| A.1 | Non-Western Rhetorical Theory and Add Al-qahir Al-Jurjani | | 3 |
| A.2 | (Re)Creating the Center: Theoretical Approaches for Involving Campus | | 5 |
| A.3 | The Successful Dissertation Boot Camp: Time, Space, and Motivation for Writing | | 5 |
| A.4 | Rhetorical Analysis of Grammar | | 3 |
| A.5 | Florida | | 5 |
| A.6 | No Such Thing as Community | | 4 |
| A.7 | Creating, Studying, and Single-Sourcing a Multimedia | | 4 |
| A.8 | Writing the Real World of Student Work | | 5 |
| A.9 | The Rhetoric of Apologies: Revealing Contested Relations | | 3 |
| A.10 | Configuring Community Spaces as Literacy Networks for Sustainable Civic Engagement | | 5 |
| A.11 | Rooms, Publics, Centers, Margins: The Pedagogical Locations of Thirdspace | | 4 |
| A.12 | Democracy and Wikipedia: Finding New Connections | | 4 |
| A.13 | Kairos as Ambient Environs: Silence, Extracurriculum, and Material Practices as Invention | | 4 |
| A.14 | From the Country to the City: Rhetorics of Identity and the Composition of Space | | 4 |
| A.15 | What Can Research with International and Generation 1.5 | | 4 |
| A.16 | Multilingual Pedagogy | | 3 |
| A.17 | Learning Communities and Communities of Practice: Toward Improved Instruction | | 3 |
| A.18 | Rhetorical Flexibility: Language Use in the Contested | | 4 |
| A.19 | Renovating Composition for the Twenty-first Century: Three Integrations of Science and Composition | | 4 |
| A.20 | Emotions and Authority in Academic Writing | | 3 |
| A.21 | Looking to the Boundaries: Improving Programs by Working Extra-Programmatically | | 5 |
| A.22 | Reconfiguring Student Experiences in Online Writing | | 5 |
| A.23 | Law and Legislation | | 4 |
| A.24 | Practitioner Inquirers at the Research Family Reunion or “Whatever Happened to Practitioner Research?” | | 4 |
| A.25 | Defining and Addressing Expectations for L2 Writers | | 4 |
| A.26 | What’s the Question?—Theorizing the Question in Writing | | 3 |
| A.27 | Suhl, Rhetorical Sovereignty, and Solidarity: Epistemological Models for Contesting Injustice and Pursuing Peace | | 5 |
| A.28 | Contested Evolutions: Modern Science on the Farm and in the Home | | 4 |
| A.29 | Plagiarism and Ethics: Working within the (Murky) Space | | 5 |
| A.30 | The Power of Stories: Narrative as Action | | 4 |
| A.31 | Rubrics, Peer Response, and Student Self-Assessment | | 5 |
| A.32 | Contesting Space, Boundaries, and Power: A Wider Field of Vision for Creative Writing, Professional | | 5 |
| A.33 | Elocution and Affective Eloquence | | 4 |
| A.34 | Network Relations: Dialogic Composing Across Literacy | | 4 |
| A.35 | Rhetoric in Liminal Spaces: Disability Memoir, In/ter/ | | 5 |
| A.36 | Acting Inventively: Rhetorical Perspectives of Writing Expertise | | 4 |
| A.37 | Crossing the Chicana/o Border into Academia: Using | | 4 |
| A.38 | Listening To/For Embodied Rhetorics: Making Meaning | | 4 |
| A.39 | Using English Journal as a Bridge between College and High School Writing Teachers | | 6 |
| AW.1 | Grammar for the Right Brain–Teaching Writing in the Context of Grammar | | 1 |
| AW.2 | Contesting Institutional Barriers and Boundaries: Engaging the Politics and Pedagogy of Ebonix | | 9 |
| AW.3 | Standing Peachtree: Trading Ideas about American Indian | | 7 |
| AW.4 | Teaching Writing with Latino/a Students in the South: A Workshop Sponsored by the NCTE/CCCC Latino/a Caucus | | 12 |
| AW.5 | The Webs We Weave: Connecting and Contesting | | 7 |
| AW.6 | Building a Philosophy/Building a Program | | 6 |
| AW.7 | Writing as Radical Hybridity: An Interdisciplinary Writing Workshop | | 3 |
| AW.8 | Broadening the Circle: Culturally and Linguistically | | 10 |
| AW.9 | Informed Inferences: Pedagogical Uses of Physical and Digital Archives | | 2 |
| B.1 | Origin Stories: Mythos, Realism, and the Real | | 4 |
| B.2 | Between the Global and the Postcolonial: Intercultural Models of English and Technical | | 5 |
| B.3 | New Locations, Histories, and Possibilities for Social | | 5 |
| B.4 | The Rhetorical Work of Policy and Position Statements in Composition Studies | | 5 |
| B.5 | How I Stopped Worrying the Book and Learned to Love | | 4 |
| B.6 | Language Play and Transcultural Rhetorics | | 4 |
| B.7 | Applying Gaming and CMC Theories to Writing Instruction | | 4 |
| B.8 | Our Writing Relations: Systems of Genres from Three Perspectives | | 4 |
| B.9 | OWL – Tales: Ongoing Scholarship and Stories from the Online Writing Lab | | 8 |
| B.10 | The Untamed Virtual World: Making Interesting Mistakes in Online Teaching Spaces | | 4 |
| B.11 | The Science and Art of Transfer Revisited | | 5 |
| B.12 | Stitches of Materiality: Disrupting Deviation with Visual Arguments | | 4 |
| B.13 | Beyond Boundaries: Hybrid Discourse, Transatlantic | | 4 |
| B.14 | Theorizing Critical and Third-Space Pedagogies | | 4 |
| B.15 | Contradictions, Complications, and Communities in Science Rhetorics | | 3 |
| B.16 | Code-Switching, Code-Meshing, and Contrastive Rhetoric | | 3 |
| B.17 | Faculty Knowledge, Faculty Development, and Institutional | | 3 |
| B.18 | Public Memory in Local Space | | 3 |
| B.19 | Making, Doing, and Undoing English Studies | | 5 |
| B.20 | Writing in the Disciplines (WID) Programs and Interdisciplinary Curricula | | 4 |
| B.21 | Exploring Professional Identities: Knowledge, Status, and Preparation | | 4 |
| B.22 | Multimedia and Critical Pedagogy | | 4 |
| B.23 | Exploring the Immigration “Problem” | | 4 |
| B.24 | Untangling the Web of Relations in the Undergraduate | | 5 |
| B.25 | Writing about Nature, Learning From Silence, Borrowing | | 4 |
| B.26 | Contesting Views of Expertise in Peer Review | | 4 |
| B.27 | Composition versus “Criterion”: Toward a Common | | 4 |
| B.28 | Transliteracy in Three Keys: Creating Meaning in Transitions | | 4 |
| B.29 | Generation Vet: Composing with a New Student Population | | 4 |
| B.30 | Investigating Genre Awareness in Literature, Science, and Composition: Crossing Boundaries to Create a Writing | | 4 |
