| A.1 | Learning Re-abled Twenty Years Later: Re-Strategizing | | 6 |
| A.2 | Transforming Writing Programs to Support Underprepared | | 5 |
| A.3 | (Dis)appearing Collaborative Bodies: Re-Perceiving the Writing Center/Classroom Divide to Engage Third-Space | | 4 |
| A.4 | Reconsidering Professional Credentials of Writing | | 7 |
| A.5 | Studying Action in Medicine through Surrogates, Simulations, and Other Shadow Work | | 5 |
| A.6 | Digital Identity and Community | | 5 |
| A.7 | Developing Scholarly Momentum: Action Plans for Faculty, Graduate Students, and Their Mentors | | 5 |
| A.8 | How to Hold a Slippery Fish: Methodological Challenges | | 4 |
| A.9 | Writing Our Way to Access: L2 Writers Engage with Revision, Strategies, and Genre Awareness | | 3 |
| A.10 | Ethics in Action: Place-Based Ethics and Experience | | 5 |
| A.11 | Approaching FYC from a Research Perspective: Using | | 6 |
| A.12 | Creating Comunidad Situated Writing Curriculum at Hispanic Serving Institutions: Writing beyond Theoretical | | 4 |
| A.13 | Defining the “Cross”-Cultural: Re-thinking Rhetorical | | 5 |
| A.14 | Writing Experts and Technology Experts: Institutional | | 7 |
| A.15 | Feeling Things in Writing: Material Culture, Emotion | | 4 |
| A.16 | Being Teachers: The Praxis of Ethos in Instructor Training | | 7 |
| A.17 | Beyond Common Ground: Listening Rhetorically as a Framework for Action in a Digital Story Project | | 4 |
| A.18 | Information Literacy and Foundational Writing: Transforming Curricula and Programs through Collaborative Outcomes | | 4 |
| A.19 | Don’t Just Talk about It, Be about It: Moving beyond | | 6 |
| A.20 | Assessment, Pedagogy, and Curriculum in Basic Writing | | 4 |
| A.21 | Activist Pedagogies: Service-Learning and Civic | | 5 |
| A.22 | The Transfer of Transfer Project: Researching the Efficacy of Teaching for Transfer (TFT) in Four Courses | | 6 |
| A.23 | Conversations with the Past: Historiography in Research | | 5 |
| A.24 | Authors and Their Devices: Digital Composing Strategies | | 5 |
| A.25 | Development of Writing Transfer via Research, Assessment, and Faculty Training | | 6 |
| A.26 | Taking Action on Intellectual Property with Open | | 9 |
| A.27 | Teaching Writing as Rhetorical Action in Schools and Colleges | | 4 |
| A.28 | Enacting (Digital) Citizenship in (University of) Houston | | 4 |
| A.29 | Bringing the Office to the Class: How Computer | | 4 |
| A.30 | The Extracurriculum within Our Walls | | 7 |
| A.31 | Resources for Teaching Writing to Support | | 4 |
| A.32 | “It Takes Two to Make a Thing Go Right”: An Experiment | | 3 |
| A.33 | Professionalizing Graduate Teaching Assistants: How | | 5 |
| A.34 | College Writing in High School: Writing Our Way Out of Test Culture | | 4 |
| A.36 | Literacy Development and Rhetorical Invention in the Multilingual Classroom | | 4 |
| A.37 | Faculty Developer as Activist: Strategies for Writing | | 4 |
| A.38 | Healing the Split between Language and Writing: Practical Advice for the Composition Classroom | | 4 |
| A.39 | Taking Action Workshop: Naming and Narrowing | | 1 |
| A.40 | Taking Action Workshop: Building Alliances | | 1 |
| AW.1 | Strategic Action in Teaching against Plagiarism: Using | | 5 |
| AW.2 | Generating WAC/WID/WIC/WEC Action Plans: Strategies | | 9 |
| AW.3 | Undergraduate Students as Researchers: Maximizing the Mutual Benefits | | 7 |
| AW.4 | Writing Democracy 2016 | Documenting Our Place in History: The Political Turn, Part II | | 11 |
| AW.5 | Coming Together for Action: Multi-Level Institutional | | 4 |
| AW.6 | Taking Action to Support Graduate Writers across the Curriculum | | 6 |
| AW.7 | Corpus-Based Approaches to Writing | | 7 |
| AW.8 | Developing Practical Pedagogical Approaches for International L2 Writers in the Classroom and Beyond | | 8 |
| AW.9 | Working with Military-Affiliated Writers: Research and Practice for Composition Teachers, Scholars, and WPAs | | 11 |
| AW.10 | UDL 101: Accessibility, Pedagogy, and Praxis | | 3 |
| AW.11 | Telling Stories, Writing Cultures: Using Indigenous | | 7 |
| AW.12 | Teaching Writing Abroad: Identifying Challenges and Opportunities | | 6 |
| AW.13 | First-Year Writing Assessment Strategies for General | | 9 |
| AW.14 | Language and Lived Experience as Strategies for Writing and Coalition Building within a New Rhetoric | | 4 |
| B.1 | The National Census of Writing Database and Diversity in Writing Programs (CWPA-Sponsored Session) | | 5 |
| B.2 | Queer Action in the Extracurriculum | | 4 |
| B.3 | Writing Sustainability in the College Class: Reimagining | | 3 |
| B.4 | Whose Writing? For What Purpose?: Taking Action with Writing about (Multilingual) Writing | | 4 |
| B.5 | Histories of Action: Revisiting Composition’s Past to Understand Composition’s Present | | 5 |
| B.6 | A Digital Alphabet Soup: MOOCs, DLNs, and GNLEs | | 7 |
| B.7 | Rethinking Teaching and Learning Practices for Diverse | | 8 |
