| A.1 | Renewing Genres: 5 Paragraph Themes and Personal Criticism | | 2 |
| A.2 | Rethinking Grammar: Ethics, Error, and Syntax | | 4 |
| A.4 | From Composition Classroom, to First-Year Writing Program, to English Studies: Rethinking Multimodal Composition at Multiple Institutional Levels | | 4 |
| A.5 | Renewing and Remixing the Place of Feminism in Rhetoric and Composition: Revisiting Texts, Conferences, and Workshops | | 4 |
| A.6 | Protocol, Power, and Possibility: What the Literacies and Rhetorics of Organization Can | | 4 |
| A.7 | Education and Power: Hegemony and Resistance in the Composition and Rhetoric Classroom | | 4 |
| A.8 | Teaching, Tutoring, and Living In and Across Blended | | 4 |
| A.9 | Rethinking Transfer, Renewing Pedagogy | | 6 |
| A.10 | Revisiting Response: Diagrams, Conference, and Videos | | 3 |
| A.11 | Isn’t Composing Always Creative?: Re-envisioning the Merits of Creative Writing in the Composition Classroom | | 4 |
| A.12 | Where Are They Now?: A Longitudinal Look at the Writing | | 4 |
| A.13 | Bringing WAC Back: From Suspended Animation to Revitalization | | 6 |
| A.14 | A New Taxonomy of Research Methodologies for Writing | | 4 |
| A.15 | Puttin’ the ‘Tech’ in Technical Writing: Interrogating New Media’s Effects on Technical Writing | | 4 |
| A.16 | Más América: New Scholarship on Latin America in Composition and Rhetoric | | 5 |
| A.17 | Grad School, the Program Remix | | 4 |
| A.18 | Rethinking Racism in Writing Assessments: A Conversation about Local Issues, Sites, and Possibilities | | 7 |
| A.19 | Students’ Right to Their Own Research | | 4 |
| A.20 | First-Year Remix: Contexts and Curriculum | | 4 |
| A.21 | Autism and Audience: Autism Remixes the Rhetorical Triangle | | 3 |
| A.22 | Facilitating Expression: Identity Formation, Responses to Trauma, and Writing Workshops | | 4 |
| A.23 | (Re)mixing Assessment and Articulation: One Program’s Experience with Assessing Writing as a Dynamically Articulated Process | | 4 |
| A.24 | Credit before College: Challenges to the Core | | 6 |
| A.25 | Remixing Directed Self Placement: Fostering Student Reflection; Linking Assessment and Instruction; and Tracking Progress | | 4 |
| A.26 | “Good Teachers” Don’t School Emotion: Misrecognizing the Inevitability of Affective Discipline | | 3 |
| A.27 | Bending and Breaking the Rules of Academic Discourse | | 3 |
| A.28 | Remixing First-Year Composition | | 6 |
| A.29 | Chicana/o Cultural Connections: Environmentalism, Social | | 4 |
| A.30 | Remixing Google Maps as Portfolios (The Cartography Mix) | | 4 |
| A.31 | Writing Lessons from Gamespace: Playing with Rhetoric | | 8 |
| A.32 | Revising the Rhetoric: Silence, Obedience, and Skepticism | | 4 |
| A.33 | Writing (in) the Public Sphere: Deliberative Democracy | | 4 |
| A.34 | Localizing Curricula: Adapting Writing Curricular Materials | | 4 |
| A.35 | Where the Wild Things Grow: Tapping the Potential of the Mix | | 4 |
| A.36 | Universal Requirement (New Millennium Remix) | | 7 |
| AW.1 | Mentoring, Publishing, and Celebrating Student Writing | | 9 |
| AW.2 | Pinpointing Critical Thinking Opportunities: Revisiting | | 2 |
| AW.3 | The Pleasures of Teaching Composition: Reading and Responding to Student Writers | | 8 |
| AW.4 | Into the Streets: Transforming Institutional Barriers to Ebonics and Language Diversity in College Composition | | 9 |
| AW.5 | Creating Safe Writing Center Spaces for Diverse Students | | 5 |
| AW.6 | Highlighting Shared Interests among Writing Programs: Centralizing WAC, Writing Centers, and Composition | | 10 |
| AW.7 | Is There Space in This Class? Designing Effective and Efficient Learning Environments with New Technologies | | 11 |
| AW.8 | Creating an Activist Service-Learning Community with Social Networking and Public Writing | | 3 |
| AW.9 | The Composition MA Remixed: Preparing New Community College Faculty, Addressing | | 8 |
| B.1 | Renewing Community: Civic Literacy and Service Learning in Composition | | 4 |
| B.2 | Transitions: Admission, Retention, and Student Success | | 4 |
| B.3 | Revising the City: Remixing the Social Geography of First-Year Writing at Urban Colleges and Universities | | 5 |
| B.5 | From Awareness to Action: Making a First-Year Writing Program ESL Friendly | | 5 |
| B.7 | Revitalizing Action in Argument | | 4 |
| B.8 | In Second Life A Second Life: Creating Identity Roles Online | | 5 |
| B.9 | Autopoetic Processing: An Interactive Performance of Writing and Reading | | 4 |
| B.10 | Rhetoric in Circulation: Tracing the Paths of Discourse in the Public Sphere | | 3 |
| B.11 | The Peer Writing Tutor Alumni Research Project: Major Findings and New Directions | | 4 |
| B.12 | Remixing the Conversation between Creative Writing and Composition | | 6 |
| B.13 | Global Theories, Local Practices | | 4 |
| B.14 | Renewing Passion for Teachers and Students: The Writing beyond the Disciplines Project | | 4 |
| B.15 | Online Social Networks and Academic Writing | | 4 |
| B.16 | Teaching, Speaking, and Nursing from the Margins: (Re)Historicizing Rhetorics of Gender and Professionalization in the Progressive Era | | 4 |
| B.17 | Rhetoric Renewed: Returning to the Classics | | 4 |
| B.18 | Simulation Game Technology Combines with Reflective | | 3 |
| B.19 | Racing Images: Repurposing, Remixing, and Resituating | | 4 |
| B.20 | Audience, Authority, and Ownership: Constructing the “Intimate Other” in Introductory Composition | | 4 |
| B.21 | Remixing a Golden Oldie: Four Approaches to the Research Paper | | 5 |
| B.22 | Remixing Literacy: iPods, Podcasts, and Audio Texts | | 4 |
| B.23 | Geographies of Race: Rethinking Race and Space in the Composition Classroom | | 6 |
| B.24 | CLUSTERF*%#!: CFP Categories and the Remixing of Convention(al) Knowledge | | 4 |
| B.25 | Diffusing the Language of Oppression and Exposing Col-orblindness in the Composition Classroom | | 4 |
| B.26 | The Remix of Psychology, Mythology, and Education in Teaching Composition | | 4 |
| B.27 | Revising Basic Writing: Histories, Identities, Practices | | 4 |
| B.28 | Ways to Write about Teaching: Editors’ Perspectives | | 4 |
| B.29 | Revising the Américas: Building Alliances between Latin@ and Native Rhetorics | | 6 |
| B.30 | Globalized, Transnational English Connections | | 4 |
| B.31 | I Sing the Body Visual: Using Mixed Modalities in the First-Year Composition Classroom | | 4 |
| B.32 | Updating an Old Standard: “Teaching College Writing” Goes Multi-Modal | | 5 |
| B.33 | The Remix in the Classroom: Innovations and Implications of Multimodal Composing | | 5 |
| B.34 | Remixing Global Rhetorics: Toward a Transnational Rhetorical Method | | 4 |
| B.35 | Flashback to the 40s or Forward-Thinking Pedagogy? | | 4 |
| B.36 | Narrative Remixes of Pedagogy | | 4 |
