| A.1 | WAC and WID Reformulated: Alternative Programming, Reading, Writing, and Assessment for Authentic | | 6 |
| A.2 | Open Campuses, Open Futures: Creatively Re-Building an Effective Basic Writing Program | | 6 |
| A.3 | Claiming the Past to Open Our Future: Language and Rhetoric of Idle No More | | 4 |
| A.4 | Complicating Digital Citizenship: Research, Education, and Engagement | | 7 |
| A.5 | Critical Access, Deep Democracy, and Personal Agency | | 5 |
| A.6 | From Persuasion to Participation: Interactive Media and Shifting Paradigms for Writing Studies | | 4 |
| A.7 | Open Sources Serving the Education Community on the Mexican-American Border | | 4 |
| A.8 | The Rhetoricity of Public Memory: Accessing “the Past” through Museums and Memorials | | 4 |
| A.9 | “The things they left behind”: Toward an Object-Oriented History of Composition | | 4 |
| A.10 | A Badge of Dichotomous Language: Representing and Employing Assessment in Ambiguous Spaces | | 5 |
| A.11 | Assessment and Automation: Robograders, Automated Essay Scoring (AES) Software, and Gradework | | 4 |
| A.12 | Composing Agriculture and (Post)Industry | | 4 |
| A.13 | Composition in/and Digital Humanities: Data, Software, Architecture | | 5 |
| A.14 | Opening Digital Rhetoric: Beyond Persuasion | | 4 |
| A.15 | Opening Gates and Closing Minds: 3 Views of Online Democracy at Work | | 4 |
| A.16 | Ain’t We Compositionists?: The M.A. Compositionist and Other Adjunct Subjectivities | | 4 |
| A.17 | By All Available Means: Collaboration, Innovation, and Retention in First-Year Composition Online Learning | | 6 |
| A.18 | The WPA Census: What Do The Numbers Tell Us? | | 5 |
| A.19 | Undergraduate Writing: Digital Media and Writing in the Disciplines | | 4 |
| A.20 | Critical Junctures: Exploring Different Sites of Learning | | 5 |
| A.21 | Cultural and Material Rhetorics: Redefining Our Concepts of Rhetoric | | 5 |
| A.22 | Multimodal Composing: Perspectives from across the Disciplines | | 4 |
| A.23 | Teaching in and through the Classroom | | 5 |
| A.24 | Communicating from China: English Writing and Resisted Code | | 3 |
| A.25 | Investigating Translingual Practices: History, Theory, and Pedagogy | | 5 |
| A.26 | Opening Professional and Technical Writing to Client-Community Engagement | | 4 |
| A.27 | Enabling Discourses: Activity Theory and Genre Transfer | | 5 |
| A.28 | First-Year Composition in the 21st Century: Is There Evidence of a Shift to Orality? | | 2 |
| A.29 | Shifting the Conversation: Algorithms, Media Multitasking, and Student Engagement | | 5 |
| A.30 | Accessing the Creative Spirit in First-Year Composition | | 4 |
| A.31 | Digitally-Mediated Peer Review in Multimodal Composi-tion Courses: Implications for Writing Pedagogies | | 6 |
| A.32 | Exploring New Applications of Arts and Media in the Composition Classroom | | 5 |
| A.33 | Fulfilling the Promise of the Writing Portfolio: Opening Writing Assessment for Student-Writers | | 4 |
| A.34 | Opening Minds in Open Access Classrooms: Alternate-Reality Gaming as Bakhtinian Pedagogy | | 4 |
| A.35 | Genre Evolution, Emergence, and Transfer: How Important Is Technology? | | 4 |
| A.36 | Open Access to Multilingual Composition: Case Studies of Teachers and Students | | 3 |
| A.37 | The Beautiful Struggle: Futuristic Visions of an Inclusive Academy through Hip Hop, Autoethnography, and Rap-Geniuses | | 4 |
| A.38 | Open(ing) Wounds: Accessing Trauma in the Classroom and Community | | 4 |
| AW.1 | Flipping the Classroom: Philosophy, Pedagogy, Praxis, and Production | | 3 |
| AW.2 | Open(ing) Conversation: What Are the Threshold | | 18 |
| AW.3 | Independent Writing Units: Exploring Options | | 7 |
| AW.4 | Faculty Development and Composition Scholars: Creating Campuswide Impacts and Expanding | | 5 |
| AW.5 | From emma to Marca: Technology and Pedagogy in a Decade of Open-Source Writing Software Development | | 3 |
| AW.6 | Grammar for the Tongue, Grammar for the Eye | | 4 |
| AW.7 | Open for Research: A Demonstration of Text Analysis | | 1 |
| AW.8 | Opening Up the Archives: Promoting Undergraduate | | 2 |
| AW.9 | Teaching American Indian Rhetorics in all Rhetoric and Composition Classrooms | | 10 |
| AW.10 | In Search of Political Openings: (Re)Writing the Prison/ | | 12 |
| AW.11 | Exploring Latinidad in the Mid-West: A Workshop | | 14 |
| AW.12 | Access Denied: Digital Jim Crow and Institutional | | 8 |
| AW.13 | Opening Spaces for Multilingual Students: Curricular | | 8 |
| B.1 | CopyCats: Open-Source Approaches to Plagiarism | | 5 |
| B.2 | An Open World: Transnational Perspectives on Writing and Rhetoric | | 4 |
| B.3 | Digital Literacy in Rural Lives: Examining the Intersections of Place, Access, and Literate Practice | | 4 |
| B.4 | Forming Coalitions: Digital Democracies and the Integration of Social Activism | | 4 |
| B.5 | Opening Up, Opening Out: New Publics, New Futures for Composition’s Public Intellectuals | | 5 |
| B.6 | PROYECTO CARRITO: When the Student Receives an A and the Worker Gets Fired: Disrupting the Political | | 5 |
| B.7 | Navigating the Online Creative Writing Classroom | | 4 |
| B.8 | Higher Learning and Historical Class Bifurcations | | 4 |
| B.9 | Voices from the Asian/Asian American Caucus: Opening Up Our Disciplinary History and Scholarship | | 6 |
| B.10 | Applying the CCCC’s Effective Practices of Online Writing Instruction in the Virtual Classroom | | 6 |
| B.11 | Composition MOOCs and Pedagogy by the Thousands: Reflections on Four Open Education Innovations | | 6 |
| B.12 | Issues of Accessibility and Technology in the Writing Classroom | | 6 |
| B.13 | Open Access and Institutional Technology | | 4 |
| B.14 | Teaching and Talking in Code: Pedagogical Partnerships with Computer Science | | 7 |
| B.15 | Wikipedia: Discourse, Collaboration, and Sophistic Rhetoric | | 4 |
| B.16 | Composition in the Age of Austerity | | 4 |
| B.17 | Opening Communities of Discourse and Practice: Using Professional Learning Communities to Support | | 4 |
| B.18 | Opening Up the Faculty Club: Educating New Teachers for 21st Century Change | | 5 |
| B.19 | Unten(ur)able Positions: Re-Theorizing WPAs from the Margins | | 4 |
| B.20 | Accessing Disability Studies, Relationally | | 4 |
| B.21 | Rewriting Rhetorical Scripts: Literate and Gendered Identities | | 4 |
| B.22 | The Art of Indigenous Rhetorics: Survivance, Ecology, and Pedagogy | | 4 |
| B.23 | Politics of Language and Culture in Spanish Communities | | 4 |
| B.24 | Blue-Collar CraftsMan: Revealing the Value Gained through Unofficial Factory Floor Writing | | 3 |
| B.25 | The Ethics of Visuals: From Illustrations to Information Design | | 5 |
| B.26 | Queering the Gendered and Marginal Discourses of Composition Studies: Perspectives on Vulnerability, Craft, and “Habits of Mind” | | 5 |
| B.27 | The Composition of Art, Comedy, and Dance | | 4 |