| B.31 | Workload, Portfolios, and Student Learning | | 4 |
| B.32 | Getting a Job in a Two-Year College | | 4 |
| B.33 | Educational Movements | | 4 |
| B.34 | Designing Education: What Video Game Designers and Rhetoricians Can Learn from Each Other | | 5 |
| B.35 | Cross-Cultural Collisions in Composition | | 4 |
| B.36 | “Poking and Prying With a Purpose”: Questioning Our | | 4 |
| B.37 | Out of Line and Different: Meditations on Queer Rhetorics | | 4 |
| B.38 | Shame on Us: Writing the Self in Academic Research | | 4 |
| B.39 | Testimony, Memory, and Space in National Narratives of Progress | | 4 |
| C.1 | Ecocomposition and Sustainability | | 4 |
| C.2 | Engaging Disciplinary Boundaries and Frameworks: Art, Science and Writing Pedagogy | | 3 |
| C.3 | Discourse Patterns in the Classroom: Working Class and Indigenous Rhetorics | | 4 |
| C.4 | Strategic Reimaginations: Balancing Rhetorics of the Body in Medical Discourse, Asian/Asian American Rhetoric, and Queer Theory | | 4 |
| C.5 | All of Our Literacies? Contesting the Theories and Pedagogies of Multi-Modality | | 4 |
| C.6 | Watching Stories, Listening to Scenes: Following Literacy Back Home | | 3 |
| C.7 | ePortfolio 2.0: Revising and Expanding the Role of Electronic Portfolios in a Developmental Writing | | 3 |
| C.8 | Making Space for Service-Learning Projects in a Portfolio-Based Writing Program | | 4 |
| C.9 | Critical Literacy Connections to Reading/Writing Instruction: Analyses of Broadcast and Print Texts Concerning | | 4 |
| C.10 | Writing toward the Revolution: Poetics of Relation | | 5 |
| C.11 | Teaching the College Application Essay in Qatar: Mitigating Cross-cultural Assumptions through Rhetorical | | 4 |
| C.12 | Beyond “L1” and “L2”: Toward an Interdisciplinary | | 2 |
| C.13 | Community Conversations that Extend Possibilities | | 4 |
| C.14 | Theorizing Bodies | | 4 |
| C.15 | Digital Rhetoric Research | | 4 |
| C.16 | Assessing Error, Style, and Dialect | | 4 |
| C.17 | Research on the Nature and Effects of Writing-Center | | 4 |
| C.18 | Composing Archival Accounts of Kenneth Burke’s Writing | | 4 |
| C.19 | Interwoven Storytelling: Braiding Together Our Identities | | 4 |
| C.20 | Students’ Perceptions of Writing Assessment and Teacher | | 4 |
| C.21 | Professionalism and Graduate-Student Preparation | | 5 |
| C.22 | Approaches to Online Collaboration | | 4 |
| C.23 | Rhetorics of Resistance and Prediction | | 4 |
| C.24 | What in the World Is English and How Are We Teaching It | | 5 |
| C.25 | Rethinking Composition: The Power of Teaching Students | | 5 |
| C.26 | Digital Hemlock: Undermining the Myth of the Socratic | | 5 |
| C.27 | Labored “Balance”: Maternal Bodies, Composition Studies, and Structural | | 4 |
| C.28 | The Subtexts of Manipulation: Embodying, Extending, and Unearthing | | 4 |
| C.29 | Mapping Genre Relations: Using Metaphors to Explore and Traverse Boundaries | | 4 |
| C.30 | Whole-Class Peer Workshops: Reconceptualizing Relations in the Composition Classroom | | 5 |
| C.31 | The Rhetoric of Course Design | | 4 |
| C.32 | The Chora of The Twin Towers: Three Panelists Invite You to Participate in Contesting and Documenting the Struggle for Rebirth | | 4 |
| C.33 | Feminist and Women’s Historical Rhetorics | | 3 |
| C.34 | The Citation Project: Results of a 15-College Study of Students’ Use of Sources | | 3 |
| C.35 | Mediating Rhetorics of Home and School: Writing Cultural Memory into Genre | | 4 |
| C.36 | Revisionary Histories of Rhetorical Education | | 5 |
| C.37 | Contesting the Trope of Home and School: Transnational Considerations, Domestic Invitations, and Family Transgressions | | 5 |
| C.38 | Has Capitalism Corrupted Your Writing Course? | | 4 |
| C.39 | Public Space, Private Interests: Teaching Writing in a Global Economy | | 4 |
| D.1 | Going Public with Student Writing | | 5 |
| D.2 | Kin through Class in the Writing Classroom: Passion and Radical Reflexivity in the Postcritical Case Study | | 5 |
| D.3 | Virtually Queer: The Web-Side Manners of CCCC | | 4 |
| D.4 | Writing and Working for Change: Tracing the History of Latina/o and Chicana/o Members’ | | 5 |
| D.5 | Contested Spaces, Contested Knowledge: Exploring All Our Relations with College-Athletics and Student-Athletes | | 5 |
| D.6 | Ebooks, Ethics, and Digital Literacy | | 5 |
| D.7 | Pleito, Sacates y Aristotl: Introducing Mestiz@ Rhetorics | | 5 |
| D.8 | Rewriting the Boundaries: The Ensemble as Inter-Cultural Learning | | 4 |
| D.9 | Widening the Community: Re-thinking and Re-framing Medical Rhetoric/Writing | | 4 |
| D.10 | Style, Error, and Student Perception | | 4 |
| D.11 | Post-Pedagogy and Contesting Meaning in Multimodal | | 5 |
| D.12 | Contesting Master Narratives for Teaching Writing: Collaborative Reflection on Literacy Narratives as Way to Rethink Writing Program Design and Policies | | 5 |
| D.13 | Making Space: Multiple Geographies and Sites of Articulation | | 4 |
| D.14 | Contemporary Rhetorical Theory | | 4 |
| D.15 | Local Disciplinary Histories | | 4 |
| D.16 | Investigating Creative Writing Pedagogies | | 3 |
| D.17 | The Rhetoricity of Literacy | | 4 |
| D.18 | Negotiating Difference in the Classroom: Three Studies on Perceptions of Diversity at a Large Public University | | 4 |
| D.19 | Telling Tales: Contesting Boundaries through Theory and Pedagogy | | 4 |
| D.20 | Gender, Performance, and Academic Writing | | 4 |
| D.21 | Who Does What, and With Whom: Exploring the Staffing | | 4 |
| D.22 | Researching Difference | | 4 |
| D.23 | Digital Technologies and Classroom Practices | | 3 |
| D.24 | The Rhetoric of Institutional Websites and Mission | | 4 |
| D.25 | The Open Hand: New Approaches to Teaching Rhetoric in the Classroom | | 4 |
| D.26 | Creative Community: Rhetoric and Writing at the Art and Design University | | 5 |
| D.27 | Negotiating Our Terrain: Creating Habitable Spaces in Composition | | 4 |
