| A.1 | The Selfie Project: Risk-Taking in First-Year Sociology Research and Writing | | 6 |
| A.2 | Prolonging the ALP Effect: A Multi-Pronged Approach to Co-Requisite Enrollment for Developmental Writing | | 4 |
| A.3 | Gender, Service, Support, and Storytelling: The Risks and Rewards of Telling a Woman’s War Story | | 7 |
| A.4 | The Risks of Engagement: Infrastructures of Place-Based Pedagogy in Urban Midwestern Contexts | | 4 |
| A.5 | Microhistories of Composition Studies: The Risks and Rewards | | 4 |
| A.6 | The Emergence of Global Rhetorics: From Local to Cosmopolitan | | 7 |
| A.7 | Massive Risk, Massive Reward: What We Learned about Teaching and Composing by Offering a MOOC | | 7 |
| A.8 | Composing Identities: Risks and Rewards of Social Class and Gender Performance in Online Spaces | | 4 |
| A.9 | “One Does Not Simply Use Memes to Teach Writing!” Locating the Rhetoricity of Memes in the History, Theory, and Technology of Writing Studies | | 5 |
| A.10 | Thinking Big on a Small Campus: Innovative Composition at Regional, Branch, and Satellite Institutions | | 5 |
| A.11 | Independent Writing Departments and Programs: Multiple Perspectives (Sponsored by Independent | | 6 |
| A.12 | Taking Risks and Reaping Rewards: Faculty, Students, and WPAs on Multimodality | | 4 |
| A.13 | Risky Writing in the STEM Classroom: Exploring the Challenges and Rewards | | 4 |
| A.14 | Academic Boundaries and Habitual Risk | | 4 |
| A.15 | Teaching through Failure | | 4 |
| A.16 | Comp’s Got Ninety-Nine Problems, but Racial Equity Ain’t One–The Risky Business of Engaging Racial Equity in Writing Instruction | | 5 |
| A.17 | Translating Translingualism: A Contribution and a Critique of the Translanguaging Approach with Translocal Cases | | 4 |
| A.18 | The Networked Rhetorical Situation: 3 Case Studies in Genre Change | | 4 |
| A.20 | Writing Assessment and Research Methodologies | | 5 |
| A.21 | Literacy in Motion: Researching and Teaching | | 4 |
| A.22 | Responding to Student Writers: Productively Situating Responses to Students and Their Writing | | 4 |
| A.23 | Inventing the Field: Researcher Identity, Dissertations, and Metaphors for Invention | | 4 |
| A.24 | Better Breathers are Better Learners | | 5 |
| A.25 | Breaking Down Barriers: Risks and Rewards of Redesigning FYC Curriculum for the Multilingual Reality | | 6 |
| A.26 | Taking Risks in Teaching Politics and Ethics in FYC | | 4 |
| A.27 | Game On: Games and Gamification in First-Year Composition | | 5 |
| A.28 | Felt Sense 2.0: Writing with the Body in a Digital World | | 2 |
| A.29 | Rhetorics of Augmented Reality | | 4 |
| A.30 | Queering the Ear: Queer Riffs on Rhetoric and Listening | | 5 |
| A.31 | After “The Epistemic Music of Rhetoric”: Risks and Rewards Teaching Non/Object(ive), Dis/Sonic, E/Lectronic, Re/Embodied Sounds | | 4 |
| A.32 | Making Courses Talk to Each Other: Transfer of Learning from the First Year into the Disciplines | | 4 |
| A.33 | A Change for the Better: WAC/Writing Center Partner-ships | | 4 |
| A.34 | Risking Word and Limb: Embodied Strategies in the Tutoring of Writing | | 5 |
| A.35 | Absolute Equality: Rhetorics of Race and Class, Resistance and Reconciliation from Jim Crow to a Post-Racial United States | | 4 |
| AW.1 | Exploring Latinidad in the South and Florida: A Workshop | | 12 |
| AW.2 | Going Outside: Internships, FieldTrips, and Experiential | | 5 |
| AW.3 | A Technical and Professional Writing Pedagogy | | 3 |
| AW.4 | Writing Democracy: Invisibility and Visibility | | 12 |
| AW.5 | Teaching Indigenous Rhetorics in the First-Year Writing | | 9 |
| AW.6 | The Job Market and Higher Education: Negotiations and Navigations of the New Doctoral Student | | 11 |
| AW.8 | Are Texts That Display Differently Different Texts? | | 4 |
| AW.9 | Writing Studio Tools and Strategies across Contexts: Exploring Possibilities at Your Institutions | | 17 |
| AW.10 | The LILAC Project: Studying Student Research for Improved Information Literacy Pedagogies | | 5 |
| AW.11 | The Job, not Just the Job Market: Preparing for Professional Life in Composition and Rhetoric | | 11 |
| AW.12 | Narrative Truth: The Risks and Rewards of Prison | | 12 |
| AW.13 | Ethical Issues for Beginning Researchers | | 4 |
| AW.14 | Making the Most Powerful Point: How to Get the Most | | 1 |
| AW.15 | Rewriting Plato’s Legacy: Ethics, Rhetoric, and Writing | | 15 |
| AW.16 | The Risks and Rewards of Linguistically Standing Your | | 14 |
| B.1 | From Remediation to Meaning: Approaches to Structuring Co-Requisite Courses | | 4 |
| B.2 | Writing Reciprocity: The Risks and Rewards of Community Literacy Initiatives | | 2 |
| B.3 | Carceral Democracies: Rhetorics of and from Imprisonment | | 4 |
| B.4 | Re-Examining Creative Writing in Relation to Composition | | 5 |
| B.5 | Experimenting with the Everyday: The Affordances and Limitations of Women’s Writing | | 3 |
| B.6 | Asian/Asian American Scholarship in Rhetoric and Composition: Risks and Rewards (Sponsored by the Asian/Asian American Caucus) | | 7 |
| B.7 | Insert Your Picture Here: Locating the Self with Digital Images | | 4 |
| B.8 | What Can Writing Teachers Learn (and Fear) from MOOCs? | | 4 |
| B.9 | Risk to Respond (Because the Internet) | | 5 |
| B.10 | Mobile, Polymedia, and Technological Obsolescence | | 4 |
| B.11 | Caption That! Critical, Creative, and Contextual Encounters with Closed Captioning in Multimodal | | 5 |
| B.12 | Risk and Resilience: Women’s Professional Lives in Rhetoric and Composition | | 8 |
| B.13 | WPA Work 360: Examining the Risks and Rewards of Pre-Tenure Leadership | | 5 |
| B.14 | Middling Management vs. Agentive Administrators: How Feminist Administration Can Be a Site of Innovation and Activism | | 6 |
| B.15 | Advocating Writing and Professional Learning: The Rush to Make Better Teachers | | 4 |
| B.16 | Motherhood and Other Challenges: Joys and Difficulties of being on the Tenure Track | | 4 |
| B.17 | Differentiated Instruction for Online Courses: Moving out of the Comfort Zone | | 4 |
| B.18 | Writing Abroad: The Risk and Reward of Teaching and Learning in Non-American Settings | | 7 |
| B.19 | The Risks and Rewards of Public Writing, Pedagogy, and Activism for Junior Faculty in Rhetoric and Composition— An Interactive Discussion | | 4 |
| B.20 | Literacy and Affect: Social, Political, and Pedagogical Investigations | | 4 |
| B.21 | Risks and Rewards of Innovative Campus Partnerships | | 4 |
| B.22 | Zine-o-phobia: The Risk of Unconventional Assignments | | 4 |
| B.23 | Investigating at Points of Contact: Students, Educators, and Prior Knowledge | | 3 |
| B.24 | The Erasure and Presence of Language in Composition Studies | | 3 |
| B.25 | Globalizing Englishing: Challenges and Opportunities | | 3 |
| B.26 | Risk Visualization and Simulation: Moving beyond the Information Deficit Model | | 4 |
| B.27 | Audience Work in Technical Communication: Developing and Testing New Directions | | 5 |