| B.28 | Affordances and Constraints of Open Access: Learning Composition in Online Environments | | 5 |
| B.29 | Counter-Standardization: Opening the English Language, Queering Writing, and New Teacher Preparation | | 4 |
| B.30 | Critical Disability Pedagogies: Hacking the Curriculum, Rewriting Spaces | | 5 |
| B.31 | From Hula to Hei: Indigenizing English Instruction at Hawai‘i Community College | | 4 |
| B.32 | Hybrid Pedagogies: HYC Formats, Asynchronous Peer Review, and Open Collaboration | | 5 |
| B.33 | “Metamorphosis Hurts”: Racial Identity Narratives, White Consumption of Hip Hop, and Agency in Student Writing | | 3 |
| B.34 | Multimodal and Multigenre Writing in Classrooms: Critical Engagements | | 5 |
| B.35 | Teaching Digital Communications in Adult-oriented College Classrooms: Digital Immigrant Students and Teachers Learning Together | | 3 |
| B.36 | New Media, Pop Culture, and Testifying in Academic Discourse | | 3 |
| B.38 | Precarious Pedagogies: Embodied Performance in the Writing Classroom | | 6 |
| C.1 | Unification, Epistemic Moves, and Human Subjects | | 4 |
| C.2 | Between Oppositional Social Movement and Dominant Practice: The Ambivalent Location of Open Source | | 4 |
| C.3 | Open Access Composing Processes | | 4 |
| C.4 | Accessing Asian American Rhetoric: Identity through Ethnicity, Culture, and Construction | | 4 |
| C.5 | In the Nature of Remembering, Recollecting the Past to Invent the Future | | 4 |
| C.6 | Opening Access: Women Working across Domestic and Professional Spaces | | 5 |
| C.7 | Empowering Students to Grapple with Identity Formation and Surveillance in Digital Environments | | 4 |
| C.8 | MOOCing Back to School: A Roundtable of Professors as Students in Massive Online Open Courses | | 7 |
| C.9 | Occupying Hacktivism and Social Change | | 4 |
| C.10 | Opening Up: How Information Technologies Alter Composition Research Methodologies | | 6 |
| C.11 | Tools to Collect With: Zotero, Pinterest, and Evernote | | 4 |
| C.12 | Con Job: Stories of Adjunct and Contingent Labor | | 6 |
| C.13 | Toward Authentic Student Learning Assessment in General Education: Encouraging Metacognition through Faculty Development, Quantitative Reasoning, and E-Portfolios | | 4 |
| C.14 | Across Cultures, Across Disciplines: Literacy and Identity | | 4 |
| C.15 | Whose Responsibility Is It, Anyway? Preparing Future Faculty in Rhetoric and Composition | | 5 |
| C.16 | Ludic(rous?) Pedagogy: The Promises and Pitfalls of Gamifying the Composition Classroom | | 6 |
| C.17 | Still “Talkin’ that Talk”: Access Granted to Open Conversations about Home Language, Pedagogy, and Technology | | 4 |
| C.18 | New Points of Access: Integrating Theoretical Frameworks for Teaching Technical Communication | | 5 |
| C.19 | Reframing Open Access as a Ground for Embedded Information Literacy Instruction | | 8 |
| C.20 | Writing Ideologies and New Media: Writing Relationships in Fantasy Sports Leagues, NaNoWriMo, I F*cking LOVE | | 7 |
| C.21 | Access Denied: Opening the Online Community by Rethinking and Revising Our Discussions with Students | | 5 |
| C.22 | College Readiness, Web Writing, and First-Year Composition: Opening Access in the Transition | | 4 |
| C.23 | The Ties That Bind: Embroidered Protest, Substance Abuse, and Unending Burkean Conversations about Alcohol | | 3 |
| C.24 | Ain’t No Future in Frontin: Black Language, Survivance, Polyculturalism, and White Racial Narratives TODAY! | | 5 |
| C.25 | Literate Arts: Autoethnography and Composition | | 4 |
| C.26 | More than Robo-Graders: Responding to Student Writers to Encourage Habits of Mind | | 4 |
| C.27 | Open Invitations: Integrating Improvisational Action into Writing Pedagogies | | 4 |
| C.28 | Writing-about-Writing as a Pedagogy of Transparency | | 4 |
| C.29 | Opening the Social Rhetoric of Gender: Challenging Masculinized Logos, Neutralized Teaching, and Typical | | 9 |
| C.30 | Agency in Rhetorical and Metaphorical Discourses of Contention | | 6 |
| C.31 | Opening the Writing Classroom to Intellectual Risk | | 5 |
| C.32 | Complexities of Poetic Production and Rhetorical Velocity in the Age of Author Integrity | | 4 |
| C.33 | Disability, Access, and Visibility | | 5 |
| C.34 | Rupture Networks and the Visual Rhetoric of Dissent: Opening Access | | 4 |
| C.35 | Slam Poetry, Street Performance, and Food Justices: The Rhetorics of Civic Engagement | | 3 |
| C.36 | Collaborative Academic Writing: Wikis, Graduate Peer Tutoring, and the Graduate Writing Center | | 4 |
| C.37 | Access to Textural Practice: Hybrid Genres, Reciprocity, and Interdisciplinarity | | 3 |
| C.38 | Beyond Making a Difference: Responsible Assessment of Community Engagement | | 5 |
| C.39 | Change!: Increasing the Popularity of Writing Programs | | 4 |
| D.1 | The LILAC Project: Opening and Furthering Faculty and Student Dialogues about Information Literacy | | 4 |
| D.2 | Building a Community Writing Center: An Experiment in Collaboration, Community, and Multiliteracy to Create | | 5 |
| D.3 | Opening Latin@ Rhetorics: Examining Exclusionary Underpinnings of Openness in U.S. Political and Academic Spaces | | 2 |
| D.4 | Permission to Write: Teachers, Writing, and the Effects of Volition | | 4 |
| D.5 | The Persistence of Memory: Remapping the Future of Composition Studies by Charting Writing Histories at One Rural Texas University | | 7 |
| D.6 | Building an Open Professional Network through Twitter Chats: Teaching, Learning, and Co-Mentoring on Twitter | | 8 |
| D.7 | Markdown, Coding, and Technology in the Composition Classroom | | 3 |
| D.8 | Reimagining Composition: Using Chat, Tweets, and Assistive Technology to Enhance Student Writing | | 4 |
| D.9 | Sounding New Media | | 5 |
| D.10 | The Writing Studio Ten Years Later: How an Open-Access Learning Environment Confronts the Corporate LMS | | 6 |
| D.11 | Writing Out in an Open Source World for Creative Writers, Journals, and Writing Programs | | 5 |
| D.12 | Further Interrogating “Citizenship” as a Key Term in Writing Scholarship, Programs, and Policies | | 5 |
| D.13 | Opening Up the English Major: A Rhetorical Approach to Re-Uniting the Humanities | | 2 |
| D.14 | All up in Your Face: Subverting the Traditional Stereotyping of Eastern Rhetoric’s Indirectness | | 7 |
| D.15 | Indigenous Decolonial Conversations across Disciplines | | 4 |
| D.16 | Raiz Up to Heal Historical Trauma: Indigenous Approaches to Spatial Praxis and Object-Oriented | | 4 |
| D.17 | Access to Openness: Local and Global Futures and the Translingual Approach | | 4 |
| D.18 | Translingualism and Transmodalism in Practice | | 5 |
| D.19 | Openness, Distributed Work, and Rhetorical Conflict | | 3 |
| D.20 | Opening Borders: Tracing Multilingual and Multimodal Literacy Practices across Local and Global Contexts | | 5 |
| D.21 | (Do)n’t Go There: Conceptualizing Multimodality as an Access Point for Controversy | | 5 |