| D.28 | Changing the Conversation about Writing Programs: Assessment as Advocacy, Research as Teaching, Teacher | | 5 |
| D.29 | Our Closest Relations: Best Practices in Mentoring Graduate Teaching Assistants | | 4 |
| D.30 | Kaona to Mana: Rhetoric, Aesthetics, and Power in Hawaiian Literature and Song | | 4 |
| D.31 | Blurring the Lines: Sharing Pedagogy Across/in Writing | | 4 |
| D.32 | How ‘Bout a Little Creative Writing, Y’all?: Building Relationships between Creative Writing and Critical Inquiry | | 4 |
| D.33 | Building Cross-Disciplinary Relations: Enhancing Students’ Disciplinary Writing and Cross-Cultural Competencies through a Collaborative Teaching | | 6 |
| D.34 | Teaching for Transfer: Strengthening the Relationship | | 6 |
| D.35 | Becoming Digital Ancestors: Capturing Self and Family with Digital Media | | 5 |
| D.36 | Citation Context Analysis: Fresh Approaches to Assessment and Tutoring | | 4 |
| D.37 | Teaching Alternative Discourses: Hip-hop, Whiteness, and Multicultural Rhetorics | | 4 |
| D.38 | The Future Anterior of Rhetoric: Potentials For Rhetorics Built on Material Relations | | 4 |
| D.39 | What’s Our Relation . . . to the Mean and the Median? | | 6 |
| E.1 | Longitudinal Writing Studies and Exploring the Spaces of Transitions | | 4 |
| E.2 | Queer Theory in the Writing Classroom | | 4 |
| E.3 | Progressions of Publics: Relations within Rhetorical Communities | | 4 |
| E.4 | From Stage to Page: The Rhetoric of Performance in the Writing Classroom | | 4 |
| E.5 | “I am not a Mascot”: Communities Contesting Rhetorical Sovereignty | | 4 |
| E.6 | Relating the Disaster: Mapping the Spill, Mapping Ourselves (a MEmorial) | | 4 |
| E.7 | Visual Cultural Rhetorics | | 4 |
| E.8 | Intertextuality, Contested Knowledge, and the Struggle for (Re-)Representation in Multimodal Contexts: Studies of Rhetoric Across Texts and Modes | | 4 |
| E.9 | Helping a NOOB PWN the Griefers: Translating First-Year | | 4 |
| E.10 | Feminist Action Research in Rhetoric and Composition: Engaging Community Exigencies and Building Coalitional | | 4 |
| E.11 | Constructions of Disability in the Composition Classroom | | 5 |
| E.12 | Writing Health and Disability: The Ethics and Rhetorics of Embodied Identities | | 4 |
| E.13 | Locating Feminism Beyond Immediate Space | | 3 |
| E.14 | Theories of Technology | | 4 |
| E.15 | Religious Rhetorics | | 4 |
| E.16 | Inter-and Intra-Organizational Communication | | 4 |
| E.17 | Indigeneity and Faith: Reflections on Public Life and Interactions | | 4 |
| E.18 | Observing (Digital) Natives in their Habitus: New Approaches to “Seeing” Your Audience | | 4 |
| E.19 | Contesting and Connecting Relations: Medical Representation and Writing Research | | 5 |
| E.20 | Genre Studies | | 4 |
| E.21 | New Challenges, New Understandings: Examining Our Relations within a Portfolio Culture | | 4 |
| E.22 | Memory, Cognition, and Psychology in Composition | | 5 |
| E.23 | Extra-Institutional Literacies | | 4 |
| E.24 | Writing Across the Curriculum in the Community College: Challenges and Opportunities | | 6 |
| E.25 | Gaming the Academy | | 5 |
| E.26 | How Small Teacher Communities Foster Effective Teaching | | 6 |
| E.27 | Crossing Our C’s: New Media Communication, Composition and Creative Writing | | 5 |
| E.28 | Teaching Information Literacy or Research? | | 4 |
| E.30 | Challenging Monolingual Practices to Foster Multilingual | | 4 |
| E.31 | Sex, Lies, and Student Video Projects: Shifting Relations in Digital Literacy and Composition | | 4 |
| E.32 | Coming of Age in Composition: What We Can Learn from Late-Life Writers | | 6 |
| E.33 | Community Building among Teaching Assistants: Bridging the Gap from Training to the First-Year Classroom | | 4 |
| E.34 | Transnational Spaces: Making a “Space” for Multilingual Writing in Composition | | 5 |
| E.35 | Inviting “All Our Relations”: Code Meshing in First-Year Writing | | 4 |
| E.36 | Our Conflicted Bourgeois Values: How We Learned to Stop Worrying and Love Capitalism | | 4 |
| E.37 | The Graduate School Experience: Stories from the Deep | | 4 |
| E.38 | Representing Indigeneity: Challenging, Affirming and Building Our Relations | | 4 |
| E.39 | Exploring the Next Frontier in WAC/WID: A Multi-University, NSF-Sponsored Project to Enable | | 5 |
| F.1 | Defining/Rewriting Contested Spaces | | 3 |
| F.2 | Embodiment and Composition | | 4 |
| F.3 | Contesting Bodies: Visual Rhetoric in the Struggle over | | 6 |
| F.4 | Would Habermas Recognize This as Deliberation?: The Competing and Performative Discourses of Local Publics | | 4 |
| F.7 | Gray Matter: Examining Rhetorical Contests of Psychological and Neurological Difference | | 4 |
| F.8 | Rhetorical Recoveries: Toward a Translocal Consortium for University-Community Projects | | 5 |
| F.9 | Multimedia Pedagogy for a Combined-Skills Rhetoric | | 5 |
| F.10 | Contesting “National” Pedagogies: Student Writers, Critical Literacy, and Collaboration in Transnational Spaces | | 4 |
| F.11 | Writing as Contesting Space, Knowledge, and Identity: Co-constructing what it means to be a Writer within an Undergraduate Writing Major | | 4 |
| F.12 | Making Values Visible: The Textual, Pedagogical, and Civic | | 4 |
| F.13 | Refiguring Assessment as Situated Performance | | 4 |
| F.14 | Subverted Gaze: Double Consciousness and Writing the Personal | | 4 |
| F.15 | From “The Wire” To Dolly Parton: Acknowledging Invisible | | 4 |
| F.16 | Contesting the Blogosphere in a First-Year Writing | | 4 |
| F.17 | Theorizing Writing Pedagogy | | 3 |
| F.18 | Enacting the Parlor: Qualitative Investigations of Classroom Communities in Whole-Class Writing Workshops | | 5 |
| F.19 | I’m Not A Racist But My Comments Are: Two Studies of Race in Teacher Commenting Practices | | 4 |
| F.20 | Upholding Differences in Composition History | | 4 |
| F.21 | Creating Shared Values: Development of Writing Programs | | 3 |
