| A.1 | Rhetorics of Self-Representation by Scholars of Color | | 5 |
| A.2 | The Multiplex Surface: An Investigation of Transfor-mative Influence of Technology, Politics, and Guerrilla | | 3 |
| A.3 | Visual Considerations for Students and Writing | | 4 |
| A.4 | Expanding Perspectives of Writing Transfer: New | | 4 |
| A.5 | From Homework to Public Work: Locating Digital | | 4 |
| A.6 | Your Previous Assumptions Do Trip You: How Error, Non-Identity, and Memory in Digital Texts Destabilize | | 4 |
| A.7 | Multimodal Composition and Web 2.0: Equipping | | 6 |
| A.8 | Navigating the Landscapes: Transfer and Threshold | | 7 |
| A.9 | Writing Science and Critical Literacy | | 4 |
| A.10 | Listening as Writing Pedagogy | | 4 |
| A.11 | Unsafe at Any Speed: When Students Research, Read, and Write with Their Foot on the Pedal | | 5 |
| A.12 | 14 Original Heuristics for Solving Writing Problems: A Roundtable in Tweets | | 18 |
| A.13 | Honoring Vernacular Eloquence: Pathways to Intellectual and Academic Discourse | | 3 |
| A.14 | Feeling Undisciplined: Reading Practices and Scholarly Work | | 4 |
| A.15 | Whose Story Is It Anyway? Student Authorship and the Craft of Narrative | | 4 |
| A.16 | Strategies, Supports, and Barriers: The Complex Transfer | | 5 |
| A.17 | There’s Nothing Basic about Basic Writing | | 10 |
| A.18 | Beyond Bahamian Classroom Walls (and Back Again): Student Writing and Engagement in Public Spaces | | 4 |
| A.19 | Re-Centering Composition: New Perspectives on Literacy Instruction for Culturally and Linguistically | | 5 |
| A.20 | Our Relationships to Stories and Lands: Indigenous | | 6 |
| A.21 | Mobilizing Insider Knowledge: Examining How | | 4 |
| A.22 | Reading Into Writing: Student Writers Reading in Secondary, Two-Year College, and First-Year | | 3 |
| A.23 | Operation Preparation: Where Revolutionary Theories | | 5 |
| A.24 | General Education and the Teaching of Writing: Exploring the Opportunities for More Deliberate | | 5 |
| A.25 | Getting a Job in a Two-Year College | | 4 |
| A.26 | Teaching on the Move: Mobile Technologies and Public | | 3 |
| A.27 | Commenting, Conferencing, and Collaboration: Interrogating Online Writing Pedagogy | | 3 |
| A.28 | Anti-Social Networking: Complicating Public, Digital | | 5 |
| A.29 | Drawing on the Archives to Challenge Dominant | | 4 |
| A.30 | “Alternative Histories” Auguring Alternative Futures: Nineteenth-Century Normal Schools and Twenty-First | | 5 |
| A.31 | Writing across the Justice System | | 4 |
| A.32 | Documenting Lives: Interviewing as Pedagogy and Activism | | 4 |
| A.33 | What Works: New Approaches in the Basic Writing | | 4 |
| A.34 | Bridging the Divide between Basic Literacy and College Readiness: Using Protocol Analysis to Prepare | | 4 |
| A.35 | We Are the .2%: Critical Race Counterstories of Chican@ PhD Experiences in Rhetoric and Composition | | 4 |
| AW.1 | Community College to Comprehensive University: Designing Workable Projects and Drafting SWR Book | | 8 |
| AW.2 | Developing, Planning, and Implementing Directed Self-Placement | | 4 |
| AW.3 | Disarming the Privileging of “Standard” English: Classroom Implementation of Writing Assignments | | 10 |
| AW.4 | Teaching a New Ghost Dance: American Indian Texts | | 6 |
| AW.5 | Making Lives Behind Bars Visible: Literacy Programs | | 12 |
| AW.6 | Designing Writing Spaces for the 21st Century | | 6 |
| AW.7 | Faculty Development and Composition Scholars: Creating Campus-wide Impacts and Expanding Career | | 7 |
| AW.9 | Preparing High School Teachers of Dual-Credit | | 5 |
| AW.10 | Exploring Latinidad in the West: A Workshop | | 11 |
| AW.11 | The Public Work Ahead of Writing Teachers: 21st | | 10 |
| AW.12 | Archiving Everyday Writing | | 4 |
| AW.13 | Genres in Action | | 15 |
| B.2 | Remembering Adrienne Rich | | 5 |
| B.3 | Information and Its Consequences for Work: Theorizing a Writing Program Informatics | | 5 |
| B.4 | Persuasive Spaces: Museums and the Compelling | | 4 |
| B.5 | Everyday Writing: Instances, Circulations, Implications | | 5 |
| B.6 | How Our Students Learn: Implications for Teaching | | 4 |
| B.7 | Look Out Any Window: The Basic Writing Center | | 5 |
| B.8 | Digital Intellectuals: Students as Public Writers in the Global Internet Age | | 4 |
| B.9 | PDAs; or, Public Displays of Affiliation: Composing at the Intersections of the Academy, the Games Industry, and the Gaming Community | | 5 |
| B.10 | Visual Technologies and Culture: Past, Present, and Future | | 5 |
| B.11 | Teaching Scholarly Writing in WID Contexts | | 4 |
| B.12 | Assessment, Preparedness, and Retention Strategies | | 6 |
| B.13 | Expanding the Conversation about Faith and Composition: Multiple Perspectives on the Public | | 4 |
| B.14 | To Worry Words: Black Women’s Literacies and Rheto-rics in Public Culture | | 5 |
| B.15 | Critical Thinking and Writing in the First-Year Compo-sition Classroom | | 5 |
| B.16 | Reunion: Public Access and Writing Today | | 5 |
| B.17 | Talent + Effort = Grit: Strategies for Bridging Gaps, Reaching Insight, and Improving Retention | | 5 |
| B.18 | Listening for Currents in the News: Writing, Rhetoric, News Literacy, and the Public Sphere | | 4 |
| B.19 | Characterizing The Honors Research Writing Course: Student Identity, Digital Literacy, and an Interrogative | | 4 |
| B.20 | Rhetorical Strategy and Discourse Analysis | | 4 |