| B.8 | Stories That Matter: Student Documentaries as Impactful | | 4 |
| B.9 | “The Accent’s on Me”: Agency, Personal Narrative, and the L2 Writer | | 2 |
| B.10 | Labeling, Naming, and Visualizing Health and Illness: How Food Labels, FDA Reports, and Ebola Charts Can | | 4 |
| B.11 | Time to Take Stock: What We Can (and Can’t) Learn from Current CHAT Methodology in Writing Studies Research | | 8 |
| B.12 | Citation Practice, Documentation Style, and Scholarly | | 4 |
| B.13 | Theorizing Responsive Action: Sensate Engagement, Critical Expressivism, and Rhetorical Gaslighting | | 4 |
| B.14 | Detect, Elect, Connect: Instructional Perspectives and Activities for Enabling Transfer | | 2 |
| B.15 | Partnering with Institutional Archivists: Exploring the Archives as Potential Sites for Undergraduate Research | | 3 |
| B.16 | Reform in Writing Center Practices Based on Comprehensive Studies | | 5 |
| B.17 | Basic Writing at Community Colleges: Redesigning | | 3 |
| B.18 | Local Transformations, Local Publics: Actualizing through Activism | | 5 |
| B.19 | Writing Black Lives to Matter: Civic and Digital | | 4 |
| B.20 | Perspectives on Preparation and Performance: A Qualitative Study of College Students’ Approaches | | 4 |
| B.21 | I See What You Mean: Using Infographics to Inspire | | 3 |
| B.22 | Potentially Moving from Margin to Center: A Report on Arizona State University Writing Programs’ ProMod | | 4 |
| B.23 | Rhetorical Practices and Language Tensions | | 3 |
| B.24 | Medical Rhetoric and Scientific Communication | | 5 |
| B.25 | Research as Social Action: Situating Critical Discourse | | 5 |
| B.26 | Storying as Action: Using Narrative to Co-Create Identity | | 4 |
| B.27 | Storytelling as a New Pathway to Social Justice | | 5 |
| B.28 | Building Bases for Action: Re/Mapping a Mandated | | 4 |
| B.29 | Interrogating (Cross)Disciplinarity: Personal and Professional Identities at Work | | 6 |
| B.30 | Addressing the “Practical and Critical” in Translingual | | 4 |
| B.31 | Inspiring Action by Enabling Agency in Interdisciplinary | | 3 |
| B.32 | Making Meaning: The Maker Movement and Writing | | 5 |
| B.33 | The Promises and Perils of DIY Activism in Networked | | 2 |
| B.34 | Writing Transfer in Three STEM Contexts: Teacher | | 5 |
| B.35 | Remembering Kent: Taking Action on Literacy Policies | | 4 |
| B.36 | The Complexity of Agency in the Composition Classroom | | 4 |
| B.37 | Enacting Career Diversity in Rhetoric and Composition: Different Pathways for a Professional Life with a PhD in Rhetoric and Composition | | 5 |
| B.38 | Response in Action: Negotiating the Intentions of Students, Teachers, and Peer Reviewers | | 3 |
| B.39 | Taking Action Workshop: Framing Messages | | 1 |
| B.40 | Taking Action Workshop: Influencing Policy | | 12 |
| C.1 | Taking Action to Build and Improve Writing Programs | | 6 |
| C.2 | If You Teach It, They Will Learn: Effects of Explicit Style | | 4 |
| C.3 | Nothing Basic about It: Taking Action for Student | | 5 |
| C.4 | Connecting Students to Community in First-Year | | 5 |
| C.5 | Action MFAs: Strategies for Incorporating Creative | | 5 |
| C.6 | Recovering Writing Center Histories and Discourses | | 4 |
| C.7 | Women’s Ways of Practicing Digital Communities | | 5 |
| C.8 | Acting Out: The Legacy of Hephzibah Roskelly and Elizabeth Chiseri-Strater | | 6 |
| C.9 | Translation, Linguistic Memory, and the Impact of (English-Only) Language Policy | | 4 |
| C.10 | Multimodal Composition as a Strategic Approach to First-Year Writing | | 4 |
| C.11 | Peer Perceptions: Conferencing and Feedback | | 4 |
| C.12 | Morals, Values, Emotions, and Cultures: Investigating | | 5 |
| C.13 | Making Meaningful Writing Happen: Action Plans for Writing Advocacy | | 3 |
| C.14 | Representing Authorship: Plagiarism, Inclusion, and (Academic) Citizenship | | 5 |
| C.15 | Faster, Bigger, Cheaper: Ideologies of Efficiency in the College Writing Classroom | | 5 |
| C.17 | The Writing Center’s Online Presence | | 4 |
| C.18 | The Best of Three Worlds: Integrating Writing, Civic | | 5 |
| C.19 | Students, Faculty, and Curriculum: Responding to Public | | 5 |
| C.20 | Action Movies: Filmmaking, Multimodality, and Critical | | 5 |
| C.21 | Enacting Information Literacy: Strategies for Library–Classroom Collaboration | | 4 |
| C.22 | From Code-Switching to Code-Meshing: Validating the Brown/Black Voice | | 4 |
| C.23 | Designing for Usability and Accessibility | | 5 |
| C.24 | Negotiating Disability Disclosures in Qualitative Writing | | 4 |
| C.25 | Issues in Contemplative Writing Pedagogy | | 4 |
| C.26 | The Legacy of Textual Carnivals | | 5 |
| C.27 | Reaffirming Praxis: Teaching First-Year Composition as Our Profession’s Highest Calling | | 4 |
| C.28 | Standardization and Democratization in and of Writing | | 5 |
| C.29 | Negotiating Space and Identity: Non-Native English-Speaking Writing Instructors’ Strategies for Action | | 4 |