| F.22 | Social Networks, Classroom Communities: Using Social Media to Foster Active Learning Communities | | 4 |
| F.23 | Sibling Rivalry and Reconciliation: Information Literacy and Learning in the Academy | | 4 |
| F.24 | Writing Public Spaces | | 4 |
| F.25 | Moments in Action: Establishing Classroom Relationships | | 4 |
| F.26 | Room(s) to Negotiate: Distance Learning Classrooms as Contested Spaces | | 5 |
| F.27 | All Our Relations: Linking Past and Present Writing | | 4 |
| F.28 | Conceptualizing Trauma in Student Writing | | 3 |
| F.29 | Rhetoric and the Writing Classroom | | 3 |
| F.30 | A Composition and Information Literacy Crew/Club/Gang/ | | 5 |
| F.31 | Revisiting the Status Quo: New Directions in Writing | | 4 |
| F.32 | Crossing Campus to Teach Research as Process: The Writing Instructor/Librarian Relationship in Professional Development and Mutual Advocacy in the University | | 4 |
| F.33 | American Indian Rhetorical Traditions and Practices | | 4 |
| F.34 | How It Comes Together—Or Not: Major Findings from a Four-Year Longitudinal Study of Undergraduate Writers | | 6 |
| F.35 | Online Essay Evaluations 2.0: From Assessment to Learning to Research | | 5 |
| F.36 | Looking the Wrong Way: Tales of Misdirection and a Call for Radical Revision in the Teaching of Citation (#burnthemanual) | | 5 |
| F.37 | Using Qualitative Research to Negotiate “Our Relations” | | 6 |
| F.38 | Hearing Space and Listening Compositions: Re-Inscribing Sound in Composition Practices | | 4 |
| F.39 | Contested Space: The First-Year Writing Classroom | | 4 |
| FSIG.1 | Black Caucus Business Meeting | | 1 |
| FSIG.2 | Latino Caucus Business Meeting | | 3 |
| FSIG.3 | Asian/Asian American Caucus Business Meeting | | 2 |
| FSIG.4 | American Indian Caucus Business Meeting | | 3 |
| FSIG.5 | Queer Caucus | | 1 |
| FSIG.6 | Deaf and Hard of Hearing Interest Group | | 1 |
| FSIG.7 | Studio Special Interest Group | | 1 |
| FSIG.8 | Progressive Approaches to Grammar, Punctuation, and Usage | | 1 |
| FSIG.9 | International Network of Writing-across-the-Curriculum | | 1 |
| FSIG.10 | Independent Writing Units | | 1 |
| FSIG.11 | Teaching Adult Writers in Diverse Settings | | 3 |
| FSIG.12 | Best Practices for Online Writing Instruction: Validating Key Results of the 2010 CCCC Survey | | 1 |
| FSIG.13 | Science and Writing | | 2 |
| FSIG.14 | Composition-English Education Connections | | 2 |
| FSIG.15 | Rhetoric and Christian Tradition | | 1 |
| FSIG.16 | Creative Writing, Rhetoric, and Composition Special | | 1 |
| FSIG.17 | Writing with Current, Former, and Future Members of the Military | | 2 |
| FSIG.18 | The Community College Writing Center | | 2 |
| FSIG.19 | Teaching Writing in Interdisciplinary Classrooms and Learning Communities | | 1 |
| FSIG.20 | The Impact of Building Formal Schemata on ESL | | 1 |
| FSIG.21 | Con Job: Stories of Adjunct and Contingent Labor | | 3 |
| G.1 | Found in Translation: Forging Literate Identities in Marginalized Communities | | 4 |
| G.2 | The Sports Page, the Country Music Stage, and the Spelman Messenger: Women Claiming Agency in Contested Spaces | | 4 |
| G.3 | Working with Graduates and Writing Fellows | | 6 |
| G.4 | (Com)positioning Contested Spaces: Creative Writers in Composition Territory | | 5 |
| G.5 | Screening Identities across Borders: Participatory Popular Culture and Literacy Practices | | 6 |
| G.6 | Theorizing Writing in Digital Spaces: From Romance Genre to the “Secondary Orality” | | 5 |
| G.7 | Diversity + Busing = “An At-Risk Model of Education” | | 3 |
| G.8 | Ways with Texts: Reading, Writing, and New Media Practices | | 4 |
| G.9 | A Different Kind of Space: How Writing Constructs and is | | 5 |
| G.10 | Like It Or Not, We’re All (Inter)related: Challenging Othering Practices through Public Rhetoric(s) | | 5 |
| G.11 | Definitely NOT What I Did Last Summer: Recreating the Personal Narrative | | 4 |
| G.12 | Rhetoric, Technology, and Women’s Civic Engagement | | 4 |
| G.13 | Inverting “Generation Me”: “We” Pedagogies in the 21st Century | | 4 |
| G.14 | Writing Communities and Cultural Literacies | | 4 |
| G.15 | Research on Research | | 4 |
| G.16 | Embracing the Disruptions: Approaches to Doing Queer Methodologies | | 5 |
| G.17 | Photography, Writing, and the Drafts of History | | 4 |
| G.18 | Intellectual Property at the Boundaries: Piracy, Appropriation, and Moral Panics, 1728-2011 | | 4 |
| G.19 | Making Metaphor, Discovering Relations | | 4 |
| G.20 | Theories of Identity | | 4 |
| G.21 | Understanding Our Relations: Contested Ideologies and Practices in WPA Work | | 4 |
| G.22 | Local-Global Negations of Literacy and Multilingualism | | 4 |
| G.23 | Poiesis in Motion: Rhetoric, Composition, and Mobility | | 5 |
| G.24 | Education Behind Bars | | 4 |
| G.25 | Porn and (Bad) Grammar: What Can We Learn? | | 3 |
| G.26 | Toward Sustained Communities: Affective Investments | | 4 |
| G.27 | All Our Relations Make L2 Writing Work: Students, Tutors, Instructors, and WPAs | | 4 |
| G.28 | From HBCU to Hollywood Pedagogy: New Connections in Teaching Writing | | 5 |
| G.29 | Contesting Plagiarism | | 3 |
| G.30 | Contesting CCCC Spaces: Undergraduate Research at the National Convention | | 7 |
| G.31 | A Place at the Table: The Contested Space of Writing in a Corporate Curriculum | | 4 |
| G.32 | Blurring Disciplinary Boundaries and Identities: Expanding Local Writing Relations through an Interdisciplinary Writing TA Program | | 5 |
| G.33 | African American Rhetorics: Literacies | | 4 |
| G.34 | Assessing Programmatic Relationships: Bridging Internal, Interdisciplinary, and Institutional Gaps | | 6 |
| G.35 | Being with Others: Animals, Prosthetics, Implements, and Interfaces | | 6 |
| G.36 | Punishing Writing/Writing as Punishment | | 4 |
| G.37 | Collapsing Non/Academic Spaces with Comics and Graphic Novels | | 4 |
| G.38 | Civic Action, Social Justice, and the Human Flesh Search | | 4 |
