| A.1 | Performing the Archive: Practice, Stories, and Materiality | | 5 |
| A.2 | Constructing Student Identity: Honor Placement, Peer | | 4 |
| A.3 | The Public Work of Rhetoric: University-Community | | 6 |
| A.4 | Video Projects in First-Year Writing: Three Gateway Peda-gogies | | 3 |
| A.5 | Gateways for Monolinguistic Instructors: Tailored | | 5 |
| A.6 | Opening the Gates between Writing Program | | 7 |
| A.7 | Transnational Writing Research: Traveling Methodologies | | 4 |
| A.8 | Undergraduate Research as Teaching for Social Justice | | 4 |
| A.9 | Frontiers for Reading Pedagogy: First-Year Composition, Research Writing Courses, and Writing in the Disciplines | | 4 |
| A.10 | Rhetoric, Violence and Hope: The Exploration of Literacies on the Borderlands | | 4 |
| A.11 | The Digital Mandate: Exploring the Frontier of Code | | 4 |
| A.12 | Currents of Traditionalism | | 5 |
| A.13 | Continual Gateways: Undergraduate Research as Category Mixing | | 8 |
| A.14 | Communicating in Digital Environments: Implications of the WPA Outcomes Statement | | 6 |
| A.15 | Composing Cultures and Copyright | | 6 |
| A.16 | The Use of Archival Research | | 3 |
| A.17 | Jewish Rhetoric and Jewish Teaching | | 4 |
| A.18 | Composition as Ethical Negotiation of Constraints | | 5 |
| A.19 | Teaching Unplugged | | 4 |
| A.20 | Finding Productive Writing Pedagogies in WAC and Writing Programs | | 4 |
| A.21 | Gateways to Audiences in Evolving/Complex Workplace | | 4 |
| A.22 | Who Needs Rhetoric Anyway? | | 4 |
| A.23 | Basic Writers in Transition: A Developmental Process | | 4 |
| A.24 | Another C: The Complicated Institutionalization of “Community” | | 4 |
| A.25 | New Possibilities for “Competent Inquiries:” Toward | | 5 |
| A.26 | Leaving Print Behind: Three Composition Journals Move | | 4 |
| A.27 | Multimodal Gateways: An Invitation for Reimagining | | 4 |
| A.28 | Strategies for Supporting Basic Writers: Gateways to Academic and Professional Discourse | | 4 |
| A.29 | Fun and Games in Rhetoric and Composition Teaching | | 4 |
| A.30 | Literacy Instruction from World War II to the Cold War: Boundaries, Gateways, and Legacies | | 5 |
| A.31 | New Presences of the “Words”: Re-Examining Walter | | 4 |
| A.32 | Seeing the Unseen: Emotions and Student Writing | | 4 |
| A.33 | From Intuition to Information: How Explicit Grammatical | | 4 |
| A.34 | The Next Step: Outcomes for Majors in Writing and Rhetoric. A Roundtable Discussion | | 5 |
| A.35 | Opening Gateways across the Curriculum: Writing about Writing and Transfer in High School and College Courses | | 4 |
| A.37 | Open Working Meeting of the Special Interest Group on Rhetoric and Christian Tradition | | 1 |
| AW.1 | Climbing over the Gate, Digging under the Gate, Busting through the Gate: How to Address Plagiarism | | 3 |
| AW.2 | Understanding Students’ Use of Sources through Collaborative Research: The Citation Project and Beyond | | 13 |
| AW.3 | Transitioning to Informed Classroom Practices for all | | 8 |
| AW.4 | Embracing the Richness of Multilingualism through WAC/ | | 9 |
| AW.5 | Recorded Spoken Feedback: A Compelling Alternative to Written Response | | 6 |
| AW.6 | Multimedia Building Blocks: Design Plans and Storyboards | | 2 |
| AW.7 | Obtaining External Grant Funding for Your Research | | 5 |
| AW.8 | Effective Practices for Online Writing Instruction: A Work-shop in OWI Practice, Instructor Training, Program Evalu-ation, and Assisting Special Needs Populations | | 5 |
| AW.9 | Diversity and Writing Assessment: Gateways to Assessing and Reporting Student Performance | | 7 |
| AW.10 | Writing Democracy 2012: Envisioning a Federal Writers’ | | 9 |
| AW.11 | Writing Studies Curriculum: A Gateway to Writing Transfer | | 12 |
| AW.12 | Pedagogical Transitions with Latino/a Students in the Midwest: A Workshop Sponsored by the NCTE/CCCC | | 9 |
| AW.13 | We Are Not Gatekeepers: Complicating Our Relationships | | 9 |
| AW.14 | Contemplative Teaching and Learning in the Composition | | 4 |
| B.1 | Multimodality, Multiliteracy, and Virtual Worlds: Remediating Our Practices | | 4 |
| B.2 | Enlisting the Spoken Voice in Teaching Composition and Teaching Literature | | 3 |
| B.3 | Revisualizing Composition One SMS at a Time: Technology, Value, and Purpose | | 5 |
| B.4 | Medical Gateways: Ethnographic Studies of Communication Practices in Emerging Contexts | | 4 |
| B.5 | Writing in Place: The Importance of the Local | | 3 |
| B.6 | Complicating “Transfer”: Articulating Thresholds for Writing and Learning across Disciplines | | 5 |
| B.7 | Regarding Religion in the Composition Classroom | | 4 |
| B.8 | Ong at 100: New Gateways in the Scholarship of Walter J. | | 5 |
| B.9 | Imagined Geographies: Basic Writing, Basic Training, and the Voices of Captain Cook | | 4 |
| B.10 | The Art of Affiliative (Dis)position: Pursuing a Joyful | | 6 |
| B.11 | Black and Brown Literacies: Gateways to Transformative | | 5 |
| B.12 | The Development of Writing Instruction in Israeli Higher | | 7 |
| B.13 | Improving Service Learning in Composition | | 4 |
| B.14 | The Architecture of Image: Building Stronger Identities | | 4 |
| B.15 | Content Management: New Gateways and Challenges of Technology in Transition | | 4 |
| B.16 | The Liminality of Listening and Epistemologies of Sound | | 4 |
| B.17 | Genres as Gateways to Rhetorical Action | | 3 |
| B.18 | Explorations in Creative Writing Pedagogy | | 4 |
| B.19 | With the Spirit of James A. Berlin: A Conversation on Historiographies | | 6 |