| C.30 | Taking Action to Foster Student Responsibility in the Twenty-First-Century Composition Classroom | | 4 |
| C.31 | Difficulty as Possibility in Composing and Teaching with Digital Media | | 5 |
| C.32 | Strategies for Building and Sustaining | | 5 |
| C.33 | WAC in the Long Run: Strategies for Sustained Action in the Face of New and Old Challenges | | 5 |
| C.34 | Robbing Peter to Pay Paul: Writing Programs, Advocacy, and NTT in the Bureaucratized Academy | | 3 |
| C.35 | Research Writing Studies: Issues of Subjectivity, Neurology, Intellectual Property, and Disciplinarity | | 6 |
| C.36 | Histories on the Move: Activating Institutional Histories in Writing Centers, Writing Programs, and Beyond | | 4 |
| C.37 | Marginalized Literacies: Let’s Hear Them | | 5 |
| C.38 | More Than the Sum: Faculty Collaboration in Designing | | 6 |
| C.39 | More Than Words: Using Comics Responsibly in the Composition Classroom | | 4 |
| C.40 | Taking Action Workshop: Building Alliances | | 1 |
| C.41 | Taking Action Workshop: Making Action Plans | | 1 |
| D.1 | Deweyan Lineages: Writing, Action, and the Public | | 4 |
| D.2 | Writing against Racism and Stereotypes | | 5 |
| D.3 | Antiracist Classroom Practices: Enacting Socially Just | | 5 |
| D.4 | Writing Time, Writing Spaces | | 6 |
| D.5 | Students Are Not Data Points: Empowering Individuals in Basic Writing Classes | | 5 |
| D.6 | Beyond the Helping or Hurting Binary: Examining | | 4 |
| D.7 | New Directions in Transnational Asian/Asian American | | 8 |
| D.8 | Pedagogical Threshold Concepts Derived from Online | | 5 |
| D.9 | Scare Tactics: Working Theory into Action through Multimodal Praxis | | 4 |
| D.10 | Working Hard with Few Rewards: Life as a “Part-Time” | | 3 |
| D.11 | Retention and Student Success: Taking Action in Writing | | 4 |
| D.12 | Disability Studies in Action: Cross-Locational | | 5 |
| D.13 | A New Look at Old Traditions | | 4 |
| D.14 | Writing, Reading, Seeing, Doing: Contextualization in Basic Writing Courses | | 4 |
| D.15 | The Critical Place of Affect and Culture in Transnationalism: Case Studies from the Local | | 5 |
| D.16 | Bridging Cultures, Languages, and Lands: An Illustration | | 4 |
| D.17 | Micro Histories of Access at Open Admissions Institutions | | 4 |
| D.18 | State of Play: Gaming, Writing, Teaching, and Research | | 6 |
| D.19 | Preparing Teachers of College Writing: A Report on the New 4Cs Position Statement and Suggestions for Putting | | 5 |
| D.20 | Slow and Lasting Change: Microshifts and the Development of Activist Writing Centers and Writing | | 5 |
| D.21 | What’s the Story: How Writing for Action Brought Our | | 5 |
| D.22 | Making Inequities Matter: Student Success as Action in Dual Enrollment Composition and Alternatives | | 3 |
| D.23 | Writing for Industry and Workplaces | | 6 |
| D.24 | Researching Threshold Concepts and Transfer | | 5 |
| D.25 | Metacognition Recognition, or I Know It When I See It | | 6 |
| D.26 | Acting Strategically with Multilingual Writers: Results | | 4 |
| D.27 | Empathy, Atheism, and Religion in the Writing Classroom | | 4 |
| D.28 | African American Male Students Taking Actions to Embrace Their Literacies | | 4 |
| D.29 | Other Englishes: The Need to Acknowledge and Support | | 5 |
| D.30 | Equity in the Writing Center: Questioning Assumptions | | 4 |
| D.31 | CCCC Committee for Effective Practices in Online | | 7 |
| D.32 | Taking Rhetorical Action to Church: Advocating Doubtful | | 6 |
| D.33 | Writing Hidden Histories Inside and Outside the Classroom | | 5 |
| D.34 | Locating the “Learner” in Learning Transfer: (How) Does | | 4 |
| D.35 | Stories in Shale: Reconstructing the Fractured World | | 3 |
| D.36 | Tagging Texts, Archives, and Walls: Innovation and Invention in Research Method Design | | 2 |
| D.37 | Action for Whom, for How Long, and with What Impact? | | 6 |
| D.38 | (Inter)Disciplinary Literacies: Strategies for Taking Action | | 4 |
| D.39 | Taking Action Workshop: Naming and Narrowing | | 1 |
| D.40 | Taking Action Workshop: Influencing Policy | | 10 |
| E.1 | Acting toward Inclusivity: Closing the Achievement Gap | | 4 |
| E.3 | Calling You In: Queer Worldmaking and Rhetorical Action | | 5 |
| E.4 | Negotiating Competing Curricular, Institutional, and Disciplinary Interests in Advanced Composition | | 6 |
| E.5 | Action over Reaction: Strengthening Veteran Identity | | 5 |
| E.6 | Shaping the Field, Shaping the Community, Shaping the Class: The Council on Basic Writing at 35 (Sponsored by the Council on Basic Writing) | | 8 |
| E.7 | Praise, Blame, Educate: Epideictic Possibilities | | 3 |
| E.8 | Write Where You Live: Creating a Culture of Writing in Student Housing | | 9 |
| E.9 | Facebook Identities: Public and Private | | 5 |
| E.10 | Objects and Agency in the Writing Classroom | | 4 |
| E.11 | Interfacing Cultural Rhetorics: A History and a Call | | 6 |
