Revision: Re-visioning and Re-reading Student | | 4 |
| K.31 | Reframing Resistance: “Critical Thirding,” Student Identity, and Alternative Spaces | | 4 |
| K.32 | Waves of Potential: Composition for the Forgotten Student | | 4 |
| K.33 | Making Waves in the Archives: Considering Our Own Historiography | | 5 |
| K.34 | Composing Spaces: Re-examining the Spaces Where Students Write | | 4 |
| K.35 | Spatial Solutions: Postmodern Mappings of Online Writing Environments | | 4 |
| K.36 | Reading, Writing, and Cyber Discussions: Bringing the Book Group Format to an Online Learning Community | | 4 |
| K.37 | Critical Reading Practices that Improve Student Writing | | 2 |
| K.38 | Posthuman Desire and Breaking Disciplinarity | | 4 |
| L.1 | Think-Tank for Newcomers Developing Papers and Sessions for CCCC–2010 | | 1 |
| L.2 | Passing: Mixed-bloods, Invisible Indians, and Perception | | 4 |
| L.3 | Reconciling Different Approaches, Audiences, and Sites of Production in Multimodal Assessment | | 3 |
| L.4 | Qualitative Research Methods: Ethnography and Beyond | | 4 |
| L.5 | Public (Ex)Change: Problematic Potentials of Cyber-Civic Discourse | | 5 |
| L.6 | Effective Tools for Teaching Writing | | 4 |
| L.7 | Needlework to Comics: Surfing the History of Multimodal Instruction | | 5 |
| L.8 | New Media Strategies for Writing Classrooms | | 4 |
| L.9 | Managing Conflict and Resistance in the Composition | | 4 |
| L.10 | Our Electronic Odyssey: A Reflection on Literacy, Writing | | 4 |
| L.11 | A Ripple or a Tsunami?: Offering College Writing Credits to High School Students | | 3 |
| L.12 | Rhetorical Situations, Research Writing, and Genre: Cross-institutional Research on Curriculum Design in Two | | 8 |
| L.13 | Designing Engagement: FYC Assignments as “Contact Zones” | | 2 |
| L.14 | Unmasking the Teacher: Letting Students Get to Know (all about?) You | | 5 |
| L.15 | Audience and Genre in Professional Writing | | 4 |
| L.16 | Narrating Telepresence: Rearticulating the Voice of the (Dis) Abled | | 4 |
| L.17 | Redefining the Present State of Scholarship in the History | | 4 |
| L.18 | Service Learning in Writing Courses | | 4 |
| L.19 | Deciding, Creating, and Maintaining “Face”: An Analysis | | 4 |
| L.20 | Making Virtual Waves: Integrating Multimodal Writing | | 5 |
| L.21 | Alignity: The Next Wave in Writing in the Disciplines | | 4 |
| L.22 | SIN(x), Where X Equals Identity: A Grounded Theory Investigation of “Development” in a Tutor Development Program | | 6 |
| L.23 | Assessment of Student Writing | | 3 |
| L.24 | Literate Translations: Historical Encounters with Literacy | | 4 |
| L.25 | TYCA Research Initiative, The Third Wave: 2008–2009 Data on Two-Year College Comp Load and Part-time Teaching Conditions and Pedagogical Implications” | | 4 |
| L.26 | Cooking, Culture, and Composition: How Reading and Writing Transform our Appetites | | 4 |
| L.27 | Let’s Talk about It: Discussing Identity and Writing Strategies | | 4 |
| L.28 | Collaborative Crosscurrents in First-Year Composition | | 4 |
| L.29 | Fifteen Years after the Writing Requirements Went Away: In the Wake of the New Abolitionist Wave | | 5 |
| L.30 | ELL Practice: Work, Pedagogy and Literacy | | 4 |
| L.31 | Beyond Reason: Publics, Intellectuals, and Literacy | | 3 |
| L.32 | Riding Rough Waters: Rhetorics of Race and Miseducation | | 8 |
| M.1 | Writing Programs . . . The Final Frontier: Where We’re Going, Where We’ve Been | | 3 |
| M.2 | Assessing Meaningfully: Statistics, Politics, and Local Contexts | | 4 |
| M.3 | Digital Literacies: Making Waves in Wide Wide Web | | 4 |
| M.4 | Making Wiki Waves: Composing with Multiple Modalities | | 3 |
| M.5 | Exploring Our Values: A Two-Year College English | | 4 |
| M.6 | Investigating Civic Rhetorics in Composition Classrooms | | 4 |
| M.7 | Charting our Courses in Choppy Waters: Balancing University Teaching and other Professional | | 6 |