| B.21 | What Coding Means and Why We Should Do It | | 5 |
| B.22 | Accessing Literacy, Literacies as Access: Reimagining | | 7 |
| B.23 | Next Steps?: Responses to Royster’s and Kirsch’s | | 11 |
| B.24 | Discourse and Difference: The Embodied Nature of Professional and Technical Writing | | 4 |
| B.25 | “Whose Best Practices?” Disrupting Discourses about the Work of Composition | | 5 |
| B.26 | World and American English Vernaculars: Assets Not | | 5 |
| B.27 | Expertise and Meaningful Assessment: (Re)Modeling | | 4 |
| B.28 | From Presentation to Publication: How to Make | | 6 |
| B.29 | Shades of Digital Expertise: Addressing Environments, Teachers, and the Field | | 4 |
| B.30 | Pedagogy in the Clouds: Social Networking and Visual | | 4 |
| B.31 | The ePortfolio Model and the Development of Public | | 5 |
| B.32 | Net Work: The Intellectual, Social, and Material | | 4 |
| B.33 | Theorizing, Teaching, and Evaluating E-Portfolios in First Year Composition | | 3 |
| B.34 | Back to Basics: Making Space for Indigenous | | 4 |
| B.35 | “Bowing to the Elders”?: New Understandings of Expanded Canons | | 8 |
| B.36 | State Standards, College Readiness, and Partnerships | | 4 |
| C.1 | Incorporating Video Stories from Workplace Profes-sionals into Communication Courses: Mini-Modules | | 4 |
| C.2 | The Construction of Public Memory: Oral Histories, Memorials, and History Museums | | 5 |
| C.3 | Public Access, Public Work: A Case Study for Multiple | | 4 |
| C.4 | Rhetorical Movement through Public Pathways | | 4 |
| C.5 | Public Works and Public Rhetorics: Effects of Immigration Debates on the Literacy Experiences | | 5 |
| C.6 | Re-imagining Writing Programs’ Audiences: Insights | | 5 |
| C.7 | The Post-Public Work of Composition: Reaching New | | 4 |
| C.8 | Writing 2.0: Participation in Distributed Publics | | 5 |
| C.9 | Composition in/for Virtual “Public” Spaces: Digital(ly | | 5 |
| C.10 | Dual Enrollment/Dual Credit: The Missing and the Hidden | | 4 |
| C.11 | Comics, Culture Jamming and the Campaign for Authentic Representation | | 4 |
| C.12 | Occupy Writing: Meditation and the Politics of Mindfulness in the Classroom | | 4 |
| C.13 | Rhetoric, Composition and Disciplinary Emergence | | 4 |
| C.14 | Responding to the Public Crisis in Student Writing: Results from the Study of Seniors’ Meaningful Writing | | 4 |
| C.15 | Expanding Rhetorical Publics: The Zoo, the Cemetery, and the Chapel | | 4 |
| C.16 | Religion, Spirituality, and the Culture of Abundance | | 4 |
| C.17 | Diversity, Disability, and the Needs of Veterans in Our | | 4 |
| C.18 | Peer Review and Conferences as Teaching Strategies | | 5 |
| C.19 | No Longer “At Ease”: Fostering Success of Returning | | 4 |
| C.20 | State and National Influence on Local Assessment | | 5 |
| C.21 | Studies of Students Engaging Translingual and Translation | | 3 |
| C.22 | Global Rhetorics, Racial Identities, and Nonverbal | | 4 |
| C.23 | The Contingent Academic Workforce: Myths, Facts, Prospects | | 4 |
| C.24 | Private Trauma, Public Compositions: The Effects of Trauma Narratives on Classroom and Community | | 4 |
| C.25 | Perspectives on Small-College Teaching | | 6 |
| C.26 | Making the Personal Public: Storytelling as Academic | | 4 |
| C.27 | When Apprentice Writers Can’t Read What We Write: Rethinking WAW Courses in Light of Student | | 5 |
| C.28 | “Can’t Get No Satisfaction”: Can Making Online | | 7 |
| C.29 | Blogs and Vlogs: Public Work in the Classroom | | 4 |
| C.30 | Making It Up as We Go: Online Identities in Motion | | 4 |
| C.31 | The New Mass Literacy of Proceduracy: Ideologies, Implementations, and Implications | | 4 |
| C.32 | The Public Work of Memoir: Using the Personal to Struggle for Collective Justice | | 7 |
| C.33 | Interrogating Rhetorics of Gendered Space: Flappers, Firefighters, and Submariners | | 2 |
| C.34 | Breaking the Silence: African Americans Creating | | 4 |
| C.35 | Function and Public Rhetoric | | 4 |
| D.2 | Negotiation, Sharing, and the Rhetoric of Correspondence | | 4 |
| D.3 | Embodiment, Disability, and the Idea of Normativity | | 4 |
| D.4 | Challenges for Writers from China and India | | 3 |
| D.5 | Meeting Writers Halfway: Experiences Working with the Upper-Division and Graduate Writing Student | | 1 |
| D.6 | Composing Works for Public(s): Employing Multi-modal Technologies to Connect Students, Ideas, and Audiences in the First-Year Composition Classroom | | 4 |
| D.7 | Approximating the University: Novices Practicing | | 4 |
| D.8 | Community-Based Rhetorics as Always/Already Public | | 4 |
| D.9 | The Global Work of English | | 3 |
| D.10 | Being There: The Rhetoricity of Queer Spaces, Identities and Bodies | | 5 |
| D.11 | Tracing Images: Public Production and Composing | | 4 |
| D.12 | The New “Basic Writing”: A WAC/WID Program and Public Literacy | | 4 |
| D.13 | Public Works and the Architectures of Composition | | 5 |
| D.14 | Expanding the Public Work of Composition: The Role | | 4 |
| D.15 | The Public Hopes of Composition | | 4 |
| D.16 | Taking On What We Take for Granted: Digital | | 4 |
| D.17 | Lessons Learned: Three Genres and TETYC | | 4 |
| D.18 | Re-reading Christensen and Appalachian Textbooks: Coding Risk in Basic Writing Progress | | 4 |
| D.19 | Medical Documentation as Persuasive Discourse | | 4 |
| D.20 | Know–Speak–Listen - See: Breaching Literacy | | 5 |