| B.28 | Research on Responding and Document Assessment | | 4 |
| B.29 | The Genre Project: An Interim Research Report on Genres in FYC and the Potential for Transfer | | 5 |
| B.30 | Risks and Rewards of Teaching Information Literacy: Suggestions from the LILAC Project | | 3 |
| B.31 | Big Data and FYC: Assessing Student Motivation, Composing Styles, and Peer Review | | 4 |
| B.32 | Reflecting on Representation, Positionality, and Identity in Research | | 4 |
| B.33 | Staying Rooted in Composition while Branching out to STEM | | 2 |
| B.34 | Living with Vampires: The Discourse of Disciplinarity in First-Year Composition | | 4 |
| B.35 | Getting to Step 2: Pushing beyond a Skills-Based Approach to Critical Reading in FYC | | 4 |
| B.36 | Engaged Students, Engaging Writing | | 5 |
| B.37 | Risk into Reward: Enacting Translingual, Transcultural Pedagogies among Diverse Student Learners | | 4 |
| B.38 | Centering Language Diversity: Innovations in Literacy Research | | 5 |
| B.39 | Risky, Risqué, and Relevant: Queer Epistemologies and Pedagogies in Writing Studies | | 4 |
| B.40 | New Conjugations of Gender and Genre: Investigations into Promiscuity, Anxiety, and Idiosyncrasy | | 4 |
| B.41 | Ambience, Innovation, Invention | | 4 |
| B.42 | Rhetoric in the Flesh: Embodiment Discourse | | 5 |
| B.43 | “Making the Lifeless Living”: Style Pedagogy in the FYC Classroom, the Writing Center, and the Basic Writing | | 4 |
| B.44 | Risking Writing Knowledge: Investigating Writing Transfer across the Curriculum and in the Disciplines | | 5 |
| C.1 | From Learning Communities to Professional | | 5 |
| C.2 | Gauging Preparedness for College-Level Writing: An Investigation of Student Writers’ Development in a Range of Developmental English Course Offerings at One Two-Year College | | 2 |
| C.3 | Understanding and Designing Digital Interfaces for Cultural and Community Change | | 4 |
| C.4 | Writing as Resistance: Disrupting Norms of Genre and Identity | | 4 |
| C.5 | Engaging Publics beyond the Classroom: Invention and Pedagogies of Place | | 4 |
| C.6 | Student Blogging as a Real-World Enterprise: The Risks and Rewards of Writing beyond the Classroom | | 4 |
| C.7 | Assessment’s Historical Dismissal of Writer and Reader Experience | | 4 |
| C.8 | Historiographies of Risk: Missed Encounters with Islamic Rhetorics | | 4 |
| C.9 | Risky Discourse in the Digital Public Sphere: Embodiment, Audience, and Intersectionality | | 4 |
| C.11 | “FWIW—For What It’s Worth . . .”: Ignoring Conventional Wisdom on the Tenure Track | | 5 |
| C.12 | Diversity in Writing Programs: Rewarding, Yet Risky | | 5 |
| C.13 | Pushing for Change: Positive and Innovative Change in WPA | | 5 |
| C.14 | Developing Teacher Knowledge in Composition: Risks and Rewards of a Practice-Based Approach | | 5 |
| C.15 | Compassionate Composition: Using Mindfulness and Compassion to Teach and Assess Writing | | 5 |
| C.16 | Multimodal Teaching and Composing | | 4 |
| C.17 | Racism and White Privilege in the Writing Classroom: Tactics, Risks, Rewards | | 5 |
| C.18 | Program Politics: The Professional Risks and Rewards of Program Innovation | | 7 |
| C.19 | Taking Risks in the “Contact Zone”: Personal, Political, and Professional Narratives in Surgery Education, Academic Medical Journals, and War Trauma | | 4 |
| C.20 | Rhetorical Adjacency: Composing Disability Narratives as the Near, Dear, or Peer | | 6 |
| C.21 | Border Crossing: Interdisciplinary Vulnerability in the Composition Classroom | | 4 |
| C.22 | Composition and Gaming | | 5 |
| C.23 | You Can’t Do That with/in Writing! | | 4 |
| C.24 | Innovative Pedagogies for Students on the Margins: Developmental and Multilingual Writers | | 4 |
| C.25 | Recomposing the History of the English Language for Writing Instruction, Teacher Education, and Translingual | | 4 |
| C.26 | Composing Risk: “Alternative” Discourses in Composi-tion | | 5 |
| C.27 | The Risks and Rewards of Collaboratively Teaching Scientific Writing | | 4 |
| C.28 | Visual Ethics and Engagement in Public Technical Communication: Images for Mass Consumption | | 5 |
| C.29 | Memory, Materiality, Media: Re-Composing Unknowable Pasts | | 4 |
| C.30 | No Answers Barred: A (F)risky Roundtable on Teacher/ Administrator Status and Student Learning | | 7 |
| C.31 | Risks and Rewards of Participant Engagement in Health Communication Research Design | | 5 |
| C.32 | Translingual Practice: Rethinking, Responding, Enacting | | 2 |
| C.33 | Starting Again: Re-Imagining the Role of FY Writing in the General Education Curriculum | | 4 |
| C.34 | Rhetorics of Doubt and Students of Faith: Risking Engagement with Skeptical Readers | | 4 |
| C.35 | Common Core State Standards, Meet the Framework for Success in Postsecondary Writing: A Risky, Rewarding | | 5 |
| C.36 | Connecting STEM to FYC | | 3 |
| C.37 | Teaching Academic Writing to Non-Native English Netalanguage, Formulas, and Feedback | | 4 |
| C.38 | Memory and Innovation in Context: Resuscitating the Canon of Memoria | | 4 |
| C.39 | Locating, Resisting, and Disrupting Spaces of Composition: Queer Rhetorics’ Risks and Rewards | | 4 |
| C.40 | Risks, Rewards, and Speculative Thought | | 5 |
| C.41 | Theorizing Feminist Rhetorics: Professionalism, Invention, and Social Movements | | 4 |
| C.42 | Enacting CCCC Position Statements: Risks and Rewards | | 5 |
| C.43 | Cohorts and Risk Management | | 5 |
| C.44 | International Writing Centers Association: The Teenage Years (Sponsored by the International Writing Centers | | 5 |
| D.1 | A Risky Proposition: Reanimating the Critical Discourses of Advanced Composition | | 4 |
| D.2 | Empowering Basic Writers through Grammar: A New Idea | | 4 |
| D.3 | Resistance and Participation: Innovative Adaptations to Florida’s SB 1720 | | 5 |
| D.4 | Imperialism and White Supremacy: A System of Risks and Unequal Rewards | | 5 |
| D.5 | Grant Writing Pedagogy: Risks, Rewards, and Returns on Public Writing Investments | | 4 |
| D.6 | From Fire to Fire: Examining The Complexity of Learning for Refugee Adult English Learners | | 4 |
| D.7 | Meaning Is in the Making: Three Responses to Shipka and Her Response | | 5 |
| D.8 | Genre, Technology, and Rhetorical Histories: Opening New Spaces for Composition and Pedagogy | | 5 |
| D.9 | Risking Propriety, Disrupting Society: Reconsidering the Rhetorical Strategies of 19th Century Female Activists | | 3 |
| D.10 | CCCC Committee for Effective Practices in Online Writing Instruction: Faculty Matters | | 4 |
| D.11 | Writing in the Age of Algorithms | | 5 |
| D.12 | The Risky Red Bird: Creating University of Louisville’s Cardinal Compositions, a Print and Digital Journal of Undergraduate Student Work | | 4 |
| D.13 | Contingent Faculty and Academic Work off the Tenure Track | | 10 |
| D.14 | Mapping the Future of Doctoral Programs in Rhetoric and Composition (Sponsored by the Consortium of Doctoral | | 7 |