| G.39 | Using Audio Response Methods to Enhance the “Human | | 5 |
| H.1 | Sisters, Feminists, and the Third Space | | 5 |
| H.2 | Refiguring the Public Sphere: Cherokee, Appalachian, and Cuban Identities | | 4 |
| H.3 | What We Talk about When We Talk about Writing: Conversations among Teachers and Students | | 4 |
| H.4 | Deliberating Whiteness in the Teaching of Rhetoric and Writing | | 6 |
| H.5 | Questionable Relations, Questionable Narrations: The Forming of Teachers and Curriculum in a National | | 5 |
| H.6 | Going Global: Rhetorical Studies and the Geopolitics of Witnessing | | 5 |
| H.7 | Weaving Our Social Network: Acts of Participatory Composition Using New Media | | 4 |
| H.8 | Service Learning & Web 2.0: Contested Spaces, New | | 4 |
| H.9 | Come to Jesus: The Heuristics of Science and Faith in the Southern Composition Classroom | | 4 |
| H.10 | Where Print Meets Digital | | 4 |
| H.11 | Zombies, Vampires, and (The) Stuff: Re-Configuring Contested Spaces via Horror Texts | | 4 |
| H.12 | Embodied Pedagogy: The People, Places, and Things of the Writing Process | | 4 |
| H.13 | Student, Teacher, Scholar: Blurred Boundaries and Contested Relations | | 4 |
| H.14 | Retooling Curricula | | 4 |
| H.15 | Research on Student Learning | | 5 |
| H.16 | “We’ve Come this Far By Faith”: Women’s Literacy, Activism, and Faith Practices | | 4 |
| H.17 | Theorizing Boundaries and Borders | | 4 |
| H.18 | Writing Text, Writing Code, Writing Connections | | 4 |
| H.19 | Critical Place-Based Curricula in Multimodal First-Year | | 4 |
| H.20 | Toward a Vibrant Conversation: Contesting the Boundaries Between Essay and Poem | | 4 |
| H.21 | From Strangers to Family: The Development of a First-Year Writing Program | | 4 |
| H.22 | The Rhetoric of Speaking in a Native Voice: An Analysis of Cross-Cultural Communication Using Alexie, Erdrich, and the Rhetoric of Mexican-American Border Speech | | 5 |
| H.23 | Technologizing Collaborations and Conversations | | 4 |
| H.24 | Can Care be Taught?: Perspectives on Emotion, Community, and the Digital | | 4 |
| H.25 | Self-Examination and (Trying to) Practice What We Preach | | 4 |
| H.26 | Grading Relations: Problematizing Current Grading Practices | | 4 |
| H.27 | Guerilla Spaces: Writing Globalization, Sustainability, and Resistance in Urban Environments | | 4 |
| H.28 | Law, Community, and Play: Issues in Teaching Basic Writing | | 4 |
| H.29 | Reading (with) Our Students’ Writing | | 4 |
| H.30 | Bricolage at Work: How Teacher/Student Collaboration | | 5 |
| H.31 | The Story of the Dissertation Writing Institute | | 4 |
| H.32 | Exploring Space in Challenging Economic Times: How | | 5 |
| H.33 | Histories of Literacy | | 3 |
| H.34 | The Other Side of the Street: Understanding the Reciprocal Effects of Working as a Peer Tutor | | 5 |
| H.35 | Theorizing Comics as Alternative Discourse | | 5 |
| H.36 | L2 Literacy Landscapes | | 5 |
| H.37 | “Leveling Up” Gee, Gaming, and the Composition | | 4 |
| H.38 | When Our Relations Come Over and Stay: Mapping | | 4 |
| H.39 | All Our Relations: (Teaching) Writing in the Global Now | | 5 |
| I.1 | Contesting the Consequences of Language: Examining the Material Effects of Medical Discourse, Drug | | 4 |
| I.2 | Remembering the Mamzers: Our Jewish Past as Professional Prologue | | 5 |
| I.3 | Teaching Composition in the Era of Dual-Credit: A Study of High School Writers in the Community College | | 4 |
| I.4 | Texas Topoi and other Common-Places: The Importance of Writing Geographies | | 5 |
| I.5 | Fashioning Queer Relations: Fabricating, Crafting, and Designing Identities through Bodies and Texts | | 5 |
| I.6 | The Stories We Tell: Opening the Doors of Our Classrooms | | 4 |
| I.7 | What If Our Keyword Were Literacy? | | 4 |
| I.8 | Composing the “Extracurriculum”: Translocal and Multimodal Public Writing | | 2 |
| I.9 | Digital Multiplicity: The Global Skills for College Completion Project to Create | | 4 |
| I.10 | “We Don’t Do That Here”: Pushing the (Digital) Boundaries | | 4 |
| I.11 | Teaching Writing at Public Comprehensive Public | | 6 |
| I.12 | Investigating Relations of Place, Time, and Power in Literacy Research and Teaching | | 8 |
| I.13 | Intersubjectivity as a Pedagogical Practice | | 4 |
| I.14 | Graduate Student Writing: Dissertations, Grant Proposals, and Publications | | 4 |
| I.15 | Writing Center Research | | 4 |
| I.16 | Attitude Triage: Changing Student Attitudes toward Writing | | 4 |
| I.17 | Cultural Rhetorics | | 4 |
| I.18 | Digital Spaces With Material Implications: Advocacy, Crisis | | 4 |
| I.19 | The Interrelationship of Writing, Learning, and the Brain: Insights From Recent Neuroscience Research | | 5 |
| I.20 | The Rhetoric of Document Design in Public and Private | | 4 |
| I.21 | Making Pacts: Moments of Dialogue, Campaigns for Justice | | 5 |
| I.22 | The Changing Shape of Two-Year College English | | 4 |
| I.23 | Contested Ground: Alternative Sites of Rhetorical Education, 1900-1930 | | 5 |
| I.24 | Contesting Writing Spaces at the Institutional Level: Four Schools Make Meaning with Local Data from the NSSE Consortium for the Study of Writing in College | | 6 |
| I.25 | Disconnected. Choppy. Abrupt.— Undoing Linguistic Heterogeneity | | 4 |
| I.26 | Hot for Teacher: Towards a Workable Feminist Pedagogy | | 4 |
| I.27 | ¿Usando español para tutoría en ingles?: A Study of Writing Center Tutoring Sessions involving | | 6 |
| I.28 | Nineteenth Century Writing by Nurses as Emerging | | 4 |
| I.29 | Questioning Dominant Discourses | | 5 |
| I.30 | All Our Relations: Undergraduates, Graduates, and Professors Reaching Across Academic and Cultural | | 4 |
| I.31 | Affect and Technology: Interrogating Politics of Shame, Humor, Privacy, and Nostalgia in “Instruments” of Communication | | 5 |
| I.32 | Contested! Defending First-Year Composition in the Regional University Setting | | 5 |