| D.22 | Ecology of Place in Globalized Space: Open Access, the Networked World, and the Future of Writing Studies | | 5 |
| D.23 | Fail Better, Teach Better: Making Use of Failure in the Composition Classroom | | 6 |
| D.24 | Gaming Composition: Comics, Fan-Fic, and Games in and beyond the Curriculum | | 3 |
| D.25 | Minding Access, Out of the Darkness, Into the Light: Exclusions, Conflicts, the Mind and the Body | | 5 |
| D.26 | (Re)Opening the Ditto Device: DIY Publishing as Crafting Agency | | 4 |
| D.27 | The Gamification of the Composition Class: Course Design, Rubric Design, Text Design | | 4 |
| D.28 | Teaching Community in the Two-Year College: Successful Group Work Online and in the Classroom | | 4 |
| D.29 | Writing the Zombie Apocalypse | | 5 |
| D.30 | A Strategic Type of “Plagiarism”: Rhetorical Velocity and Open Composition | | 4 |
| D.31 | Between Open and Closed, Queer Possibility | | 4 |
| D.32 | Jewish Rhetorics, Alternative Traditions | | 7 |
| D.34 | Theorizing Networked Rhetoric | | 6 |
| D.35 | Acknowledging Difference: Revamping First-Year Composition, Developmental Writing, and Assessment | | 6 |
| D.36 | Digital Empowerment for Civic and Community | | 4 |
| D.37 | “Don’t Sweat the Techne?”, or Opening Access to Technological Literacies in Composition Courses | | 4 |
| D.38 | Opening Disability Narratives: New Models for Self-Determination and Multimodal Practices in Classrooms | | 4 |
| E.1 | Accessing an Existing Opening for Student Learning: Using Writing Center Mentors in the Classroom and on Facebook | | 4 |
| E.2 | Accounting for Technologies in Basic Writing, Writing Centers, and in MOOCs | | 4 |
| E.4 | Crossing Over Colonized Borders: Open Archives, Political Activism, and Composition Studies in the Digital Age | | 6 |
| E.5 | Open-Sourcing Democracy: Pathocentric Partnerships, Civic/Corporate Duty, and a Rhetoric of Information | | 4 |
| E.6 | Writing in the Service of Change: Activism, Critical Consciousness, and the Working Class | | 5 |
| E.8 | From Free Play to Fair Use: Examining Pedagogies, Complexities, and Challenges of Integrating Multimodal | | 4 |
| E.9 | Futures for Composition and Communication: Opening Research and Teaching to Issues of E-Waste and E-Justice | | 5 |
| E.10 | Multiliteracies at HBCUs | | 4 |
| E.11 | Open Axes: Identities, Technologies, and Pedagogies at Play | | 5 |
| E.12 | Out in the Open: Exploring Mobile Phone Pedagogies and Everyday Composing Practices | | 4 |
| E.13 | The Future Will Be Open Access: Economics and Materiality of Links and Code | | 4 |
| E.14 | Wireless Women: Gender and Access in the “Wide Open” Web | | 4 |
| E.15 | Academic Endogamy: A Roundtable Conversation | | 9 |
| E.16 | Gender, Labor, and the Service Economy in Writing and English Studies: Rewarding and Revaluing Service | | 5 |
| E.17 | Polymorphic Frames of Pre-Tenure WPAs: Eight Accounts of Hybridity and Pronoia | | 9 |
| E.18 | Composition and Communication: Looking Forward, Looking Back | | 3 |
| E.19 | Critical Creativity, (Re)Design, and (Re)Sourcing: Hacking the Body Politic | | 5 |
| E.20 | Open Dialogue: Gender Identities, The Sciences and Feminist Pedagogy | | 4 |
| E.21 | Opening Textbooks, Opening Possibilities: A Writing Program-Academic Library Collaboration | | 4 |
| E.22 | Towards the Translingual Classroom: Investigating Multilingual Writers’ Expectations, Experiences, and Aspirations | | 5 |
| E.23 | Rhetorical Futures in Workplaces and Industry | | 3 |
| E.24 | Open(ing) Sources, Access, and the Future in Data-Driven Research: Three Problems for the Field | | 4 |
| E.25 | Shaming, Blaming, and Gaming: Rhetoric and Violence in Contemporary American Culture | | 4 |
| E.26 | Citizenship across the Curriculum: A Cross-Disciplinary Approach to Constructing Community | | 5 |
| E.27 | Feedback and Student Writing: From FYC to Graduate Classrooms to Machine Scoring | | 4 |
| E.28 | It’s Not Our Mentors’ World: Transformations in Composition Pedagogies, 2000 to Today | | 10 |
| E.29 | Opening Access between Veterans, Civilians, Higher Education, and Communities | | 6 |
| E.31 | Resistance Is Futile? Questioning MOOCs, Cyborgs, and Composition’s Future | | 5 |
| E.32 | Three’s a Charm: Strategies for Responding to Multimodal Student Work as a Teacher, a Tutor, and a Peer | | 4 |
| E.33 | Places, Spaces, Bodies, Publics | | 4 |
| E.34 | Refusing to Adapt: Negotiating Resistance to Textual and Visual Censorship | | 4 |
| E.35 | Spaces of Invention: The Museum, the Collection, the Screen | | 4 |
| E.36 | Audience, Citizenship, and Literacies in an Expanding Web | | 4 |
| E.37 | Appropriation, Attribution, Plagiarism: Laying Open the Complex Codes of Textuality | | 5 |
| E.38 | Transformations, Design, and Redesign: Iterating Composition and Communication Futures at a Liberal-Professional University | | 5 |
| E.40 | A Journey toward Open-Access Multimedia Writing Support: A Quest for the Excelsior College OWL | | 4 |
| F.1 | Collaboration Unbound: Expanding Partnerships between Teachers, Students, and Scholars | | 5 |
| F.2 | Opening up Disciplinary Discourses: Revealing Instability, Heterogeneity, and Cross-Disciplinarity in WAC/WID | | 2 |
| F.3 | Hacking the Mainframe: Empowering Basic Writers Enrolled in Gateway Courses | | 2 |
| F.4 | Barack Obama’s Significance for Composition and Communication: An Open Question | | 5 |
| F.5 | Multilingual Realities: Citizenship, Literacy, and Intercultural Writing Class | | 4 |
| F.6 | The Politics of Digital Literacies: Perspectives on the Personal, the Marginal, and the Public | | 3 |
| F.7 | . . . And the Archival Walls Came Tumbling Down— 21st Century Historiography: Opening Histories, Sharing Revisions, and Democratizing Texts | | 5 |
| F.8 | An Open Architecture: Inscribing Social Media, Play, Collaboration, and Real Audiences into First-Year | | 5 |
| F.9 | Gaming, MOOCs, and Constructivist Habits of Mind | | 4 |
| F.10 | Online Writing Instruction (OWI) Principles and Effective Practices: Year One—Institutional Matters | | 5 |
| F.11 | Personal Disclosures, Trust, and Openness | | 4 |
| F.12 | Assessment, Integrated Student Services, and Curricular Change: Forging the Trifecta of Student Development | | 4 |
| F.13 | Revisiting Laramie: Considering the Past, Present, and Future Working Conditions of the Wyoming Resolution a Quarter-Century Later | | 6 |
| F.14 | Violence of Assessment: Theoretical and Practical Considerations | | 5 |
| F.15 | Meaning-Making in the Disciplines: Writing for Science, Math, Business, and Nursing | | 5 |
| F.16 | In Terms of Being ‘Open’: Reframing the Terms of Cross-Language Engagement | | 4 |
| F.17 | The “Translingual Turn” in Rhetoric and Composition: Bridging the Divide between Theories and Practices | | 2 |
| F.18 | Access and the Digital Exhibit: Revelations, Alterations, Surprises, and Critiques | | 6 |