| D.15 | It Takes a Village: The Rewards of Intra-Institutional Collaboration in Multimodal Composition Teaching | | 5 |
| D.16 | Risking Destruction: Queer Approaches to Writing, Teaching, and Evaluating | | 6 |
| D.17 | Translingual Pedagogies and the Promise of Translanguaging the Curriculum | | 5 |
| D.18 | The Rhetoric of Sustainability within and outside the University | | 5 |
| D.19 | Literacy, Love, and Revolution: Critical Resistance Practices in Multimodal, International Composition | | 4 |
| D.20 | Complicating Risk: First-Generation Self-Identification, Pedagogies, and Programmatic Support | | 4 |
| D.21 | Risking our Foundations: Transnational Research and Teaching at an IBC in the Middle East | | 5 |
| D.22 | Rhetorics of Disclosure: Disability in Writing, Publishing, Teaching and Promotion | | 5 |
| D.23 | The Risks and Rewards of Improvisation in the Writing Classroom | | 4 |
| D.24 | Digital Talkback: Circumventing Conventions with/in Digital Spaces | | 3 |
| D.25 | The Place of Ethnic Identity in Translingual Practice: Are They Compatible in Composition? | | 6 |
| D.26 | Risks, Rewards, and Scientific Publishing: From Mentor-ing Undergraduate Research to Metrics of Success | | 4 |
| D.27 | Welcoming the Complications of Community Partner-ships: Building Risk and Reward into the Business and Technical Communication Classroom | | 5 |
| D.28 | When We Shoot a Story, We Inhabit It (An Argument for Composition-By-Film) | | 4 |
| D.29 | Complicating Transfer | | 5 |
| D.30 | A Look Inside: A Three-Pronged Research Approach to First-Year College Writing | | 4 |
| D.31 | Issues in Dual Enrollment: Rigor, Credentials, Pedagogies, Transitions | | 6 |
| D.32 | Testing Metacognition: The Risks and Rewards of Reflecting on Revision Practices | | 5 |
| D.33 | Process, Plagiarism, and Pedagogy: Exploring the Benefits of Sampling for Composition Studies | | 4 |
| D.34 | Approaches to Teaching L2 Writers in First-Year Writing and ESL Composition Courses | | 4 |
| D.35 | Risky Writing and Rewarding Pedagogies | | 4 |
| D.36 | Feminist Rhetoric and Pedagogy: Risks, Rewards, and (Sadly) Failures | | 5 |
| D.37 | Sensory Rhetorics: Bodily Experiences in Ambient Environments | | 5 |
| D.38 | The Rhetoric of Projection in/of Composition | | 4 |
| D.39 | Rhetorics and Ecologies of Scale: Composing across Environments and Disciplines | | 4 |
| D.40 | More than Meets the Eye: Rhetoric and Aesthetics | | 5 |
| D.41 | 106-State University Study of Writing Programming: Bird’s Eye View with Local Contextualization | | 10 |
| D.42 | Crafting a University-Wide General Education Writing Rubric: Taking on Thorny Public Practices in the Rose | | 5 |
| D.43 | Out of Sight, Out of Mind: Weighing the Risks (and Rewards) of a Culturally-Relevant HBU Writing Center | | 5 |
| D.44 | Digitizing WAC through Informatics, Games, and Engaging “Digital Humanities” | | 4 |
| E.1 | The Rhetoric of Advanced College Writing | | 1 |
| E.2 | From Basic Writers to Self-Regulated Writers: An Experimental Study of a Curriculum | | 5 |
| E.3 | Risks and Rewards of Community-Based Research: Determining How (or if) We Make a Difference with Civic | | 4 |
| E.4 | Community Literacies, Learning Communities, and Activist Spaces | | 3 |
| E.5 | Risking Empathy: Ida B. Wells Barnett’s and Jane Addams’ Affectionate Interpretation as Pragmatic | | 4 |
| E.6 | Risky Composition: Games as Argumentation in Theory and Pedagogy | | 4 |
| E.7 | 21st-Century Spaces: Rethinking the Rewards of Moodle, Collaboration, and Twitter | | 4 |
| E.8 | Pedagogy, Multimodality, and Digital Technology | | 4 |
| E.9 | Multimodal Composition, Online Instruction, and Portfolio Assessment Software | | 7 |
| E.10 | Multimodal Program for L2 Students: Risks/Rewards | | 4 |
| E.11 | From Wyoming (Resolution) to Indiana (Resolution): A Working Session on a Work in Progress (Sponsored | | 8 |
| E.12 | Pursuing Work in a Two-Year College: Risk and Reward | | 5 |
| E.13 | Beyond the Humanities: Offering a Bachelor of Science in Writing | | 4 |
| E.14 | Risking Reflection: Experimental Stories of Writing Teachers’ Risks and Rewards | | 4 |
| E.15 | The Promises and Pitfalls of Feminist Frameworks as Responsive Practice: Conversations on Risk and Reward | | 6 |
| E.16 | The Risks and Rhetorics of Universal Design | | 4 |
| E.17 | Sink or Swim with Long-Term, Linked Projects: Charting a Course through 21st-Century Communication | | 2 |
| E.18 | Reconsidering Reflective Writing Across the College Curriculum: Promoting Individual Growth, Knowledge | | 4 |
| E.19 | Risky Writing in Public Places: Four Studies of Cultural Re-Presentation | | 6 |
| E.20 | Interdisciplinary and International Writing across the Curriculum | | 4 |
| E.21 | ¿Cómo se llama?: The Symbolic Risk of Naming Tropes for Latinidad | | 5 |
| E.22 | Acknowledging and Addressing the Language Deficit ModeL; Strategies for Faculty and Multilingual Students | | 5 |
| E.23 | Risky Bodies, Risky Rhetorics: Constructing and Instructing Fat Bodies through Technical Communication | | 4 |
| E.24 | The Risks and Rewards of a Writing-about-Writing Approach to Teaching Professional Writing | | 4 |
| E.25 | Transparency in Research: Messiness, Rigor, and Ethics in the Conduct of Writing Research | | 8 |
| E.26 | New Directions for Disability-Studies Research: Using Mixed Methods to Appeal to Wider Audiences in Higher | | 4 |
| E.27 | The Risks and Rewards of a Large-Scale Data Project: Results from the WPA Census | | 5 |
| E.28 | Researching Genre Change: Methods and Their | | 6 |
| E.29 | Research/Approaches | | 6 |
| E.30 | Information Literacy Learning in First-Year Writing: Perspectives from National and Campus Research | | 6 |
| E.31 | Comfortable but out of Your Comfort Zone: Creating Risky and Rewarding Pedagogical and Material Safe | | 4 |
| E.32 | High-Tech, Low-Tech, No-Tech?: Divergent Implementa-tions of Technology and the Risks and Rewards for Student Writing | | 4 |
| E.33 | Rethinking Course Design for First-Year Composition | | 5 |
| E.34 | The Politics and Pragmatics of Space, Place, and Location in First-Year Composition | | 4 |
| E.35 | Confronting Race in the Academy: Whiteness, Islamophobia, and Academic Borderlands | | 5 |
| E.36 | Troubling Queer Visual Media: The Complex Rhetorical Implications of Queer Visuality in Mass Media | | 2 |
| E.37 | Writing in and beyond the Senior Year: Capstones and Internships | | 4 |
| E.38 | New Ways of Looking Back as We Look Forward: Innovative Perspectives on Writing Assessment’s | | 5 |
| E.39 | Learning to See Learning: Assessing the Impacts of Service Learning in Writing Classes | | 4 |
| E.40 | Doubling Down on Academic Writing: Moving from a Second-Semester to a Second-Year Requirement | | 7 |
| E.41 | The Risk and Reward of Using Screencasting for Peer Review: A Multi-Institutional Pilot | | 4 |
| E.42 | Motivation, Values, and Rhetoric in the Writing Center | | 5 |