| B.37 | Rethinking Active Learning: Character Impersonation, Creative Imitation, and Cultural | | 4 |
| B.38 | Rethinking the Rhetorician in the Field | | 5 |
| C.1 | Yours, Mine, Ours: Reexaming Authorship and Ownership in Student Writing | | 5 |
| C.2 | The Appeal(s) of Wayne C. Booth: Revisiting Dogma and Assent in the Classroom | | 4 |
| C.3 | Improvisational Scenarios and Dramatic Readings to Engage Students’ Meaningful Responses to Literature | | 3 |
| C.4 | A Feeling about Writing: Trauma, Desire, and Value in the Writing Classroom | | 4 |
| C.6 | Planning Not to Forget: Remixing a Composition Archive | | 5 |
| C.7 | How Not to Be a Cog in the Education Machine: An Optimistic View of Troubling Origins | | 4 |
| C.8 | Overlapping Boundaries for Students, Teachers, and Tutors | | 4 |
| C.9 | Sustaining WAC in Hard Times: The Creation of a Regional WAC Consortium | | 5 |
| C.10 | Reading the Creative Writing Course: Revising Creative Writing and Rethinking Revision | | 4 |
| C.11 | After “Shit-plus” in One Writing Program: Empirical Inquiries into Student Reflective Letters, Teachers’ Markings on Latino/a Writing, and the Construction of Race in Teacher Commentary | | 6 |
| C.12 | Reflection in Context: Encouraging and Valuing the Stu-dent’s Voice in Assessment | | 4 |
| C.13 | Rethinking Research Writing through the Lens of Popular | | 4 |
| C.14 | Remixing Civil Rights: Composition Pedagogy, Rhetorical | | 3 |
| C.15 | Partnering for Public Engagements | | 4 |
| C.16 | Critical Sites for Professional and Technical Writing | | 4 |
| C.17 | Remixing Pedagogy and Agency: Theoretical Figures and Foundations | | 4 |
| C.18 | What’s Love Got to Do with It?: The Multifaceted Nature of Emotions and Social Responsibility in Writing Assessment | | 4 |
| C.19 | Teacher Identity and Teacher Practice | | 2 |
| C.20 | Negotiating Spaces, Articulating Our Places: Structuring and Re-Structuring Professional Selves | | 4 |
| C.21 | New Economies for Intellectual Property: Rethinking the Value of Cultural Production | | 4 |
| C.22 | Biz/Tech/Comp: Schoolwriting for Careers Beyond School | | 4 |
| C.23 | The Loyal Opposition and the Process Party Platform: Four Contrarian Writing Teachers | | 5 |
| C.24 | Rethinking Design for Multiliteracies | | 4 |
| C.25 | Lore Remixed: Theoretical, Methodological, and Pedagogical Implications of the Intersection among | | 5 |
| C.26 | The End(s) of Basic Writing: Remixing Access to Higher | | 5 |
| C.27 | Rethinking the Centrality of Critical Race and Feminist | | 5 |
| C.28 | The Rhetoric of Technoscience: A Remix Approach to Reading Technologies, Texts, and Ideas | | 5 |
| C.29 | Digital Democracy: Revising Composition | | 4 |
| C.30 | Rhetoric Reloaded: Why We All Need Queer Theory | | 4 |
| C.31 | What Should CCCC Do (and Not Do) to Support the Globalization of Writing Studies? A Forum Sponsored by the New CCCC Committee on Globalization | | 9 |
| C.32 | Revisiting Linguistic Activism: Language Variation in the Composition Classroom | | 4 |
| C.33 | Rethinking and Renewing Academic Literacy: Issues of Transfer | | 6 |
| C.34 | 2010: A (Individual and Institutional) Space Odyssey: Digital Remix | | 5 |
| C.35 | Classroom Crossovers: Principles of Design and Usability in FYC | | 3 |
| C.36 | Following a Leader: The Inimitable Elizabeth (Betsy) Ervin | | 4 |
| C.37 | Stirred, Not Shaken: An Assessment Remixology | | 4 |
| C.38 | Conflict and Dissent in Collaborative Learning | | 6 |
| C.39 | Seeing Is Believing: Visual Rhetoric Revisited | | 3 |
| C.40 | FYC Assessment and Retention Remixed: Inviting Students into Education through Writing | | 4 |
| C.41 | Student Anthologies Remixed: Using Student Writing in Faculty Development | | 4 |
| D.1 | Rethinking Collaborative Learning | | 4 |
| D.2 | Rethinking Practices: Digital Natives in the Composition Classroom | | 6 |
| D.3 | Exploring the Relationships among Writing, Learning, and Teaching across the Curriculum: A National Study of 75 U.S. Colleges and Universities | | 4 |
| D.4 | Don’t Call It a Comeback: Remixing the Rhetorical Canons as Affirmative Rhythms | | 6 |
| D.5 | Composition 2.0: Remixing Language and Culture in Transnational Contexts | | 5 |
| D.6 | Rhetoric and Religion: From Renaissance to Twentieth Century | | 3 |
| D.7 | Remixing First Year Composition with Ingredients from High School Writing Centers and ESOL Chinese Students | | 4 |
| D.8 | Remixing Self: Representations of Identity in Online Practices | | 4 |
| D.9 | Alternative Identities: Taking Control of Popular Representations | | 4 |
| D.10 | Pedagogical Best Practices: Learning from the Tried and True in Varied Classroom Situations | | 5 |
| D.11 | Revisiting Memoir Writing, Rethinking Instructional | | 4 |
| D.12 | Reaching the iRhetoricals: Remixing Perceptions of New | | 4 |
| D.13 | Remix: Rhetoric, Authorship, Copyright and the Internet | | 5 |
| D.14 | Re-Structuring Change: Tools, Forms, Definitions for Public Engagement | | 4 |
| D.15 | Invisible Literacies, Invisible Pasts: Cultural Shift and the Erasure of Literate Activity | | 5 |
| D.16 | Museums and Memorials: Composing Public Histories | | 5 |
| D.17 | Writing Process Reconsidered for Professional Writing | | 4 |
| D.18 | Metaphor, Habitus, and Ethics: ReTheorizing Writing Classrooms | | 6 |
| D.19 | The Composition Remix: Revisiting Students’ Use of Print Affordances to Better | | 4 |
| D.20 | Tellings and Retellings: Repositioning Subjects and Stories in Qualitative Analysis | | 4 |
| D.21 | Folk Persuasion: Exploring the Rhetoric of Authenticity in American Folk Music | | 2 |
| D.22 | Remixing Campus Writing Resources for Faculty at an HBCU | | 5 |
| D.23 | Do We Look Like White Women 2 U!?: Remixing the Feminization of the WPA | | 4 |
| D.24 | Scholarship, Remix, and the Database | | 4 |
| D.25 | Gender, Race, Disability in the Time of Obama: A Remix of Standpoint Rhetorics as Equipment for Living | | 5 |
| D.26 | Getting a Job in a Two-Year College | | 4 |
| D.27 | African American Foundations for the Rhetorical Tradition | | 4 |
| D.28 | Rewriting Strategies: Forms, Genres, Senses | | 3 |
| D.29 | Remix 101: Alternative Rhetorics in the Composition Classroom | | 5 |
| D.30 | Rhetoric Redux | | 4 |
| D.32 | Revisiting Language and Identity: Gender, Race, and Nationality | | 4 |
| D.33 | Remixing Research on Equity and Social Change: Three | | 4 |
| D.34 | Even the Caged Bird Sings | | 4 |
| D.35 | Designing a Multi-Media Catalog for a Community Literacy | | 4 |
| D.36 | Do They Hear What We Say? Reconsidering Student | | 5 |
| D.37 | Women’s Ways of Making It—or Making Do?: Off and On the Tenure-Track with Children | | 7 |
| D.38 | Renewing Academic Literacy: New Approaches to Academic Writing Pedagogy | | 4 |
| D.39 | The Hidden Minority, or International Doctoral Students in Rhetoric and Composition | | 9 |