| B.20 | Technology and Histories of Composition Studies | | 4 |
| B.21 | Everything You Always Wanted to Know About Publishing | | 5 |
| B.22 | Can Good Composition Teaching Be Done under Present | | 5 |
| B.23 | Of Gatekeepers and Keymasters: Designing Programs | | 4 |
| B.24 | The Technological Gateway: Threshold or Barrier for Basic Writers? | | 4 |
| B.25 | The Composition and Rhetoric of the Writing Teacher | | 4 |
| B.26 | Restoring Trust: Validating Subjectivity, Context, and Expertise in Writing Assessment | | 4 |
| B.27 | The Vertical Writing Curriculum: Using Reaccreditation to Integrate and Align Writing Instruction | | 4 |
| B.28 | Playing at the Gate: Exploring the Possibilities for Play | | 4 |
| B.29 | The Heteronormative Gatekeeper: Queer (Im)Perceptibility | | 4 |
| B.30 | Gateway Paths for Negotiating the Middle: When | | 5 |
| B.31 | Through the Internets: Writing, Community, and Engage-ment in Online Spaces | | 5 |
| B.32 | Conflict as Space for Agency | | 4 |
| B.33 | Pious Users, Automated Authors: Cultural Gatekeeping in Technological Documentation and Form | | 4 |
| B.34 | Trajectories of Writing: Case Studies | | 4 |
| B.35 | Open Working Meeting of the Committee on Part-Time, Adjunct or Contingent Labor | | 1 |
| C.1 | Gateways and Barriers: Disability Policy in the Writing | | 4 |
| C.2 | Alignment and Assessment as Gateways: High School, Community College, Neighborhood Center, and University | | 5 |
| C.3 | Three Writing Models in Three Different Programs: WID, Undergraduate Writing Major, and Business | | 5 |
| C.4 | Writing and Rhetoric in Catholic Colleges | | 4 |
| C.5 | Bridging Spaces: Pedagogical Promises and Perils of Hybrid Course Design for First-Year Writing | | 5 |
| C.6 | Defining Our Discipline: Labor Practices, TA Training, and Professional Markers | | 4 |
| C.7 | Are We Really Down for the Get Down?: Nation | | 4 |
| C.8 | Take My Words, Please: The Textual Gifts of Student | | 4 |
| C.9 | Patient Genres as Rhetorical Sites of Agency, Resistance, and Expertise | | 4 |
| C.10 | Gateways for Methodology: Report on a Summer Seminar | | 5 |
| C.11 | Using Disciplinary Writing Assignments to Assess | | 4 |
| C.12 | Genre—A User’s Guide: Applying Genre Theory to Problems of Communication, Teaching, and Testing | | 4 |
| C.13 | Transfer: The Gateway to Writing in Multiple Contexts | | 5 |
| C.14 | Teaching Reading and Writing in New Media | | 4 |
| C.15 | The New Work of Forgery: Authenticating Identity in the Work of Writing | | 4 |
| C.16 | L2 Students as Writers and Readers | | 4 |
| C.17 | Learning Outside the Classroom: Academic Support | | 4 |
| C.18 | Civic Engagement in Responding to Crisis | | 4 |
| C.19 | The Transition to Parentheses: New Boundaries for a Non-Tenure-Track Writing Program | | 4 |
| C.20 | Poststructural and Posthuman Rhetorics | | 4 |
| C.21 | Assessing the Emerging Spectrum of Tutoring Services in Digital Spaces: A Concurrent Session | | 5 |
| C.22 | International Teaching of Written English: Brazil, Turkey, and Afghanistan | | 4 |
| C.23 | Inviting Campus Conflict into the Classroom | | 5 |
| C.24 | Productive Tensions: The Relevance of the Federal | | 5 |
| C.25 | Procedures, Play, and Possibility Spaces | | 4 |
| C.26 | Girls from the Hood: Writing Gateways to Transition Low | | 6 |
| C.27 | Closing the Gap between Identities and Writing in the Academy | | 4 |
| C.28 | The Architecture of the ePortfolio as a Gateway to Learning in the Core Curriculum: Responding to Instructional, Curricular, and Institutional Challenges | | 4 |
| C.29 | Methodological Disconnects: Tensions in Teaching, Learning, and Doing Qualitative Research in Writing | | 7 |
| C.30 | Re-Visiting Stephen North’s Concept of Lore: Gateway to Writing Teacher Agency | | 4 |
| C.31 | Bodies Writing in Space: Rhetorics of Natural-User | | 4 |
| C.32 | Literacy as Political and Economic Gateway | | 4 |
| C.33 | Imports/Exports: The Rhetorical Valences of Twenty-First | | 4 |
| C.34 | Online Identity Construction in Video Games and Blogs | | 4 |
| C.35 | Reconsidering the Uses of Response | | 4 |
| C.36 | Open Working Meeting of the Special Interest Group on Working-Class Culture and Pedagogy | | 1 |
| D.1 | From Fifth to First: Digital Delivery Recast as Invention | | 4 |
| D.2 | Generation 1.5 Students’ Transition to College Reading | | 9 |
| D.3 | Reimagining the Composition Textbook | | 4 |
| D.4 | Threshold Spaces: Rhetoric and Contested Identity | | 5 |
| D.5 | Pragmatic Inquiry as a Gate(way) to Earned Insight: Investigating Goal Setting in Writing Conferences | | 4 |
| D.6 | Communication at the Threshold of Civic Change: Rural | | 5 |
| D.7 | Reflecting through Writing Assessments and Validation | | 5 |
| D.8 | Redefining Civic Engagement: Gateway Sites of Rhetorical Education, 1845–1925 | | 5 |
| D.9 | Graduate Programs as Gateway to WPA Work? Or, What | | 4 |
| D.10 | Literacy Origins: Narratives of Learning Sites | | 4 |
| D.11 | From “Black English” to World English: Multilingualism | | 5 |
| D.12 | Gateways to Response Strategies That Work for Our | | 4 |
| D.13 | Composing Place and Self: Travel as Metaphor and Motive for Writing | | 5 |
| D.14 | The Art and Science of Applied Rhetoric: Nursing, Marketing, and Legal Studies | | 4 |
| D.15 | Authority through Gameplay: Videogames as Discursive | | 4 |
| D.16 | Teaching and Administering Writing in Global Contexts | | 6 |
| D.17 | Multimedia Online Cases in Technical Fields: Role Playing in Multiple Perspectives across Multiple | | 4 |