| E.12 | Taking Local Action, Writing Activist Networks through 4C4Equality | | 4 |
| E.13 | Researching Trans- and Multi-Lingual Landscapes | | 4 |
| E.14 | Language Theory into Action: Translingual and L2 | | 6 |
| E.15 | Language Ideologies and Second Language Writing | | 5 |
| E.17 | Game Design as . . . : The Rhetorics of Designing Games | | 7 |
| E.18 | Writing: Dissertation, Thesis, and FYC | | 5 |
| E.19 | Curating Transdisciplinary Research on Place-Based | | 5 |
| E.20 | Curricular Overseeing vs. Curricular Liberties: Designing | | 7 |
| E.21 | Assessment and Representation: Reconsidering | | 5 |
| E.22 | Pathways of Support in Basic Writing Programs | | 6 |
| E.23 | In Search of the Genuine A: Challenges in Evaluating | | 4 |
| E.24 | Classroom Materials as Microcosm: Pushing against the Dominant Academic Discourse | | 5 |
| E.25 | Action, Advocacy, and Appalachia: Cultural-Rhetorical | | 6 |
| E.26 | Negotiating Academic Communities: Best Practices for Students and Faculty | | 5 |
| E.27 | (Re)Defining Values for Writing | | 6 |
| E.28 | Readers, Reading, and Metacognition in Action | | 4 |
| E.29 | Material Histories of Nineteenth-Century Writing and Rhetoric | | 4 |
| E.30 | ELI Review as Strategic Action | | 4 |
| E.31 | Non-Native English-Speaking Faculty and Faculty | | 4 |
| E.32 | Queer (Inter)Actions: Remediating Research and Embodying Methodology as Composition | | 4 |
| E.33 | Inter-Institutional Writing Strategies: Community College/ | | 8 |
| E.34 | Writing across Margins and Borders | | 4 |
| E.35 | Race Forever: Adventures in Writing Program Start-ups | | 4 |
| E.36 | Remembering Kent: CCCC Chairs’ Tribute | | 10 |
| E.37 | Keeping Writing Relevant and Essential in Changing | | 3 |
| E.38 | Taking Action Workshop: Framing Messages | | 1 |
| E.39 | Taking Action Workshop: Making Action Plans | | 5 |
| E.40 | Does It Matter: Assessing Our Role as Agents of Social | | 5 |
| F.1 | Writing Feminism: Negotiating for Action across Public Spheres | | 5 |
| F.2 | Rhetorics of Health and Medicine: A Roundtable Examining the Breadth and future actions of an Emerging Sub-Field | | 8 |
| F.3 | Beyond Fundamentalism: Pedagogical Implications from Three Empirical Studies of Overlooked Christian | | 5 |
| F.4 | Supporting the Future of the Field: A Roundtable on Graduate Digital Pedagogy | | 6 |
| F.5 | Race and Writing Methods: Investigating Racism through Autoethnography, History, and Technology | | 4 |
| F.6 | Beyond the Workshop: Experiments in Big Comp | | 7 |
| F.7 | Taking Action to Connect the Classroom and the Community | | 5 |
| F.8 | Activating Access: Disability in Campus, Classroom, and Online Spaces | | 6 |
| F.9 | Imagining Literate Lives: Drawing Lessons from Narrative, Memory, and Mobility | | 4 |
| F.10 | Changing Demographics: No Longer a Monolingual Nation | | 3 |
| F.11 | Asking Students to Do and to Be | | 5 |
| F.12 | We Know Where the Action Is: It’s in Writing Fellows (and We Got the Data to Prove It) | | 6 |
| F.13 | New/Now Cognitivism: Strategies for Theory and “Literate Action” | | 6 |
| F.14 | Truth or Consequences: When Project-based Pedagogy Pushes Back on Process | | 5 |
| F.15 | Re-Actions: A Closer Look at Student Invention across Different Sites | | 4 |
| F.16 | Everyday Authors and Acts of Writing | | 4 |
| F.17 | Student Voices: Learning Styles and Transitional Rhetorics | | 4 |
| F.18 | Taking Action through the News Media | | 3 |
| F.19 | Don’t Get Emotional: Teaching Writing and the Study of Emotional States | | 4 |
| F.20 | Women and the Development of Composition Studies | | 6 |
| F.21 | Taking Action in WAC Work: The Student Anthology on Race | | 5 |
| F.22 | Critical Praxis in Action: Discovering New Modes of Resistance in Digital Publics | | 4 |
| F.23 | Writing for Action, Writing for Change | | 4 |
| F.24 | Glitches as (Re)Action: Creating, Learning from, and Responding to Moments of Rhetorical Failure | | 5 |
| F.25 | Writing Program Administration in an Age of Reform | | 4 |
| F.26 | Environmental and Scientific Rhetoric in Action | | 4 |
| F.27 | We Are Not Color Blind: Empowering Spanglish and Other Types of Code Switching | | 4 |
| F.28 | Results of a Study on the Status of the Multi-major Professional Writing Course in U.S. Institutions of Higher Education | | 4 |
| F.29 | Research in Multimodal Composition, Literacies, and Assessment | | 6 |
| F.30 | Teaching Reading for Writing: Action-Oriented Approaches | | 4 |
| F.31 | Challenging the Rhetoric of Non-Neurotypicality: Documents, Stories, Memories | | 5 |
| F.32 | Creative Nonfiction: Exploring the History and Imagining the Future of an Active Genre | | 3 |
| F.33 | Networking the Discipline: Theorizing Assumptions, Offering Change | | 4 |
| F.34 | “Listen!” The Legend of the Social Justice Warrior, or Games and Social Advocacy | | 6 |
| F.35 | From Analysis to Action: The NCTE Policy Analysis Initiative’s Role in Promoting Policy Change | | 7 |