| E.1 | Educational Redesign: Institutional Case Studies of Attempted Change | | 4 |
| E.2 | Novel Approaches: Literary Texts in Composition Courses | | 3 |
| E.3 | Critical Pedagogy Remixed | | 5 |
| E.4 | Mashing Up New Media in the Composition Classroom | | 4 |
| E.5 | A Different Spin: Remixing Student Agency and Discourse Analysis | | 4 |
| E.6 | Bringing the Community into the Classroom | | 4 |
| E.7 | Nationalism Rhetorically Eulogized Online: Writing, Texting, and Rapping | | 4 |
| E.8 | From Fan Fiction to Found Poems: Sources of Inspiration for Composition | | 3 |
| E.9 | Can You Hear Me Now?: Autoethnography—Talking across Cultures and Empowering | | 4 |
| E.10 | Global Literacies in Context: Remixing the Geography of First-Year Writing Programs in America | | 5 |
| E.11 | Histories, Handbooks, and Hermeneutics | | 4 |
| E.12 | ReMix It Up: Visualizing Composition for the YouNiversity | | 4 |
| E.13 | (You Betta) “Act Like You Know” This Is the Remix: DJing-for-Citation-Critique, Street Consciousness, Hip-Hop-as-Anti-(Neo)Racism, and Bronx-Liberatory | | 7 |
| E.14 | Access and Excellence: Creating New Opportunities for At-Risk Students’ Success in Reading and Writing | | 4 |
| E.15 | Informal Online Discourse as a “Home” Language: Theorizing and Re-Claiming the Demonized Space of Social Networking and Instant Messaging | | 4 |
| E.16 | Inquiry across the Curriculum: Writing, Research, and Public Sphere Pedagogy in First-Year Courses | | 4 |
| E.17 | Re-engaging Reflection, Re-Conceptualizing the Work of Writing and Writing Instruction | | 4 |
| E.18 | How Do You Know It’s Inquiry? | | 5 |
| E.19 | Rethinking Christianity: Problematizing the Language We | | 5 |
| E.20 | Beyond Traditional Genres in Academic and Business | | 2 |
| E.21 | Cutting It Together: The Remixed Multimedia Classroom | | 4 |
| E.22 | Remixing First Year Composition: Using Traditional and Non-traditional Resources | | 6 |
| E.23 | What If ‘Dogs and Cats Lived Together?’ Challenging | | 5 |
| E.24 | Questioning Traditional Connections between High School | | 4 |
| E.25 | Using Quantitative Analysis to Extend the Gains from Authentic Assessment of Writing | | 4 |
| E.26 | Cultural Rhetorics: Practice, Excess, and Superheroes | | 4 |
| E.27 | Tricky Remix: Native Poetics and Storytelling | | 4 |
| E.28 | Rethinking Writing Center Practices with Second-Language | | 4 |
| E.29 | Remix: A Rhetoric of Divine in the Composition Classroom | | 3 |
| E.30 | Remixing Old with New Religious Rhetorical Appeals: The Rhetorical Dynamics of Mexican American Religious | | 3 |
| E.31 | Historical Remix: Cultural Rhetorics beyond the Greeks, and beyond ‘Comparative’ | | 7 |
| E.32 | Playing with Grammar and Discourse: Owning the Rules That Matter | | 4 |
| E.33 | MySpace, YouTube, and Social Media Outlets for Cross | | 4 |
| E.34 | For Queer Consideration: Rethinking Queer/Critical Race Theories in Composition | | 5 |
| E.35 | Rethinking and Remixing Academic Writing: Using Multi-modality, Scaffolded Instruction, and Universal | | 5 |
| E.36 | The Challenges of Reframing Writing Assessment to Improve Teaching and Learning | | 6 |
| E.37 | Remixing and Renewing the Processes of Reading and Writing in the Basic Writing Classroom | | 4 |
| E.38 | The Places That Teach Us: Remixing Place and Space in Rhetorical and Writing Pedagogy | | 4 |
| E.39 | Issues of Access to Higher Education: Empowering Strategies | | 5 |
| E.40 | Using Writing to Resituate and Locate People’s Varied | | 4 |
| E.41 | Surveying Best Practices in Online Writing Instruction: Results from the CCCC Committee’s National Survey | | 5 |
| F.1 | Sites of Community/Public Engagement | | 4 |
| F.2 | Writing Instruction and Public Policy: Joining the Conversation | | 6 |
| F.3 | Momnipotence: An Intergenerational View of Mothering in the Writing Classroom | | 4 |
| F.4 | Unsanctioned Rhetors in the Public Sphere | | 5 |
| F.5 | Remixing Classical and Affective Approaches to Technical | | 4 |
| F.6 | Practicing Culture: College Students, Consumers, and Youth | | 3 |
| F.7 | Discovering the Unimagined: Re-envisioning Grounded | | 3 |
| F.8 | Teaching Writing on the Inside: Rethinking Prison Writing Pedagogy | | 4 |
| F.9 | Rethinking Policy, Power, and Procedure in University | | 4 |
| F.10 | Digital Literacies: Mediating Process-Based Theory and New Media | | 5 |
| F.11 | Engaging the Community in Developing Inclusive Literacy | | 3 |
| F.12 | Research Paper Remix: Understanding Research Writing in the Digital Age | | 5 |
| F.13 | F Grades, Or, Who Put the A in Assessment? | | 4 |
| F.14 | Getting WAC to Work: Remixing Roles and Expectations of Graduate Writing | | 4 |
| F.15 | Rhetorical Theory: Genes, Kairos, Translation and Things | | 5 |
| F.16 | Rethinking Voice: Concerns of ESL Student Writers | | 4 |
| F.17 | Orality, Literacy, and Secondary Orality: Rethinking Freshman Composition at an American | | 3 |
| F.18 | Rethinking Comics: New Theories and Histories of Rhetoric | | 4 |
| F.19 | Multi-Mediated Engagements | | 4 |
| F.20 | Gender and 19th Century Rhetorical Education | | 3 |
| F.21 | Global and Transnational Mixes | | 4 |
| F.22 | Writing Studies Remixed: Rethinking What We Do and How We Do It | | 3 |
| F.23 | Teaching Queerly: Rethinking Connections between Literacy, Sexuality, and Curricula | | 6 |
| F.24 | Writing and Religion: Beliefs, Identities, and Practices | | 4 |
| F.25 | Remixing Theory in Professional and Technical | | 3 |
| F.26 | Writing Programs Meet Web 2.0: What, Where, and Most of All, Why? | | 4 |
| F.27 | Moments That Moved the People: Rhetoric, Writing, and Social Movements | | 3 |
| F.28 | Rewriting Process to Invention: Academic Writing’s Greatest Hits | | 5 |
| F.29 | Genre and the Invention of the Rhet-Comp Profession(al) | | 4 |
| F.31 | Does Commenting Still Matter? Genre, Gender, and Knowledge Transfer in the Work of Composition | | 5 |
| F.32 | Revisioning Archival Research: Theorizing Methods, Challenges, and Gaps | | 4 |
| F.33 | Remixing Writing Programs for a Digital World | | 3 |
| F.34 | Creative Nonfiction Pedagogy for First Year Composition | | 4 |
| F.35 | Rethinking Tradition: Using Public Texts to Remix Aca-demic Writing | | 4 |
| F.37 | Remixing the Writing Recipe: Applying Mindfulness and Yoga to Teaching Composition | | 4 |
| F.38 | Spreading the Word(s): 19th Century Women Rhetors/Rheto-ricians Re-sounding Spiritual Spaces | | 5 |
| F.39 | “Why Do I Need Composition If I Want to Be a Chef?”: Con-necting Composition and Experiential Learning in the Career University | | 4 |
| F.40 | Campus, Community, Collaboration: Remixing New Media | | 5 |
| F.41 | “Go to the Writing Center”: Rethinking Requirements and Resistance | | 6 |
| FSIG.1 | Black Caucus Business Meeting | | 1 |
| FSIG.2 | Latino Caucus Business Meeting | | 1 |