| I.33 | South Asian and Asian American Rhetorical Histories | | 4 |
| I.34 | Something Old, Something New: Ideas for Teaching in the Digital Age | | 5 |
| I.35 | Compose or Else: Tracking Student Writers’ Organizational, Technological, and Cultural Performances | | 5 |
| I.36 | Resisting the Linguistic Pull, Continuing the Push: Hip-hop’s African American Language and Rhetoric as a Continuum of Black Movements for Education, Literacy, Equality, Freedom, and Liberation” | | 4 |
| I.37 | Composing the Female: A Critical Examination of Dress, Writing, and Ontology | | 4 |
| I.38 | Speaking the Language of IT | | 4 |
| I.39 | Other Voices: Race, Institutional Silence and Rhetorical | | 6 |
| I.40 | The Economy of Technology: Research Perspectives on Student Learning in Digital Environments | | 4 |
| J.1 | Contested Domains, Contested Gateways: Working Within and Beyond Traditional L2 Practices | | 7 |
| J.2 | Inside Out: Literacy, Incarceration, and the Making of Teachers | | 4 |
| J.3 | All Our (Global) Relations: Academic Writing, Global | | 4 |
| J.4 | Digital Rhetorics, Digital Relations: Making Scholars and Contesting Traditions | | 6 |
| J.5 | Click Here to Connect: Teaching Civic Engagement in Digital Environments | | 4 |
| J.6 | Re-Working Visual Literacy through Comics: Production and Analysis in Composition | | 4 |
| J.7 | Web 2.0 Technologies, Digital Writing and Building | | 5 |
| J.8 | Writing in Relationship: Digital Tools and Data-Based | | 4 |
| J.9 | Publication Matters: Producing and Sustaining a Journal of First-Year Writing | | 6 |
| J.10 | Call of Nature: Counter-Culture, Taboo, and Urban Legends | | 4 |
| J.12 | Staging Tactical Interventions on Public Writing | | 5 |
| J.13 | Making Human Rights Claims Public: Rhetoric Tactics of Identification, Bearing Witness,and Advocacy | | 4 |
| J.14 | New Media and Civic Spaces | | 2 |
| J.15 | Reflections on Small Moments of Activism: Enriching Enthographic Research through a Prism of “All | | 4 |
| J.16 | Rhetorics of Labor and Protest | | 3 |
| J.17 | Processing Pedagogical Movements | | 3 |
| J.19 | Talking Shop: The Value of Archiving Local Knowledge | | 4 |
| J.20 | Gatekeeping, Textual Silencing, and the Public Sphere: Exploring Creative Writing | | 5 |
| J.21 | Mapping Contested Spaces for the Undergraduate Major | | 5 |
| J.22 | Literacies of Migration/Migration of Literacies | | 4 |
| J.23 | International, Intercultural, and Organizational Business | | 4 |
| J.24 | Diversity, Social Justice, and the New WPA: Responsible Relations | | 5 |
| J.25 | Issues with Writing Centers: Relationships and Pedagogies | | 4 |
| J.26 | Mo Rhetoric: Nomos, Nommo, Zapatismo, and the Turn | | 4 |
| J.27 | Red Dirt Relations: Resurrecting Region through Rhetoric | | 4 |
| J.28 | Supporting Multilingual Writers: WAC/Second Language | | 5 |
| J.29 | Race, Place, and Self | | 3 |
| J.30 | Failing in Silence: Situating Failure within Composition’s | | 5 |
| J.31 | The Textiverse as New Space: Hybridity, Cartography, and the Hyperphatic | | 4 |
| J.32 | Editing the Field: Online, In Transition, and In Production | | 5 |
| J.33 | All Our Southern Relations: Histories of Rhetoric, Composition, and Literacy in the American Southeast | | 5 |
| J.34 | Mapping the Directions of Directed Self-Placement: Competing Views, Complementary Methods | | 4 |
| J.35 | Palimpsest(ed) Institutions: Overwriting Boundaries in Time and Space | | 5 |
| J.36 | The Master’s Program as Contested Space | | 6 |
| J.37 | Contesting Methodological Boundaries in Rhetoric and Writing Research | | 5 |
| J.38 | The Contested Female Body: Competition, (Trans)National | | 5 |
| J.39 | Writing Assignments and Deep Learning: The Impact of NSSE/WPA Research on Assignment Design | | 5 |
| K.1 | Literacies and Identity | | 3 |
| K.2 | Everybody Eats: Connecting Students to the Discourse of Food | | 4 |
| K.3 | WAW and Praxis: Revising Notions of Self, Composition, and Culture | | 4 |
| K.4 | Making New Relations for Feminist Historiography: Geography, Genre, and Digital Rhetorics | | 4 |
| K.5 | Other(ed) Spaces, Other(ed) Speakers—The Missionizing | | 5 |
| K.6 | Teachers’ Comments through Students’ Eyes | | 3 |
| K.7 | Entering the Contested Space of Globalism: Transnational Approaches for Teaching International | | 4 |
| K.8 | Venturing into the (Virtual) Margins: A Critical Exploration | | 4 |
| K.9 | Contested Class Work Space: Boundaries at the Corner of Creation and Voice | | 5 |
| K.10 | Transgressing Logocentrism: Indigenous and Non-Western Rhetorical Strategies in American Indian, Thai, and Ainu Traditions | | 4 |
| K.11 | Contested Relations: Strategies for Overcoming Student | | 5 |
| K.12 | Relations: History and Today’s ‘Transfer’ Issue” | | 3 |
| K.13 | A Web We Weave: TYCA Research Committee Findings | | 4 |
| K.15 | Bridging the Gap: The Effectiveness of a Bridge Course between Developmental Writing and Freshman Composition | | 4 |
| K.16 | Creating a Functional Family: Building Relationships within | | 6 |
| K.17 | Barack, Bush, and Beck (Oh, My?): Political Ideological Discourse Theories | | 3 |
| K.18 | Teaching, Translating, and Talking Language with Technology | | 3 |
| K.19 | Intersections of Real and Virtual Spaces: Reconsidering Interaction and Architecture in the Hybrid | | 5 |
| K.21 | Are Digital Media Changing Formal Scientific Arguments? | | 5 |
| K.22 | Assessing Students and Students as Assessors: Roles, Perspectives, and Influences | | 4 |
| K.23 | Extracurricular Endeavors: Students Supplementing, Complementing, and Challenging Classroom Writing | | 4 |
| K.24 | Critiquing Disciplinary Boundaries in Technical | | 4 |
| K.25 | Writing Across the Curriculum: Spaces and Conversations | | 3 |
| K.26 | Written on the Boundary: Contesting the Borders of Composition and Creative Writing Pedagogies | | 4 |
| K.27 | Whaddya Know?: E-Portfolios as Spaces for Making | | 4 |
| K.28 | Is Jewish Rhetoric Ethnic Rhetoric? | | 5 |