| D.18 | Gateway to the Danger Zone: Technical Communication’s | | 4 |
| D.19 | Understanding Students’ Source Choices: Insights from the Citation Project and LILAC Project | | 4 |
| D.20 | Cross-Border Collaboration in Charting a Department’s | | 6 |
| D.21 | Directed Self-Placement: Widening Institutional | | 4 |
| D.22 | (Ad)Ministering to Writing through Multiple Sites: Writing | | 5 |
| D.23 | Service Learning and Engaged Scholarship: Relating | | 5 |
| D.24 | Reflection and Rhetorical Knowledge as Gateways to Transfer | | 4 |
| D.25 | Secondary Orality and Digital Mobocracy | | 6 |
| D.26 | Thirdspace Portals: A Hybrid/Writing Studio Model for First-Year Composition | | 5 |
| D.27 | Digital Literacy Narratives: Authors, Audiences, and Contexts | | 4 |
| D.28 | Gateway, Wall, or Treadmill?: Does Learning from First-Year Writing Transfer? | | 6 |
| D.29 | Gateways into the Disciplines: Navigating Different | | 4 |
| D.30 | Moving Beyond Theory: Issues of Praxis in Wiki | | 4 |
| D.31 | Checking Up on Wired Writing Programs: Emerging | | 5 |
| D.32 | Genre in the Classroom | | 4 |
| D.33 | Undergraduates Socially Constructing the English | | 4 |
| D.36 | Gateways to Literacies: The Digital Archives of Literacy Narratives | | 4 |
| D.37 | Open Working Meeting of the Committee on Globalization | | 1 |
| E.1 | Research, Library Reference, and Bibliographic Studies | | 4 |
| E.2 | Transfer and Transition in WAC/WID Instruction: Research from the Dartmouth Seminar | | 4 |
| E.3 | Inventing the Infinite Text: Social Media as Gateway to Theories of Collaboration | | 6 |
| E.4 | Writing across Borders | | 6 |
| E.5 | Feminist Engagements: Community-Based Participatory | | 8 |
| E.6 | Reframing Basic Writing and Sites of Transfer | | 4 |
| E.7 | From Assessment of ePortfolios to Assessment with ePortfolios: Fostering Flexible, Engaged Student Writers | | 4 |
| E.8 | Gateways to Engaged Lives: An Exploration of Voice and Agency in Turn of the Century Women’s Periodicals and Conferences | | 3 |
| E.9 | Creating a Comprehensive, Integrated Writing | | 4 |
| E.10 | Collaboratively Communicating via International | | 7 |
| E.11 | Cracking the Atoms of Rhetoric and Writing Studies: Undergraduate, Graduate, and Faculty Perspectives | | 4 |
| E.12 | Transfer Theory that Transfers: Using Questions of Transferability to Learn More than How to Teach Writing | | 4 |
| E.13 | Literacy Education Outside of the Curriculum | | 4 |
| E.14 | Enter Write Here: Online Writing Placement as Portal to Academia | | 4 |
| E.15 | Alignment to Assessment: Closing the Loop? | | 6 |
| E.16 | Making the Best Babies: Rhetoric of Perfection | | 3 |
| E.17 | Teaching in Transition: Combating Manifestations of Transience through Reflective Shifts in Pedagogy | | 4 |
| E.18 | Rhetorical in Practices in Magic, Science, and Food | | 4 |
| E.19 | Access Denied? Universal Design, Privacy, and Socio-economic Access | | 4 |
| E.20 | Race-ing Cs: Rhetoric while Black | | 7 |
| E.21 | Writing Centers as Ideal Sites of Knowledge Transfer and Disciplinary Translation | | 6 |
| E.22 | Composing Lived Time in a Material Form | | 5 |
| E.23 | Reengaging Environmental Discourses as Sites for Rhetorical Analysis, Pedagogical Practice, and Democratic Citizenship | | 4 |
| E.24 | 21st Century Literacies: Strategies for Learning the Literacies We Teach | | 4 |
| E.25 | Synchronizing Difference: Interdisciplinary Rhetoric and Writing Courses for First-Year Students | | 4 |
| E.26 | Hybridity as a Gateway to Learning: Transitioning | | 5 |
| E.27 | Online Instruction: Teachers, Assessment, and The Writing Center | | 5 |
| E.28 | Medical Rhetorics and Health Literacies | | 4 |
| E.29 | Old + Old + Old = New: Interrogating New Gateways | | 4 |
| E.30 | Making Reading Visible | | 5 |
| E.31 | Ways Not Gates: Toward a Democratic Continuum | | 4 |
| E.32 | Multimodal Gateways, Written Destinations: Beyond | | 4 |
| E.33 | Writing Secondary/Postsecondary Transitions: Toward a National Model for Reframing the Common Core through the Framework for Success in Postsecondary Writing | | 6 |
| E.34 | Re/Visioning Student Research as Gateway: From Classroom to Public Engagement | | 6 |
| E.35 | Open Working Meeting of the Committee on Assessment | | 1 |
| F.1 | “Stretch” through the Transnational: Gateway Rhetorics in First-Year Writing | | 5 |
| F.2 | Turning Intersections into Gateways: A Practical Primer on “Creative Composing” | | 5 |
| F.3 | Rhetorical Gateways for Writing Classes | | 5 |
| F.4 | Ways of Knowing that Shape Writers and Writing | | 4 |
| F.5 | Gateways or Grateways? Rethinking, Re-envisioning, Remediating Composition’s Materials and Practices | | 5 |
| F.6 | Reader Reception and the Construction of Identity | | 5 |
| F.7 | Public and Eco-Rhetorics: State Parks, Coal, and Big Oil | | 4 |
| F.8 | Rhetorical Routes to Revision: Developing a University Writing Program Amidst General Education Reform | | 5 |
| F.9 | Authors, Fans, and Power: Exploring the Potential of Appropriation | | 5 |
| F.10 | Intercultural Gateways and Comparative Critical Reflection: Effects of International Exchange on Learning and Identity Development | | 4 |
| F.11 | Turned Away at the Gate: Reconsidering the Relationships of Composition and Literature | | 4 |
| F.12 | Rainbow Arches: Gateways or Barriers in LGBTQ Stories and Identities? | | 7 |
| F.13 | From Page to Screen: Composition and Media | | 4 |
| F.14 | Designing Dialogic Online Composition Classes: Gateways into Academic Writing | | 4 |