| FSIG.3 | Asian/Asian American Caucus Business Meeting | | 2 |
| FSIG.4 | American Indian Caucus Business Meeting | | 3 |
| FSIG.5 | Studio Special Interest Group | | 1 |
| FSIG.6 | Meeting of the Association for Expanded Perspectives | | 1 |
| FSIG.7 | Progressive Approaches to Grammar, Punctuation, and Usage | | 1 |
| FSIG.8 | International Network of Writing across the Curriculum | | 1 |
| FSIG.9 | Independent Writing Units | | 1 |
| FSIG.10 | Teaching Adult Writers in Diverse Settings | | 1 |
| FSIG.11 | Best Practices for Online Writing Instruction: Understanding How CCCC’s Can Support Its Members | | 1 |
| FSIG.12 | Science and Writing | | 1 |
| FSIG.13 | SIG for the Undergraduate Consortium in Rhetoric | | 3 |
| FSIG.14 | English Education/Composition Connections | | 2 |
| FSIG.15 | Teaching Writing in Interdisciplinary Classrooms and Learning Communities | | 1 |
| FSIG.16 | Rhetoric and Christian Tradition | | 1 |
| FSIG.17 | Teachers of Writing to Deaf and Hard of Hearing | | 1 |
| FSIG.18 | Working-Class Culture and Pedagogy SIG | | 2 |
| FSIG.19 | Emerging Social Software SIG | | 1 |
| FSIG.20 | Writing with Current, Prior, and Future Members of the Military | | 2 |
| FSIG.21 | Queer Caucus | | 2 |
| G.1 | ReComposing Pasts: Archiving Rhetoric and Composition | | 4 |
| G.2 | Remixing Service Learning for Civic Engagement | | 5 |
| G.3 | Visualizing Arguments from “the Wild”: Developing Ad-vanced Literacy through Diagramming Arguments in the Writing Classroom | | 5 |
| G.4 | New Media and the Incredible Shrinking Prose: A Prismatic Discussion | | 6 |
| G.5 | A Remixing of Tools: Embedding Blogs in Showcase E-Portfolios | | 4 |
| G.6 | Beyond Great Debate: Reflections on Teaching Argument | | 6 |
| G.7 | Ecocompositon: Living and Writing in a Sustainable World | | 4 |
| G.8 | Lessons from Rethinking Strategies for Distance Learning: Getting to Know Our Students More | | 4 |
| G.9 | Remixing Literacy to Create Cultural and Religious | | 4 |
| G.10 | Is There an Essay in This Class? Writing Across the Curriculum with Web 2.0 | | 4 |
| G.11 | Is This Facebook or an Online Writing Class? Rethinking | | 2 |
| G.12 | Rethinking the Role of Writing in Community-Based | | 4 |
| G.13 | Learning from Dropouts, Non-Majors, and Ideologies | | 3 |
| G.14 | Theorizing Agency in Writing Studies | | 4 |
| G.15 | Ripe Cultural Moments: Revisiting Kairos in Network | | 4 |
| G.16 | Remixing Difference in the Composition Classroom | | 4 |
| G.17 | Weaving a Web of Literacies: Rethinking the Negative Spaces | | 4 |
| G.18 | Rethinking Intertextuality, Cultural Conflict, and Ethics | | 4 |
| G.19 | Mixing It Up: A First Year Experience in the Contact Zone | | 3 |
| G.20 | Revisiting the Connection between Reading and Writing | | 5 |
| G.21 | Starting from Scratch: How We Invent Writing Programs | | 4 |
| G.22 | 2009 WPA Research Grant Recipients Report on Innovative | | 5 |
| G.23 | Bringing Wreck wit’ My Rhetorical Toolkit: Strategies for Rethinking Diversity, Difference, and Civic | | 4 |
| G.24 | Business Writing 2.0: Using Virtual Spaces and Places | | 3 |
| G.25 | Theorizing Wiki Use in the Composition Classroom | | 4 |
| G.26 | Testing the Limits and Uses of Ethnography to Expand | | 3 |
| G.27 | Scholars from Far Afield: Implications for Rhetoric and Composition | | 4 |
| G.28 | Telling the Tales: Remixing the History of African | | 4 |
| G.29 | Teaching and Assessing Writing: A Twenty-Fifth Anniversary Celebration | | 6 |
| G.30 | Revisiting Identity, Critical Analysis, and Composition | | 4 |
| G.31 | Remaking General Education Assessment, Rejecting | | 5 |
| G.32 | Writing Program Administration and Student Misconduct: Rethinking Disciplinary Policy in Light of Evolving | | 4 |
| G.33 | Teaching Writing through Affective Embodiment(s) | | 3 |
| G.34 | Navigating Writing Instruction at an HBCU: Remixing Language and Literacy Practices for Diverse | | 5 |
| G.35 | Reloading the Canon: Invention, Organization, and Academic Democracy | | 5 |
| G.36 | Rethink, Remix, Renew: Composition Pedagogy in a Digital Realm | | 5 |
| G.37 | What Students and Teachers Think: Assessing the Assessors | | 5 |
| G.38 | Practicing What We Teach: Creative Writers Teaching Writing | | 4 |
| G.39 | In the Mix: Connecting Theories of Multiplicity to Critical Pedagogy | | 5 |
| G.40 | Elizabeth Cady Stanton, Eliza Griffin Johnston, and Nellie | | 4 |
| G.41 | Rethinking Professional Writing and Undergraduate Studies | | 4 |
| G.42 | An Ever Widening Circle: Feedback to Student Writing | | 4 |
| G.43 | Gender and Power Relations as Mediated through Scientific Writing and Publishing | | 5 |
| H.1 | Renewing Institutional Histories | | 3 |
| H.2 | Sites of Literacy Practice and Engagement | | 7 |
| H.3 | Mapping Remixings of Texts and Textual Practices | | 4 |
| H.4 | Responding with Elbow: Kicking the Writer into the Audience | | 7 |
| H.5 | Remixing the Personal and the Political: Expressivism, Invention, and Social/Political Practices | | 4 |
| H.6 | Rethinking the Center: Anti-Racist, Anti-Oppressive and Feminist Pedagogies and the Writing Center | | 4 |
| H.7 | “Cerebral, Gelatinizing” Scholarship: Three Perspectives on Remixing Video from Freshman | | 4 |
| H.8 | Sites of Advocacy | | 4 |
| H.9 | Remixing Scholarship: Sharing Undergraduate Research | | 5 |
| H.10 | Renewing Student Engagement in Curriculum Design | | 3 |
| H.11 | Out with the Old in with the New: Redefining Methods of Responding to Student Writing | | 3 |
| H.12 | Reclaiming the Rural: Histories, Rhetorics, and Pedagogies | | 8 |
| H.13 | Remixing the HBCU Writing Class with Sneakers, Hip Hop, and Activism | | 4 |
| H.14 | Using Accreditation Assessment Standards to Drive | | 4 |
| H.15 | Revisiting the Hard Stuff: The Intersection of Race and Identity | | 4 |
| H.16 | Remixing and Theorizing Identity in Louisville | | 2 |
| H.17 | Reassessing Assessment: Emotions, Contracts, and Rubrics | | 3 |
| H.18 | Coming to Terms with Evangelical Identity in Composition | | 4 |
| H.19 | Reading Students(,) Writing Research: An Empirical Study of First-Year Public Writing | | 4 |
| H.20 | Longitudinal Writing Assessment among Peer Institutions: Unexpected Outcomes | | 4 |
| H.21 | Research on Learning Transfer, and How We Use That | | 4 |
| H.22 | The Zen of Writing Assessment: Practices On and Off the Cushion (at the University of X) | | 4 |
| H.23 | Remixing Delivery: Circulating Rhetorics and Rhetorical Circulations | | 5 |
| H.24 | Grade Expectations: Student Entitlement Attitudes in First-Year Composition Courses | | 4 |
| H.25 | World Histories, Global Rhetorics | | 3 |
| H.26 | African American Texts and Contexts in the Composition | | 4 |
| H.27 | (Re) Inhabiting the Female Form: Dis/Embodiments and Rhetorical Re-Forming | | 4 |