| K.29 | Exploring Relationships and Connections | | 4 |
| K.30 | Discourse Analysis in the Teaching of Basic Writers, Creative Nonfiction, and Grant Writing | | 4 |
| K.31 | Accessing Agency: Traversing the Spaces Between Classroom Composition and Digital Writing | | 5 |
| K.32 | Dual Credit Courses: Opportunities for Curricular Innovation and Collaboration? | | 5 |
| K.33 | Reclaiming Our Spaces: Accessibility and the Public University | | 4 |
| K.34 | The Complexities of FYC Placement for Multilingual | | 5 |
| K.35 | Latinos Online: Contesting, Creating, and Sustaining | | 4 |
| K.36 | Understanding State-of-the-Art Online Writing Instruction: Results from the CCCC Committee’s National Survey on Best Practices | | 5 |
| K.37 | The “Writing Everywhere” Collective: Opening Classrooms to New Spaces and New Contexts | | 4 |
| K.38 | “Ready or Not, Here I Come”: Composing Black Feminine | | 4 |
| K.39 | Contested Knowledge: Challenging Student Stereotypes | | 4 |
| L.1 | Expanding Conversation(s): Principled Resources, Strategies, and the Council of Writing Program | | 4 |
| L.2 | Embodied Digital Pedagogies: Intermodal Composing, Re-membering, and Access | | 4 |
| L.4 | (Re)Defining Translingual Writing | | 5 |
| L.5 | Fans, Fandom, and Fanzines: Contesting Boundaries | | 5 |
| L.6 | Instructor Feedback in ESL Writing Courses | | 5 |
| L.7 | Crossing Boundaries with STEM Discourse in the Undergraduate Writing Curriculum | | 4 |
| L.8 | Writing Assignments, Argumentation Strategies, and Social Identities: Three Views of Writing in the Disciplines | | 5 |
| L.9 | The (Im)Possibilities of Rhetorical Witnessing: Theory, Methodology, and Pedagogy | | 6 |
| L.11 | 4 REAL: Student Researchers Bring Rhetorical Education | | 11 |
| L.12 | Mentor. Teach. Write. Relating People and Programs | | 5 |
| L.13 | Traversing the Borderlands of Arab(ic) Rhetoric: Contesting the Boundaries of Language, Literacies, and Knowledge Production | | 4 |
| L.14 | Contesting Cultural Diversity in the Composition | | 4 |
| L.15 | Legal Policy and Discursive Norms | | 2 |
| L.16 | Questioning in the Margins: Teacher Feedback | | 4 |
| L.17 | Teaching the Crisis | | 3 |
| L.18 | The ‘Tangled Roots’ Of Creative Writing and Composition | | 3 |
| L.19 | Where Rhetoric Ends and Violence Begins: Theorizing Relationships between Bodies and Spaces | | 3 |
| L.20 | Graphic Narratives: Exploring Intertextuality and Multi Modal Writing | | 5 |
| L.21 | Think-Tank for Newcomers Developing Papers and Sessions for CCCC 2012 | | 1 |
| L.22 | Exploring New Inventional Spaces for Writing Teachers | | 3 |
| L.23 | Invention, Discovery, Knowledge Production: What Are Ideas Made Of? | | 4 |
| L.24 | An Ethical Response to Monsters | | 2 |
| L.25 | Environmental Narratives and Ethnographies: A Nourishing Inheritance | | 3 |
| L.26 | Contesting the Language of Accounting | | 1 |
| L.27 | Assessing the Efficacy of a Contested Pedagogy: Writing About Writing Outcomes and Assessments | | 4 |
| L.28 | What a Web We Weave: TYCA Research Committee Findings Illuminate | | 1 |
| L.29 | Serious Games and Digital Rhetoric | | 6 |
| L.30 | Entering the Space of Women’s Rhetoric Through the Door | | 5 |
| L.31 | High School to College: Student Learning, the Common Core Standards for College Readiness, and the Politics of Literacy | | 4 |
| L.32 | Collaboration, Competition, Coordination, Compromise: The 4Cs of Multi-campus Writing Centres | | 4 |
| M.1 | Oklahoma Girl Makes Good: Celebrating the Boundary-less Career of Andrea Abernethy | | 11 |
| M.2 | Towards a Rhetoric of Locational Literacy: Discourse, Discipline, and Method | | 4 |
| M.3 | Addressing Racial Formations in Writing Classrooms, Reporting Strategies, and Faculty Workshops | | 4 |
| M.4 | Academic Writing and Digital Methodologies: Learning and Composing in Digital Environments | | 4 |
| M.5 | Taking the Citation Project Back into History and Across | | 4 |
| M.6 | Fresh Perspectives on Plagiarism and Responsibility | | 5 |
| M.7 | Composition of the Image: Contested Space between Image and Text | | 5 |
| M.8 | Basic Writing: Waning or Waxing? | | 4 |
| M.10 | Underdogs and Underprepareds: Issues in Teaching Basic Writing | | 3 |
| M.11 | Reclaiming Organic and Social Relationality in the Classical Rhetorical Tradition | | 4 |
| M.12 | Indigenous Female Rhetorics—At Work in the Texts and in (all our related) Classrooms | | 4 |
| M.13 | Reseeing the Rhetoric of Embodiment | | 3 |
| M.14 | Exploring the “Discursive Resources” of Black Music | | 4 |
| M.15 | Promoting a Community of Scholar-Teachers among | | 4 |
| M.16 | The Persistence of Interest in Emotion in Our Field | | 4 |
| M.17 | Show and Tell: Complicating the Fifth Canon, Alternative | | 4 |
| M.18 | Something Old, Something New: History and Repurposing | | 3 |
| M.19 | Writing Hong Kong/Hong Kong Writing: Writing Administration in a Trilingual/Post-Colonial/Post-Handover Context | | 5 |
| M.20 | Listening to Our Old Drunk Uncles: The Pragmatists and Our Problems | | 4 |
| M.21 | Embodied Knowledge and Contested Spaces: New Models of Community | | 4 |
| M.22 | Gendered Rhetorics: LGBT and Women’s Archival Research | | 3 |
| M.23 | Assessing Our Stories, Assessing Ourselves: Re-Building Relations through Program Assessment | | 5 |
| M.25 | Investigating Collaboration as a Pedagogical Tool: A Tale of Three Empirical Studies | | 4 |
| M.26 | Reconciling Perceived Opposites: Religion and Academic Writing | | 2 |
| M.27 | Food for Thought and Action: Creating Community through Literary Cookbooks, Kitchen | | 5 |
| M.28 | Reactions—Responses—Beliefs | | 3 |
| M.29 | The Stories We Tell—The Performances We Give | | 3 |
| M.30 | A Higher Good: Morality, Faith, and Subjectivity | | 3 |
| M.31 | Creating a Framework for Audience Analysis: Contesting the Boundaries between Ethos and Pathos in Civic Discourse | | 4 |
| M.32 | Beyond Rhetoric and Composition: The Liberal Arts Writing Major | | 5 |