| D.21 | Race and Writing Assessment: Cross-Disciplinary | | 5 |
| D.22 | Research on Reflection and Composing in Teacher | | 4 |
| D.23 | Using Architecture, TED, and Design Pedagogies to Teach Writing | | 4 |
| D.24 | Understanding and Supporting New Teachers in Uncertain Times | | 4 |
| D.25 | Between Making and Remaking: Copyright, Copyleft, and Multimodal Composition | | 4 |
| D.26 | The CWPA Diversity Project | | 6 |
| D.27 | Procedural Rhetorics In, On, and About the Public | | 4 |
| D.28 | Concurrent Literacies: Digital Literacy and Basic | | 4 |
| D.29 | Experimental Writing/Experimental Teaching: Making | | 4 |
| D.30 | Mobile, Social, Public: Understanding the Publicness | | 4 |
| D.31 | Constructions of Composition Students as Exigencies for Change: Four Critical Perspectives | | 5 |
| D.32 | Making the Translingual Past Visible: Counter-Histories of Writing Instruction | | 4 |
| D.33 | Literacy in Context: African and Creole Discourse | | 4 |
| D.34 | Public Work in Required Composition Classes: Three | | 4 |
| E.2 | The Thin and Imaginary Border between Remedial and Degree-Credit Composition: Using Multiple Measures | | 4 |
| E.3 | Aligning Conversations: Local College-Readiness | | 4 |
| E.4 | Public Works: How Writing Centers Build and Sustain | | 4 |
| E.5 | Research on Less Prepared or Less Successful Writers | | 5 |
| E.6 | “Going Public” with Pregnancy Rhetoric: Redefining | | 4 |
| E.7 | Basic Writer as Lightening Rod, Rosetta Stone, and Crucible: Access, Accountability, Hispanic-Serving | | 5 |
| E.8 | Supporting Integrated Writing Research through Rhizomatic Literate Activity | | 4 |
| E.9 | Writing and/as Design: Identity Events in the Margins | | 4 |
| E.10 | Same Work, Different Publics: Producing Community | | 4 |
| E.11 | Moving Genres: Public and Academic Writing in College Classes | | 5 |
| E.12 | The Pleasures of Teaching Composition: Reading and Responding to Student Writers | | 5 |
| E.13 | Social Connectedness and Student Support: Enhancing Success and Retention in the Transition | | 4 |
| E.15 | From Resource to Resourcefulness: English-Library | | 4 |
| E.16 | More than Just Another Research Site: How | | 4 |
| E.17 | Sister Resisters: A Rhetorical Record of Women | | 5 |
| E.18 | Public Mission, Private Funds: Saving the Community | | 4 |
| E.19 | “A little less conversation and a little more action | | 4 |
| E.20 | University of California Online Education: A Report | | 7 |
| E.21 | Video Methodologies: Researching on the Tube | | 4 |
| E.22 | Socially Networked Writing and Rhetorical Ecologies | | 5 |
| E.23 | Brother(s) . . . Outsider(s): Rhetorics in the Public | | 5 |
| E.24 | Global Literacies Cross-cultural Rhetoric, and International Students in the American University | | 4 |
| E.25 | Preprofessionalism and the Graduate Student Editor | | 7 |
| E.26 | Rhetorical Futures: Revisiting Attachments, Reinvigorating Commitments, Revising Disciplinary | | 4 |
| E.27 | Perceptual Presence: Creating Exceptional Teaching | | 4 |
| E.28 | Are There No Teachers Here?: Automating Teaching | | 5 |
| E.29 | Keeping It Together: Supporting Practices of Community in a Writing Department | | 4 |
| E.30 | Authorship, Ecologies, and Infrastructures: 21st Century Applications of Wikis in Rhetoric | | 4 |
| E.31 | Questioning English Instruction Abroad and at Home | | 5 |
| E.32 | Digital Pedagogy: Rhetorical Analysis and Assessment | | 4 |
| E.33 | Succession, Confession and Conflict in WPA Work | | 3 |
| E.34 | Pedagogy in a New Key: Fanfiction, Comics, and New | | 3 |
| F.1 | Basic Writing, Rhetorical Education, and Civic | | 4 |
| F.2 | Preparing Graduate Students to Be New Media | | 5 |
| F.3 | Facilitating First Generation Graduate Student Suc-cess: Extending Critical Compassionate Pedagogy to Student Support Services | | 5 |
| F.4 | “Home? Language”: De-Privatizing African American | | 4 |
| F.5 | Complicating Composition: Technical Communica-tion’s Investments in Public Discourses, Metaphors, and Gendered Bodies | | 4 |
| F.6 | Only Connect: Strategies for Engaging Reluctant, Under-prepared, and Inattentive Writers | | 4 |
| F.7 | Engagement, Education, and Action in the Information | | 5 |
| F.8 | When Digital Vocabularies Select Exclusionary | | 4 |
| F.9 | From the Public Sphere to the Global Sphere: Extend-ing Composition Across Local and Global Contexts | | 5 |
| F.10 | Anti-Immigrant Discourse in the Media: Rhetorical | | 4 |
| F.11 | Reidentification: Seeing Students Differently | | 5 |
| F.12 | Cosmopolitanism, Genre, and the L2 Writer | | 3 |
| F.13 | Consensus and Community in Creative Writing | | 4 |
| F.14 | Responses to the Common Core Standards Initiative | | 4 |
| F.15 | Becoming “The Writing Person”: Negotiating Public | | 4 |
| F.16 | Developing Methods for Self-Sponsored Writing | | 4 |
| F.17 | Productive Tensions: Ideological Conflict and the Next | | 4 |
| F.18 | The Construction of Latino, Black, and Asian | | 4 |
| F.19 | Private Schools for the Public Good: U.S. Jesuit | | 5 |
| F.20 | When the Time is Right: Women, Rhetoric, Publics, and Policies | | 5 |
| F.21 | Affect and Ethics and Their Effect on Teaching Writing | | 3 |
| F.22 | Writing Bridges: Public Conversations about Composition across High School and Post-Secondary | | 4 |
| F.23 | Web-based Literacies | | 4 |