| F.15 | Digital Coaching for Measurable Outcomes in Basic Writing: Preliminary Results from the Global Skills for College Completion Project | | 4 |
| F.17 | Working the Edges of the Writing Classroom | | 4 |
| F.18 | Sponsoring Literacy across Institutions, Community, and Generations | | 4 |
| F.19 | Niizh Manidoowag Gawonisgv: Two-Spirit Talk | | 4 |
| F.20 | Audience and Agency: Transitioning Student-Teacher Dialogue through Pedagogies of Inclusion | | 4 |
| F.21 | Cross-cultural Dialogues in Classrooms and Writing Centers | | 3 |
| F.22 | Affect, Embodiment, and the Tensions of “Unruly” Rhetorical Writing Pedagogy | | 5 |
| F.23 | Wikipedia, Research Writing, and the People Formerly Known as the Audience: Knowledge Making, Audience, and Motivation in the Read/Write Web First-Year Composi-tion Classroom | | 4 |
| F.24 | Technologies of Assessment: Common Outcomes, | | 7 |
| F.25 | “Walking through the Gates”: Agency Developed in Place | | 4 |
| F.26 | Disrupting Composition’s Exclusions | | 4 |
| F.27 | L2 Writing: Pedagogy and Academic Socialization | | 4 |
| F.28 | Teaching and Writing in Prison: History, Rationale and Research | | 4 |
| F.29 | Visual Rhetorics: Delivery of Blogs, Videos, and Zooms | | 4 |
| F.30 | First Books and Second Books: SWR Authors Talk about Developing Book-Length Projects | | 4 |
| F.31 | Rereading the Fathers: Performatively, Queerly, and Ecologically | | 4 |
| F.32 | Conclusions from a Qualitative Study of Dual Credit Writers at the Community College: What Happens when | | 4 |
| F.33 | Accountability Culture and Critical Interpretation of Error | | 3 |
| F.36 | Perspectives on the Student-Teacher Relationship | | 4 |
| F.37 | Open Working Meeting of the Newcomer’s Orientation Committee | | 1 |
| F.38 | Almost There: What Works in the Dissertation Writing Institute? | | 5 |
| FSIG.1 | Black Caucus | | 1 |
| FSIG.2 | Latino Caucus | | 3 |
| FSIG.3 | Asian/Asian American Caucus | | 2 |
| FSIG.4 | American Indian Caucus | | 3 |
| FSIG.5 | Queer Caucus | | 1 |
| FSIG.6 | Meeting of the International Network of Writing-Across-the-Curriculum Programs | | 2 |
| FSIG.7 | Independent Writing Units | | 2 |
| FSIG.8 | Progressive Approaches to Grammar, Punctuation, and Usage | | 1 |
| FSIG.9 | Teaching Adult Writers in Diverse Settings | | 3 |
| FSIG.10 | Labor Caucus SIG Meeting | | 6 |
| FSIG.11 | Rhetoric and Christian Tradition Symposium | | 1 |
| FSIG.12 | Writing with Current, Former, and Future Members of the Military | | 3 |
| FSIG.14 | Teaching Writing in Interdisciplinary Classrooms and Learning Communities | | 1 |
| FSIG.15 | Best Practices for Online Writing Instruction: Professional Legitimacy in OWI | | 1 |
| FSIG.16 | Graduate Student Forum Special Interest Group | | 4 |
| FSIG.17 | Studio Special Interest Group | | 1 |
| FSIG.18 | Creative Writing Study and Artistic Practice | | 2 |
| FSIG.19 | Science and Writing | | 2 |
| FSIG.20 | English Education/Composition Connections | | 2 |
| FSIG.21 | Assessment, Training, and Dialogues: An Examination | | 2 |
| FSIG.22 | Favorite Passages: Go-To Creative Nonfiction | | 2 |
| G.1 | Creative Multimedia: 3D Poetry, Hypertext Narratives, and Amateur Auteurs | | 4 |
| G.2 | Writing History in the Digital Age: New Gateways for Feminist Historiography | | 4 |
| G.3 | Language in Action: Power, Neutrality, and Translation | | 4 |
| G.4 | Promises and Perils of Social Action and Professional | | 4 |
| G.5 | What Is Our Professionalism For? The Role of Composition and Rhetoric Scholars in the Public | | 5 |
| G.6 | The Library, New Media and Composition Pedagogy | | 4 |
| G.7 | Gamers, Scholars, Guildies: Gaming as a Gateway to Scholarly Identity | | 7 |
| G.8 | Argument and the Transition from High School to College: Learning from a Large-scale Analysis of Student Writing | | 5 |
| G.9 | Rhetorical Ethnography and the Study of Publics, Places, and Citizen Action | | 4 |
| G.10 | Placing “Choice”: Agency, Remediation, and Whiteness | | 4 |
| G.11 | Classrooms, Compositions, and the Writing Center: Extending the Gateway of Digital Technologies to Reach | | 4 |
| G.12 | The Visual and the Spatial in Multiliteracies: Gateways to Rhetorical Potential | | 4 |
| G.13 | Difference, Identity, and Habits of Mind | | 4 |
| G.14 | Show Me Your Work: A Cross-Disciplinary Assessment of Undergraduate Mathematical Research Writing | | 5 |
| G.15 | Writing Instruction, Literacy by Subscription, and Methodological Diversity | | 4 |
| G.16 | Politics and Audience: LGBT Contexts | | 5 |
| G.17 | Awareness: Disciplinary Differences and Critical Thinking | | 5 |
| G.18 | Ludic Pedagogy: Theory, Practice, Exegesis | | 4 |
| G.19 | Gateways to Individuality: Embodied Pedagogies, Teacher Anecdotes, and the Rhetorical I | | 4 |
| G.20 | Encountering the Visual: Rhetorical Stances of Skepticism, Cynicism, and Iconoclasm | | 4 |
| G.21 | Assessing Digital Assessment Tools: Automated Essay | | 4 |
| G.22 | Being(s) in Transition: Rhetorical Gestures in Medical, Transnational, and Prison Spaces | | 4 |
| G.23 | The Gateway or the Gatekeeper?: Tensions Between Teachers’ Identity and Teaching Identity at an HBCU | | 4 |
| G.24 | Unseen Gateways in First-Year Writing: FLCs, ‘General | | 3 |
| G.25 | Beyond the Classroom Walls: Redefining Literacy and Basic Writing through Community Engagement | | 4 |
| G.26 | Embodied Composition: Sports, Music, and Dance | | 3 |
| G.27 | Alternative Performative Pedagogies | | 4 |
| G.28 | Responding to Writing Across the Curriculum | | 4 |