| M.8 | Early Career Leaders of Color: Individual Plans for Leadership Projects from the Summer Institute | | 1 |
| M.9 | Orchestrating Change: Harmonizing the Personal and the Digital in a “Community of Learning” | | 4 |
| M.10 | Research on Motivation in Writing Contexts: Transfer, Peer Response, and Administration | | 2 |
| M.11 | The Value of an Autobiographical and Visual “Common | | 4 |
| M.12 | Outcomes Assessment and the Intellectual Work of Composition: Engaging the Contradictions | | 4 |
| M.13 | Digital Media: Audio 3 Plus Video and Text | | 4 |
| M.14 | Authorizing Multiculturalism at the Center: Tales of Trials and Triumphs | | 4 |
| M.15 | Ripples of Reading: Moving First-Year Students toward College-level Reading | | 5 |
| M.16 | Tutor Development and Tutoring’s Influence | | 3 |
| M.17 | Coming to Terms: Discovering our Rhetorical Values | | 4 |
| M.18 | What’s This Course About? Unique Approaches to First-Year Composition | | 4 |
| M.19 | Ethnography, Democracy, and the New Civic Rhetoric | | 4 |
| M.20 | Riding the Textbook Wave: How the Textbook Publishing Industry Affects Writing | | 5 |
| M.21 | On Whiteness, Race and Language | | 4 |
| M.22 | Preparing TAs: Stasis, Squalls, or Sea Change? | | 4 |
| M.23 | The Struggle of Memory against Forgetting, Part II; Or, Stemming the Tide of Cultural Amnesia | | 6 |
| M.24 | Challenging the Boundaries of First-Year Composition: Reflections and Strategies for Invention, Arrangement, and Revision | | 5 |
| M.25 | Getting a Job at a Two-Year College | | 4 |
| M.26 | World Englishes: Possibilities/Limitations of Code Meshing | | 4 |
| M.27 | What Are Students Really Learning from Textbooks?: Cre-ating Effective Pedagogy through User-experience Design | | 4 |
| M.28 | Catching a New Wave: Developing a Business Writing | | 4 |
| M.29 | On Race, Privilege, and Agency | | 4 |
| M.30 | The Rhetorical Persistence of Old Capitalist Mindsets in a New Capitalist World | | 4 |
| M.31 | Sea Changes in Composition Theory and Pedagogy | | 4 |
| M.32 | Against the Wave: Re-inventing Pedagogical Practices in the Creative Writing Classroom | | 5 |
| MW.1 | Academic Service-Learning and First-Year Writing | | 4 |
| MW.2 | Keeping Multilingual Writers in Mind: How Universal Design Can Lead to Inclusive Pedagogies | | 9 |
| MW.3 | Troubling Boundaries: Social Action and Composition | | 4 |
| MW.4 | Assigning and Assessing: Multimodal Composition and Classroom Practice | | 7 |
| MW.5 | Play/Write: Connecting Games Research to Composition | | 4 |
| MW.6 | Clarification, Collaboration, Commitment: Preparing | | 2 |
| MW.7 | Making Digital Waves in the Two-Year College: Promoting | | 7 |
| MW.8 | Defining and Writing about Racism in the Composition | | 2 |
| MW.9 | Multigenre Writing: A New Wave of Hybrid, Cross-Genre, and Multimodal Assignments | | 11 |
| MW.10 | Access, Relevance, and Diversity as Goals for Organi-zational Change: The Project Outreach Initiative of the National Writing Project | | 5 |
| MW.11 | International Writing Scholarship and Collaborative | | 10 |
| MW.12 | Biff! Bam! Zoom! Popular Culture Hits the Composition | | 5 |
| MW.13 | This Textbook Doesn’t Fit: The Why and How of Custom | | 3 |
| N.1 | Collaborative Wave-Making with Communication | | 4 |
| N.2 | In Search of Common Language: Strategies for Creating | | 4 |
| N.3 | Plagiarism: Politics and Accountability | | 4 |
| N.4 | Writing the Waves of Technology on MySpace, Facebook, and with Instant Messaging | | 4 |
| N.5 | Autism, Rhetoric, and Writing: Continuing the Conversation | | 4 |
| N.6 | Waves of Contemporary Change: Charting the Twenty-First Century | | 4 |
| N.7 | Write for Your Life: The Intersections of Rhetoric and Well-Being | | 3 |
| N.8 | Polymodal Perversity and Rhetorical Power: (Not) Confronting Gender Issues in First-Year Composition | | 10 |
| N.9 | Techno-Waves: Theorizing the Uses of Multimedia | | 4 |