| F.24 | Public Scrutiny, Public Response: Rhetorically | | 5 |
| F.25 | Occupying the Language of Remediation: from CSUSB | | 11 |
| F.26 | Rhetorical Analyses of Cultural Phenomena | | 5 |
| F.27 | Race and Gender: Lessons in Constructing Identity | | 5 |
| F.28 | The Work of Scholarship: Hermeneutics in Public and Institutional Arguments on Basic Writing | | 5 |
| F.29 | The Tyranny of Argument: Rethinking the Work of Composition | | 10 |
| F.30 | Going Public: Making Integrated Writing Instruction | | 5 |
| F.31 | Reaching Out to a Discipline and Profession: Writing | | 3 |
| F.33 | Serving Those Who Serve | | 3 |
| F.34 | Sustainability and Composition | | 4 |
| FSIG.1 | Asian/Asian American Caucus | | 2 |
| FSIG.2 | Black Caucus | | 2 |
| FSIG.3 | American Indian Caucus | | 3 |
| FSIG.4 | Latino Caucus | | 3 |
| FSIG.5 | Queer Caucus | | 4 |
| FSIG.6 | Best Practices in Online Writing Instruction: Seeking | | 1 |
| FSIG.7 | Creative Writing Study and Artistic Practice | | 2 |
| FSIG.8 | Graduate Student Forum Special Interest Group | | 2 |
| FSIG.9 | In Their Words: Student Writing in the Creative | | 1 |
| FSIG.10 | International Writing Centers Association: The Public Work of Writing Centers | | 1 |
| FSIG.11 | Independent Writing Units | | 2 |
| FSIG.12 | Labor Caucus Special Interest Group | | 5 |
| FSIG.13 | Meeting of the International Network of Writing-across-the-Curriculum Programs | | 1 |
| FSIG.14 | Rhetoric and Christian Tradition | | 1 |
| FSIG.15 | Special Interest Group: English Education and Composition Connections | | 3 |
| FSIG.16 | Studio Special Interest Group | | 1 |
| FSIG.17 | Teaching Adult Writers in Diverse Settings SIG | | 4 |
| FSIG.18 | Working-Class Culture and Pedagogy Special | | 2 |
| FSIG.19 | Writing with Current, Former, and Future Members | | 3 |
| FSIG.20 | Transnational Composition SIG | | 1 |
| FSIG.21 | Science and Writing | | 2 |
| FSIG.22 | SIG on Undergraduate Research in Rhetoric and Composition | | 1 |
| G.1 | The Accelerated Learning Program: Deepening the Teaching of Writing to Basic Writers | | 3 |
| G.2 | Creative Nonfiction and the Public Sphere | | 5 |
| G.3 | Disciplinary Data on Display: Visualizing Keywords in CompPile, Dissertations, and the Writing Studies Tree | | 4 |
| G.4 | Writing Center Training, Performative Silence, and Informational Visualization | | 4 |
| G.5 | Mapping Our Discursive Homes across Disciplinary, National, and Digital Borders | | 4 |
| G.6 | Multimodal Pedagogies in Digital Media Environments: Websites, LMSs, and Webcasts | | 4 |
| G.7 | The Invisible Made Visible: Web 2.0 and Peer-Conferencing in Writing Courses | | 6 |
| G.8 | When the Distance Is Not Distant: Modeling Best | | 5 |
| G.9 | Beyond “English Only”: Language Ideologies and Identities across University Writing Contexts | | 4 |
| G.10 | Alternative Histories: Composition and Rhetoric in Secondary Schools and Normal Colleges, 1890–1956 | | 4 |
| G.11 | A Land without a People: How Composition’s | | 4 |
| G.12 | Institutionalizing Innovation: Collaboration, Class | | 5 |
| G.13 | Rhetorics of Religion, Rhetorics of Identity: Enacting | | 5 |
| G.14 | Ethos and the Public and Private Work of Teaching | | 5 |
| G.15 | Ecological Productions: Space, Publics, Texts, Identities | | 5 |
| G.16 | Leveraging the “Where” of Writing: Forging, Showcasing, and Complicating Community | | 4 |
| G.17 | Places, Objects, and Images | | 4 |
| G.18 | The Rhetoric of Settler Colonialism | | 4 |
| G.19 | Literacy Instruction Meets Intercollegiate Sports | | 4 |
| G.20 | Student Assessment, Program Assessment, and the Challenges | | 5 |
| G.21 | We Are Borg: Composing Processes and Identities | | 5 |
| G.22 | Historical Roots of Contemporary Language Practices | | 4 |
| G.23 | Public Education Alternatives: K-12 and Community | | 5 |
| G.24 | What Kind of Citizens Are We Returning to China? | | 4 |
| G.25 | When the Classroom is Flipped: New Models of Teaching Writing | | 4 |
| G.26 | First-year Composition, Rhetoric, and the Public | | 4 |
| G.27 | Understanding Transfer in the First-Year Writing | | 4 |
| G.28 | Writing in the Sciences, Scientific Thought, and Mentoring Writers | | 4 |
| G.29 | Public Health Claims, Writing in Entomology, and The Legacy of The First Public Normal School | | 4 |
| G.30 | Exploring Public Plain Language Use in Government, Ethics, and Countercultures | | 4 |
| G.31 | Multi-Modal Blues | | 3 |
| G.32 | Writing on Different Soil: Adaptations of Writing and Composition Studies at Three International Sites | | 4 |
| G.33 | Interviewing, Free Speech, and Improvisation: Making | | 5 |
| G.34 | Toward a Sustainable Curriculum: Teaching FYC at the Community College Level with a Focus on Food Poli-tics, Consumption, and the Environment to Promote | | 4 |
| G.35 | Participating in Shaping Meaning: Student Encounters | | 5 |
| H.2 | Narrating, Building, and Framing a Public Space for Literacies—Across Disciplines, Colleges, Public | | 5 |
| H.3 | Composing the Public (and its Problems): John Dewey | | 4 |
| H.4 | Not Either/Or: Civic Rhetoric, Community Engagement, and the Public Work of Composition | | 4 |
| H.5 | Writing and The Politics of Acceleration | | 5 |
| H.6 | Public Composition in Privatized Digital Spaces | | 3 |
| H.7 | Composer Agency and Multimodal Composition | | 5 |
| H.8 | Digital Media and Basic Writing: Enhancing the Work | | 4 |