| F.36 | Taking Action Workshop: Naming and Narrowing | | 13 |
| FSIG.1 | American Indian Caucus Business Meeting | | 3 |
| FSIG.3 | Black Caucus | | 2 |
| FSIG.4 | Labor Caucus SIG Business Meeting | | 10 |
| FSIG.5 | Latin@ Caucus Business Meeting | | 3 |
| FSIG.6 | Writing with Current, Former, and Future Members of the Military | | 2 |
| FSIG.7 | Progressive Approaches to Grammar, Punctuation, and Usage SIG | | 1 |
| FSIG.8 | Creative Nonfiction in Action: The Difference a Postcard Makes | | 3 |
| FSIG.9 | Undergraduate Consortium in Rhetoric and Writing | | 2 |
| FSIG.10 | SIG on Arab, Arab American, and Muslim Identity and Issues | | 2 |
| FSIG.11 | Transnational Composition Standing Group | | 1 |
| FSIG.12 | Special Interest Group on Undergraduate Research | | 2 |
| FSIG.13 | IWDPA Business Meeting | | 2 |
| FSIG.14 | Contemplative Writing Pedagogies Special Interest | | 3 |
| FSIG.15 | Play and Game Studies Special Interest Group | | 9 |
| FSIG.16 | Adult Writers in Diverse Contexts SIG | | 2 |
| FSIG.17 | Rhetoric and Religious Traditions Standing Group | | 1 |
| FSIG.18 | Special Interest Group for Effective Practices in Online | | 2 |
| FSIG.19 | Community Literacy, Service-Learning, and Public | | 2 |
| FSIG.20 | Creative Writing SIG: Creating a Writing Space | | 2 |
| FSIG.21 | Studio PLUS Special Interest Group | | 1 |
| FSIG.22 | Working-Class Culture and Pedagogy | | 2 |
| FSIG.23 | Graduate Student Special Interest Group: Graduate | | 6 |
| FSIG.24 | Academic Mothering in Rhetoric and Composition | | 1 |
| FSIG.25 | Queer Caucus | | 2 |
| FSIG.26 | Caucus after the Caucus | | 3 |
| FSIG.27 | English Education/Composition Connections | | 3 |
| FSIG.28 | Writing-about-Writing Standing Group | | 1 |
| G.1 | The Purposes of Required Writing? | | 5 |
| G.2 | Theory, Research, and Action: New Strategies for Students’ Right to Their Own Language | | 2 |
| G.3 | Taking Action, Building Community, and Sponsoring | | 4 |
| G.4 | Listening Strategies for Feminist and Queer Action: Encountering an Erotic Ethics | | 4 |
| G.5 | Better Learning Technologies: Taking Action to Reframe | | 4 |
| G.6 | Long-Term Research Collaborations: Strategy, Identity, Failure, and Moves toward Future Action | | 8 |
| G.7 | Action Research, Active Reflection: Interrogating the Threshold Concepts of Teaching First-Year Writing | | 6 |
| G.8 | Negotiating Perception/Deception: Strategies toward | | 4 |
| G.9 | The ContAct Zone: Lived Experience as Pedagogy | | 5 |
| G.10 | Advocacy through Tutor Cultural Awareness and Action | | 5 |
| G.11 | Taking Activist Action: Identity, Community, Pedagogy | | 6 |
| G.12 | Writing’s Wreckage: What Happens When Writing Fails | | 5 |
| G.13 | Archiving Actions: Recasting Women’s Rhetorical Spaces | | 5 |
| G.14 | A New Prescription for Dialogic Action: Reframing the Writing Conference as a Contact Zone | | 4 |
| G.15 | Using Research as a Writing Strategy to Promote Literacy | | 5 |
| G.16 | After the Essay: Multimodal Revisions to FYC | | 4 |
| G.17 | The Archival Turn in Rhetoric and Composition: Avenues | | 4 |
| G.18 | Student Identities in Classroom Contexts: Negotiating | | 5 |
| G.19 | Uncovering the Hidden: Composition Scholarship as Language Activism | | 4 |
| G.20 | Resistance to Standardization: Taking Action in Curriculum and Assessment | | 4 |
| G.21 | Studies in Public Writing & Entrepreneurship: Shared | | 4 |
| G.22 | Build-Up, Movement, and Surprise in Cross-Border | | 6 |
| G.23 | Decolonizing Retention: Indigenous Methodologies, SRTOL, and Contrastive Rhetoric in Composition | | 4 |
| G.24 | Disrupting Composition: Rhetorical and Activist | | 5 |
| G.25 | Assessing Learning in Scenes of Discovery: Projection, Reflection, and (Social) Action | | 4 |
| G.26 | Developing Institution-Wide Strategies for Graduate | | 4 |
| G.27 | Multilingualism: The New Power Language | | 4 |
| G.28 | Technical Communication and Professionalization | | 6 |
| G.29 | Uncovering Students’ Dispositions toward Writing: Taking | | 4 |
| G.30 | Respecting Rhetorical Choices: Coding as a Way of Reading L2 Writing | | 5 |
| G.32 | Alumni in Action: Showing the Value of Degree Programs | | 4 |
| G.33 | Composing Activist Historiographies | | 4 |
| G.34 | Rhetorics of Disruption | | 4 |
| G.35 | Re-Imagining the Student-Subject of Composition | | 5 |
| G.36 | Taking Action Workshop: Building Alliances | | 4 |
| H.1 | Articulation and Transfer from High School through College | | 3 |
| H.2 | #Activism: Literacies, Resistance, and Transhumanism | | 3 |
| H.3 | Revisiting, Recovering, and Revising Literacy | | 5 |
| H.4 | Multimodal Literacy in Academic Discourse: The Question of Teaching Technology in Online Composition | | 4 |
| H.5 | Teaching through Strategic Troubling: Fostering Flexible | | 5 |
| H.6 | Writing in the Global: Case Studies from WID and WAC | | 5 |
| H.7 | The Translingual Writing Center | | 5 |
| H.8 | No Longer “Experimental”: Collage as Normative | | 6 |