| H.28 | Critical Perspectives on Graduate Student Writing | | 4 |
| H.30 | Reclaiming the Old School: The Role of Grammar Instruc-tion in Composition Classrooms | | 3 |
| H.31 | Creative Writing Classroom Strategies: Rubrics, Digressions, and Mentors | | 3 |
| H.32 | Access, Relevance, and Diversity as Goals for Organizational | | 6 |
| H.33 | Recovering Histories: Identity, Policy, Practice | | 4 |
| H.34 | Relocating Contact Zones in the 21st Century | | 4 |
| H.35 | Production, Innovation, Revision: Latino/a Rhetorical | | 3 |
| H.36 | Refuse, Reuse, Recycle: Constructing a (Re)New(ed) | | 4 |
| H.37 | “I Feel Like Bustin’ Loose”: Empowering Writing through Centralized Campus Collaborations | | 4 |
| H.38 | Revising Writing through a Multimodal Lens | | 5 |
| H.39 | Explicit Teaching: Why It Works and Why It Fails | | 5 |
| H.40 | Repositioning Identities to Expand Writing Possibilities for Literacy Practices | | 3 |
| H.41 | Re-seeing Identity in Composition Theory | | 3 |
| H.42 | Re-considering/Re-visioning Audience in Writing Theory, Research, Practice, and Pedagogy | | 4 |
| H.43 | Language, Race, and Ethnicity: Challenging Perceptions | | 3 |
| I.1 | First-Year Honors Composition (FYHC): A Quantitative and Case Study | | 4 |
| I.2 | Rethinking Rhetoric, Religion, and Violence | | 4 |
| I.3 | Institutional Remixing and the Hybridity of Composition | | 5 |
| I.4 | Pedagogy Remix: Queering the Writing Classroom | | 3 |
| I.5 | This Is How We Dream Together: Remixing Oral, Written, and Visual Composing through General Education Reform | | 6 |
| I.6 | What Happens When Pragmatists Write Together? | | 7 |
| I.7 | Authorship, Textual Ownership, and Technologies | | 5 |
| I.8 | Remixing Online Spaces in Professional and Technical | | 3 |
| I.9 | Creating a Feminist Rhetoric on the Border: One Hundred Years after “La Cronica” | | 5 |
| I.10 | Renewing Ethnographic Studies through Theory and Praxis | | 2 |
| I.11 | A Voice of One’s Own: Rethinking the Implications of Student Response in the Academic Environment | | 3 |
| I.12 | De-Centering Dewey: An Alternative Universe for Community-Engaged Work | | 4 |
| I.13 | Remixing Jewish Rhetoric and Composition Traditions | | 5 |
| I.14 | Pedagogies and Pasts: Scenes of Literacy and Rhetorical Education | | 3 |
| I.15 | Public 2.0: Online Spaces for Public Discourse | | 4 |
| I.16 | Remixing Work: Learning to Labor in the Digital Economy | | 5 |
| I.17 | Theorizing Composition Pedagogy | | 4 |
| I.18 | Constructing a Field: Editing Feminist Rhetorics: Landmark Essays and Controversies | | 5 |
| I.19 | Virtual Teaming across Disciplines: Mapping Out Collaboration in Inter-institutional Projects | | 4 |
| I.20 | (Re)Mixing Theories of Class, Multiliteracy, and Genre: Sampling in the Composition Classroom | | 5 |
| I.21 | Loving to Write, Writing to Love: The Eros of Composition | | 5 |
| I.22 | Twentieth-Century Womens’ Alliances | | 4 |
| I.23 | First-Year Seminar versus First-Year English: Rethinking | | 5 |
| I.24 | My Story: Rethinking the Personal Narrative | | 4 |
| I.25 | “Just Do It:” Rethinking Gender and Rhetoric in Online | | 4 |
| I.26 | Recovery’s Place in the Re-Mix: Historical Provocations | | 5 |
| I.27 | Bridging School and Community Literacies for Latina/o | | 5 |
| I.28 | Revisiting Literacy and Working Class Identity | | 3 |
| I.29 | Rethinking Feminist Pedagogy in Teaching Composition | | 3 |
| I.30 | Fostering and Expanding Contact Zones between Secondary | | 4 |
| I.31 | Disturbing and Developing the Council of Writing Program | | 6 |
| I.32 | Creative Writing and Compositions’ Cross-Fertilization | | 4 |
| I.33 | To Cite or Not to Cite: Reconsidering Methods of Accountability in Composition Classrooms and Programs | | 4 |
| I.34 | Off the Reservation and into the Classroom: Sherman Alexie, Multimodalities, and Student Writing | | 4 |
| I.35 | Palin / Pathos / Peter Griffin: Political Video Remix and Rhetorical Pedagogy | | 4 |
| I.36 | Transnational Publics, Green Movements, and New Media: Exploring the Scope of Cultural Rhetorics Inquiry | | 5 |
| I.37 | Global Literacies in Local Classrooms: Building | | 5 |
| I.38 | Remixing Our Roots: Three Takes on Relations between Theory and Method | | 5 |
| I.39 | Re-Mediating the Practice of Rhetorical Theory | | 4 |
| I.40 | The Oral Presentation Re-Envisioned | | 4 |
| I.41 | First-Year Seminars as a Remix of the Introductory Writing | | 3 |
| I.42 | Supporting Fellow Faculty: Sharing Knowledge and Building Community | | 4 |
| J.1 | Re-Mixing Historical Knowledge as the Generative | | 4 |
| J.2 | Remixing the High School to College Transition for Student Writers: A Pilot Partnership | | 5 |
| J.3 | A Two-WayStreet: Reciprocity and Partnership in “The Writers” Room | | 3 |
| J.4 | Remixing Reading Contexts: e-Reading in Academic Settings | | 4 |
| J.5 | Aristotle in the DJ Booth: (Re)mixing Old and New in Digital Writing Research | | 4 |
| J.6 | Retooling Composition: Digital Tools in the Classroom and Writing Center | | 5 |
| J.7 | From Renewal to Regulation: Research, Teaching, and Assessment in Progressive Era Writing Instruction | | 4 |
| J.8 | “The Way I See It”: (Re)Envisioning Perspective in Academic Discourse | | 5 |
| J.9 | The Scientific Life of Writing | | 4 |
| J.10 | The Mashup: School Writing vs. Academic Writing vs. New | | 3 |
| J.11 | Hard Times: Required Remixing in the New Economy | | 5 |
| J.12 | “Assume the Power to Do What You Know”: Rethinking | | 4 |
| J.13 | Get Out the Map: Remixing Queer Rhetoric(s) and Sexuality | | 4 |
| J.14 | Public Communication Strategies and Influences | | 4 |
| J.15 | Understanding Traditional and Electronic Literacies on the U.S.-Mexico Borderlands | | 5 |
| J.16 | Sustainability: The Missing Link in WAC Assessment | | 5 |
| J.17 | Rethinking, Revising, and Renewing Writing Center | | 3 |
| J.18 | The Problem of Audience for Writers at Risk | | 3 |
| J.19 | Praxis Becomes Her: Restoring a Living Presence in Concepts in Rhetoric and Writing Curriculum | | 4 |
| J.20 | Cross Talk on Writing in the Disciplines for Doctoral Students: Re-imagining Doctoral Writing Development in Research-Intensive Universities | | 7 |
| J.21 | Creating Identity with Technology Online: Lessons from the Web | | 4 |
| J.22 | Revisiting Rhetorical Ancestors: E.B. White, Edward Corbett, and Hugh Blair | | 4 |
| J.23 | Revising the Generation Gap: Uses of Technology in the Composition Classroom | | 4 |
| J.24 | Rhetoric Of, In, and As Political Economy: Demystifying Ideological/Material Relations | | 5 |
| J.25 | Re/Presenting Asian American Texts as Rhetoric | | 9 |
| J.26 | Daring to Remix, Renegotiate, and Reassess Writing | | 4 |
| J.27 | Response and Reflection: Rethinking Student and Teacher Comments | | 4 |
| J.28 | Public Rhetorics: Theorizing Histories | | 4 |