| H.9 | New Media Ecologies: Technology, Nature, Aesthetics, Complexity | | 5 |
| H.10 | Transition and Transfer: Tracing Student Movement | | 5 |
| H.11 | Making Our Work Public: Creating a New English Major | | 3 |
| H.12 | Haunted Places: Composing Possibilities for Democratic Design | | 5 |
| H.13 | Privatization and Writing Instruction: Venture | | 3 |
| H.14 | The Public Works of Program Administration: Accreditation and Assessment | | 4 |
| H.15 | Making the Grade: Exploring and Explaining “Failure” | | 5 |
| H.16 | Toward Consensus: Basic Writing Pedagogy in Community Colleges, from Faculty Development | | 4 |
| H.17 | Socially Built Environment Surrounding Disability | | 3 |
| H.18 | Politics, Basic Writing, and the CSU System | | 4 |
| H.19 | Risk, Rhetoric, and Military Legacies in the Town Next | | 5 |
| H.20 | (Re)connecting Reading and Writing: A Cross-Generational Perspective | | 5 |
| H.21 | Advising Resident Multilingual Writers: Challenges, Implications, and New Directions for Research | | 4 |
| H.22 | Making Reading Public in College Writing | | 3 |
| H.23 | Ethically Engaging Difference: Rhetorical Empathy, Insider-Outsider Rhetoric, and Representations of Disability | | 4 |
| H.24 | Intervention, Response, and the Conditions for Writing | | 3 |
| H.25 | Teaching Research as Metadisciplinary Awareness | | 5 |
| H.26 | Pedagogies for The Globalized Classroom | | 4 |
| H.27 | Genre and Public Sites | | 4 |
| H.28 | The Public Role of Writing and Technology for Multilingual Learners and Writing Teacher Candidates | | 4 |
| H.29 | Composition and Its Publics: Three Moments of Reckoning from 1954–2012 | | 4 |
| H.30 | Composing Beyond the Classroom: Situating First-Year Composition in Digital Writing Environments | | 4 |
| H.31 | Asserting the Graduate Student Perspective: Negotiating Identity Issues and Pedagogical | | 4 |
| H.32 | Gendered Literacy Practices In Digital Spaces | | 3 |
| H.33 | Narrative Genres in an Outcomes-Based World | | 4 |
| H.34 | Writing about Writing, Thinking about Thinking: Promoting Transfer Within and Beyond First-Year | | 3 |
| H.35 | “Paying Attention” to Web 2.0: Social Media and the Public Work of Composition | | 5 |
| H.36 | Reading to Lead and Writing to Win: Composing | | 5 |
| H.37 | Here Comes the Neighborhood: Re-Inventing the University through Students’ Stories | | 5 |
| I.2 | Complexities of Curricula in the “Global” Era: Contesting Remediation across Contexts | | 3 |
| I.3 | The High Stakes of “Real Writing”: Digital Citizenship Meets FYC | | 4 |
| I.4 | Invitations to Dialogue: Student Involvement in Teaching for Transfer Across and Outside the Composition Sequence | | 4 |
| I.5 | A Writing Center Targets Writing in the STEM | | 4 |
| I.6 | Like Salmon Swimming Upstream: Developing Writers, Dams, and Scales | | 4 |
| I.7 | Reacting, Rallying, Re-imagining: Full-Fledged University Students, Basic Writers No More | | 4 |
| I.8 | Re-Organizing Graduate Education through Community Engagement | | 5 |
| I.9 | Going Public: Composing New Boundaries of Public and Private Discourses | | 5 |
| I.10 | Machine Grading, For-Profit Writing Classes, and Utilitarian Service: Emergent Formations of the Neoliberal University | | 4 |
| I.11 | Snapshots of the Field | | 5 |
| I.12 | Shifting Imbedded Perceptions: Non-Western | | 4 |
| I.13 | Exploring Cross-Language Work in History, Theory, and Practice: Reworking Languages in Teaching and Research | | 4 |
| I.14 | From the Front Lines of Composition’s Public Work: Leadership in Two-Year College English Departments | | 6 |
| I.15 | Expanding Our Definitions of 21st Century Writing | | 4 |
| I.16 | Experience and Identity Bytes: Researching How Digitization Influences the Development of Future | | 5 |
| I.17 | Research about First-Year and Multilingual Students | | 4 |
| I.18 | Expanding the Conversation about Religious | | 10 |
| I.19 | Kairos and Silence | | 4 |
| I.20 | When the Private Goes Public: Addressing Legal and Medical Rhetoric in Professional and Technical Writing | | 5 |
| I.21 | The Language and Literacy Diversity Project: Using Linguistic Survey Data to Inform Writing Pedagogy, Writing Research, and Writing Program Assessment | | 3 |
| I.22 | Authorship, Writing Spaces, and Shifting Roles | | 4 |
| I.23 | Narrating One’s Way through New Interdisciplinary Perspectives for Ethical Communication | | 4 |
| I.24 | Student Identity and the Practices of First-Year Writing | | 5 |
| I.25 | Expansive Minds and Narrow-Mindedness: Public Schools, Collaboration, and Critical Thinking | | 4 |
| I.26 | Creative Publics: Constructing Institutional Histories through Student Voices in the Archives | | 4 |
| I.27 | Minding the Publics and the Work of Composition: Disability, Dysfluency, and Neurodiversity | | 4 |
| I.28 | Rhetoric, Literacy, and the Historical Public | | 4 |
| I.29 | What Happens in the Classroom Can’t Stay in the Classroom: Helping Working-Class Writers Negotiate | | 4 |
| I.30 | The Power of Talk: Using Interviews and Discourse Analysis to Uncover Ideologies about Race, Violence, and Identity in Composition Scholarship and Practice | | 4 |
| I.31 | From Private Practice to Public Work(s): Mindfully Re-visioning Classroom Contact Zones into “Affective | | 4 |
| I.32 | Learning Dangerously: Student Activism in the Classroom | | 5 |