| E.43 | Publishing in CCCC’s “Studies in Writing and Rhetoric” | | 4 |
| E.44 | Risks, Writing, and Recursive Learning: The Role of Writing’s Threshold Concepts in Navigating “Risky” | | 7 |
| F.1 | Thinking about Thinking | | 5 |
| F.2 | The Risks and Rewards of Accelerating Basic Writing: An Inside Look at Scaling Up, Replication, and Adaptation of a Successful Acceleration Model (ALP) | | 4 |
| F.3 | Auditing the Discipline: The Ethical and Institutional Risks of Disciplining Activism and Advocacy | | 4 |
| F.4 | Community Writing: Public Memory, Pen-Pals, and Place-Based Education | | 4 |
| F.5 | Rhetorics of Advocacy and Risk | | 6 |
| F.6 | Local and Transnational Community Histories, Working Class Rhetorics, and Self-Sponsored Literacies: Toward | | 5 |
| F.7 | Out of the Comfort Zone: Making Connections and Understanding in Creative Writing | | 4 |
| F.8 | The Science of Composition, 1960s to Now: What Sputnik, Skinner, and BASIC Tell Us about Composition | | 4 |
| F.9 | New Approaches to Histories of Composition Studies | | 4 |
| F.10 | Risky Literacy/ies: What Writers Gain from Engaging in “New” Digital Literacy Practices | | 5 |
| F.11 | What’s on the Screen: Innovative Approaches to Student Screencasting | | 5 |
| F.12 | MOOC Ado about Nothing: Risks and Rewards of MOOC Platforms in a Freshman Writing Course | | 4 |
| F.13 | Tweet On, Cloud Up, and Program In!: Righteous Risks in Creating Communities via Online and Hybrid Interfaces at Assignment, Course, and Program Levels | | 4 |
| F.14 | Masters of Risk: MA Writing Studies Programs as Sites of Innovation (Sponsored by the Master’s Degree | | 6 |
| F.15 | Talking the Talk: Addressing Issues of Contingent Faculty, Assessment, and Curriculur Changes | | 4 |
| F.16 | Risk/Reward: Developing, Gamifying, and Commericaliz-ing a Writing Course | | 4 |
| F.17 | Against All Odds: An Interdisciplinary Partnership Takes a Chance with Writing and Video Technology in a Nursing | | 4 |
| F.18 | Potentials and Pitfalls of Quantitative Literacy: Public, Visual, Pedagogical | | 5 |
| F.19 | Rhetorics of Risk, Loss, Nostalgia, and Connection in Sonic Composing Practices | | 5 |
| F.20 | Locating Our Emergence: Failures, Triumphs, and Other Risky Maps | | 5 |
| F.21 | Global Contexts for Writing Education and Research | | 4 |
| F.22 | Rethinking Writing Instruction: Cognitive Linguistics, Genre Theory, and WAW | | 1 |
| F.23 | I Don’t Agree!: New Strategies for Writing and Argumentation | | 4 |
| F.24 | Taking Risks Together: Teachers and Students Embracing Translingual Theory in the Writing Classroom | | 4 |
| F.25 | Bodies of Public Interest: Rhetorics of Risk and Social Justice | | 5 |
| F.26 | The Risks and Returns of “Quick and Responsive” Research in Literacy Studies | | 5 |
| F.27 | From Peer Tutor to Peer Tutor-Researcher: Placing Tutor Research at the Center | | 5 |
| F.28 | Promoting Rhetorical Knowledge in Writing Instruction: Empirical Studies and Suggestions | | 4 |
| F.29 | Describing Our Research and Imagining Collaborative, Distributive Scholarship: Preservation or Disintegration? | | 8 |
| F.30 | Theory and Practice of Archival Research | | 4 |
| F.31 | Revealing the Thinking and Composing Processes of Writers | | 3 |
| F.32 | Marginalized Identity, Civic Activity, and Data-Based Understanding | | 2 |
| F.33 | #MultimodalFYC: The Peril and Purpose of Multimodality in First-Year Composition | | 4 |
| F.34 | Fostering Student Engagement through Multimodality in FYC | | 5 |
| F.35 | Dueling Forces in Dual Credit: The Risks and Rewards of Offering College Composition to High School Students | | 5 |
| F.36 | “Diving into the Wreck” and Emerging Literate | | 4 |
| F.37 | Service Learning Approaches in FYC | | 3 |
| F.38 | Learning through Collaboration: Approaches to Research, Peer Review, Workshops, and Rubrics | | 5 |
| F.39 | Getting Them Ready: Developing College Readiness through AP Courses, Partnerships, and Social Networks | | 4 |
| F.40 | Risky Reward: The Question of Queer as Verb | | 4 |
| F.41 | (Un)Disciplining Discourses: Risky Representations of Black Gender and Sexuality in Public Culture | | 5 |
| F.42 | Affirmative Sustainability: Ecologic Thought and Action beyond the Rhetoric of Negation | | 4 |
| F.43 | Assessment and the Writing Center | | 2 |
| F.44 | Risk and Reward within Writing Program Ecologies | | 9 |
| FSIG.1 | American Indian Caucus | | 2 |
| FSIG.2 | Asian/Asian American Caucus | | 2 |
| FSIG.3 | Black Caucus | | 2 |
| FSIG.4 | Labor Caucus Business Meeting | | 4 |
| FSIG.5 | Latino Caucus | | 3 |
| FSIG.6 | Queer Caucus | | 2 |
| FSIG.7 | Adult Writers in Diverse Contexts | | 3 |
| FSIG.8 | Community Literacy, Service-Learning, and Public | | 2 |
| FSIG.9 | Creative Nonfiction Special Interest Group/Standing | | 2 |
| FSIG.10 | Creative Writing SIG: Creating a Writing Space | | 2 |
| FSIG.11 | Special Interest Group for Effective Practices in Online | | 2 |
| FSIG.12 | CCCC Special Interest Group: English Education/ | | 3 |
| FSIG.13 | Graduate Student SIG: Managing Our Digital Presence | | 4 |
| FSIG.14 | Independent Writing Departments and Programs | | 3 |
| FSIG.15 | Annual Meeting of the International Network of Writing-across-the-Curriculum Programs | | 12 |
| FSIG.16 | Play and Game Studies SIG | | 2 |
| FSIG.17 | Rhetoric and Religious Traditions Business Meeting | | 6 |
| FSIG.18 | Science and Writing | | 2 |
| FSIG.19 | Studio PLUS | | 1 |
| FSIG.20 | Transnational Composition Special Interest Group | | 1 |
| FSIG.21 | Undergraduate Consortium in Rhetoric and Writing | | 3 |
| FSIG.22 | Special Interest Group on Undergraduate Research | | 1 |
| FSIG.23 | Working-Class Culture and Pedagogy SIG | | 2 |
| FSIG.24 | Writing with Current, Former, and Future Members of the Military | | 2 |
| FSIG.25 | Progressive Approaches to Grammar, Punctuation, and Usage | | 1 |
| FSIG.26 | Second Language Writing Standing Group: Celebrating | | 1 |
| FSIG.27 | Wearable Computing, Wearable Composing | | 2 |
| G.1 | Exploring Successful Discourse Acquisition: WAC, WID, and Beyond | | 5 |
| G.2 | Risking Self-Scrutiny: Redesigning the Writing Curriculum of the Open-Access College | | 3 |
| G.3 | Writing the Self—From within/without Imprisonment | | 4 |
| G.4 | Where No Academic Has Gone Before: Exploring Risky Literacy Landscapes | | 6 |
| G.5 | Rhetoric, Health, and the Medical Industry | | 4 |
| G.6 | Risk, Reward, and Recovery of our Disciplinary Past: Using Historical Artifacts to Explore our Progressive | | 6 |
| G.7 | How to Train Your Woman: The Rhetoric of Feminine Conduct in Historic Manuals | | 4 |
| G.8 | Histories of Literacy and Power | | 4 |
| G.9 | Beyond Play: Videogames Pedagogy for a Production-Focused Classroom | | 4 |
| G.10 | MOOC, MOOC! | | 5 |
| G.11 | Collaborating to Innovate: Creating a Large-Scale ePortfolio System for Multimodal Composition | | 5 |
| G.12 | The Discourse of “Don’t”: The Role Inactivity Plays in Contingent Labor Activism | | 4 |