| G.29 | Teachers at the Center: National Writing Project | | 6 |
| G.30 | A Two-Way Street: Community Programming and First-Year Writing | | 4 |
| G.32 | The Arc of Transfer: Gateway from Novice to Expert | | 5 |
| G.33 | Teaching/Theorizing Language as a Local Practice | | 4 |
| G.34 | Classical Rhetoric for the Modern Writing Center | | 4 |
| G.35 | Open Working Meeting of the Labor Caucus | | 1 |
| G.36 | What IS College Readiness and How Can We Help OUR | | 5 |
| H.1 | In Search of Wonder | | 4 |
| H.2 | Mapping Entry Points of Nineteenth-Century Rhetorical | | 5 |
| H.3 | Global Gateways for Undergraduate Researchers: Comparative Rhetoric across Cultures | | 6 |
| H.4 | Professional Writing in Transition: Into the World of Work | | 3 |
| H.5 | English Language Learning: Error, Transfer, and Teaching | | 4 |
| H.6 | New Conversations about Teachers as Writing | | 4 |
| H.7 | A Gateway to Teaching in the Two-Year College: TYCA’s | | 4 |
| H.8 | The Consortium for the Study of Writing Survey as a Gateway to Writing Assessment, Faculty Development, and Program Building: A Comparative Perspective | | 5 |
| H.9 | Expansion of Acceleration in Basic Writing: The Replication Program | | 5 |
| H.10 | Publics, Publishing, and the Challenges of Circulation | | 5 |
| H.11 | Putting Ethos and Resistance to Work: Community | | 3 |
| H.12 | Opening Gateways through Comparative Rhetoric: Moving between and across Disciplinary and Cultural | | 5 |
| H.13 | Latour and Rhetoric: Kairos, Contingency, Techne | | 5 |
| H.14 | The Comp/Rhet Gateway: Preparing MA Students for Life | | 7 |
| H.15 | Digital Intertextuality and Cultural Production: Using | | 5 |
| H.16 | Working the Public University: Expectations, Discourses, and Practice(s) of Teaching Writing | | 4 |
| H.17 | Supporting Writing Transfer at Critical Moments: Common Core, Sophomore WAC, and Underprepared | | 4 |
| H.18 | Literacy, Genre, and Agency: Renaissance Handbooks to College Application Essays | | 4 |
| H.19 | Beyond the Writing Center: Strategic Alliances with Alumni, Adult Education, and Libraries | | 4 |
| H.20 | Digital Transitions: What We Leave Behind when We Let | | 4 |
| H.21 | Performance and Voice in the Acts of Rhetoric and Writing | | 4 |
| H.22 | Re-reading Appalachia: Literacies of Resistance | | 5 |
| H.23 | “Pedagogies of Digital Affect” | | 4 |
| H.24 | Facilitative, a More Civil and Civic Discourse | | 3 |
| H.25 | “. . . Because Writing Acts as a Gatekeeper”: Leveraging | | 4 |
| H.26 | A Million Student-Veterans and Counting: How Veterans | | 5 |
| H.27 | Designing Engaging Writing Assignments with Video | | 5 |
| H.28 | At the Threshold of Transformation: Two-Year College | | 4 |
| H.29 | Mediating Gateways: Rhetorical Action and Advocacy | | 4 |
| H.30 | Engaging K–12 Educators in the Teaching of College | | 4 |
| H.31 | Rhetorics of Social Consciousness, Economics, and Labor | | 5 |
| H.32 | Generational Gates and Gateways: Examining the Divides | | 4 |
| H.34 | Twenty-First Century Gateways for the Classroom, the Community, and the Public: Complicating the Research | | 4 |
| H.35 | Working Meeting of the Task Forces on Dual | | 1 |
| I.1 | Creative Writing and Lived-Experience | | 5 |
| I.2 | Visual Gatekeepers: Nineteenth-Century Photography and the Visual Rhetoric of Exclusion | | 5 |
| I.3 | Gateways and Gatekeepers to Literacy | | 4 |
| I.4 | Mixing and Revising: Writers and Texts | | 4 |
| I.5 | Resisting, Reflecting, Re-Envisioning: Writing Research across Contexts | | 4 |
| I.6 | From the Other Side of the Desk: The Challenges Writing Teachers Face When They Move from Teacher to Tutor | | 6 |
| I.7 | Critical Food Literacy: New Territories of Inquiry in Rhetoric and Composition | | 5 |
| I.8 | Own Who You Are: Transforming Roadblocks into Gateways for Teaching and Learning | | 5 |
| I.9 | Acquisition and Learning in New Environments | | 4 |
| I.10 | Tutors and Mentors Across Curricular Contexts | | 5 |
| I.11 | Telling Our Story: Developing a Writing Studio Program to Support Basic Writing | | 5 |
| I.12 | Emotional Discourse: Rhetoric as Embodied | | 4 |
| I.13 | Historical and Cultural Perspectives on the Rhetoric of Rationality: Disciplinary and Scholarly Gateways as Failed | | 4 |
| I.15 | International Studies of Literacy and Learning | | 4 |
| I.16 | Gateways through Silence: Arguments for Textured Perspectives across Discourse Communities | | 4 |
| I.17 | Extending Writing-about-Writing: Scenes of WAW beyond First-Year Composition | | 5 |
| I.18 | Placing Practitioner Knowledge Vis-à-vis the Expert Claims: Learning about Online Writing Instruction in American Colleges | | 6 |
| I.19 | Teaching Transitions: Multimodal Movements from Home Languages, the High School, and the Two-Year College | | 3 |
| I.20 | What I Want My Words to Do to You: Writing for Personal and Civic Transformations within Marginalized | | 4 |
| I.21 | Theorizing Cultural Difference from Diverse Sites of Practice | | 3 |
| I.22 | Gateways to College: High School Writing Instruction and Dual-Credit Courses | | 4 |
| I.23 | Access and AntConc: Using Corpus Analytic Software for Assessment and Pedagogy | | 4 |
| I.24 | Technical Communication and the Environment | | 3 |
| I.25 | Remapping Portals to the Digital Parlor | | 4 |
| I.26 | U.S. Composition’s Fit in the World: Internationalization’s Influence on Theory and Pedagogy | | 5 |
| I.27 | Collaboratively Redesigning First-Year Composition in Digital Environments: A Gateway for Student Success | | 4 |