| J.29 | Remixing Reading, Writing, Responding | | 3 |
| J.30 | (Re)Imagining FYC with New World Rhetoric | | 4 |
| J.31 | Rethinking Expertise: The Place of Humility in Writing Program Administration | | 3 |
| J.32 | What Is Intonation in Speech, What Role Does It Play in Grammar, and What Role Might It Play in Writing? | | 3 |
| J.34 | Second Language Writing and Pedagogy: Strategies for Undergraduate and Graduate Courses | | 4 |
| J.35 | Contexts for Collaboration: Performances, Workshops, and Wikis | | 3 |
| J.36 | Human Rights Advocacy, Visual Rhetoric, and Pedagogy | | 5 |
| J.37 | Remixing Representation: Rhetorical Reconsiderations of Race, Gender, and Sexuality | | 4 |
| J.38 | Queer and Now: Commemorating Eve Kosofsky Sedgwick | | 5 |
| J.39 | Old Wine in New Bottles: Towards a Pedagogical Understanding of the New Media | | 4 |
| J.40 | Visual Rhetorics: Histories and Theories | | 3 |
| J.41 | Rethinking Response: What We Tell and How We Tell It | | 4 |
| J.42 | Self-Efficacy and Implications for FYC: Revisiting Theory and Remixing Practices | | 5 |
| J.43 | Learning from Other Programs and Disciplines | | 3 |
| K.1 | Revisiting and Revising: Using Data to Evaluate and Improve a Developmental Writing Program | | 3 |
| K.2 | Re-Thinking Placement into First-Year Writing Courses: Developing an Evidence-Based Statewide Model | | 6 |
| K.3 | Rethinking How We Respond to Student Writing: A Series of Comparative Studies | | 4 |
| K.4 | Consider the Alternative: Creative Assignments in the Composition Classroom | | 3 |
| K.5 | The “Persistent Problem of Unstated Privilege”: New Ways to Disrupt Whiteness | | 6 |
| K.6 | Revising the Disciplinary Division of Labor between ESL | | 3 |
| K.7 | New Media Writing as the Future of WAC and WID: One Writing Center’s Experience Developing New Media | | 4 |
| K.8 | Revising Genre Theory: Reporting on the Emergence of Online Health Communication Genres | | 5 |
| K.9 | Developments in Undergraduate Writing Majors: A Roundtable Discussion | | 17 |
| K.10 | Rethinking Pedagogical Practices: Composing Physical and Emotional Pain in the Classroom | | 5 |
| K.11 | Writers in Residence: Teaching Multimodal Public Rhetoric | | 4 |
| K.12 | Remix: Web 2.0 and Classroom Practice | | 3 |
| K.13 | Writing Retooled: Loop, Channel, Layer, Stream | | 3 |
| K.14 | Rubrics Redux | | 5 |
| K.15 | Queering Gender: Performing Theories of Rhetoric | | 3 |
| K.16 | Remixing Perspectives on Peer Tutoring and Literacy | | 3 |
| K.17 | Revising Ancient Rhetorics for the 21st Century | | 3 |
| K.18 | Rethinking Specialized Contexts for the Composition | | 4 |
| K.19 | (Im)Proving Literacy: Rethinking the Link between Citizenship and the Uses of Public Language | | 5 |
| K.20 | Images, Rhetoric, and the Construction of Meaning | | 3 |
| K.21 | Rethinking Modalities: Strategically Integrating Multimedia | | 5 |
| K.22 | Racial Performance and the Ethics of Memory | | 3 |
| K.23 | Rhetorical Methodologies: Remixing the Research Methods Course | | 4 |
| K.24 | Remixing, Remediating, Recomposing, and Reregulating | | 5 |
| K.25 | The New Traditional Student: Re-mixing Demographics, Curriculum, and Theory | | 3 |
| K.26 | Renewing First Year Writing Programs | | 3 |
| K.27 | Looking Forward While Looking Back: The Revisiting, Reinventing, and Rethinking of Ideas in Ethnic Discourse | | 4 |
| K.28 | Rethinking Prose Style: The Economic Implications of Writing Pedagogies | | 3 |
| K.29 | Revising Teacher Perceptions of Writing Assessment | | 3 |
| K.30 | More Groups Out of the Closet: Reconsidering Definitions | | 2 |
| K.31 | Motor City Remix: Negotiating Notions of Property and Identity in Post-Industrial Detroit | | 3 |
| K.32 | Performing Literacy Remix across Local Spaces | | 3 |
| K.33 | Exploring the “Re-Mix” of Composition Pedagogies when | | 3 |
| K.34 | (Almost) Live at the 4Cs: Re-visioning Conference Networks | | 6 |
| K.35 | (Re)Mixed, Appropriated, and Multiple Media: Mixing and Mingling in Art, Politics, and Literature | | 3 |
| K.36 | Mix, Jerge, Divide: Tracing Histories of Composition and Creative Writing | | 4 |
| K.37 | A Basic Writing Remix: Rethinking Our Community College Curriculum to Renew | | 3 |
| K.38 | Revisiting the 19th Century: Theories and Histories of Rhetoric | | 4 |
| K.39 | Rethinking Memoria: The Practices of Memory | | 3 |
| K.40 | The Writing Center as a Contact Zone | | 3 |
| K.42 | In Celebration of Ken Macrorie: His Life and On-Going Influence | | 4 |
| L.1 | New Directions for Linguistically Diverse Peer Review | | 4 |
| L.2 | Building Community through Writing: Place-Based Pedagogy in a Developmental Writing Program | | 4 |
| L.3 | Working English, Rewriting Composition | | 7 |
| L.4 | Sustainable and Innovative Publishing Models for Composition | | 5 |
| L.5 | The Rhetoric of Transnational Flows: People, National Identities, and Their Compositions | | 5 |
| L.6 | Artifacts in Question: Using a Formative Assessment Tool | | 4 |
| L.7 | Who Owns the Text? What the Workplace Can Tell Us | | 4 |
| L.8 | The Rhetoric of Grammar: Analysis and Applications | | 3 |
| L.9 | Reinvigorating Writing Center Research: Toward a New Millennial Agenda | | 4 |
| L.10 | We Are Charlotte Simmons: Rhetorical Constructs and Identity in Tom Wolfe’s Collegiate Novel | | 4 |
| L.11 | Theorizing Public Discourse | | 4 |
| L.12 | Think-Tank for Newcomers Developing Papers and Sessions for CCCC 2011 | | 1 |
| L.13 | Crossing Disciplinary Boundaries: Remixing Writing | | 4 |
| L.14 | Recovering Critical Pedagogy: Freire for the 21st Century | | 5 |
| L.15 | Renewing Rhetoric: Forensics, Footnotes, and Public | | 4 |
| L.16 | Professional Lives and Social Change: Remixing the MA | | 6 |
| L.17 | Alignment, Readiness, and Digital Composition: Patterns of Readiness and Sequence Alignment from Secondary, to FYC, to Advanced Composition | | 5 |
| L.18 | Expanding CCCC Histories | | 4 |
| L.19 | Re-inventing Writing Program Administration in a Time of Economic Calamity | | 5 |
| L.20 | Knowledge Transfer: Rethinking the Research Methodology | | 3 |
| L.21 | Between a WAC and a Hard Place: Course Design, Faculty Development, and Assessment | | 4 |
| L.22 | Negotiating the Intentions of Others: The Networked Construction of Fact on Wikis | | 3 |
| L.23 | TYCA Research Initiative: Rethinking and Renewing | | 4 |
| L.24 | A Crisis of Authority: Grading, Exigency, and English(es) | | 4 |
| L.25 | Course Redesign as Remix: One Program’s Adventures | | 4 |
| L.26 | Renewing Awareness: Students with Disabilities and Deaf | | 4 |
| L.27 | Get on the Mic | | 4 |
| L.28 | Hooked on a Feeling: Remixing Genres in Composition Studies | | 4 |
| L.29 | Still Writing in the Centers: Reconsidering Current | | 4 |
| L.30 | Revisiting the First-Year Curriculum: Genres, Visuals, and Arguments | | 5 |