| N.10 | Literacy Program: Practices Outside of Academia | | 4 |
| N.11 | Forget the Waves–We Aren’t Even in the Same Rowboat: Disrupting Grand/Master Writing Center Narratives | | 4 |
| N.12 | Technology Change: Institutional Change Online Courses, Distance Education, and Dissertation Writing | | 5 |
| N.13 | Web 2.0 Wavelengths: Examing Spaces Created Within | | 5 |
| N.14 | Back to Basics: Refiguring Basic Writing Instruction | | 3 |
| N.15 | Beyond First-Year Composition: Approaches for Teaching | | 3 |
| N.16 | Perceptions and Pedagogy: Remediation in the CSU | | 4 |
| N.17 | Searching for “Teachable” Texts | | 4 |
| N.18 | On the Ground: Alternatives for Understanding the Role of Faculty in Rhetoric and Composition | | 4 |
| N.19 | Motivating WID Students: Creating, Using, and Evaluating | | 4 |
| N.20 | Writing in the Disciplines as a Disciplinary Apprenticeship: Does the Metaphor Work? | | 4 |
| N.21 | Navigating Difference in Writing Center Tutoring Sessions | | 4 |
| N.22 | Rocking the Boat: Using Blogs to Challenge Traditional | | 4 |
| N.23 | The Opposite of Assessment Is? | | 4 |
| N.24 | Multimodal Composition: Making .WAVs with Non-traditional Writers | | 5 |
| N.25 | Moving Ahead: Advanced Placement, Summer Clinics, and High School/Community College Collaboration | | 4 |
| N.26 | Writing in the Technical and Scientific Disciplines | | 3 |
| N.27 | Digital Research: Centers, IRBs, and Multi-Tasking | | 3 |
| N.28 | Creating Institutional Unity at the New “Community” | | 5 |
| N.29 | Theories of Learning: From Performance to Multiple Intelligences | | 4 |
| N.30 | Collaboration in Composition | | 3 |
| O.1 | Riding the Wave: The Impact of Emerging Digital Genres on Academic Writing | | 4 |
| O.2 | Plagiarism: The Good, the Bad, the Ugly | | 4 |
| O.3 | Using New Media: Effective Strategies for First-Year Writing | | 3 |
| O.4 | Making Waves on a Rising Tide: Three Writing Centers Churn Things Up | | 4 |
| O.5 | Studies of Transfer: Secondary to FYC to the Disciplines | | 4 |
| O.6 | “Not Waving but Drowning”: Strategies for Supporting | | 3 |
| O.7 | Global Issues: Closing the Divide between Locals and Transnationals in Freshman Composition | | 1 |
| O.8 | Writing Center Research: Qualitative and Quantitative | | 4 |
| O.9 | Web 2.0: Social, Political, and Cognitive Effects | | 4 |
| O.10 | Collaborative Learning and Peer Tutor Training: Breaking Waves and Confused Seas | | 7 |
| O.11 | Making Waves within Webs: Rhetorical Agency in a Complex World | | 5 |
| O.12 | Student Voices, Student Views, Student Videos | | 2 |
| O.13 | Digital Mobility, Viral Media, and Creative Ems | | 4 |
| O.14 | Plagiarism and Intellectual Property | | 4 |
| O.15 | Innovative Approaches to Assessment and Standards | | 5 |
| O.16 | Less Is More: Teaching Composition With–Not From–Textbooks | | 4 |
| O.17 | The Ripple Effect: Using Institutional Roles outside the Department to Effect Writing Program Change | | 4 |
| O.18 | Criminal Composers? Where Copyright Meets Composi-tion Studies | | 1 |
| O.19 | “One Size Fits All” or “All Cultures Must Shrink to Fit”? | | 5 |
| O.20 | “But I thought . . .” Managing Student and Teacher | | 4 |
| O.21 | Computers in Composition Courses and Programs | | 4 |
| O.22 | First Year Composition: Texts, Texting, and Mobile Phone Networks | | 4 |
| O.23 | From Baghdad to South Texas | | 4 |
| O.24 | Making Waves, Making Trouble: Teaching Writing in a Post 9/11 World | | 2 |
| O.25 | Where Are We?: Locating the Personal in Composition at a Time of Emergent Social Technologies | | 4 |
| P.1 | Making Waves in Graduate School: Challenging “Business | | 4 |
| P.2 | Prison Writing Partnerships: Triggering Change from the Inside | | 4 |
| P.3 | Dissonance in Messages and Metamessages in Language | | 4 |
| P.4 | Women, History, and Procedural Writing: Writing Instructions, Writing Ourselves | | 4 |