| G.13 | Risk or Reward?: Rhetorical Agency and the Administrative Call for Faculty of Color | | 6 |
| G.14 | Embracing Risk for Social Justice: Teaching Composition in Ethnic Studies | | 5 |
| G.15 | The South Central Scholars Effect: An Innovative Approach to Closing Income-Based Achievement Gaps | | 5 |
| G.16 | Finding a Way In: Graduate Students Promoting Multilingual Writing Pedagogy | | 6 |
| G.17 | “So what department are you from?” Innovating a Start-up High Tech Company from an English Department | | 3 |
| G.18 | Writing Human Rights: Methods, Pedagogy, Mentoring | | 6 |
| G.19 | Beyond the Tower | | 4 |
| G.20 | Innovation and Entrepreneurship | | 4 |
| G.21 | The Risks and Rewards of Public Activism | | 5 |
| G.22 | Global English and Indigenous Languages: Brazil, China, and Guatemala | | 2 |
| G.23 | Developing Communities of Practices: From Techne to Online Collaboration | | 5 |
| G.24 | Building Bridges from Writing Studies to Industry: An Investigation of Job Advertisements in Professional | | 4 |
| G.25 | Enacting Rhetorical Criticism in Scientific and Technical Discourses | | 5 |
| G.26 | Embracing the Anxiety of Influence in Writing Studies Research | | 5 |
| G.27 | Current Trends in Latin American Writing Studies: Challenges and Opportunities | | 3 |
| G.28 | How We Do It: Demystifying Research Methods in Writing Studies | | 9 |
| G.29 | Student Writing across Campus | | 5 |
| G.30 | Teaching and Supporting Multimodal Composition via Campus Collaborations: When Instructors, Archivists, and Technologists Converge | | 4 |
| G.31 | Tweeting, Timelines, and Transfer: Opening the Composition Classroom to Students’ Social Media | | 4 |
| G.32 | Genre as Risk/Risk in Genre | | 4 |
| G.33 | Writing about Communication in the Disciplines (WACID): A Synthesis of Established Pedagogies | | 5 |
| G.34 | Risks and Rewards of Engaging Religion and Faith in FYC | | 4 |
| G.35 | Considering Subjectivity, Voice, and Sovereignty for FYC Students | | 4 |
| G.36 | Risky Disclosure: Mental Illness and Teachers of Writing | | 5 |
| G.37 | Queerly De/Composed: Bits, Bytes, and Bodies in Digital Spaces | | 2 |
| G.38 | Undermining Resistance: Rethinking the Risks of (il)Literacy, Citizenship, and Disciplinarity | | 4 |
| G.39 | Cultural Politics of Space: From Swamps to Sprawl | | 5 |
| G.40 | Risks and Rewards in Writing Majors: A Roundtable Discussion | | 17 |
| G.41 | Visible Roots/Healthy Growth: A Model for Formative Assessment to Drive Sustainable Excellence in Writing | | 4 |
| G.42 | Facing Identity Politics in Writing Centers: Everyday Work | | 3 |
| G.43 | Methods of Opening Access: Risks and Rewards | | 4 |
| G.44 | Twenty Years of CCCC-IP: A Roundtable Discussion on Intellectual Property and Composition Studies | | 9 |
| H.1 | Disciplinary Writing Practices of Experienced Academics | | 5 |
| H.2 | Comparing Basic Writing Students across Traditional and Accelerated Learning Program Models | | 6 |
| H.3 | #braveenoughtoteachinpublic: Social Media Risks and Civic Engagement Rewards | | 4 |
| H.4 | The Social Circulation of Prison Writings and Teaching Narratives | | 5 |
| H.5 | Witnessing Subversion and Dissent: Rhetoric, Literacy, and Writing | | 4 |
| H.6 | Getting Creative with History, Spaces, and Programmatic Design | | 4 |
| H.7 | The Journal of Basic Writing at Forty: Risk, Affect, and Materiality in the Shaping of a Field (Sponsored by the Council on Basic Writing) | | 5 |
| H.8 | Histories and Cultural Rhetorics | | 4 |
| H.9 | Troubling Standards: Challenging Technology’s Control of “Correct” in the Writing Classroom | | 4 |
| H.10 | Archiving the Moment: Using Mobile Composing Tech to Innovate #PostActivism, Community Engagement, and Usefulness Testing | | 4 |
| H.11 | Where We Compose and How We Collaborate: Reports on Three Research Studies of Composition Practices, Spaces, and Technologies | | 4 |
| H.12 | The Risks and Rewards of Going Online: Rethinking Our Public, Pedagogical, and Scholarly Selves in the Digital | | 4 |
| H.13 | Beginnings, Middles, and Endings: Stories from the Writing Program Lifespan | | 4 |
| H.14 | Interdisciplinary Assessment: Improving the Life of Contingent Faculty | | 4 |
| H.15 | Religious Lifestyle and Queer Faith: Religious/Queer Discourses in Consensual Distrust (Sponsored by the Rhetoric and Religious Traditions Special Interest Group) | | 5 |
| H.16 | Military Literacies: Lived Experience, Student Veterans, and Risk in the Service to College Transition | | 4 |
| H.17 | The Power of Risk: Channeling Grad School Anxiety into Career Potential | | 5 |
| H.18 | All I Need is One Mic: Amplifying Hybrid Critical Literacies and Youth Voice in City Schools | | 2 |
| H.19 | Risk, Reward, and Unavoidability(?!) of Trauma in the Literacy Classroom | | 4 |
| H.20 | Metadisciplinary Collaboration: Critical Strategies for Students and Faculty | | 6 |
| H.21 | Changing Spaces: Redesigning the Instructional Space | | 5 |
| H.22 | This Doesn’t Work for Everyone: Assessments and Dual Credit | | 5 |
| H.23 | Developing a Critical Understanding of Usability through New Materialism and Knowledge Work | | 4 |
| H.24 | From Climate Change to Sexual Harrassment: A Rhetorical Analysis of Science and Technical | | 4 |
| H.25 | Always Bet on Black: The Rewards of Including HBCUs in Conversations about Race and Writing | | 5 |
| H.26 | Risks and Rewards of Circulation Studies | | 6 |
| H.27 | Transfer of Learning and Constructive Metacognition: A Taxonomy of Metacognition for Writing Studies | | 5 |
| H.28 | At Any Cost: The Rhetoric of Educational Access, Student Poverty, and First-Year Writing | | 2 |
| H.29 | Creating Self-Sufficient Writers through Peer Response and Writing Consultation | | 3 |
| H.30 | Transformational Pedagogies: The Risks and Rewards of Multimodal Composition in First-Year Composition | | 6 |
| H.31 | Risks and Rewards of Challenging the Homogenizing Narratives of “Student,” “Teacher,” and “Classroom” | | 4 |
| H.32 | Violating Student and Programmatic Expectations to Introduce Transferable Writing Strategies: The Risk and Reward of Adopting a Writing about Writing Approach | | 4 |
| H.33 | Pedagogy of the Oppressive: Responding Productively to Student Expressions of Privilege | | 4 |
| H.34 | Flipping First-Year Composition | | 5 |
| H.35 | Food and Feminism at Rhetoric’s Big Round Table | | 5 |
| H.36 | Re-Mapping Asian/Asian American Rhetoric: New Methodologies for Multimodality, Hybridity, and Rhetoricity | | 5 |
| H.37 | Embodiment at Risk: Neglected Bodies in Everyday Writing | | 6 |
| H.38 | Rewriting Comp/Rhet’s Narrative About Narrative | | 4 |
| H.39 | Rhetoric and Ethics: Revisiting History and Exploring New Pedagogies | | 4 |
| H.40 | Access and Activism: Literacy Myths, Affirmative Action, and Sex Testing | | 4 |
| H.41 | FYC Overhaul: The (Harsh) Realities of Radical Redesign | | 4 |