| L.31 | Re/considering Composition Studies’ Lingering Hesitations | | 5 |
| L.32 | YouTube, Facebook, and Their Rhetorical Uses in Sites of Composition | | 4 |
| L.33 | Extending the Reach of Composition Studies: Two-Year College Faculty as Writers and Researchers | | 5 |
| L.34 | Getting Global: Transnational Collaboration in the University Classroom | | 2 |
| L.35 | Questioning Assessment Practice | | 4 |
| L.36 | Rethinking Style for 21st Century Composition | | 4 |
| M.1 | Remixing the Global View of Composition Teaching | | 3 |
| M.2 | Re-Shared Governance | | 3 |
| M.3 | Re-locating Feminist Theories and Practices in Transnational Contexts | | 4 |
| M.4 | Expanding Composition’s Public Memory: Five Remixed CCC Essays | | 5 |
| M.5 | Remixing Audience: Addressed, Invoked, Interactive | | 6 |
| M.6 | Writing as Meditation from Place: Situating the Writing Marathon | | 5 |
| M.7 | Composing Habitus: Three Centuries of Classifiers Classified | | 5 |
| M.8 | Ecological and Environmental Theories of Rhetoric | | 5 |
| M.9 | You’ve Been Served: Re-conceptualizing Academic Service Learning | | 6 |
| M.10 | Remixing Rhetorical Grooves: Rural Sustainability in the Discourses of Asbestos | | 4 |
| M.11 | Gaming and Electronic Spaces: Shaping the Posthuman Student | | 3 |
| M.12 | Yo, Is That the Remix! Enhancing Multicultural | | 4 |
| M.13 | Avoiding the “Creepy Treehouse” in First-Year Composition: Using Emergent Technologies to Facilitate Student Agency | | 3 |
| M.14 | Remixing the Pot: Food, Rhetoric, and Resistance | | 6 |
| M.15 | Remixing Literacy, Remixing Community | | 4 |
| M.16 | (Re)Mixing It Up: Classical Rhetoric in the Hip Hop Classroom | | 4 |
| M.17 | Creating New Pedagogical Riffs in the Teaching of Academic Writing and Civic Engagement | | 5 |
| M.18 | Placement and Pedagogy: Rethinking the Basic Writing Experience | | 3 |
| M.19 | Literacy and Technology Narratives from an Urban | | 4 |
| M.20 | Re-Working Research in Professional Writing | | 5 |
| M.21 | Rethinking Commenting Strategies for a New Generation | | 4 |
| M.22 | Remixing National/International Boundaries: Expanding the Role of International Students in Rhetoric | | 4 |
| M.23 | Rhetorics of Change: Toward Institutional Redesign | | 4 |
| M.24 | Back to the Future: Revising Classical Rhetoric’s Current Place in Composition | | 4 |
| M.25 | Researching Writing Feedback: Different Commenting Strategies and Their Impact | | 3 |
| M.26 | “We Shall Remain” on Indian Land: Indigenous Rhetorics Redux | | 5 |
| M.27 | The Sum of Its Parts: Using Research to Renew Our | | 3 |
| M.28 | Course Redesign as Remix: One Program’s Adventures | | 4 |
| M.29 | Realizing the Potential of Writing Studies | | 5 |
| M.30 | Engaging the Post-colonial: Teaching “Standard” Writing | | 6 |
| M.31 | (Re)examining and (Re)articulating Our Histories | | 4 |
| M.32 | Mashup! Rethinking and Remixing Creative Writing and Composition Pedagogies | | 3 |
| M.33 | Re-identifying and Re-defining the Real in “Keepin’ It Real” | | 3 |
| M.34 | The Writing Connection: Audience, Technology, Collaboration | | 6 |
| M.35 | Remixing Classroom Practice: Pedagogical Strategies for Using Digital Devices | | 4 |
| M.36 | TYCA Research Initiative: Revisiting Adjunct Labor and Comp Load in Two-Year Colleges | | 4 |
| M.37 | Opening Our Eyes to Composition: How Visual Artists Teach Writing | | 2 |
| M.38 | Revisiting Ethics in the Writing Center | | 4 |
| MW.2 | Style Pedagogy Renewed, Revised, Remixed: New Directions for the Twenty-First Century | | 12 |
| MW.3 | Recording, Preserving, and Using Literacy Narratives in Composition Classrooms and Community Spaces | | 9 |
| MW.4 | Re-negotiating Academic Research: Innovative Approaches to the “Traditional Research Paper” | | 9 |
| MW.5 | Technical Writing across The Disciplines: Developing Assignments for Technical Writing Courses | | 4 |
| MW.6 | Remixing WAC as English Communication across the Curriculum: The Shared Criteria, the Independent Writing | | 1 |
| MW.7 | Scaffolding in Three Verses: Remixing Argumentation, Themes, and Information Literacy in First-Year Writing | | 9 |
| MW.8 | Reinventing the Writing Process: Infusing Simplex Applied | | 6 |
| MW.9 | Literacy, Learning Communities and the Basic Writer: Getting Started at a Community College | | 4 |
| MW.10 | Utalotsa Woni, (Talking Leaves): Reinventing the Teaching | | 6 |
| MW.11 | CCCC Unwritten and Rewritten: Spaces for International | | 15 |
| MW.12 | Play/Write 2.0: Connecting Games Research to Composition and Rhetoric Studies | | 5 |
| N.1 | Rethinking Graduate Education: Recognizing and Resisting the Managed University | | 4 |
| N.2 | Revision with an Attitude: Re-seeing Self-reflection | | 4 |
| N.3 | Rethinking and (Re)Feeling Pedagogy: Rhetorics of Empathy and Anger in the Classroom | | 4 |
| N.4 | “The Drunken Driver Has the Right of Way”: How Writing | | 4 |
| N.5 | How Disability Studies Informs Composition and Communities: Research Methods, College Access, and Teaching Argument | | 4 |
| N.6 | Documentary Video: Mixing Research and Dissemination | | 6 |
| N.7 | Representing Prison Writers: Rhetorics, Realities, and Responsibilities | | 5 |
| N.8 | Serving Those Who Serve: Deploying the Composition Classroom | | 3 |
| N.9 | Taking the Stage: Reconsidering Peer, Professional, and Faculty Tutor Identities in the Writing Center | | 3 |
| N.10 | Writing, Rhetoric, and Religion: Three Perspectives | | 4 |
| N.11 | Rethinking Convergence Culture: Three Case Studies of Participatory Bodies and Online Discourse | | 4 |
| N.12 | Liberating the Digital: Reclaiming and Remixing Online Composition | | 3 |
| N.13 | Remix as Resistance: Self-Publishing, Self-Promoting, and Self-Serving | | 3 |
| N.14 | “Is Aristotle on Twitter?” A RhetComp Dig iTech Mashup | | 6 |
| N.15 | What Makes a Student a “Reader”? | | 2 |
| N.16 | The Original Remix: Theorizing Transnational Musical Rhetorics | | 5 |
| N.17 | Re-Composition: Remixers’ Literacy, Legality, and Authority | | 3 |
| N.18 | Re-Representing the Writing Center: Ethics, Social Impact, and Good Intentions | | 3 |
| N.19 | Revising Composition Epistemologies to Focus on Place: Geo-ethnographic Reflexivity, Like ‘Aina, and Decolonizing | | 2 |
| N.20 | Visual Imaging in Composition Studies: Mixing New with the New, Freely | | 3 |
| N.21 | TYCA Research Initiative Rethinking to Renew: Learning Communities in Two-Year Colleges | | 5 |
| N.22 | Women, Writing, Difference: Framing Theory and Practice | | 3 |
| N.23 | Taking It to and from the Streets: Rhetorical Practices for Claiming Public Space | | 4 |
| N.24 | Simulcasting Composition: Sinatra, Syncope, and Slide | | 5 |
| N.25 | Literacies and Learning in the Evolving Digital Landscape | | 3 |