| P.5 | Navigating Life’s Stormy Seas: Teaching Memoir Writing | | 4 |
| P.6 | Terra Incognita: Methods and Strategies for Creating a Global Writing Curriculm | | 8 |
| P.7 | Bridges and Troubled Waters: Recognizing, Complicating, and Redefining Composition’s Use of Contingent Labor | | 3 |
| P.8 | Navigating Historical Traditions of Rhetoric | | 5 |
| P.9 | A Sustainable Coastline: Returning Questions in/to the Post-pedagogy Era | | 4 |
| P.10 | Delivery as. . . Repositioning the Fifth Canon in the Writing | | 5 |
| P.11 | Sound Waves: New Faces of Deaf Students in the Writing Classroom | | 4 |
| P.12 | The Double Helix: WPA Theory and Practice in Four Local Contexts | | 5 |
| P.13 | Defining (the) Class: Social Learning Theory and Pedagogy | | 4 |
| P.14 | Teachers, Texts, and Contexts: Tracking Traditions in Composition Studies | | 4 |
| P.15 | Limited Liability: Genres of Ethical Compromise | | 4 |
| P.16 | Full Speed Ahead: Navigating Composition’s Rough Waters | | 5 |
| P.17 | One Size Fits All?: State Universities Respond to Legislative Initiatives Impacting First-Year Composition | | 6 |
| P.18 | Rhetorical Epistemologies in Ancient Cultures: Language, Knowledge, Writing, and Reality in Ancient | | 4 |
| P.19 | WAC’s a Beach | | 5 |
| P.20 | Intergenerational Feminist Compositions: Re-imagining the Wave Metaphor | | 6 |
| P.21 | The Ripple Effect of Service-Learning: Approaches to Creating (Air) Waves of Awareness | | 13 |
| TSIG.1 | Service-Learning and Community Literacy | | 1 |
| TSIG.2 | Women’s Network Special Interest Group: Gender and Professional Status in the Field | | 1 |
| TSIG.3 | Part-Timer SIG: Best Practices for Non-Tenured faculty | | 1 |
| TSIG.4 | Conference on Basic Writing Special Interest Group | | 2 |
| TSIG.5 | The Subject is Writing: FYC as an Introduction to Writing Studies | | 2 |
| TSIG.6 | Second-Language Writing SIG: Discussing the Revised CCCC Statement on Second-Language Writing and Writers | | 2 |
| TSIG.7 | Special Interest Group: Writing at the Military Service Academies | | 2 |
| TSIG.8 | EngiComm: Writing Across the Engineering Curriculum | | 1 |
| TSIG.9 | The Graduate Teaching Experience: Multiple Respon-sibilities and Challenges | | 1 |
| TSIG.10 | Open Source and Free Software Users Group | | 2 |
| TSIG.11 | Disability Studies Special Interest Group | | 1 |
| TSIG.12 | Composition at the Small College/University | | 3 |
| TSIG.13 | Nature Writing, Ecocomposition, and Environmental | | 1 |
| TSIG.14 | Canadian Caucus | | 1 |
| TSIG.15 | Film, Television and Visual Rhetoric | | 1 |
| TSIG.16 | SIG: Language, Linguistics, and Writing | | 1 |
| TSIG.17 | United States-Israel-Palestine Special Interest Group | | 1 |
| TSIG.18 | Family Writing Special Interest Group | | 1 |
| TSIG.19 | Non-Western Rhetorical Traditions: Rhetoric Around/ | | 1 |
| TSIG.20 | Live Wires: Creative Nonfiction and Technology–Cre-ative Nonfiction SIG | | 2 |
| TSIG.21 | Contingent Faculty Caucus | | 1 |
| TSIG.22 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.23 | 5th C Computers | | 1 |
| TSIG.24 | Consortium for the Study of Writing in College: A Collaboration of WPA and the National Survey of Student Engagement | | 1 |
| TSIG.25 | SIG: Association of Teachers of Technical Writing | | 1 |
| TSIG.26 | In Memory of Rene Betz | | 1 |
| W.1 | Transnationalizing/Globalizing Rhetoric and Composition | | 11 |
| W.2 | “Basic” Writers In and Out of School: A Conversation in Multiple Literacies | | 11 |
| W.3 | Feminist Workshop | | 17 |
| W.4 | Developing Long-Term, Reciprocal Relationships with Community Partners | | 10 |
| W.6 | Teaching for Change: Strategies, Obstacles, and Possibilities | | 7 |
| W.7 | Encountering Propaganda in Teaching, Scholarship, and Activism | | 11 |
| W.8 | Writing Teachers Writing | | 7 |
| W.9 | Rhetorical Grammar and Genre Studies | | 5 |
| W.10 | Adjuncts and Allies | | 9 |
| W.11 | Research in Genre | | 7 |