| I.28 | Theory for a Sustainable Field: (Re)shaping the Contours of Systems Theory in Composition-Rhetoric | | 5 |
| I.29 | Senior Capstone Courses: Writing Gateways to Student Doing and Being | | 4 |
| I.30 | Contemporary Publication Practices as New Gateways for Writers and Readers | | 5 |
| I.31 | Comparing Composing Strategies: Translations, Histories, and Tweets | | 4 |
| I.33 | Standing at the Gate: Ethics, Spirituality, and Administration | | 3 |
| I.34 | Open Working Meeting of the Committee on the Major in Writing and Rhetoric | | 1 |
| J.1 | 19th-Century Women’s Rhetoricians | | 4 |
| J.2 | “Get Me Bodied”: A Call for Critical Attunement to Embodied Rhetorics | | 4 |
| J.3 | MA Programs in Rhetoric and Writing as Sites of Transition and (Trans)Formation | | 7 |
| J.4 | Honoring Their Histories, Their Goals, and Their | | 4 |
| J.5 | Reception, Risk, and Revision in Professional | | 6 |
| J.6 | Taking a Multilingual/Translingual Approach to Teaching | | 4 |
| J.7 | Questioning Englishes across Contexts | | 4 |
| J.8 | Multimodal Composition and Youth Rhetorics: Gateways | | 5 |
| J.9 | The Age of the Memoir: Teaching Writing in a Lifelong | | 5 |
| J.10 | Assessing Student Writing when Convergent Media and Visual Rhetoric Change the Evaluative Interface | | 5 |
| J.11 | The Rhetorics of Writing Center Websites and Tutors | | 4 |
| J.12 | Analysis of Cross Cultural Frames and Practices | | 4 |
| J.13 | Confronting Digital Literacy Myths in Theory and Practice | | 5 |
| J.14 | Imagining Ann Berthoff’s “Mysterious Barricades” as a Passage through Constructivist Dilemmas | | 4 |
| J.15 | Gateway or Gatekeeper? Critical Perspectives on the Course Management System in Higher Education | | 6 |
| J.16 | Consulting with Students about Source-Work: The Citation Project in the Writing Center and the First-Year | | 4 |
| J.17 | Intersections of Literacy and Race in Communities | | 3 |
| J.18 | African American Rhetoric: A Gateway for Diverse | | 4 |
| J.19 | New Models for Writing Instruction | | 5 |
| J.20 | Epistemological and Language Difference: Cultural | | 4 |
| J.21 | Perceptions Are Gatekeepers: Exploring Ways to Increase Student Engagement with the Writing Center | | 4 |
| J.22 | Is Writing Back Enough? Investigating Rhetorical Agency | | 4 |
| J.23 | First-Year Writing Circa 2012: How Many Gateways? | | 4 |
| J.24 | The WPA’s First Year: How to Listen and Act | | 5 |
| J.25 | Writing the Past as a Gateway to the Future | | 5 |
| J.26 | The Panel Is a Gateway: Comics, Multimodal Writing, and Rhetorical Transition | | 4 |
| J.27 | Argument, Authorship, and Plagiarism in Digital Realms | | 4 |
| J.28 | E/Merging Technologies: Bridging Spaces Spanning | | 5 |
| J.29 | CUNY’s Assessment of Academic Writing Proficiency: A Case Study | | 4 |
| J.30 | A Christian, a Muslim, and a Jew Walk into a Classroom: Religion and Faith in First-Year Composition Courses | | 4 |
| J.31 | Plagiarism 2.0: The Techne of Thieving in a Digital Age | | 5 |
| J.32 | Lessons from the Inside: Rethinking Pedagogical | | 4 |
| J.33 | Rhetorics Regulating Childhood: States of Emergency | | 1 |
| J.34 | Open Working Meeting of the Special Interest Group on Teaching Adult Learners in Diverse Contexts | | 1 |
| K.1 | The Hybrid TA: Composition, Rhetoric, and Creative | | 7 |
| K.2 | Who Left the Gate Open?: African American Rhetorical | | 4 |
| K.3 | Gateways through the Apocalypse: A Panel Response to Richard Miller’s Writing at the End of the World | | 5 |
| K.4 | A Promising New Model for Basic Writing: The Accelerated Learning Program (ALP) | | 3 |
| K.5 | New Program Designs in Technical Communication | | 5 |
| K.6 | Constructing the Gates: Structures for Success in International and Domestic Service Learning Initiatives | | 5 |
| K.7 | It’s About Time: Learning from Failures in Civic | | 6 |
| K.8 | Managing Teacher Training: Theory, Assessment, and English Language Learners | | 5 |
| K.9 | Radical (Regional) Literacies | | 4 |
| K.10 | Writing Groups, Writing Students, Writing Centers: Using | | 4 |
| K.11 | Pedagogies of Difference | | 4 |
| K.12 | Questioning the Myth of Transience for Multilingual | | 3 |
| K.13 | Student Attitude and Prior Knowledge in Undergraduate | | 6 |
| K.14 | New Gateways for Research: Digital Humanities and Writing Studies | | 7 |
| K.15 | Rhetoric, History, Culture: Connections | | 4 |
| K.16 | Classroom Queeries: Graduate Students Respond to the Call for More GLBTQI Inclusion within the Classroom | | 4 |
| K.17 | Flooding the Gatekeeper’s Gates: When Other People’s | | 4 |
| K.18 | The Information Literacy Lab: A Partnership between First-Year Writing and the Library | | 4 |
| K.19 | Institutional and Civic Responsibilities to “Warrior | | 3 |
| K.20 | Ecological Approaches to Composition | | 4 |
| K.21 | Departures (of/from) Post-Process | | 4 |
| K.22 | Opening the Doors: Higher Education in the 1960’s | | 4 |
| K.23 | Multimodality, Visual Rhetoric, and Marshall McLuhan | | 5 |
| K.24 | Reconsidering Reading and Style in Composition | | 4 |
| K.25 | Teaching Meta-awareness: A key for students’ Transfer of Writing Knowledge through Discursive Gateways | | 4 |
| K.26 | Ten Years after 9/11: Encounters with Islam in the Classroom | | 4 |
| K.27 | Unlocking Interfaces: Rhetorical Mechanics and Multimedia Gateways | | 4 |
| K.28 | Maintaining Civil Discourse among Rhetorics of Belief | | 4 |
| K.29 | A High-School Initiated College Collaboration for Writing | | 4 |
| K.30 | Gateways to Self and Others: Examining Contemplative | | 5 |