| H.9 | Neuroqueer Rhetorics, Neuroqueering Rhetoric | | 6 |
| H.10 | Theorizing Rhetoric and Language in Digital Gaming | | 5 |
| H.11 | Strategies of New Writing Faculty: A Discussion on the Construction of Professional Identity | | 5 |
| H.12 | Queering Rhetorics: Rethinking Archival History and Multimodality | | 4 |
| H.13 | Writing and (Re)Action: RTTP and Composition | | 4 |
| H.14 | Getting around What Gets in the Way: Strategies for Success in FYC | | 3 |
| H.15 | Bringing Tacit Writing Knowledge to Light: On The Possibilities and Limitations of Fostering Explicit | | 4 |
| H.16 | Digital Research | | 2 |
| H.17 | What New Second Language Writing Professionals Are | | 5 |
| H.18 | New Thoughts on Writing and First-Language Teaching | | 7 |
| H.19 | The Genre Project: An Interim Report on Collaborations | | 5 |
| H.20 | Civil Discourse and the Writing Center: Code-Meshing, Euphemizing, and Troubling Correctness | | 5 |
| H.21 | WAW, Reconsidered | | 7 |
| H.22 | Hostile Writing: A Need to Explore These Forbidden | | 4 |
| H.23 | Roles for Writing Studies in Graduate Writing Support: Three Sites for Action | | 4 |
| H.24 | Troublesome Contexts for Writing Transfer | | 4 |
| H.25 | Risky Business: Neoliberalism, Corporate Culture, and Higher Education | | 6 |
| H.26 | Breathe, Move, and Write: Embodied Thinking Creates | | 4 |
| H.27 | Embrace the Funk: Rhetorically Repositioning Two-Year | | 4 |
| H.28 | Transnational Ethnography in Action: An Updated | | 4 |
| H.29 | Redefining Behaviors and Quality: Course Contracts and the Negotiation of “Good Writing” in a First-year Basic | | 5 |
| H.30 | GED to College Degree: Nontraditional Students & | | 4 |
| H.31 | “Stories That Change You”: Birth Stories as Rhetorical | | 4 |
| H.32 | Multimodal Literacies: Sonic Pedagogies and Robot | | 3 |
| H.33 | Conundra of Tracing Learning Transfer: Methodological | | 4 |
| H.34 | Basic Writing at the Edges of Feasibility: A Cross-Institutional Comparison of Shifting Demographics, Assessment as Praxis, and Curricular Reform | | 5 |
| H.35 | Writing as Making; Making as Writing | | 5 |
| H.36 | Taking Action Workshop: Framing Messages | | 1 |
| H.37 | Taking Action Workshop: Influencing Policy | | 12 |
| I.1 | The Company We Keep: Taking Action with Partners in the Study of Religion and Rhetoric | | 5 |
| I.2 | Between the Lines: Exploring Difference in Students’ Response to Feedback | | 6 |
| I.3 | By the Tutors, For the Tutors: Undergraduate Research in the Writing Center | | 4 |
| I.4 | Resocializing Writing Assessment: Articulating Social Justice Perspectives in Writing Assessment Practice | | 5 |
| I.5 | Renegotiating the Public Imagination of American War: Masculinist Tropes of Veterans, War, and Trauma | | 4 |
| I.6 | Ready, Set . . . Action? Stories as a Means of Going Public | | 4 |
| I.7 | Acting by Design: Multimodal Activism on the Streets, in the Classroom, and through the Writing Center | | 4 |
| I.8 | Global Contexts of Scientific Literacies | | 7 |
| I.9 | Do the Right Thing: Ethics as Classroom Action | | 4 |
| I.10 | Collaborative Teaching and Integration—Where Writing Positions Itself between STEM Education and Professional Accreditation | | 4 |
| I.11 | Re-Reading Appalachia: Literacy, Place, and Cultural Resistance | | 4 |
| I.12 | Decolonizing Writing, Writing as Decolonization | | 4 |
| I.13 | Disability Studies and Transformative Access | | 4 |
| I.14 | Transfer: Strategies for Action, Strategies for Trouble? | | 5 |
| I.15 | Queering Composition: Pedagogy for Activism, Identity, and Change | | 4 |
| I.16 | Challenges of Large-Scale Writing Assessment: Portfolios, Through-Course Assessments, and Other Emerging Innovations | | 8 |
| I.17 | Redefining Narrative Writing as a Strategy for Action | | 4 |
| I.18 | Partnering with the Status Quo: Theories, Histories, and Cases of Problematic Partnerships for Action-Oriented | | 5 |
| I.19 | Localized Sites of Assessment, Action, and Transformation | | 4 |
| I.20 | Tasting the Golden Waters: Exploring Different Writing Rhetorics | | 4 |
| I.21 | Instructor Feedback as an Interactive Process: Using Qualitative Data to Develop Effective Feedback | | 4 |
| I.22 | Initiatives for Non-Traditional Students | | 4 |
| I.24 | L2 Writing Practices | | 5 |
| I.25 | Identifying and Eliciting Students’ Metacognitive Development | | 5 |
| I.26 | Acting as If: The De-centered Writing Program as a Framework for Success in Community College Writing | | 4 |
| I.27 | Negotiating Interactions around Difference: Identity and Responsibility in Communities, Workplaces, and Classrooms | | 5 |
| I.28 | Academic Integrity and the International Student: Supporting Multilingual Writers | | 5 |
| I.29 | Research with/from/about Underrepresented | | 5 |
| I.30 | WPAs in Action: Navigating Institutional Infrastructures, Cultivating Relevant Textual Practices | | 3 |