| M.33 | What DO We Really Value?: Technology and Engagement | | 5 |
| M.34 | Revisualizing Composition: Mapping the Writing Lives of College Students | | 7 |
| MW.1 | Building Arguments for Best Practices with the CCCC | | 2 |
| MW.2 | The Arts and the Writing Life—Aesthetic Pleasures in the Life of the Classroom and the Life of the Writing Teacher | | 10 |
| MW.3 | Negotiating Archival Spaces: Exploring Existing Archives and Building New Ones | | 12 |
| MW.5 | Experimenting with the Practice of Writing | | 5 |
| MW.6 | “Theater Games for the Composition Classroom” | | 4 |
| MW.7 | A Common Ground in a Sea of Change: Culturally and Linguistically Diverse Writers in the Writing Classroom | | 10 |
| MW.8 | Making a Case for Tenure and Promotion within/outside | | 11 |
| MW.9 | Play/Write 3.0: Connecting Game Studies and Composition Pedagogies | | 5 |
| N.1 | Practicing Histories: Conversations on the Doing of History and the Making of Historians in Composition and Rhetoric | | 8 |
| N.2 | Writing and Working for Change: Working Class Politics in CCCC | | 6 |
| N.3 | Within Yet Aside: Assessing Critical Thinking Across Student Writing | | 4 |
| N.4 | The New Work of the Digital Book in Composition Studies | | 4 |
| N.5 | Writing Spaces: Lessons Learned for Creating and Using Open Textbooks | | 5 |
| N.6 | Big Class, Small Communities: Affordances and Constraints in a “Jumbo” First-Year Writing Course | | 6 |
| N.7 | Reading, Literacy, and Play: Contesting Composition Pedagogy | | 4 |
| N.8 | The Literate Lives of Athletes: Marginalized Scholarly Relatives, Embodied Knowers | | 4 |
| N.9 | “Using the Stases as Heuristic Tools for Effective | | 4 |
| N.10 | The Language Of Relations; The Language Of Contested | | 3 |
| N.11 | Body, Place, and Family: Three Cases for Expanding | | 4 |
| N.12 | The Maker’s Mark: Productive Knowledge in Writing Studies | | 4 |
| N.13 | Contesting Identities in Writing Centers: Theorizing | | 6 |
| N.14 | Multimodal Composition and the Agency of Transfer | | 4 |
| N.15 | In Search of the Beloved Community: Prophetic Rhetoric and Social Change | | 4 |
| N.16 | Practicing What We Preach: Rearticulating Rhetoric in the Polis and the University | | 4 |
| N.17 | Academic and Workplace Engineering Communication | | 3 |
| N.18 | Training and Sustaining: Producing Effective Writers of Long-Term Academic Writing Projects | | 4 |
| N.19 | Really, Really Useful Knowlege: How Cultural Studies Agendas Play Out for a Director and Her Tutors at One Historically Black University | | 17 |
| N.20 | Reconciling the Relationship between “Old” And “New” | | 4 |
| N.21 | Transfers and Transformations | | 3 |
| N.22 | Multitasking and Multimodality | | 3 |
| N.23 | Contesting Copyright on Campus | | 6 |
| N.24 | Entering the Ecology of the University: How Emergent Media Provide Innovative Disciplinary | | 5 |
| N.25 | The Life of the Mind, Meditation and Humility | | 3 |
| N.26 | Politicizing All Our Relations: Feminist Rhetorics, Contested Spaces | | 6 |
| N.27 | “Disclosing Hidden Episodes”: Contentious Spaces and the Complexities of Indians | | 6 |
| N.28 | Contesting the Tenure Process Post-September 2008: Nontraditional Trajectories | | 6 |
| N.29 | Global Educators for Hope: The International Sustainable-Literacy Project | | 10 |
| N.30 | A Department in Exile: The Challenges of Contested Spaces and Roles | | 7 |
| N.31 | Code-Meshing as World English: Policy, Pedagogy, Performance | | 9 |
| N.32 | Gendered Boundaries: Women in the Profession and the Impact of Economic Conditions | | 10 |
| N.33 | Contested Spaces and Curricular Design: Incorporating Students’ Local Knowledge and Rhetorical | | 4 |
| TSIG.1 | Serious Games SIG | | 2 |
| TSIG.2 | SIG: Self-Efficacy and Composition | | 1 |
| TSIG.3 | Non-Western Rhetorical Traditions | | 1 |
| TSIG.4 | Women’s Network: Gender and Professional Status in the Field | | 1 |
| TSIG.6 | SIG: Klal Rhetorica | | 1 |
| TSIG.7 | SIG: Language, Linguistics, and Writing | | 1 |
| TSIG.8 | Writing Center Spaces | | 1 |
| TSIG.9 | Community Literacy, Service Learning, & Public Rhetoric SIG | | 2 |
| TSIG.10 | Disability Studies SIG | | 2 |
| TSIG.11 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.12 | Council of Basic Writing Special Interest Group | | 1 |
| TSIG.13 | EngiComm: Communication in the Engineering Curriculum | | 1 |
| TSIG.14 | Second Language Writing and Globalization: Cross-Talk and Continuing Conversations | | 2 |
| TSIG.15 | The Lyric Essay: Reading, Writing, and Teaching the “Beautiful Wild Child” of Creative Nonfiction | | 2 |
| TSIG.16 | Kenneth Burke SIG at CCCC | | 1 |
| TSIG.17 | Medical Rhetoric SIG | | 1 |
| TSIG.18 | Writing about Writing: FYC as Introduction to Writing Studies | | 2 |
| TSIG.19 | Professional Writing: Theory and Practice—The Digital Perspective | | 1 |
| TSIG.20 | Undergraduate Consortium in Rhetoric and Writing | | 3 |
| TSIG.21 | Zen and the Art of Writing Teacher Maintenance | | 1 |
| TSIG.22 | Transnational Composition | | 1 |
| TSIG.23 | Retired Faculty in Rhetoric/Composition/Writing Studies | | 2 |
| W.1 | Labor Organizing in Hard Times | | 12 |
| W.2 | New Webs of Relationships: International Dialogue about Higher Education Writing Research | | 14 |
| W.3 | Fuck Tradition!: Mapping/Making/Performing/Contesting Queer Relations | | 7 |
| W.4 | We Are Not Alone: Strategic Coalition Building Across (Contested) Spaces Serving Basic Writers | | 10 |
| W.5 | 20th Anniversary Feminist Workshop Retrospective: The History and Future of a Space and its Knowledges | | 8 |
| W.6 | Sound Teaching: Bringing Music and Audio into the Composition Classroom | | 6 |
| W.7 | One-on-One with Second-Language Writers | | 2 |
| W.8 | The Web of Meaning: Incorporating Multi-Media Technology into Writing-Intensive Courses | | 6 |
| W.9 | Situated Invention—Mapping, Documenting, Theorizing, and Contesting Generativity | | 6 |