| F.19 | Global Healthscapes: Beyond Articulated Identity Action Research | | 4 |
| F.20 | Teaching for Transfer: Opening Opportunities for Student Success in Writing across Contexts | | 5 |
| F.21 | Accessing Writing: Approaches to Prompts and Free-Writing in Classrooms | | 6 |
| F.22 | Composing Collaboration: A Meta-Analysis of Collaboration in Multimodal Composition | | 5 |
| F.23 | Hacking the Hidden Curriculum for Open Source Writing: Systemic Functional Linguistics Genre Pedagogy | | 4 |
| F.24 | Mindfulness and Contemplation: Open Minds/Bodies/ Writing in Classrooms | | 4 |
| F.25 | Pedagogical Fragments, or the Things We Delete | | 4 |
| F.27 | Winning Access: Assembling Open Source Networks as Writing Games | | 5 |
| F.28 | Getting Ontological: Opening Writing and Writing Studies to Theorizing What Writing Is | | 4 |
| F.29 | Open Rhetorical Filmmaking: Aesthetics, Ethics, Cognition, and Production | | 5 |
| F.30 | Terms of Decolonization: Latinidad and the Study of Writing, Rhetoric, and Literacy | | 4 |
| F.31 | Breaking the Cycle of Ineffective Research Instruction | | 4 |
| F.32 | Making Change: The Evolution of WAC/WID Programs | | 6 |
| F.33 | The Future Is Wide Open: Professionalizing | | 8 |
| F.34 | Online Practices: Tutors, Writing Centers, and Assessment | | 5 |
| F.35 | Writing Center Complexities: Pushing Students to Excel in Their Writing | | 4 |
| F.36 | Rhetoric, Civic Participation, and Access | | 5 |
| F.37 | The Politics of Pedagogy in Composition and Rhetoric: Perspectives on Space, Race, and Embedded Hierarchies | | 4 |
| F.38 | Rethinking Difference in Composing Composition: Language, Translation, Genre, Modality | | 6 |
| F.39 | Using Blogs and Online Tools for Identity Construction and Activism | | 4 |
| F.40 | Opening Closed Narratives, Disrupting Settler Spaces, and Challenging Entrenched Privilege: Settler Colonialism and the Rhetorics of Cultural Access | | 5 |
| FSIG.1 | American Indian Caucus | | 3 |
| FSIG.2 | Asian/Asian American Caucus | | 2 |
| FSIG.3 | Black Caucus | | 2 |
| FSIG.4 | Latino Caucus | | 3 |
| FSIG.5 | Queer Caucus | | 2 |
| FSIG.6 | Best Practices in Online Writing Instruction: Using | | 2 |
| FSIG.7 | CCCC Graduate Student SIG | | 2 |
| FSIG.8 | Creative Nonfiction Special Interest Group: Opening to Each Other: Mentoring and Creative Nonfiction | | 2 |
| FSIG.9 | Independent Writing Units | | 3 |
| FSIG.10 | Intersections in Creative Writing and Composition | | 2 |
| FSIG.11 | Labor Caucus Special Interest Group | | 6 |
| FSIG.12 | Meeting of the International Network of Writing-across-the-Curriculum Programs | | 1 |
| FSIG.13 | Play and Game Studies | | 2 |
| FSIG.14 | Rhetoric and Religious Traditions | | 1 |
| FSIG.15 | Science and Writing | | 2 |
| FSIG.16 | English Education-Composition Connections | | 3 |
| FSIG.17 | Special Interest Group on Composition and Adult | | 1 |
| FSIG.18 | Undergraduate Research in Rhetoric and Composition | | 1 |
| FSIG.19 | Studio Special Interest Group | | 1 |
| FSIG.20 | The Future of Writing Centers in a Time of Open | | 1 |
| FSIG.21 | Transnational Composition Special Interest Group | | 1 |
| FSIG.22 | Working-Class Culture and Pedagogy Special Interest | | 2 |
| FSIG.23 | Writing with Current, Former, and Future Members of the Military | | 1 |
| FSIG.24 | Publishing in Studies in Writing and Rhetoric: To All— Whatever Your Institutional Affiliation—Who Are Inter-ested | | 2 |
| G.1 | Cross-Cultural Perspectives on Academic Literacies | | 3 |
| G.2 | Rhetoric of Science: Exploring Arguments and Pedagogy within the Field | | 5 |
| G.3 | Histories, Policy, and Power: Complicating Notions of Progress in Basic Writing | | 3 |
| G.4 | Can’t We All Just Get Along? The Rhetoric of Ecumenism, Inclusionism, and Dissensus | | 4 |
| G.5 | Networking Both Ways: What Prison Can Teach Us about Literacy | | 8 |
| G.6 | Accessing Little Narratives of Creative Writing | | 4 |
| G.7 | Historical Activism: Replaying the Records of Women’s Social Engagement | | 4 |
| G.8 | Digital Feminism: Activism, Trolling, and First-Year Writing | | 4 |
| G.9 | Going Public with E-portfolios: Opening Up | | 4 |
| G.10 | Open Access? Composing Technologies for Disability Accessibility | | 4 |
| G.11 | Time and the Digital Work of Online Writing | | 4 |
| G.12 | Building Partnerships: Articulating Community College to University Transfer | | 5 |
| G.13 | Social Entrepreneurism and Sustainability: Writing Centers as Change-Agents within and outside the Academy | | 4 |
| G.14 | WPA-Outcomes Statement Revision for a Multimodal, Digitally Composed World - PART II | | 7 |
| G.16 | Language Inclusion and Support in Transnational Contexts | | 6 |
| G.17 | Translingualism in Theory and Practice: Successes and Challenges | | 5 |
| G.18 | Broadening Access: Reviewer Response, Gender | | 3 |
| G.19 | How Do Dual Credit Students Do on College Writing Tasks after They Matriculate at a University? Empirical | | 4 |
| G.20 | Technofeminist Writing Research: Online Feminist Community-Building Design, Feminist Grounded Theory, and a Critical Examination of Hegemonic Film Discourse | | 4 |
| G.21 | Agency and Identity in Assignments from BW to the Disciplines | | 4 |
| G.22 | Creative Writing/Creative Teching: Digital Storytelling, Guerilla Haiku, Poetic Expression | | 4 |
| G.23 | Intercultural Perspectives on Composition in the Globalized Campus | | 5 |
| G.24 | Open Access and Neurodiversity for 21st Century Classrooms | | 4 |
| G.25 | Perspectives and Assignments from Open Classrooms: Podcasting, Multimodality in Activist Rhetoric, Poster | | 6 |
| G.26 | Tackling Teacher Racism in the Composition Classroom | | 4 |
| G.27 | Writing Contested Spaces: Detroit, Occupy Wall Street, and Locally Grown Foods in Hawai’i | | 3 |
| G.28 | “How I Got Open”: Africana Rhetorics, Literacy, and Visions for Contemporary Rhetorical Education | | 4 |
| G.29 | Queer | Community: Intersectionality, Inclusion, and Alliance in Queer Rhetorics and Composition | | 8 |
| G.30 | The Other Kind of Access: Opening Genres through Disability Theory | | 4 |
| G.31 | Colorizing the Writing Center: One Writing Center’s Journey to Interrogate “Diversity” and Discourse | | 4 |
| G.32 | Open Access Curriculum: (Re)Designing a Competency-Based Writing Program | | 4 |
| G.33 | The Stories We Tell: Narratives, Institutional Discourse, and the Public Documents of Writing Centers | | 4 |
| G.34 | Opening Curriculum, Creating Openings: Transforming a Writing Program after a CWPA Program Evaluation | | 7 |
| G.35 | The Living Nature of Genres | | 5 |
| G.37 | Opening the Nature of Research: Reordering and Reimagining Access in Archival Research | | 5 |
| G.38 | Flipped or Flipped Out? Understanding the Decision-Making behind Pedagogical Integration of Technology | | 4 |