| I.31 | From Posturing to Positioning: Encouraging Rhetorical Sophistication through Multimodal Pedagogies | | 5 |
| I.32 | Feminist Action for Women Writing Program | | 7 |
| I.33 | Demystifying the Job Market: Taking Action toward Transparency through Data and Narrative | | 7 |
| I.34 | Fostering Academic Collaborations: Co-Mentoring as Strategic Action in Rhetoric and Composition | | 5 |
| I.35 | Applying for a CCCC Research Grant: A Mentoring Session | | 5 |
| I.36 | Taking Action Workshop: Naming and Narrowing | | 1 |
| I.37 | Taking Action Workshop: Making Action Plans | | 1 |
| J.1 | Methods, Models, and Means of Undergraduate | | 6 |
| J.2 | Uncovering and Recovering Actors in Rhetorical | | 5 |
| J.3 | Digital Activism toward Social Justice | | 5 |
| J.4 | Flipped Professional Development for Hybrid Courses: Preparing Graduate Student Instructors to Teach in a Contemporary First-Year Writing Program | | 4 |
| J.5 | The Value of Presence: Strategic Uses of Contemplative | | 2 |
| J.6 | Assembling Composition | | 5 |
| J.7 | Translation as Action: Finding the Words for Cross-Language Community Action | | 4 |
| J.8 | Transnational Composition: (Geo)Political Considerations | | 8 |
| J.9 | Four Strategies for Writing In/Action | | 5 |
| J.10 | Independent Writing Departments and Programs: The Dynamics of Independence | | 4 |
| J.11 | Practices of Rhetorical Invention | | 4 |
| J.12 | Practicing Writing as Social Act: Writing Group Pedagogy | | 4 |
| J.13 | Challenges and Opportunities of Technological | | 3 |
| J.14 | Second Generation ABET: Bridging the Gap between Engineering Communication Curricula and Professional | | 3 |
| J.15 | Translating Data into Action: Coordinating University and Program-Specific Writing Assessment | | 4 |
| J.16 | If You Build It, Will They Come? Extending the Writing | | 4 |
| J.17 | Power, Politics, and Accreditation: Effecting Culture | | 5 |
| J.18 | Understanding Our Habits of Mind: Clarifying | | 4 |
| J.19 | WPA Work as Strategic Action | | 4 |
| J.20 | Enacting New Theories of Revision | | 4 |
| J.21 | Albert E. Krahn Debates Peter Elbow at the 2016 CCCC | | 3 |
| J.22 | Mobilizing Tenure-Track Faculty for Adjunct Equity | | 5 |
| J.23 | Martin, Ministers, and Music: Listening to African | | 4 |
| J.24 | Visual Rhetoric for Social Change in the Writing | | 4 |
| J.25 | Just Going to Leave This Here: Empirical Study of Social | | 6 |
| J.26 | The Pleasures of Writing for New Audiences: A Tribute to Sondra Perl | | 4 |
| J.27 | Digital Technologies as Agents for Change | | 6 |
| J.28 | Threshold Concepts and the Two-Year College: Reshaping Writing Courses, Writing Programs, and Writing Centers | | 5 |
| J.29 | Research as Action: Studying Metacognition in the Writing Classroom | | 5 |
| J.30 | Ohio Farm Narratives: A Feminist Approach to Collaboration, Conversation, and Action | | 2 |
| J.31 | Writing for Cross-National Engagement: Research, Pedagogy, Advocacy | | 4 |
| J.32 | Hispanic-Serving Institutions: Strategies for Big Data, Intellectual Ferment, and Emotional Communities | | 3 |
| J.33 | Influencing Public Policy | | 5 |
| J.34 | Acting on Data: Corpus-Based, Computer-Aided Analysis | | 5 |
| J.35 | Taking Action Workshop: Framing Messages | | 1 |
| J.36 | Taking Action Workshop: Building Alliances | | 8 |
| K.1 | Helping the Academically Underserved: Reinvesting in Basic Writing at a Four-Year University | | 4 |
| K.2 | Visual, Online, and Geographic Spaces: Places for Social | | 1 |
| K.3 | Writing for Real This Time: Authenticity through WID in FYC Sequence Design | | 5 |
| K.4 | Teaching While Black: Academic Profiling in Action | | 3 |
| K.5 | Strategies for (Ambiguous) Writing Situations: Using | | 4 |
| K.6 | Publishing in CCCC’s Studies in Writing and Rhetoric | | 5 |
| K.7 | Mass Education and Unbundled Access: MOOCs and the New BA | | 4 |
| K.8 | Actions against Stereotype Threat: Reflection, Tutoring, and Service-Learning | | 5 |
| K.9 | Recontextualizing Writing Pedagogies | | 4 |
| K.10 | Strategies for Campus-Wide Change | | 5 |
| K.11 | Up for Negotiation: Politics and Pedagogy in Advanced | | 5 |
| K.12 | Pathways to Success: Finding Your Academic Voice | | 4 |
| K.13 | Agency and Action in Microhistories of Composition | | 4 |
| K.14 | Assessment in Disability Studies Research: Improving | | 6 |
| K.15 | Writing-toward-Action in Epic Open Learning: A Praxis-Oriented Approach to MOOC Design | | 5 |
| K.16 | Taking Action at the Border: Acknowledging and Addressing Differences among the Diverse | | 6 |
| K.17 | Assessing Institutions, Programs, Centers, and Spaces | | 4 |
| K.18 | Research on Materiality and Embodiment | | 6 |
| K.19 | Can You Hear Me Now?: Using Audio to Teach Writing | | 4 |
| K.20 | Rhetorical Listening: Difference, Materiality, and the Classroom | | 5 |
| K.21 | Reclaiming Rhetorics of Resistance in the 21st Century | | 4 |
| K.22 | Getting Involved: Civil and Legal Literacy | | 4 |