| I.33 | (Em)bracing the Urge to Read Student Work Differently: A Discussion of the Opportunities Created by Digital | | 2 |
| I.34 | Sites of Resistance and Disruption: Constructing a Participatory Citizenship through Women’s Rhetorical | | 4 |
| I.35 | Changing Perceptions of Writing Program | | 5 |
| J.2 | Going “Glocal”: Considering Literacies in Isolation | | 4 |
| J.3 | Powwows, Prisons, and Pedagogies: Reinvigorating | | 4 |
| J.4 | Legitimizing Basic Writers: A Public Conversation | | 3 |
| J.5 | Themes of Performance to Teach Writing Cross | | 5 |
| J.6 | Virtual Publics, Real Argument | | 4 |
| J.7 | Using Portfolios to Even the Odds: Rethinking the Portfolio Process in Placement, Instruction, and Assessment. | | 4 |
| J.8 | Growing Community: Public Writing About Food | | 4 |
| J.9 | Web 2.0 and the Public Work of Composition | | 4 |
| J.10 | Takin’ It to the Streets: Public Spaces and Public | | 5 |
| J.11 | Writing as an Academic Skill and a Liberal Art: From High School to College and Beyond | | 3 |
| J.12 | Engaged Assessment/Effective Pedagogy: Fostering Community Engagement through Assessment Practices | | 4 |
| J.13 | Students Rights to Their Own Identities: The Importance of Queerying Language | | 4 |
| J.14 | Little Did We Know . . . : Using Reflective Practice to Publicize Student Research Processes | | 4 |
| J.15 | Web 2.0 as Public Writing: Composition, Collaboration, and Discourse Community in Social Media | | 4 |
| J.16 | Trends in Accelerated Learning Programs | | 4 |
| J.17 | Defining Where We Work: The Role of Composition in Discipline Formation | | 4 |
| J.18 | Sustainability, Food Justice, and Biocentric Rhetorics | | 4 |
| J.19 | The Content of Writing Courses: Popular Culture | | 4 |
| J.20 | The Undergraduate Major and the New Publics of Rhetoric and Writing Studies | | 4 |
| J.21 | Start Playing Around: Videogames and Pedagogy in a New Key | | 4 |
| J.22 | Conceptualizing Public Discourse | | 4 |
| J.23 | Adventurous Digital Pedagogies: From Multimodality | | 3 |
| J.24 | Strategies for Public Rhetoric | | 4 |
| J.25 | Archival Research and the Origins of Composition | | 4 |
| J.26 | Plagiarism and the Student Author: Publics, Policies, Pedagogies | | 5 |
| J.27 | Public Discourse as Rhetorical Situation in the First-Year Writing Classroom | | 4 |
| J.28 | Approaches to Teaching and Conducting Research: The Possibilities for Student Research | | 3 |
| J.29 | Using Translingual Pedagogies Across Disciplines to Teach Writing in the Disciplines | | 4 |
| J.30 | A Campus Collaboration for Critical and Information | | 4 |
| J.31 | Language Difference as Resource: An Expanded, Multi-Level Approach to Linguistic Difference in First-Year Composition | | 4 |
| J.32 | The Working-Class Imperative in the Public Work of Composition: Creating and Critiquing Pedagogies | | 2 |
| J.33 | Research on Writing Courses and Novice Writing | | 4 |
| J.34 | Troubling Placement in Basic Writing | | 5 |
| J.35 | Necessary Failures: New Contexts | | 4 |
| J.36 | The Hazards of Placement Based on Language Tests | | 4 |
| J.37 | Fostering Reading Identity for Students in the Developmental Writing Classroom | | 2 |
| K.3 | The Triforce of Wisdom: Student Engagement, Gaming | | 4 |
| K.4 | Creating Public Spaces for Veterans’ Voices | | 5 |
| K.5 | Appropriating Public Voices: Rhetorics of Exclusion | | 5 |
| K.6 | Research, Writing, and Service: Empirical Methods | | 4 |
| K.7 | The Public and Private Faces of Composition for Scholars on the Tenure Track: Examining Disciplinary | | 4 |
| K.8 | Digital Infrastructure: Re-Wiring the First-Year | | 3 |
| K.9 | Learning (Again) from Las Vegas | | 5 |
| K.10 | Implications for Culturally-Relevant Writing Program | | 4 |
| K.11 | Expanding Our Community: The Duality of Concurrent | | 4 |
| K.12 | Teaching Rhetoric as Public Work | | 4 |
| K.13 | Reconciling Genres and Research in School and Work | | 4 |
| K.14 | Implementing the Guiding Principles of the CCCC | | 4 |
| K.15 | The Digital Rhetorician as an Agent of Social Change | | 4 |
| K.16 | The Public Work of Writing, Seeing, and Reading: Composition Sources as Sites of Contention and Social Change | | 4 |
| K.17 | And So We Meet Again: A Classroom Approach to Uniting Literature and Rhetoric | | 4 |
| K.18 | The WPA Outcomes Statement and the Pursuit of Localism | | 5 |
| K.19 | Digital Literacy | | 4 |
| K.20 | Interviews, Portraiture, and Play: Exploring Students’ | | 4 |
| K.21 | The Stories We Tell: Reframing Instructional and Institutional Identities | | 5 |
| K.22 | Conflict Discourses in Public Deliberations | | 3 |
| K.23 | Composing Roles for Scholars, Teachers, and Organizations in Policy Debates | | 5 |
| K.24 | Stakes, Stakeholders, and Freshman Composition: Communicating Our Programs to Multiple Audiences | | 4 |
| K.25 | Cooking, Botany, and Journalism: Historical Sites of Feminist Rhetorics | | 4 |
| K.26 | Finding the Words Together: Interrogating the Deficit | | 4 |
| K.27 | Re-envisioning Reason’s Ethos in Public Works | | 5 |
| K.28 | Navigating the Academic Lingo: Language and Difference in Basic Writing | | 5 |
| K.29 | Oral Histories as Public Work: A Community | | 4 |
| K.30 | Mapping Rhetorical Strategies in the Composition of Public Memory and Identity | | 4 |
| K.31 | A Critical Lens on Service-Learning | | 5 |
| K.32 | The Writing Center as Public Space: Developing | | 5 |