| K.31 | Think-Tank for Newcomers: Developing Papers and Sessions for CCCC 2013 | | 2 |
| K.32 | Writing within the Trope of Ruin: Loss and Rejuvenation | | 5 |
| K.34 | Creative Gateways: How Poetry Teaches Composition | | 5 |
| K.35 | Open Working Meeting of the Committee on Best | | 1 |
| L.1 | Composing the Community Chorus: The Intersection of Rhetoric, Technical Writing, and Vocal Arts | | 4 |
| L.2 | Our Actions Are “Our” Own: Rhetorical Agency as Emergent, Enacted, and Embodied | | 4 |
| L.3 | The Work of Creative Writing | | 5 |
| L.4 | Privacy, Rhetoric, and Composition: Addressing the Public/Private Distinction in Digital Environments | | 5 |
| L.5 | Forming Future Basic Writing Professionals: Reports on Graduate-Level BW Teacher Preparation Projects from Alaska, Idaho, and New York | | 6 |
| L.6 | Writing Instruction at 101 4-Year Colleges and Universities: A View of the Field | | 5 |
| L.7 | At A Crossroads: Remediation, Reform, and the Public Urban University | | 4 |
| L.8 | Still Trying to Break Our Bonds: Lessons from an Ongoing | | 4 |
| L.9 | In the Mix: Multimodal Rhetorics | | 4 |
| L.10 | Pedagogies to Promote Deep and Critical Thinking: Feminist Freewriting, Problem-Based Learning, and WAC/WID | | 4 |
| L.11 | Composition by Controller: Gaming Environments as Gateways to New Discursive Spaces | | 4 |
| L.12 | Taking Up Empowerment: Engaging Resistance, Delinquency, and Trauma | | 3 |
| L.13 | Anti-Racist Activism and the Teaching of Writing | | 6 |
| L.14 | Writing beyond Publics | | 4 |
| L.15 | Equity, Pain, and Resilience in the Classroom | | 4 |
| L.16 | Opening Up the Faculty Lounge: Getting Students to Think Like Teachers, Getting Teachers to Think Like | | 4 |
| L.17 | New Thresholds: Writing and Communication in General | | 8 |
| L.18 | Everyone Knows This Is Nowhere: Writing in the Musical | | 5 |
| L.19 | Gateways and Transitions: Exploring Advanced | | 5 |
| L.20 | Community Action Genres as Gateways to Civic | | 4 |
| L.21 | Rhetorics of Survivance: Challenging Boundaries of Colonial Thought in Interdisciplinary Texts | | 5 |
| L.22 | Supporting Student Writers: Digital, Pedagogical, and Institutional Designs | | 4 |
| L.23 | How Gateways to Writing Can Unlock the Gates to the Academy and Professional Success | | 4 |
| L.24 | Multilingual Writers and Agency | | 4 |
| L.25 | Composing and Collaborating in a Digital World: Transitioning Spaces to Multiliterate Writing Centers | | 4 |
| L.26 | Religions Discourse, Secular Contexts | | 4 |
| L.27 | Understanding and Intervening in Institutional Polices | | 4 |
| L.28 | What a Web We Weave: TYCA Research Committee Findings Illuminate | | 5 |
| L.29 | Genres in Transition: Historicizing Women’s Rhetorical | | 4 |
| L.30 | Exploring Community Standards in Science Learning | | 3 |
| L.31 | Peer Review in Various Contexts | | 4 |
| L.32 | Innovative Pedagogies: From the Digital to the Integrative | | 4 |
| L.33 | Interrogating the Writing Center Tutorial | | 4 |
| L.34 | Open Working Meeting of the Task Force Working on Human Subject Regulations | | 1 |
| M.1 | The Things They Carry: Examining the Transfer of Citation | | 4 |
| M.2 | Building Sustainability, Exploring Assessment and Accountability, and Addressing Institutional Demands | | 4 |
| M.3 | Reimagining Global Gateways: Dialogic Threads in Transnational Ecologies of Literacy | | 3 |
| M.4 | Nineteenth-Century American Women’s Rhetoric at the Threshold of Industry and Professionalism | | 4 |
| M.5 | Writing and Disorder: Making the Transition into the Main | | 4 |
| M.6 | Immigration in the Writing Classroom | | 2 |
| M.7 | Computational Rhetoric in Theory and Practice | | 5 |
| M.8 | Ruptures, Riots, and Regeneration: The Epistemology of Bodies in the Gateway | | 3 |
| M.9 | (Re)Structuring Gateways in a Community College: Using a Title III Grant to Increase Access to “College-Level” Composition | | 4 |
| M.10 | Evoking and Suppressing Response | | 4 |
| M.11 | (in)Visible Gateways to Success for African-American | | 4 |
| M.12 | Teaching in Transitions with L2 and Basic Writers | | 4 |
| M.13 | College Level Thinking and Writing: Multidisciplinary and Cross-Contextual Perspectives | | 4 |
| M.14 | Rhetorical Formation of Public and Private Spheres | | 4 |
| M.15 | Memory, Collection, and the Digital Environment | | 4 |
| M.16 | Motivation and Open Gateways: Rethinking Assignment | | 4 |
| M.17 | Toward a Curriculum in Metaphoric Literacy | | 4 |
| M.18 | Transforming Writing Assignments in Literature and Fine | | 3 |
| M.19 | Tecnologies to Successfully Mediate Online Learning | | 5 |
| M.20 | Digital Assessment: Local and Institutional | | 4 |
| M.21 | Waiting at the Threshold: Fandom Studies at the Gate of Composition Pedagogy | | 5 |
| M.22 | Don’t Crash the Gates, Craft Them!: Reconsidering the Craft of Writing | | 4 |
| M.23 | Gateways for Change: Appearance vs. Reality Topoi in Protest and Status Quo Rhetoric | | 5 |
| M.24 | Lessons from History: What WPAs Can Learn from Writing Program Archival Work | | 5 |
| M.25 | Inclusion and Boundaries: Relational Approaches to Teaching | | 4 |
| M.27 | More than the Average Research Paper Assignment: Heuristics, FAQ, and Yoga | | 4 |
| M.28 | The Chamber of Secrets: Unlocking Gateways to Intangible Spaces | | 3 |
| M.29 | Navigating the Transition to Science Writing: Composition | | 5 |
| M.30 | Rhetoric and Embodied Performance | | 4 |
| M.31 | Is the Next America Totally WACked? | | 6 |