| N.26 | Reimagining Digital Literacy in Public, Private, and Academic Spheres: Rhetorics of American Indian Studies, Survivance, Self-Determination, and Sovereignty | | 5 |
| N.27 | Taming Time: Writing in the Blogosphere | | 3 |
| N.28 | The Academic Workforce: Where Do We Want to Go? How Can We Get There? | | 2 |
| N.29 | Classrooms that Unearth Potentials: Realigning Power and Prose through the Margins | | 4 |
| O.1 | Rethinking Rural Literacies and the Classroom | | 3 |
| O.2 | Re-Visioning the Place of Pedagogy | | 3 |
| O.3 | The Community College and University Remix: Rethinking Careers and Revising Doctoral Preparation | | 3 |
| O.4 | Revising Rhetorics of Space: Locating Nineteenth-Century | | 3 |
| O.5 | Writing Culture: Material, Media, and Popular Culture | | 3 |
| O.6 | Civic and Sophistic Rhetoric: Exploring an Ethics of Kairos in Engaged Writing Programs | | 3 |
| O.7 | Faceted Lenses and Double Visions: Remixing First Year Composition | | 4 |
| O.8 | Local Archival Histories and the Work of Composition | | 5 |
| O.9 | What Are We Teaching? | | 4 |
| O.10 | Remix and ReCONNECT: Reinventing Articulation among Writing Programs | | 6 |
| O.11 | Remixing Rhetoric: Graffiti Literacies and Pedagogies | | 4 |
| O.12 | Web 2.0: Problems and Possibilities | | 5 |
| O.13 | Writing Center Tutors’ Roles Remixed | | 4 |
| O.14 | Curriculum Design in Multiple Contexts | | 5 |
| O.15 | Changing Places: Digital Imagery, Public Service, and Composition Pedagogy | | 4 |
| O.16 | Re-Mapping and Mixing Wiki Writing Spaces: Perspectives from the Composition Classroom, the Writ-ing Center, and the Research Library | | 4 |
| O.17 | The Objects of Our Inquiry: Theorizing What We Study | | 4 |
| O.18 | How Is Empathy Possible in Digital Environments? | | 4 |
| O.19 | Making the Private Act Public: Sharing Responses to Student Writing | | 6 |
| O.20 | The Graduate Curriculum in Composition and Rhetoric | | 3 |
| O.21 | “Diving Into the Wreck(age)”: Rethinking Writing Program Coherence | | 1 |
| O.22 | Remixing the Public: Pedagogies, Media, People, and Process | | 5 |
| O.23 | Re-imagining Genres, Disciplines, and Writing Practices | | 4 |
| O.24 | (Re)Present!!: The Rhetorical Remixing of Women of Color | | 5 |
| O.25 | What Pressure? Renewing Composition Programs | | 3 |
| O.26 | Curriculum Renewal: Place, Phenomenon, Presentation | | 3 |
| O.27 | Reconsidering Classroom Assessment | | 4 |
| O.28 | Revisiting Experience: Engaging Student Knowledge and Literacy Practices | | 4 |
| P.1 | Rethinking Modes, Models, and Moves | | 3 |
| P.2 | Inventing the Community: Engagement and Inclusion in the First-Year Composition Classroom | | 4 |
| P.3 | “With Open Arms”: FYC and the Culture of Language | | 5 |
| P.4 | Faculty Development: Challenge and Change | | 6 |
| P.5 | That Reminds Me of a Story: Teachers’ Use of Story-Telling | | 4 |
| P.7 | Remixing Civic Engagement: Pedagogies of Post-Identity Politics | | 4 |
| P.8 | Rethinking, Revising, and Renewing a Writing Program by Celebrating Student Writing | | 4 |
| P.9 | The State of Writing Studies: How Writing Is Done in U.S. Colleges and Universities | | 7 |
| P.10 | Creating Narratives for Technical to Professional | | 3 |
| P.11 | Reconsidering Research on Writing Fellows/Mentors in the Classroom | | 5 |
| P.12 | Re-visiting Multilingualism: Classroom Applications/Possibilities of Code Meshing | | 5 |
| P.13 | Cyborgs in Our Midst: (Re)defining Space/Place/Identity in Ethereal Worlds | | 3 |
| P.14 | The Citation Project: Engaged Reading, Engaged | | 3 |
| P.15 | Practicing Partnership: A Librarian–Writing Program Collaboration | | 4 |
| P.16 | First–Year Writing Remix | | 4 |
| P.17 | Writing and the Psychology of Sustainable Consumerism: Wiki-Based, Cross-Disciplinary Student Collaboration | | 3 |
| P.18 | Revisiting Analysis and Argument in Composition | | 3 |
| P.19 | Race, Risk, and Pedagogy in an Academic Support | | 3 |
| P.20 | Hacking Material Culture: Student Writing as Action | | 3 |
| P.21 | Writing across the Community: A WAC Program Redefines Its Mission | | 15 |
| P.22 | Revising Voice and Identity through Intercultural | | 4 |
| P.24 | Portrayals of Contingent Faculty Remixed | | 3 |
| P.25 | How We Build Writing Programs | | 3 |
| P.26 | How Do Students Conduct Research? | | 3 |
| P.27 | The Autism Remix: Neurodiversity in Composition | | 4 |
| TSIG.1 | Canadian Caucus | | 1 |
| TSIG.2 | U.S. Chapter of Society of Latin American Rhetoric | | 1 |
| TSIG.3 | SIG: Language, Linguistics, and Writing | | 2 |
| TSIG.4 | Film, Television, and Visual Rhetoric | | 1 |
| TSIG.5 | Medical Rhetoricians Special Interest Group | | 1 |
| TSIG.6 | Klal Rhetorica—Special Interest Group for Scholars | | 1 |
| TSIG.7 | Labor Caucus | | 2 |
| TSIG.8 | United States-Israel-Palestine Group (UIPG) | | 1 |
| TSIG.9 | EngiComm: Writing Across the Engineering Curriculum | | 1 |
| TSIG.10 | The Subject Is Writing: First-Year Composition as an Introduction to Writing Studies | | 2 |
| TSIG.11 | Non-Western Rhetorical Traditions | | 1 |
| TSIG.12 | The Right Mix: Assignment Sequences in CNF Workshops and Composition Classrooms—Creative Nonfiction SIG | | 2 |
| TSIG.13 | SIG: Service Learning and Community Literacy | | 2 |
| TSIG.14 | Women’s Network SIG: Representing Our Professional Lives | | 1 |
| TSIG.15 | 5th C: Computers in Composition and Communication | | 1 |
| TSIG.16 | Transnational Composition | | 1 |
| TSIG.17 | Visual Rhetoric Special Interest Group | | 1 |
| TSIG.18 | Conference on Basic Writing Special Interest Group | | 2 |
| TSIG.19 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.20 | Disability Studies Special Interest Group | | 1 |
| TSIG.21 | Second Language Writing SIG: Preparing Writing | | 2 |
| TSIG.22 | Imaginative Leaps and Strides: Investigating Performance in Creative Writing and Composition Classrooms | | 1 |
| TSIG.23 | Been There, Done That: Revisiting Contested Communities in the Small | | 1 |
| TSIG.24 | Serious Games | | 2 |
| TSIG.25 | The International Writing Centers Association SIG on Multiple Issues Effecting Writing Center Professionals | | 1 |
| W.1 | Writing Beyond the Edge | | 2 |
| W.2 | BIFF! BAM! ZOOM! Remixing the Composition Classroom through Popular Culture | | 8 |
| W.3 | Building on Their Strengths: Advocating for L2 Writers through Teaching, Administrating, Collaborating | | 14 |
| W.4 | Writing Teachers Writing: Deepening Our Passion for Our Own Writing | | 6 |
| W.5 | Understanding Students’ Use of Sources through Collaborative Research | | 10 |
| W.6 | Intonation: A Neglected Key to How Language Works | | 4 |
| W.7 | Social Justice, Multi-modalities and Basic Writers | | 15 |
| W.9 | Feminist Intersectionality: Confronting Identity(ies), Censorship, and Action | | 17 |
| W.10 | Technology and The Academic Zeitgeist: Te(ch)-ing in the Two Year College and Beyond | | 4 |