| K.33 | Student Histories Matter: Archival Research in the Composition Classroom | | 4 |
| K.34 | Designing a Multi-Institutional Cross-Disciplinary | | 4 |
| K.35 | Building, Analyzing, and Sustaining Writing Programs | | 4 |
| K.36 | Charisma Studies, Cognitive Studies, and the Composing Brain | | 4 |
| K.37 | Reporting on Best Practices in Online Writing | | 6 |
| K.38 | Think-Tank for Newcomers Developing Papers and Sessions for CCCC 2014 | | 1 |
| L.2 | Writing in Science, Technologies, Mathematics, and Engineering: Frameworks for Success for All Students | | 4 |
| L.3 | The Public (Face) Work of Administration: A Case | | 4 |
| L.4 | Compositional Expansion: De- and Re-Composing | | 5 |
| L.5 | The Visible Dissertation: Graduate Student as Writer and Programmatic Efforts in the Dissertation Writing Institute | | 4 |
| L.6 | New Media Instruction in the First-Year Writing Programs | | 4 |
| L.7 | I Flap My Hands and You Unsheath Your Pocket DSM: Rhetorics of Mental Disability and the Public Work of Composition | | 4 |
| L.8 | Numbers Talk: Using Corpus Data to Guide Ethnographic | | 4 |
| L.9 | Weaving in New Threads: Craft Perspectives on Rhetoric | | 4 |
| L.10 | Too Legit to Quit: Refiguring “Writing Transitions” on a Spectrum of Public Engagement | | 4 |
| L.11 | Scenario-Based Writing and the Question of Authenticity | | 5 |
| L.12 | When the Outside Looks In: Accountability, Assessment, and Apprehension in a Technical College Setting | | 4 |
| L.13 | Face, Place, Space, Publics: Multiplicity and Writing | | 2 |
| L.14 | From Kickboxing to Kickstarter: Public Engagement in Virtual Spaces | | 5 |
| L.15 | Language as Power: Discourse and the Creation of Identity | | 3 |
| L.16 | Learning from Students’ Research Practices | | 4 |
| L.17 | Among the “Swirl of Actors” in the Public U: The Challenge of Cross-Disciplinary Instructional Outreach | | 4 |
| L.18 | Articulating the Infrastructure of the Field: Perspectives | | 6 |
| L.19 | Postcomposition | | 5 |
| L.20 | Public Rhetoric and the First-Year Classroom | | 4 |
| L.21 | The Multi-Media Composition Classroom | | 3 |
| L.22 | Teaching Archives of Discomfort: Unsettling Cultural | | 4 |
| L.23 | Researching and Designing with Social Media: Four Case Studies | | 5 |
| L.24 | The DIY LMS: Reaching New Publics with Homegrown | | 4 |
| L.25 | Historical Studies of Women’s Rhetorical Practices | | 3 |
| L.26 | Ethnographies of Bodies, Artifacts, and Activists | | 5 |
| L.27 | “Pulled from My Roots”: The Public Work of Youth Perfor-mance in the Borderlands | | 4 |
| L.28 | Feminist Methods Behind Bars: Critical Representation in Prison Research, Writing, and Teaching | | 5 |
| L.29 | Basic Writing, Empirical Psychology, and Humanism: Embracing Interpersonal Learning and Psychology for Practical Interventions | | 4 |
| L.30 | Becoming “Literate” about Communities: Lessons | | 6 |
| L.31 | Grading and Assessing Basic Writers | | 4 |
| L.32 | Rhetorical Responses/Resisting Colonization | | 4 |
| L.33 | Students’ Construction of Writing Selves | | 4 |
| L.34 | The Political Work of Redesigning Writing Instruction for Online Publics | | 4 |
| L.35 | Publicizing Narratives of the Profession: Women’s | | 6 |
| M.1 | (Re)-branding Town and Gown: Bridging the Gap between the Local Community and the Ivory Tower | | 5 |
| M.3 | Using A Corpus of Student Writing to Introduce | | 4 |
| M.4 | Building Textual Bridges: An Analysis of Artifacts | | 6 |
| M.5 | Narratives at Work and in School Settings to Teach | | 4 |
| M.6 | Gamification and Education 101: Play to Learn | | 5 |
| M.7 | Reviving and Sustaining a WAC/WID Program: Traditions, Technology, and Multilingualism | | 5 |
| M.8 | Inside Out: Teaching Embodied Research, Writing, and Revision | | 4 |
| M.9 | Addressing the “Crisis” in Scholarly Publishing: A Sustainable Approach | | 4 |
| M.10 | Women’s Literacy Practices in Historical Context | | 4 |
| M.11 | Community Collaborations | | 3 |
| M.12 | Composing Public Bodies/Embodying Public | | 4 |
| M.13 | Finding a Way In: Examining Spaces of Student Public | | 4 |
| M.14 | Methods, Methodology, Procedures: Devising a Swalesian Move/Step Schema for Research Article | | 4 |
| M.15 | Class Confidence: Basic Writing, Early Start, and the Future of Remediation at Public Universities | | 5 |
| M.16 | Challenges and Directions for Citation Pedagogy: Taking | | 4 |
| M.17 | Objectivity? | | 6 |
| M.18 | Voices of Diversity Project: The Work of Op-Eds | | 4 |
| M.19 | Going Public through Partnership: Basic Writing as a Nexus for Transfer, Advocacy, and Activism | | 4 |
| M.20 | Radical Reform: Changing Basic Writing through Basic | | 3 |
| M.21 | Gateway Courses and the Undergraduate Writing Major: A Roundtable Discussion | | 5 |
| M.22 | Students, Teachers, and Workers in Transit: Rhetorical | | 4 |
| M.23 | Conceiving Literacy: How Students and Educators Define | | 4 |
| M.24 | Alternatives to the Argument: Emotion, Narrative, and the Personal | | 4 |
| M.25 | Promoting Transfer through Reflection: A Cross-Institutional Study of Metacognition, Identity, and Rhetoric | | 5 |
| M.26 | Alternative Rhetorics, Explicit Instruction, and Student | | 4 |
| M.27 | Mapping Transfer Research and Its Potential Impact on Public Life | | 4 |
| M.28 | In Their Own Voices: Self-Reflection on the Composition Process of College Students with Asperger’s or High Functioning ASD | | 4 |