| H.42 | Innovating Global Classrooms: Transdisciplinary Approaches for Supporting Multilingual Student Success | | 6 |
| H.43 | Diving into the Wreck: Considering Linkages, Limitations, Perils, and Possibilities in the Deep Element where | | 7 |
| H.44 | Merging, Converging, and Collaborating: The Risks and Rewards of Re-Envisioning Writing Center Spaces | | 5 |
| I.1 | Riding the Roller Coaster of Remediation | | 4 |
| I.2 | Easing the Flow Basic Writing: Using Student Centered Pedagogy In the Classroom | | 4 |
| I.3 | Reciprocity in Community-University Engagement: Community Partners Discuss Tensions and Possibilities | | 9 |
| I.4 | “Public Turning”: Rethinking Public Writing as Spatially Disruptive | | 4 |
| I.5 | Risks and Resources: Student Agency and Religious Rhetorics in the Academic Sphere | | 4 |
| I.6 | Women and Public Memory: Investigating Gender in the City, the Archive, and the Museum | | 4 |
| I.7 | Institutional Histories in the Field of Composition and Rhetoric | | 4 |
| I.8 | When Effective Practices Become Risky Business | | 6 |
| I.9 | Teaching with Games and Infographics | | 4 |
| I.10 | Report on a Laptop-Required Initiative in an Independent Writing Program: Administration, Pedagogy, and Faculty | | 4 |
| I.11 | Innovations of Writing and Technologies: Examining Risks and Rewards among Writing, Pedagogy, and Practice | | 4 |
| I.12 | Cross-Cultural Composition: The Rewards of Addressing Linguistic Diversity in Online Writing Classes | | 5 |
| I.13 | Using Our Expertise in Rhetoric and Composition to Leverage Transdisciplinary Innovations | | 5 |
| I.14 | Medical, Environment, and Civic Discourse Rhetoric: Rethinking Rhetorical Patterns | | 4 |
| I.15 | Making and Being Good Relations (Sponsored by the American Indian Caucus) | | 5 |
| I.16 | Exploring Perils, Prospects, and Communities: Researching Extracurricular Literacies through Interdisciplinary Practices | | 7 |
| I.17 | In the Writing Classroom, “Risk” Should Not be a Four-Letter Word | | 5 |
| I.18 | The Risky Business of Borderland Writing | | 4 |
| I.19 | The Risks and Rewards of Teaching Civil Rights Rhetoric | | 5 |
| I.20 | Risking the Curriculum: Innovative Teaching in Transitional High-School and Developmental | | 4 |
| I.21 | Enemy Combatants, Collaborators, and Allies: Rescuing Student Writing from the Fields of Battle | | 5 |
| I.22 | The Writing Center Tackles “Time to Degree Completion”: Tutor and Grad Student Perspectives on a New | | 4 |
| I.23 | Exploring Identities: Embodied and Disembodied | | 5 |
| I.24 | The Risks and Rewards of Team Teaching in Science and Writing | | 6 |
| I.25 | Risking Method/ology for Queer Reward: Multimodality, Literacy Sponsorscape(s), and Yearning | | 4 |
| I.26 | Listening to Each Other: Muticultural Rhetorics and Translingual Orientation | | 4 |
| I.27 | Risky (Technical) Communication: The Ethics and Impacts of DIY Rhetoric | | 4 |
| I.28 | Recursive Online Spaces | | 4 |
| I.29 | Networks for Research: Building Infrastructures to Support Empirical Research at #4C15 and Beyond | | 6 |
| I.30 | Writing in Our Discipline: The Composing Process of Faculty Writers | | 4 |
| I.31 | Social Constructions and (Mis)Representations: Women in the Media | | 3 |
| I.32 | Entering the Multiverse: Using Comics to Explore Multiliteracies, Multigenres, Multimodality, and Multilingualism in the FYC Classroom | | 5 |
| I.33 | Rethinking and Fostering Transfer | | 4 |
| I.34 | Writing about Writing: Implications for Assessment, Transfer, and Disciplinarity | | 5 |
| I.35 | Cultivating Vulnerability in First-Year Composition | | 4 |
| I.36 | Digital Literacy in FYC: Overcoming the Risks | | 3 |
| I.37 | The Rewards of Reconsidering Placement and Access | | 4 |
| I.38 | Rogerian at 45: What’s So Funny about Peace, Love and Understanding? | | 5 |
| I.39 | The Risk and Promise of Relational Work | | 5 |
| I.40 | Writing From Y/Our Place | | 4 |
| I.41 | Witnessing Difficult Texts | | 5 |
| I.42 | Evaluating Online Writing Instruction Programs: Whose Risks? Whose Rewards? | | 4 |
| I.43 | Tough Crowd: The Perils and Benefits of Proposing and Piloting a First-Year Composition Program in a Two-Year | | 3 |
| I.44 | The Risks and Rewards of Rethinking Program Design and Instructor Training | | 5 |
| J.1 | Learning in the Fast Lane: The Risks and Rewards of Accelerating Developmental Writing | | 6 |
| J.2 | Thinking Globally, Composing Locally: Innovation and Infrastructural Growth and Reform in the International | | 4 |
| J.3 | Spacemaking in Three Contexts: Rethinking Risk and Reward in the Borderlands | | 4 |
| J.4 | Risky Narratives: Going Beyond ‘Comfort Zones’ in The Writing Classroom | | 4 |
| J.5 | By Bold Strong Marks and Dashes, with Pen and Ink: The Writing and Rhetoric of Harriet Beecher Stowe | | 4 |
| J.6 | Risky Women: Women’s Rhetorical Practices and Alliances | | 4 |
| J.7 | #DisruptingTwitter in Social, Professional, and Educational Contexts: An Interactive Panel | | 4 |
| J.8 | Technological Genres in Composition Pedagogy | | 5 |
| J.9 | Identity, Modality, and Digital Lives | | 4 |
| J.10 | Bricks to Bytes: Risks, Rewards, and Issues in Transitioning Composition Programs and Courses Online | | 5 |
| J.11 | Why Mentoring Matters: Professional, Personal, and Programmatic Development in Rhetoric and Composition | | 4 |
| J.12 | Equality or Exploitation?: Questioning the Risks and Rewards of Contingent Faculty Service | | 4 |
| J.13 | Risks and Rewards of Academic Programs: Exploring Undergraduate Programs | | 4 |
| J.14 | Rethinking Composition: Rhetorical Pasts and Futures | | 3 |
| J.15 | Feeling the Fear, and Doing It Anyway: The Risks—and Affordances—of Failure | | 6 |
| J.16 | Strangers in Strange Lands: On Teaching Faculty to Write for Publication in East and Central Asia | | 5 |
| J.17 | Cloud Writing: Risk and Reward of “Writing Together, Alone” | | 5 |
| J.18 | Disciplinary Adventures: Data, Making, and Risk at the Intersections of Composing and the Digital Humanities | | 5 |
| J.19 | Facilitating Student Voice and Agency in Community | | 5 |
| J.20 | “The Readiness is All”: Re-Aligning High School and College Writing and Reading | | 4 |
| J.21 | Crossing Genres: Fan Fiction, Poetry, and Creative Non-Fiction in the Writing Classroom | | 5 |
| J.22 | Diversity and Design | | 4 |
| J.23 | New Media Ecologies: Locating Digital and Information Literacies in Composition Programs | | 6 |
| J.24 | “But I Don’t Have Time to Teach Reading”: Using Multimodal Approaches to Teach Rhetorical Reading | | 4 |
| J.26 | Practicing Translingualism: Teacher Training Composition Pedagogy, and Monolingual Nostalgia | | 5 |
| J.27 | Web Design, New Usability Heuristics, and Data Visualization through Infographics | | 4 |
| J.28 | Multimodal Practices: From Feedback to Embodied Learning | | 3 |
| J.29 | Innovative Methodologies for Unusual Archival Projects | | 5 |