| G.39 | Ruptures and Closures: Evaluating Correctness, Deviation, and Exaggeration in First-Year Composition | | 5 |
| G.40 | Meeting the Needs of L1 and L2 Graduate Student and Post-Doc Writers: From Needs Assessment to Program | | 4 |
| H.1 | Going to the Source: Rhetorical Approaches to Research-Based Writing | | 4 |
| H.2 | STEM and Spectrum Issues in WAC Initiatives | | 4 |
| H.3 | Piloting the Brave New World of Developmental Writing: Co-Requisite Enrollment at a Regional State University | | 4 |
| H.4 | Caught Open by Service-Learning: Voicing Difficult Stories from the Field | | 6 |
| H.5 | New Media and New Agency: Redesigning Community-Based Writing | | 5 |
| H.6 | I Got Cha Open: Integrating the Arts into Composition | | 5 |
| H.7 | Sailing Forth into the Four C’s: When CCCC Leaders Were Newcomers | | 6 |
| H.9 | Hacking as Practice, Culture, and Epistemology: Fostering Creative Inquiry and Advocacy in Composition Studies | | 4 |
| H.10 | Open(ing) Technological Access in Digital, Professional, and Scholarly Spaces | | 4 |
| H.11 | Shifting the Conversation: Conceptions of Identity in Digital Writing Environments | | 4 |
| H.12 | Where We’re Going We Don’t Need Roads: Rethinking “Stretch” FYC Pedagogy in a Hybrid World | | 4 |
| H.13 | Encouraging Student Engagement in Labor Activism though FYC Curricula: A Program-Wide Experiment | | 8 |
| H.14 | Surviving and Thriving while Working off the Tenure-Track: Gender, Contingent Labor, and Writing Instruction in the 21st Century | | 6 |
| H.15 | Archives, Provenance, and Multi-Modal Composing: Refiguring Research in Writing Courses with Special | | 4 |
| H.16 | Places of Arrival: Literacy Acquisition In and Out of School | | 4 |
| H.17 | Open Access and a New Visibility for Linguistically Underrepresented Students’ Right/Write to Their Own | | 5 |
| H.18 | Citizens and Scientists, Environment and Ethics | | 4 |
| H.19 | Collecting, Analyzing, and Talking about Data | | 5 |
| H.20 | On Methodological Discovery: Opening Research Design to the Instability of Research Sites | | 4 |
| H.21 | The Writing Transfer Project: A Cross-Institutional RAD Study of Transfer from General Education Writing to Disciplinary Writing | | 5 |
| H.22 | An Image Is Worth a Thousand Words: Open Access Technology and Reimagined Histories | | 4 |
| H.23 | Digital Writing Classrooms: Wikis as Genre, New Identities, and Anxieties | | 4 |
| H.24 | Is Open the Same as ‘Access’? Teaching Writing in the Two-Year College | | 4 |
| H.25 | Opening FYC to Student Empirical Research: Motivation, Implementation, and Efficacy | | 4 |
| H.26 | “Possibility, Transparency, and Equality”: Negotiating Economies of Technology in the Composition Classroom | | 5 |
| H.27 | Teaching That Matters: New Materialism Meets | | 4 |
| H.28 | Being Open to Alternative Sources of Knowledge: Influencing Civil Discourse through Chicana Feminism, Affect Theory, and Environmental Justice | | 4 |
| H.29 | Indigenous Rhetorical Survivance: Opening Ontological Alliances | | 4 |
| H.30 | Queer Theories: Institutional Connections and Problems | | 5 |
| H.31 | Transformative Rhetorics of Literacy and Identity in Appalachia | | 5 |
| H.32 | Composition as Open Environment | | 9 |
| H.33 | Opening Our Eyes: Addressing the Needs of All Students | | 6 |
| H.34 | Undergraduate Writing Majors and the Future of Writing Studies | | 6 |
| H.35 | Opening the Mission: Writing Program Design in Faith-Based Institutions | | 4 |
| H.36 | Open Data: Animals, Actants, and Nonhuman Writers | | 4 |
| H.37 | Remixing Scholarship, Remixing the Classroom: Opening New Spaces for Teaching and Learning through Video | | 4 |
| H.38 | MA and PhD Program Design: Impact on Graduate Student Success | | 3 |
| H.39 | Collaborating with the Sources Next Door to Open a Future of Authentic Assessment | | 5 |
| H.40 | Textbooks Unbound: Open Access Publishing and Digital Course Materials | | 6 |
| H.41 | Institutional Remix: Opening the Doors to Freshmen and Writing Across the GE Curriculum | | 5 |
| I.1 | Models and Concepts for Academic Writing: Rethinking ‘Open’ and ‘Free’ | | 3 |
| I.2 | The Things They Carry: First-Year Composition and the Quest for Transferability | | 5 |
| I.3 | Reframing Reluctance and Resistance | | 5 |
| I.4 | Discrimination, Racism, and Segregation in Writing Practices, Programs, and Assessment | | 3 |
| I.5 | Opening the Academy: Access In/Outside Academic Discourse | | 5 |
| I.6 | Openings in Approaches to Teaching Writing with Technology | | 5 |
| I.7 | Screed Time: How Does CCCC Get Its Sexxy Back? | | 4 |
| I.8 | Evolving Curriculum and Research in Digital Literacy | | 5 |
| I.9 | Massively Open? MOOCs and the Future of Teaching Writing at Scale | | 5 |
| I.10 | Opening the Ivory Gates: How to Work within and around LMS’s to Bring Life Back to Learning | | 4 |
| I.11 | Talk and Textuality in the Online Classroom: Notes from an Online Associate’s Degree Composition Program | | 4 |
| I.12 | Writing Pedagogy and Social Media after a Decade of Facebook | | 5 |
| I.13 | Graduate Students as Professionals and Teachers: TA Prep, Professionalization, and the Job Market | | 4 |
| I.14 | The Logistical and Emotional Labor of WPA Work: Personal Experiences | | 5 |
| I.15 | Beyond Monoculture: Open Source Research in the University Classroom | | 5 |
| I.16 | Who Defines Their Rights? Opening and Resisting Access | | 5 |
| I.18 | Ethics and Accountability in Healthcare Communication | | 4 |
| I.19 | Collective Assessment: Writing Assessment, Rhetorical Practice, and Reader Placement Analysis | | 5 |
| I.20 | “Opening” Conversations: Culture(s) of Assessment, and Assessments of Culture | | 4 |
| I.21 | Tools Matter: Alternative Writing Environments, Visual Literacy, and Rhetorical Listening | | 5 |
| I.22 | Circulating Students’ Texts into and out of Classrooms | | 3 |
| I.23 | Empathic Pedagogical Approaches: Introspection, Pathos, and Embodied Action | | 5 |
| I.24 | Legacies of Undergraduate Research | | 10 |
| I.25 | Opening Possibilities for Public Digital Composition in Writing Courses | | 4 |
| I.26 | Race/Class/Culture: (Re)Opening the First-Year Classroom | | 5 |
| I.27 | Teaching through Resistance in Online Environments | | 4 |
| I.28 | Bridging Cultures and Modes through Visual Rhetorics | | 4 |
| I.29 | “. . . It’s the Originoo Headz Meetin’ the Originoo Crooks . . .”: 21st Century Literacy Practices Openly Composed | | 3 |
| I.30 | Recoding Rhetorics: New Applications of Rhetorical Theory for Emerging Exigencies | | 4 |
| I.31 | Access for America’s Emerging Demographic: A Model for Reducing Remediation and Addressing Linguistic | | 4 |
| I.32 | “I Can See China From My Window!”: Using Pedagogy and Assessment to Identify Fault Lines between Admissions Criteria and ESL Writing Development | | 3 |
| I.33 | Opening the WPA Outcomes Statement beyond First-Year Composition | | 4 |