| M.29 | Private Moments Made Public: Navigating the Boundary | | 5 |
| M.30 | FYC Classes as Sites of Rhetorical Education: The Public | | 4 |
| M.31 | Political Economies of Literacy Instruction: Configuring | | 5 |
| M.32 | Damnable Things: Putting Sin into Composition | | 5 |
| M.33 | Literacy Narratives and Student Publications | | 4 |
| MW.1 | Crossing BW/ESL/FYW Divides: Exploring Translingual | | 14 |
| MW.2 | Evocative Objects: Re-imagining the Possibilities of Multimodal Composition | | 5 |
| MW.3 | Expanding the Conversation: Graduate Students, Contingent Faculty, and the Future of Basic Writing | | 4 |
| MW.4 | The Private and Public Work of Archival Research: Considering Physical and Digital Archival Spaces | | 14 |
| MW.5 | The Public Work Ahead of WPAs: Developing Effective | | 7 |
| MW.6 | Begged? Borrowed? Stolen? None of the Above? | | 4 |
| N.3 | “Basic” Writers, “Multilingual” Writers, and “Mainstream” Writers: the Contested Terms of Transitional Writing from the Student Perspective | | 5 |
| N.4 | The Modes as Critical Tropes | | 5 |
| N.5 | Cross-Cultural Communication: Pedagogical | | 4 |
| N.6 | Digital Environments, Public Writing, and Student | | 6 |
| N.7 | Racing the Local, Locating Race: Rhetorical | | 7 |
| N.8 | From Cylinder to Soundcloud: Remixing Audio | | 4 |
| N.9 | Civic Discourse in Digital Spaces: Exigence and Action | | 4 |
| N.10 | Reading, Writing, and Remixing Composition’s Public | | 4 |
| N.11 | Aligning Expectations: The Integrative Mission of Composition as a Teaching Subject | | 9 |
| N.12 | “That’s So Meta”: Supporting the Development of Meta-Awareness through New Media Composition in College Writing | | 4 |
| N.13 | You Are Here: Rhetoric, Response, and Respect | | 4 |
| N.14 | Public Rhetoric and the Construction of Literacy | | 4 |
| N.15 | Building Interfaces: Three Models of Theory and Research for Understanding the Technologies that | | 4 |
| N.16 | “Make New Friends, But Keep The Old”: Incorporat-ing New Media and Multimodality in a Growing Writing | | 5 |
| N.17 | Organizational Rhetorics | | 4 |
| N.18 | Our Students’ Public Practice and Our Pedagogical | | 4 |
| N.19 | Locating Public Literacies: Multimodal Education In and Around the University | | 4 |
| N.20 | Demystifying Academic Literacy: Basic Writing, Rhetorical Competence, and Self-Assessment | | 4 |
| N.21 | Toward a Theory of Multimodal Public Rhetoric | | 4 |
| N.22 | Bridging the Gap(s) in Reading, Writing, and Critical | | 5 |
| N.23 | Faculty Peer Mentoring: Improving Student Writing | | 5 |
| N.24 | Graduate Writing and Graduate Writing Pedagogy: The Writer Teaching Writing | | 4 |
| N.25 | The Impact of Social Class on Basic Writing Pedagogy | | 4 |
| N.26 | Lesson on the Transfer of Writing Skills: Adapting to New School and Public Environment | | 4 |
| N.27 | International Admissions Brokers: Streamlining or Complicating Writing Support? | | 4 |
| N.28 | The International Work of Composition: The Development of a Multilin-gual Writing Center at Home and Abroad | | 1 |
| N.29 | Juliette Ludeker, Waiting for the “Luxury of Fearlessness”: When Being Able to Write has Nothing to Do with the Ability to Write | | 1 |
| N.30 | Code in the Classroom: Student Writers as Game | | 5 |
| N.31 | Teachers Going Public: Toward New Understandings | | 2 |
| N.32 | Texts and Contexts: Studies by and With Chinese | | 5 |
| N.33 | Transgressing Composition Spaces: Shaping | | 4 |
| N.34 | Decentering the Able Body: The Praxis of Disability | | 4 |
| TSIG.1 | 2013 CCCC Community Literacy, Service-Learning, and Public Rhetorics SIG | | 2 |
| TSIG.2 | Appalachian Rhetoric, Composition, and Literacy | | 2 |
| TSIG.3 | Association of Undergraduate Rhetoric and Writing | | 3 |
| TSIG.4 | Council on Basic Writing (CBW) | | 2 |
| TSIG.5 | Disability Studies Special Interest Group (SIG) | | 2 |
| TSIG.6 | ENGICOMM SIG | | 4 |
| TSIG.7 | Kenneth Burke Society at CCCC | | 1 |
| TSIG.8 | Language, Linguistics, and Writing | | 3 |
| TSIG.9 | Medical Rhetoricians | | 1 |
| TSIG.10 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.11 | Retired and Retiring Faculty in Rhetoric/ | | 2 |
| TSIG.12 | Rhetoric, Basic Writing, and Student Athletes | | 2 |
| TSIG.13 | Rhetoric’s Histories: Traditions, Theories, Pedago-gies, and Practices | | 2 |
| TSIG.14 | Teaching in Prison: Pedagogy, Research and Literacies | | 2 |
| TSIG.15 | The Role of Reading in Composition Studies | | 3 |
| TSIG.16 | Women’s Network Special Interest Group (SIG) | | 3 |
| TSIG.17 | Writing about Writing: FYC as Introduction to Writing | | 2 |
| TSIG.18 | NSSE Special Interest Group | | 4 |
| TSIG.19 | Open-Source/Creative Commons Writing Textbooks | | 1 |
| W.1 | TYCA Presents: Developmental Education in the Two-Year College, a Place of Possibility | | 16 |
| W.2 | The Political Turn: Writing Democracy for the 21st | | 12 |
| W.3 | Writing Transitions and Rhetorical Partnerships across | | 13 |
| W.4 | Why Feminisms Still Matter in the 21st Century: Mentoring, Community, Collaboration, and Feminist | | 9 |
| W.5 | Building Statewide Partnerships: Lessons and Questions from Ten Years of the Maine Composition | | 5 |
| W.6 | CBW 2013: Basic Writing and Race: A Symposium | | 14 |
| W.7 | Diverse Disciplines, “New” Publics: The Work of International Higher Education Writing Research | | 15 |