| J.30 | Big Data and Deep Data: Disrupting Educational Grand Narratives of Student Writing Development and Success | | 6 |
| J.31 | Non-Human Actors, Human Authors, and Transfer: ANT for Understanding Literate Practice | | 4 |
| J.32 | Taking Risks in Feminist Methods and Methodologies: A Roundtable Discussion | | 7 |
| J.33 | The High-Stakes Writing Classroom: Expectations, Risks, and Assessments | | 8 |
| J.34 | Student Veterans, in Their Own Words: Results of a Longitudinal Research Project | | 3 |
| J.35 | So What? Teaching Students to Craft Compelling Arguments | | 4 |
| J.36 | Flipping the Hybrid First-Year Composition Classroom: Transforming Purpose, Roles, and Activities in Freshman | | 4 |
| J.37 | A Bird in the Hand: Student Perceptions of the Risk of Multimodal Composition | | 4 |
| J.38 | Precarious or Progressive?: Creativity, Digital Epistemology, and Hip Hop Rhetoric in an HBCU | | 4 |
| J.39 | Peer Review(ing) Complexity: Emerging Innovations at Multiple Levels of Scale | | 4 |
| J.40 | Risky Business, or the Rhetorical Possibilities of Disability Disclosure | | 5 |
| J.41 | Sense and Scentsability | | 4 |
| J.42 | Perspectives on Assessment: Reconsidering Students’ Roles and the Status of Assessment | | 5 |
| J.43 | Responding to the Local Challenges of Writing about Writing Curricula | | 4 |
| J.44 | Environmental Change, Empowering Dynamics, and Science Writing: Findings from A Writing Center’s | | 5 |
| J.45 | The Risks and Rewards of Journal Editing: A Roundtable | | 6 |
| K.1 | Learning, Literacy, and Genre in Graduate Student Writing | | 3 |
| K.2 | Addressing Issues of Multilingual and Global Perspectives in a Basic Writing Classroom | | 4 |
| K.3 | Basic Writing: Risks, Acceleration, and the Reduction of Remedial Courses | | 4 |
| K.4 | Risking Recovery: Rebuilding Community Using Digital Storytelling as a Research Methodology in the Weather | | 4 |
| K.5 | Sustaining a Literacy-Based Service-Learning | | 4 |
| K.6 | Postcards from the CCCC: A Workshop for Your Writing | | 4 |
| K.7 | Race and Activist Rhetorics in History | | 4 |
| K.8 | Women’s Rhetoric and Challenges to Space | | 3 |
| K.9 | Feedback and Identification in the Digital Composition | | 4 |
| K.10 | Discourse/Community: Writing Practices and the Creation of Online Social Spaces | | 5 |
| K.11 | The Transparency of Writing Courses: PhD Programs to High School Pilot Programs | | 5 |
| K.12 | Gendered Risks and Rewards in the New Job Market(s): Changing Positions, Changing Locations | | 7 |
| K.13 | Fabricating Rhetoric: Risk /Reward of Three-Dimensional | | 4 |
| K.14 | Curricular Risks and Institutional Innovation: Writing Digital Humanities and Experience Architecture | | 5 |
| K.15 | Academic Leadership for Institutional Change: Risks, Rewards, and Results | | 2 |
| K.16 | Bridging the Gap without Falling In: What a Community College and Local High School Learned from College-Readiness and Collaboration | | 5 |
| K.17 | Taking Risks with Transnational Pedagogies and Curricula | | 5 |
| K.18 | Mindfulness in the Composition Classroom: Embedded Curricula and Embodied Practices | | 5 |
| K.19 | Risking Institutional Disruption | | 4 |
| K.20 | We Are All Post-Experimental Now: The Multimodal, Multimedia, Multigenre, Multivoiced Evolution of Writing | | 2 |
| K.21 | Teaching for Agency: The Risks and Rewards for Multilingual Writers | | 6 |
| K.22 | The Name Game: The Risks, Rewards, and Rhetoric of Naming | | 5 |
| K.24 | Rhetorical Agency in the Face of Uncertainty: Negotiating, Communicating, Leveraging, and Managing Risk | | 5 |
| K.25 | Mapping Trajectories of Persons and Practices: A CHAT Approach to Researching Disciplinary and Professional | | 3 |
| K.26 | A Theory of Ethics for Writing Assessment: Risk and Reward for Civil Rights, Program Assessment, and Large-Scale Testing | | 6 |
| K.27 | Minding the Screen: Innovations and Limitations of Neuropsychology in the Composition Classroom | | 4 |
| K.28 | Think-Tank for Newcomers—Developing Papers and Sessions for CCCC 2016 | | 1 |
| K.29 | Taking Risks to Shift Paradigms of Writing Assignment Design | | 5 |
| K.30 | The Argumentative Essay: New Approaches to Innovative Research and Argumentative Essay | | 5 |
| K.31 | Primarily Curious: Using Archives to Stimulate Intellectual Curiosity in First-Year Composition | | 4 |
| K.32 | Supporting Student Writers: Veterans, At-Risk Students, and Students with ADHD | | 4 |
| K.33 | W.R.I.S.K.—> Wide (Repeating) Image Signifiers of Kinema | | 7 |
| K.34 | Threshold Concepts: Risk, Reward, and Pre-Liminal Variation | | 5 |
| K.35 | Writing Program Administration and the CCCC Regime: Queering Leadership (Sponsored by the Queer Caucus) | | 5 |
| K.36 | Risky Matter in the Post-Human Classroom: “Riparian Publics,” Agential Realism, New Materialism, and the Teaching of Writing | | 2 |
| K.37 | The Future of Disability Studies in Composition and Rhetoric: Transforming Kairotic Spaces | | 4 |
| K.38 | Risky Relations and the Ethics of Identification | | 5 |
| K.39 | Plants, Animals, and Planets: Emerging Theories in Rhetorics of Science | | 5 |
| K.40 | Risking Readiness: Resisting College-Readiness Reforms | | 7 |
| K.41 | “What do we talk about when we talk about good writing?” WAW and P20 Transferability (Sponsored | | 4 |
| K.42 | Understanding Writing Programs in a Global Context | | 4 |
| K.43 | 20 Years of Second Language Writing at CCCC | | 5 |
| L.1 | Rethinking Basic Writing: New Ideas and Perspectives | | 5 |
| L.2 | writing models. | | 4 |
| L.3 | Circulate, Amplify, and ‘Selfia’: Digital Moments of Risk and Identity Production | | 4 |
| L.4 | The Risks and Rewards of Feminist Methodology in Community-Based Learning and Research | | 5 |
| L.5 | Mutha Werk: The Risk, the Struggle, the Tools of Saving and Honoring Black Women’s Lives | | 4 |
| L.6 | Rewarding Visual Creativity through Production Mode Risks: Using Infographics and Comics to Teach Visual | | 4 |
| L.7 | The Machines Are Reading Our Texts!: Authorship and Life on the Digital Margins | | 5 |
| L.8 | Risks and Rewards of Teaching Writing on a Global Stage: Wikipedia Collaborations, Under-Representations, and Lingering Doubts | | 4 |
| L.9 | Risks and Rewards of University-Wide Professional Development on Teaching Writing | | 5 |
| L.10 | Mentoring and Training: A Critical Time for Graduate Students | | 4 |
| L.11 | Twenty-Five Years after the “Troubles at Texas”: Learning from Linda Brodkey and the Risks of Writing Pedagogy | | 6 |
| L.12 | Digitization and Its Discontents | | 4 |
| L.13 | Building Interdisciplinarity through Critical Thinking Assessment: A Report from Five Disciplines | | 7 |
| L.14 | Translation as Writing, Writing as Translation | | 5 |
| L.15 | Making Space for Multilingual Risk-Taking: Authenticating Teacher and Student Experience in Technical and Digital | | 6 |
| L.16 | Risky Business: Responding to Different Composing Practices | | 2 |