| I.34 | Bilingual, L2, and ELL Experiences: Addressing Critical Issues of Diverse Communities | | 6 |
| I.35 | Opening the Writing Program to the Whole Campus: Four Innovative Strategies | | 5 |
| I.36 | Opening Ourselves to Love: Rhetoric, Writing, and Communication in 21st Century Argument Culture | | 5 |
| I.37 | Mirrors and Windows: Examining How Open Access Policies and Archival Materials Impact African Americans | | 4 |
| I.38 | Open Modes, Open Spaces: Multimodal Assignments and Curriculum through the Eyes of Instructor, Instructional | | 4 |
| I.39 | Online Communities and Possibility: Identity | | 5 |
| I.40 | Still “Doing School”: The Rules of Engagement in the Local, Global, and Digital Landscapes of Composition | | 5 |
| J.1 | Open(ing) Conversation: What Are the Threshold Concepts of Composition? | | 7 |
| J.2 | Case Closed? Reopening Case Studies of Basic Writers | | 5 |
| J.3 | Writing Identity with Cultural Identities | | 4 |
| J.4 | Opening Up, Opening Out : Vulnerability, Identity, and Difference in the Performance of a More Careful Feminist | | 3 |
| J.5 | Rethinking Creative and Academic Writing | | 5 |
| J.6 | Teaching Indigenous, Latina/o, African American, and Latin American Rhetorical Histories | | 9 |
| J.7 | Game-Based Learning for At-Risk Populations | | 5 |
| J.9 | Opportunities for Access in Online Education: Assessing and Comparing a Multimodal Curriculum in Online Versus | | 4 |
| J.10 | Writing Silence, Reading Voice: Accessing Power through Video Games | | 4 |
| J.11 | Multilingualism: TA Training and Program Analysis | | 4 |
| J.12 | The Problem of Speaking for/with/as Contingent Faculty: Navigating Networks of Advocacy | | 5 |
| J.13 | Breaking Through and Breaking Open: Re-Engaging Disenfranchised, Underserved Youth in Public Education | | 4 |
| J.14 | Writing as “Friction”: Globalization, Texts, and Movement in Institutional Sites of Writing Exchange | | 6 |
| J.15 | Revisiting the Students’ Right to Their Own Language: Opening New Possibilities for Composition Theory and Pedagogy | | 5 |
| J.16 | Professional(izing) Scholarship in the Open: Engaging with Libraries to Transform Technical Writing | | 4 |
| J.17 | Conversations on Composition Studies, CCCC, and the Research Network Forum on Composition/Rhetoric: Interrogating the Discipline | | 4 |
| J.18 | Opening Up the Small Academic Journal: Questions of Sources, Access, and the Future of Scholarship | | 4 |
| J.19 | What about Bob (Connors)? Opening Up Archival Research through Digital Media | | 6 |
| J.20 | Collaborative Technologies for Classrooms: Google Docs Spelling/Grammar Checkers, Genre Tinkering, and Digital | | 5 |
| J.21 | Failing to Learn and Learning to Fail | | 5 |
| J.22 | Machine Assessment of the Essays/Essays of the Machine Assessment: Perspectives on the Role of Machine Grading in the Writing Classroom and Its | | 5 |
| J.23 | Opening Up and Joining In: Exploring Student | | 5 |
| J.24 | Researching to Write, Writing to Research: Teaching Information Literacy to First-Year Writing Students | | 4 |
| J.25 | The Ethics of Assessing Multimodal Student Composition | | 5 |
| J.26 | Composing Queer, Composing Feminist: Opening | | 5 |
| J.27 | Mediations of Memory, Identity, Place, and Movement | | 4 |
| J.28 | Rhetorical Ontologies: Writing through Everyday Things | | 5 |
| J.29 | Access to a Brighter Future for At-Risk Students: Writing Studies Program Strategies for Increasing | | 5 |
| J.30 | Is Going Rogue So Bad? Negotiating Restrictions Placed on Teaching Asistants in First-Year English | | 5 |
| J.31 | Opening Up Freshman Comp to the Disciplines: Using Content-Area Faculty in First-Year Writing Seminars | | 4 |
| J.32 | Co-Cultural Dis/Ability Discourses: Redefining Access in the Cs | | 5 |
| J.33 | Opening Up New Writing Partnerships: Broadening Program Reach across the University | | 5 |
| J.34 | Hemispheric Americas: Opening Rhetorical (Re)sources | | 4 |
| J.35 | Open This Box—Rubrics, Machine Grading, and the Case of Automotive Writing Instruction | | 4 |
| J.36 | Mobile Data, Mobile Selves: Smartphones, Big Data, and the Composition of Authorship | | 4 |
| J.37 | Visual Rhetoric for Political Action | | 3 |
| J.38 | Shaping the Rhetoric: Disability Accommodation Practices, Letters, and Performances | | 5 |
| K.1 | Opening the Writing Classroom to Play: Using Games to Teach the Argumentative Paper | | 4 |
| K.2 | Creative Redesigns for Open Admissions: Increasing Access at Two-Year Colleges | | 5 |
| K.3 | Access without the Internet: Using Literacy to Build Community across Difference | | 4 |
| K.4 | LGBT and Queer Perspectives in Digital Landscapes and Beyond | | 4 |
| K.5 | Reimagining Popular Culture in an Open Society: Media, Sports, and Advertising | | 4 |
| K.6 | 19th Century Women’s Rhetoric: Medicine, Mental Health, Theater, and Elocution | | 5 |
| K.7 | Addressing Distraction, Fragmentation, and Loss in a Milieu of Speed and Pastiche | | 3 |
| K.8 | Multimodal, Remix, and Hybrid Tactics and Engagement | | 3 |
| K.9 | Ownership, Audience, and Genre in Digital Texts | | 4 |
| K.10 | Technological Interventions, Pedagogical Reinterpreta-tion: Teaching Peer Review, Genre-Based Writing, and Critical information Literacy in Online/Hybrid Education | | 5 |
| K.11 | You Left Your Knowledge Open: Using Rikiwiki for Collaborative Knowledge-Building in Writing Studies | | 7 |
| K.12 | Opening the Sources of Collaboration: Building Communities of Students, Constructing Communities | | 4 |
| K.13 | The Writing Center is Open: Providing Access amid Institutional Pressures | | 4 |
| K.14 | Futuristic Visions, Bold Reimaginings: The Conciliatory Rhetorical World of Mesoamerica and Mestizos | | 5 |
| K.15 | Breaking through Boundaries of Ascribed Black Identities | | 4 |
| K.16 | Second Language Writing Transitions and Pedagogies | | 5 |
| K.17 | The Open-Sourcing of Tech Comm: DIY Sites and TC Pedagogy | | 5 |
| K.18 | From Pain to Possibilities: Effective and Efficient Student Feedback in First-Year Composition | | 3 |
| K.19 | Roads Less Traveled: Opening New Pathways for Archival Research Methods | | 3 |
| K.20 | 21st Century Platforms: Digital Delivery and Civic Engagement | | 5 |
| K.21 | Comics and Multimodal Texts for Rhetorical Education | | 4 |
| K.22 | From Page to Screen: Rhetorical Theory, Text, and Originality in New Media | | 3 |
| K.23 | Meaning Language and Learning in Transnational Contexts | | 5 |
| K.24 | Out in the Open: Hooking Up in the Modern, Digital Era | | 5 |
| K.25 | Resistance in, around, and about Teaching Writing | | 3 |
| K.26 | Virtual Spaces: Classroom Design, Tumblr in FYC, and Blog-Based Pedagogies | | 4 |
| K.27 | Feminist Ruptures, Feminist Responses: Toward a Deeper Democracy | | 4 |
| K.28 | Neuroscientific Approaches to Writing Pedagogy | | 4 |
| K.29 | Technologies of Identity and the Future of Literacy Studies | | 4 |