| M.32 | Voice, Space, and Narrative | | 4 |
| M.33 | WACs Guiding WIDs into and out of the Thickets of Writing Instruction | | 4 |
| M.34 | Open Working Meeting of the Special Interest Group on International Writing Centers Association | | 1 |
| MW.2 | Assessing Transfer: Using Reflection to Evaluate | | 14 |
| MW.3 | Gateways to the Past: Conducting Archival Research | | 12 |
| MW.4 | 50 Ways to Leave the Five-Paragraph Essay: Challenging | | 7 |
| MW.5 | Making Translingual Pedagogies a Reality: Redesigning | | 11 |
| MW.6 | Yours, Mine, and Ours: Co-Constructing a Scholarship | | 3 |
| MW.7 | Casting Gateways: Practical and Theoretical | | 7 |
| MW.8 | Becoming “Engaged”: Service-Learning and Civic | | 7 |
| MW.9 | Unsustainable: Owning Our Best, Short-Lived Efforts at Community Work | | 8 |
| N.1 | Assessing Reflection | | 3 |
| N.2 | Networked Gateways: Composing Digital Writing | | 5 |
| N.3 | Analyzing Students’ Experiences with Writing | | 4 |
| N.4 | Literacy and Reform | | 4 |
| N.5 | Gateways to Dissent: Wisconsin Labor Protests, Civic | | 5 |
| N.6 | Composition and Interdisciplinary Practices: Renewing | | 4 |
| N.7 | Facilitating Deep and Ethical Learning with Multimedia | | 4 |
| N.8 | “It gets better,” or does it?: Lessons for/from Anti-bullying Activism in the WPA Context, Or Moving Toward A Theory and Ethics of Combating | | 2 |
| N.9 | The Rhetorical Writing Classroom and Its Challenges | | 4 |
| N.10 | Women’s Rhetorical Identities | | 4 |
| N.11 | Going Digital/Going Public: Gateways to Literacy | | 4 |
| N.12 | Composing Borders: Metaphors of Experience | | 4 |
| N.13 | Stories about Race, Stories about Class: Using Narrative | | 5 |
| N.14 | Writing Personally and Ethnically | | 4 |
| N.15 | Preparing and Supporting Graduate Student Writers | | 5 |
| N.16 | Writing Thresholds: The Place-ness of Transfer across | | 6 |
| N.17 | The Festering of FYC: Searching for a Multi-disciplinary | | 4 |
| N.18 | Digital Composing and Usability | | 3 |
| N.20 | Rhetorics of Affect, Empathy, and Action | | 4 |
| N.21 | Literacy Gateways: New Openings across National and Disciplinary Contexts | | 5 |
| N.22 | Meaning Making in Visual Rhetorics | | 3 |
| N.23 | Tentative Collaborators: Creative Writing’s Resistance | | 4 |
| N.24 | Academic Honesty: Truth and Pedagogical Response | | 4 |
| N.25 | Ethics and Assessment in New Media Work | | 4 |
| N.26 | Voice and Writers’ Development | | 4 |
| N.27 | Transnational Writing Programs | | 7 |
| N.28 | Language Loss and Language Recovery on U.S. College | | 6 |
| N.29 | Life-in-Context in First-Year Writing: Creative Nonfiction, Critically Thought and Taught | | 4 |
| N.30 | Managing Change in Writing Programs | | 4 |
| N.31 | Using Internet Technologies in the Classroom as New | | 3 |
| N.32 | New Inquiries into Writing Research Traditions | | 4 |
| N.33 | There’s Nothing Basic about Basic Writing | | 1 |
| TSIG.1 | Retired Faculty in Rhetoric/Composition/Writing Studies | | 2 |
| TSIG.2 | Writing about Writing: FYC as Introduction to Writing Studies | | 2 |
| TSIG.3 | Transnational Composition | | 1 |
| TSIG.4 | The Role of Reading in Composition Studies | | 3 |
| TSIG.5 | SIG: Language, Linguistics, and Writing | | 1 |
| TSIG.6 | Community Literacy, Service-Learning, and Public Rhetoric SIG | | 1 |
| TSIG.7 | Women’s Network: Gender and Professional Status in the Field | | 1 |
| TSIG.8 | AEPL Celebrates Authors! Panel and Reception for Recent Books by Bruce Novak and Jeff Wilhelms; Wendy Ryden and Ian Marshall | | 2 |
| TSIG.9 | Engicomm: Communication in the Engineering | | 4 |
| TSIG.10 | Klal Rhetorica: Jewish Rhetoric and Composition SIG | | 1 |
| TSIG.11 | Appalachian Rhetoric, Composition, and Literacy SIG | | 2 |
| TSIG.12 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.13 | Council on Basic Writing SIG | | 2 |
| TSIG.14 | Kenneth Burke Society SIG at CCCC | | 1 |
| TSIG.15 | Association of Undergraduate Rhetoric and Writing | | 3 |
| TSIG.16 | Rhetoric, Sport, and Student-Athletes | | 2 |
| TSIG.17 | Second Language Writing at the Crossroads: Language Policy, Globalization, and the Future | | 2 |
| TSIG.18 | Disability Studies SIG | | 2 |
| TSIG.19 | Prison Writing and Teaching | | 2 |
| W.1 | Writing Teachers Writing: Deepening Our Passion for Our Own Writing | | 9 |
| W.2 | Rhetoric and Composition Pedagogy and Scholarship in the Context of Globalization: Emerging Globally | | 20 |
| W.3 | Assessing Multimodal Assignments | | 6 |
| W.4 | Teaching, Research, and Service at the Two-Year College | | 10 |
| W.5 | Gateways, Thresholds, and Portals: Dialogues about In-ternational Higher Education Writing Research | | 15 |
| W.6 | Gateways, Gates, and Gatekeeping: Mentoring and Diversity as a Feminist Future | | 9 |
| W.7 | Gathered at the Gate: Basic Writing in Evidence | | 10 |
| W.8 | Co-Imagining Cultural Rhetorics: Practice, Performance and Pedagogy | | 12 |
| W.9 | Play/Write 4.0: Alternate Reality Games and Composition | | 4 |
| W.10 | Opening Prison Gates: Creating, Sustaining, Researching, and Extending Literacy Programs behind Bars | | 14 |
| W.11 | Convergence in the Classroom: Exploring New Media in Composition | | 7 |
| W.12 | Cutting/Moving/Singing/Drawing through the Hype: Writing Actions and Activities in Multimodal Composing | | 6 |
| W.13 | Space, Portal, Passage: Invention and the Near Invisible | | 6 |
| W.14 | Veterans in Writing-Intensive Courses: Higher Education | | 14 |
| W.15 | Writing Transitions and Rhetorical Partnerships Across | | 12 |