| L.17 | Dangerous Writing: Addressing Multicultural and “Other” Risky Topics | | 4 |
| L.18 | Transfer and Student Agency: The Risk and Rewards of Negotiation | | 4 |
| L.19 | Medical Imaging and Images: The Visual Culture of Healthcare | | 3 |
| L.20 | Acquiring a Scholar’s Voice: Findings from Two Student Corpora | | 4 |
| L.21 | Examining, Valuing, and Applying Theories of Composition in FYC | | 3 |
| L.22 | Researching Controversy: The Rhetorics of Stereotyping, Protest, Art, and Apology | | 5 |
| L.23 | Intentions and Revisions: A Workshop in Responding to Student Writers | | 4 |
| L.24 | Teaching Rhetorical Theory and Analysis: Risks and Rewards | | 4 |
| L.25 | Making and Doing: Multimodal Reading and Digital Compositions | | 4 |
| L.26 | Negotiating Values in Professional Writing Master’s Programs | | 4 |
| L.27 | Nothing Personal: Objective/Subjective Scholarship | | 5 |
| L.28 | Creative Writing in America: Considering the Past, Imagining the Future | | 3 |
| M.1 | Making the Tacit Explicit: A Risky Yet Rewarding | | 4 |
| M.2 | The Power of the Assignments: Developing the Basic | | 6 |
| M.3 | Making a Place for Risk: Teaching and Writing Tactics for Destabilizing Space | | 4 |
| M.4 | Community Identities and Literacy Practices: Culture, Risk, and Resistance | | 4 |
| M.5 | Creative Writing and Composition: Lessons for Teaching | | 6 |
| M.6 | 4 R’s of Teaching YouTube Composition: Risk, Rhetoric, Reflection, Reward | | 7 |
| M.8 | The Innovative and Eclectic Legacy of Thomas Newkirk: Teacher, Mentor, Scholar, Reader, Writer | | 10 |
| M.9 | Sound and Ambience: Investigating Thomas Rickert’s | | 5 |
| M.10 | Listening For Laughter: Revealing the Humorous Subtext | | 4 |
| M.11 | Student Anxiety and the Role of Risk in Academic Writing | | 5 |
| M.12 | Pedagogical Risks for Student Investment: Constructing | | 5 |
| M.13 | (Re)Mediating Authority in Composition Classrooms: The Unassuming and Unfamiliar | | 5 |
| M.14 | Cultivating Liminality: Threshold Practices at the Boundaries of First-Year Composition | | 5 |
| M.15 | Chaos and Kairos: Testing Time and Play in Writing | | 4 |
| M.16 | Making Composition: The Maker Movement, Materiality, Multimodality | | 4 |
| M.17 | New Direction in Transligualism: From Helping Students | | 5 |
| M.18 | Oral and Non-Prestige Languages in a New Culture of Literacy: Excellence Updated | | 5 |
| M.19 | Multilingual Students’ Experiences: Perceptions, Syntheses, and Responses | | 4 |
| M.20 | Democratizing Medical Data, Writing the Body | | 5 |
| M.21 | The Risks and Rewards of Transnational Digital | | 4 |
| M.22 | Writing on the Same Page: Exploring Digital Collaboration | | 4 |
| M.23 | Minor, Middle, Major: Zooming In and Out on Writing | | 5 |
| M.24 | Transfer, Metacognition, and Revision: Teaching the Writing Process with Digital and Visual Technologies | | 4 |
| M.25 | Accommodating Access: the Theory, Practice, and Pitfalls of Accommodation in Composition and Beyond | | 5 |
| M.26 | The Hand that Feeds: Textbooks, Publishers, and Us | | 5 |
| M.27 | The Risks and Rewards of Motherhood in the Academy: Making Various Perspectives Visible | | 8 |
| MW.1 | Opportunity, Reflection, and Tactical Foresight: Mapping | | 4 |
| MW.2 | Handcrafted Rhetorics: DIY and the Public Power of Made Things | | 7 |
| MW.3 | Teach, Transform, and Talk for “High Road”(1) Transfer: Uptake Genres Helping Students Articulate How They | | 4 |
| MW.4 | Give Writing a Body That Moves: Embodied Performance | | 5 |
| MW.5 | Linking Archives and Digital Humanities: Identifying | | 12 |
| MW.6 | Plagiarism as Educational Opportunity: Risks and Innovations | | 5 |
| MW.7 | Seeking Sources: How International/ELL/SLW Students | | 4 |
| MW.8 | Campus Writing Marathons: Cultivating Community, Ownership, and Confidence | | 1 |
| MW.9 | Three Ways of Starting and Sustaining Conversations | | 6 |
| MW.10 | Actually Teaching Style: Upping the Ante on Academic | | 9 |
| MW.11 | Literacy Narratives: Reflecting on Theory, Practice, and Research | | 12 |
| MW.12 | Basics of Coding: Analyzing Data and Reporting Findings | | 4 |
| MW.13 | Engaging the Global in the Teaching of Writing | | 11 |
| MW.14 | Faculty Matters: The Rewards and Risks of Online Writing | | 9 |
| MW.15 | Countering Stereotype Threat in Writing Classes, Programs, and Centers | | 9 |
| MW.16 | Visible Futures: Building Success beyond the Curriculum | | 5 |
| TSIG.1 | Appalachian Rhetoric, Composition, and Literacy | | 2 |
| TSIG.2 | Cognition and Writing Special Interest Group: “A Conversation with Duane Roen: The Eight | | 2 |
| TSIG.3 | 2015 Council on Basic Writing Special Interest Group | | 2 |
| TSIG.4 | Digital Humanities and the Fifth C | | 1 |
| TSIG.5 | ENGICOMM Special Interest Group | | 8 |
| TSIG.6 | Faculty Development and Composition | | 7 |
| TSIG.7 | International Writing Centers Association: A Gathering | | 1 |
| TSIG.8 | Kenneth Burke Society at CCCC | | 1 |
| TSIG.9 | Klal Rhetoric: Jewish Approaches to Rhetoric and Composition | | 1 |
| TSIG.10 | Language, Linguistics, and Writing | | 13 |
| TSIG.11 | Medical Rhetoricians Special Interest Group | | 3 |
| TSIG.12 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.13 | Non-Western Rhetorical Traditions | | 3 |
| TSIG.15 | Race and Technology in Composition and Rhetoric | | 1 |
| TSIG.16 | Rhetoric’s Histories: Traditions, Theories, Pedagogies, and Practices | | 4 |
| TSIG.17 | The Role of Reading in Composition Studies | | 3 |
| TSIG.19 | Senior, Late-Career, and Retired Professionals in Rhet/Comp/Writing Studies | | 2 |
| TSIG.20 | Teachers who are Non-Native Speakers of English | | 2 |
| TSIG.21 | Teaching in Prison: Pedagogy, Research, and Literacies | | 2 |
| TSIG.22 | Untenured Writing Program Administrators | | 2 |
| TSIG.24 | Women’s Network | | 1 |
| TSIG.25 | Writing-about-Writing Development Group—Standing | | 2 |
| TSIG.26 | Business Meeting of Assembly for Expanded | | 2 |
| TSIG.27 | Disability Studies | | 2 |
| W.1 | Multimodal, Embodied Pedagogy for the 21st Century | | 8 |
| W.2 | Feminist Workshop: Teaching, Service, and the Material | | 22 |
| W.3 | Council on Basic Writing Preconvention Workshop: Risky Relationships in Placement, Teaching and the Professional Organization (Sponsored by the Council | | 8 |
| W.4 | TYCA Presents: The Rewards of Playing with Placement | | 7 |
| W.5 | Having Fun Teaching and Learning: Risking Gaming and Game Design in the Classroom | | 8 |
| W.6 | Working with Post-9/11 Student-Veterans: A Workshop | | 12 |
| W.7 | Big Data Methods, Digital Tools, and Writing Studies | | 14 |
| W.8 | The Risks and Rewards of Assessment: A Workshop for WPAs and Writing Instructors | | 9 |
| W.9 | Using Artifact-Based Interviews as an Approach to Inquiry in Scenes of Teaching and Learning | | 10 |
| W.11 | Composing Pedagogies of Labor | | 8 |
| W.12 | Writing and Teaching Creative Nonfiction: Risks and Rewards (Sponsored by the Creative Nonfiction Standing | | 10 |