| K.30 | Assessment at the Center: Accessing Opportunities for Change | | 6 |
| K.31 | Literacy: Pushing Students to Its Strength | | 4 |
| K.32 | Opening Up the Intellectual Work of Teaching Writing: Supporting Pedagogical Growth for Disciplinary Faculty | | 5 |
| K.33 | Labor, Leadership, and the Professionalization of Peer Tutors | | 4 |
| K.34 | Open Source Assessment: Whose Data Is This Anyway? | | 4 |
| K.35 | Getting a Job in a Two-Year College | | 4 |
| K.36 | Publishing in Studies in Writing and Rhetoric: To All—Whatever Your Institutional Affiliation— Who Are Interested | | 4 |
| K.37 | Think-Tank for Newcomers Developing Papers and Sessions for CCCC 2015 | | 1 |
| L.1 | Learning and Teaching: Advancing the Way You Write | | 5 |
| L.2 | Online Eloquence in Open Forums: College Composition as Persuasive Public Writing | | 5 |
| L.3 | Transfer and Transformation: Open Access via Threshold Concepts | | 5 |
| L.4 | Improving At-Risk Student Learning and Retention: A Basic Writing Curriculum Redesign | | 4 |
| L.5 | Teachers and Scholars of Basic Writing: Renewed Debates over Policy and Practices | | 4 |
| L.6 | Behind the Walls: Prison, Pedagogy, and Politics | | 5 |
| L.7 | Contemporary Perspectives on Literacy Sponsorship: Communities, Fantasies, and Self | | 4 |
| L.8 | Janusian Thinking: Swirling Contradictions in Literacy Projects | | 4 |
| L.9 | Perspectives on Militarism and the Composition Classroom | | 4 |
| L.10 | Writing for Readiness: Opening Access to College through Multilevel Writing Partnerships between University and Non-University Spaces | | 4 |
| L.11 | Poetry and Fiction Off the Page: Multimodal Approaches in the Creative Writing Classroom | | 4 |
| L.12 | Encountering Places and Countering Spaces: Open-Source Rhetoric in the Civil Rights Movement | | 4 |
| L.13 | Radical Pedagogy across Historical and Contemporary Contexts | | 5 |
| L.14 | POOC and Learn: Using Personal Learning Networks (PLNs) for Enhanced Personal Online Learning | | 4 |
| L.15 | Writing in Virtual, Material, and Mobile Spaces: Three Studies of Composing with Technology | | 4 |
| L.17 | Negotiating Access: Teacher/Student Mediations in the First-Year Writing Program | | 4 |
| L.18 | The University and Economic Pressures: Contingent Labor and Institutional Models | | 4 |
| L.19 | Getting Close (by Being Open) to Materiality | | 6 |
| L.20 | Open Access?: A Talking Circle on Contemporary Marginalization in Composition | | 4 |
| L.22 | Diversified Design: Exploring Multilingual Responses to a Flexible Writing Classroom | | 3 |
| L.23 | Politics of Instruction in Linguistically and Culturally Diverse Classrooms | | 5 |
| L.24 | Voices from the Field: Monolingual Teachers in Multilingual Writing Classrooms | | 4 |
| L.25 | Are Writers Whistling Vivaldi? Empirical Research on the Role of Stereotype Threat in First-Year Composition | | 5 |
| L.26 | Negotiating Qualitative Research: Confessions, Anxieties, and Strategies from the Field | | 6 |
| L.27 | Teacher-Centered, Context-Dependent: (Re)Opening FYW Instructor Conversations on Research Prompts | | 4 |
| L.28 | Beyond Cures and Punishment: (Re)Imaging Plagiarism | | 4 |
| L.29 | Composites of Composition: Heteroglossia, Intertextuality, and the Anxiety of the Soliloquy | | 4 |
| L.30 | Engaged by Identity: First Year Writers Open Up | | 5 |
| L.31 | Media Objects: Horror Films, Archival Film, and Mashups as Shared Cultural Texts | | 4 |
| L.32 | Opening the Composition Classroom: Multilingual Writers—Revision and New Feedback | | 3 |
| L.33 | Public Writing in Private Education: Building Community through Written Discourse | | 4 |
| L.34 | The Freshman Interest Group: How Shared Interests Engage and Inspire Students in First-Year Comp | | 4 |
| L.35 | From Print to Digital: Opening Access to the New World | | 4 |
| L.36 | Pharmacon of Digital Exposure: Bernard Stiegler’s Open Access Enlightenment | | 5 |
| L.37 | Teaching Aristotle’s Rhetoric as Open Source | | 4 |
| L.38 | Neither Here nor There: Opening the Story of Writing Center Labor | | 4 |
| M.2 | The Opening Landscape of Graduate Student Writing in and across Disciplines: Using Data to Align Instructional | | 6 |
| M.3 | A Student-Centered Orientation of Writing Assessment: Student Self-Efficacy in Assessment and Placement | | 4 |
| M.4 | Lessons Learned: Fits and Starts as We Try to Throw | | 5 |
| M.5 | Trauma in and beyond the Classroom: Human Rights, Mutual Aid, and Basic Writing | | 5 |
| M.6 | Closed Public Spaces: Colorblind Writing, Generative | | 4 |
| M.7 | Literacy on a Medical Mission: Healthcare Access | | 3 |
| M.8 | Using Rhetorical Ethnography to Study Visual Literacies, Affect, and Civic Action | | 4 |
| M.9 | Health/Care: Writing about Illness, Healing, and Caregiving | | 4 |
| M.10 | Politics of Location: Creatively Writing the Past and Present | | 4 |
| M.11 | Opening Access to Power: Recovering and Retheorizing | | 5 |
| M.12 | Religious Tensions: Silence and Protest in Public Rhetoric | | 4 |
| M.13 | The Theme, The Paragraph, and English Language | | 3 |
| M.14 | iPad Interfacing in the Composition Classroom: An Engaged Dialogue | | 4 |
| M.15 | Shifting Selves: Student Identity and Writing in the Internet Age | | 4 |
| M.16 | From Preparation to Praxis: Writing Teacher Education | | 4 |
| M.17 | Keeping Rhetoric and Writing in English: Opportunities | | 4 |
| M.18 | Open Access Cross-Disciplinary Writing Programs: A Hub | | 4 |
| M.19 | To Invoke Is to Define: Examining Invocations of Citizen-ship in Public Arguments about Post-Secondary Literacy | | 5 |
| M.20 | Bridging the Spheres: Juxtaposing Pedagogies from Four | | 5 |
| M.21 | Hearing Language: Opening to New Challenges | | 4 |
| M.22 | Videocy in the Age of Open Access: The Challenges for Scholarship | | 4 |
| M.23 | Language Diversity in Diverse Pedagogical Scenes: Negotiating Southern, Reservation, and African American | | 4 |
| M.24 | What Can Students and Writing Teachers Learn from a Careful Linguistic Exploration of Spoken Grammar? | | 4 |
| M.25 | Leslie Akst, It’s Not a Writing Class until Somebody Cries—The Emotional Implications of Critical Pedagogy in the Composition Classroom | | 1 |
| M.26 | Open to Debate: Readiness Theories and Student | | 4 |
| M.27 | A Complete Part of a Balanced Digital Literacy!: Remix, Copyright, and Educational Reform in the Composition | | 4 |
| M.28 | Been There, Never Done That; Never Done That, Been | | 5 |
| M.29 | Beyond Gold Stars: Making Gamification | | 4 |
| M.30 | Corrective Feedback in Second Language Writing: Beliefs | | 3 |
| M.31 | Imagining New Directions for Directed Self-Placement: Improving Success for Underprepared Writers | | 4 |
| M.32 | No Ordinary Student: Giving the Competent and Complacent Access to Excellence | | 5 |
| M.33 | Opening Writing about Writing Approaches to Identity | | 7 |
| M.35 | This Ain’t Your Father’s Formalism: The “Neo-Formalist” | | 4 |
| M.36 | In and Out of the Discipline: Extracurricular Effects on Composition | | 3 |
| M.37 | Queer, Slut, and Straight Rhetoric: Opening Up Gendered | | 4 |
| M.38 | Camping in the Disciplines: The Theory, Practice, and Assessment of Multidisciplinary Graduate Writing Camps | | 4 |
| M.39 | The Student Writing Group Project | | 5 |
| MW.1 | Overcoming the “Impostor Syndrome”: Opening | | 7 |
| MW.2 | Breaking Down Barriers and Enabling Access: (Dis)Ability | | 16 |
| MW.3 | Prison Networks: Broadcasting Why Prison Writing | | 7 |
| MW.4 | Opening the Archives: Considering Questions of Access, Space, and Connection(s) | | 11 |
| MW.5 | Opening Doors for Multimodal Composers: Intellectual | | 5 |
| MW.6 | Opening Spaces for Multilingual Students: Creating | | 9 |
| MW.7 | Crossing BW/ESL/FYW Divides, II: Pedagogical and Institutional Strategies for Translingual Writing | | 12 |
| MW.8 | Coding for Data Analysis | | 4 |
| MW.9 | Designing Undergraduate Research Projects and Programs in Writing Studies | | 10 |
| N.1 | Empirical Studies of Academic Writing | | 3 |
| N.2 | Toward a Rhetorical Literacy Narrative: Re-Opening a Dead Genre | | 4 |
| N.3 | “Basic Writers,” “College Writers,” and the Open Gate: Accelerated English and First-Year Composition | | 4 |
| N.4 | Reopening Futures: Empowering Basic Writers through a Writing Fellow Program | | 7 |
| N.5 | Accessing Place: Exploring Participation Structures across Three Communities | | 4 |
| N.6 | Communicating/Imaging Bodies | | 3 |
| N.7 | Implementing, Framing, and Connecting | | 4 |
| N.8 | Smoothing Over Scientific Uncertainties: Edutainment Access; and Rhetorics of Identity and Science | | 4 |
| N.9 | Virtuous Enactments: Reclaiming a Discourse for Composition Studies | | 5 |
| N.10 | Perspectives on the Use of Creative Nonfiction in the Teaching of Writing | | 3 |
| N.11 | 19th and 20th Century Sites as New Lenses on Disciplinary Service, Ecology, and Collaboration | | 4 |
| N.12 | Open Table: A Dialogue on the Historical Significance of Three Chicago Women Rhetors | | 4 |
| N.13 | Rewriting Histories and Institutional Practices | | 5 |
| N.14 | Women’s Languages and Representations | | 3 |
| N.15 | Keeping an Open Mind about Open SUNY: Believing and Doubting SUNY’s Online Learning Initiative | | 4 |
| N.16 | Transformational Ownership: Creating and Navigating Ownership in the Design of a Departmental Online | | 5 |
| N.17 | FYC: Student Placement, Voices, and Choices | | 5 |
| N.18 | Making Our Teaching Practices and Campuses Open and Accessible | | 2 |
| N.19 | Open to Possibilities: Institutional Identity and the Non-Tenure Track Writing Professor | | 4 |
| N.20 | Yet More Legislative Crap to Deal With: Reflecting on Placement and Public Acts | | 4 |
| N.21 | Crossing Thresholds: Perceptions, Processes, and Practices | | 4 |
| N.22 | Listening to Voice and Body: New Paths to Understanding Self and Others | | 4 |
| N.23 | What Are They Teaching in High School?: College Readiness and Transitions | | 4 |
| N.24 | Opening a Multilingual Writing Space | | 4 |
| N.25 | Translingual Histories and Dispositions | | 4 |
| N.26 | The Center Outside: Writing Center Pedagogy Adapted for Business and Technical Consulting | | 4 |
| N.27 | Cultural Expectations, the Institution, and Motherhood Rhetorics: Examining Links between Professional and Maternal Identity Construction | | 4 |
| N.28 | Researching Genre across Contexts: Implications for Crucial Transitions | | 5 |
| N.29 | “Beginning again and again”: New Media/“Old” Tools, A Panel Installation | | 4 |
| N.30 | Clearing the Path Choked with Rabbit Brush: Faith-Based Identities as Sources for Critical Thought in the Composition Classroom | | 4 |
| N.31 | Disrupting the Literacy Narrative Assignment with Code Meshing and Rival Perspectives | | 4 |
| N.32 | Interpretations and Interactions: Creating Opportunities for Critical Reflection on the Social Development of Language through Literacy Narratives and Literacy Event | | 4 |
| N.33 | Professional Creep: Ethics and Economics in Writing Classes | | 4 |
| N.34 | Ruptured Narratives and the Opening of the Composition Classroom | | 3 |
| N.35 | Conversations on Race and Ethnicity in not so Black and White Genre Mixes | | 4 |
| N.36 | Never Mind Geoffrey Sirc: A Tribute Panel | | 8 |
| N.37 | Re-Claiming “Expressivism”: A Critical Conversation | | 12 |
| N.38 | Changing Demographics: Acknowledging and Respecting Difference | | 5 |
| TSIG.1 | 2014 CCCC Community Literacy, Service-Learning, and Public Rhetorics SIG | | 2 |
| TSIG.2 | 2014 Council on Basic Writing SIG | | 2 |
| TSIG.3 | Appalachian Rhetoric, Composition, and Literacy | | 2 |
| TSIG.4 | EngiComm: Communication in the Engineering | | 4 |
| TSIG.5 | Faculty Development and Composition | | 1 |
| TSIG.6 | Kenneth Burke Society at CCCC | | 1 |
| TSIG.7 | Klal Rhetoric: Jewish Rhetorics and Composition SIG | | 1 |
| TSIG.8 | Language, Linguistics, and Writing | | 2 |
| TSIG.9 | Medical Rhetoricians | | 1 |
| TSIG.10 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.11 | Progressive Approaches to Grammar, Punctuation, and Usage | | 1 |
| TSIG.12 | Retired and Retiring Faculty in Rhetoric/Composition/ | | 1 |
| TSIG.13 | Rhetoric’s Histories: Traditions, Theories, Pedagogies, and Practices | | 1 |
| TSIG.14 | Second Language Writing Standing Group: New Direc-tions for Second Language Writing at the CCCC | | 2 |
| TSIG.15 | Standing Group on Disability Studies | | 1 |
| TSIG.16 | Teaching in Prison: Pedagogy, Research, and Literacies | | 2 |
| TSIG.17 | The Role of Reading in Composition Studies | | 2 |
| TSIG.18 | Untenured Writing Program Administrators | | 10 |
| TSIG.19 | Women’s Network | | 1 |
| TSIG.20 | Writing about Writing: FYC as Introduction to Writing | | 2 |
| TSIG.21 | Zen and the Art of English Teacher Maintenance | | 2 |
| TSIG.22 | Cognition and Writing: ‘A Conversation with John | | 2 |
| W.1 | The Labor-Friendly Writing Program/Center | | 7 |
| W.2 | Plagiarism as Educational Opportunity in an Increasingly | | 4 |
| W.3 | Developing an Online Writing Course Initiative: Preparing | | 8 |
| W.4 | Open Futures? Basic Writing, Access, and Technology: Council on Basic Writing Pre-Conference Workshop | | 12 |
| W.5 | TYCA PRESENTS Cracking the Books: Integrating | | 7 |
| W.6 | Blurring Boundaries: Opening Rhetorical Spaces | | 14 |
| W.7 | Accessing the Future of Writing Studies: Disruption and Dialogue via International Higher Education Writing | | 2 |
| W.8 | Workshop on Language, Linguistics, and Writing | | 10 |
| W.9 | Writing War and Beyond: Continuing Dialogues of Military | | 13 |
| W.10 | Sing, Act, Engage: A Workshop on Performance, Pedagogy, and Professional Development | | 6 |
| W.11 | Sonic Pedagogies for the Composition Classroom | | 5 |