| K.23 | Build It and They Won’t Come: Action Plan for the Stealth | | 4 |
| K.24 | Visualizing the Labor of Writing Center through RAD | | 5 |
| K.25 | Innovations in Big Data Research | | 5 |
| K.26 | Exploring the Rhetoric of New Media and Identity | | 4 |
| K.27 | Advocating for First-Year Writing and Library Partnerships | | 3 |
| K.28 | Threshold Concepts, Affective Dispositions, Writing | | 4 |
| K.29 | Investigating “Consequences” of a Community Literacy | | 4 |
| K.30 | Transaction, Inaction, and Reaction: The Many “Actions” | | 5 |
| K.31 | Composing Disability Memoir as Transformative Action | | 5 |
| K.32 | Resilience and Agency: Taking Action on Labor, Curriculum, and the Work of Writing Program | | 5 |
| K.33 | Taking Action and Taking Responsibility: A Roundtable | | 8 |
| K.34 | Finding Meaning in the Midst of Academe’s Identity Crisis | | 5 |
| K.35 | Enacting Knowledge Transfer at the Community College: Three Case Studies of Writing Transfer across Disciplines | | 4 |
| K.36 | Taking Action Workshop: Influencing Policy | | 2 |
| K.37 | Taking Action Workshop: Making Action Plans | | 1 |
| L.1 | Historiographic Participatory Action Research: Reciprocity and Benefits in “Sweet Home Alabama” | | 4 |
| L.2 | Facilitating Transfer from FYC to Other Courses: Two | | 6 |
| L.3 | Curricular Crossroads: Teaching Professional Writing for Civic Purposes | | 4 |
| L.4 | Whispers in the Corner: The Rhetoricity of Gossip | | 4 |
| L.5 | Activism and Action: Rhetorical Histories of Labor | | 4 |
| L.6 | Redefining and Reimagining the Religious within and beyond the Writing Classroom | | 5 |
| L.7 | Develop, Design, Deliver: Teaching Graduate Students to Teach Writing Online | | 5 |
| L.8 | Action-Based Pedagogies and Multimodal Writing | | 5 |
| L.9 | Crossing the Threshold: Identifying Threshold Concepts | | 4 |
| L.10 | Writing and Illness | | 3 |
| L.11 | Pedagogy and Ideas: The First-Year Composition Class | | 4 |
| L.12 | Graduate Students: Key to a University’s Success | | 4 |
| L.13 | Remixing Collaboration: (In)Visible Practice and Pedagogy | | 4 |
| L.14 | Collaboration in Action: Using Quantitative Data-Driven | | 6 |
| L.15 | Negotiating Otherness: An Exploration of Intersections | | 5 |
| L.16 | Preparing for a Changing Professional Landscape: Junior | | 6 |
| L.17 | Searching the Disciplines: Improving Student Writing | | 5 |
| L.18 | Activist Literacies within and beyond the Classroom | | 5 |
| L.19 | Taking Action: Personal Writing, Ethnography, and Reflection | | 5 |
| L.20 | Assessment, Accountability, and Strategies of Collaboration | | 6 |
| L.21 | Rap and Hip-Hop in the Writing Classroom | | 4 |
| L.22 | Political Rhetoric: Ethos, Agency, and Courage | | 4 |
| L.23 | Political Literacy in Composition: Critical Pedagogy, Multiple Voices, or Activism? | | 4 |
| L.24 | Interrogating Digitized Whiteness: Renderings of Whiteness in Mediated Writing Spaces | | 5 |
| L.25 | Exploring Strange New Worlds: Launching a First-Year | | 4 |
| L.26 | Researching with and through the Personal | | 5 |
| L.27 | Institutional Whiteness and the Uneven Work of “Diversity” | | 6 |
| L.28 | Growing #digital Communities: The Tools, the Prison, and the Writing Classroom | | 5 |
| L.30 | Composition, Rhetoric, and Disciplinarity: Coming to Terms with Our Past and Taking Action for the Future | | 9 |
| M.1 | Fostering “Rhetorical Researchers” and Developing | | 5 |
| M.2 | Global, Social, and Digital: Digital Tools and Strategies in the Writing Classroom | | 5 |
| M.3 | Framing Visual Composition and Multimedia Writing | | 4 |
| M.4 | What Does It Mean for Prison Research and Teaching to Go Public? | | 7 |
| M.5 | Big, Lean, Open, and Howling: Proposals for Digital | | 5 |
| M.6 | Reworking Boundaries of Language and Discipline: Translingual Theory, Second Language Writing, Comparative Rhetorics, and Transnational Research | | 5 |
| M.7 | Wanting Students to Succeed: Peer Conferences and Feedback | | 4 |
| M.8 | Preachin’, Laughin’, Theorizin’: Black Women on Rhetoric, Language Policies, and Intimate Spaces | | 4 |
| M.9 | New Frames for Transfer: Remix, Kairos, and Noticing | | 4 |
| M.10 | Framing Circulation for Action: Frameworks for Enabling | | 1 |
| M.11 | Queering Assessment: Engaging Alternative Validity | | 6 |
| M.12 | Advocating for Our Missions: Writing (Our) Programs with Integrity in Hostile Environments | | 5 |
| M.13 | Writing for Advocacy and Agency | | 5 |
| M.14 | Think-Tank for Newcomers: Developing Papers and Sessions for CCCC 2017 | | 1 |
| M.15 | Writing (Center) Strategies for Action for Underrepresented Populations | | 3 |
| M.16 | Creating Conditions for Action: Designing Composition | | 5 |
| M.17 | Lights, Camera, Action: Setting the Stage for Understanding the Diverse Learning Needs of Teachers and Students in Writing Classrooms | | 5 |
| M.19 | Writers on the Verge: Researching Summer Transition | | 4 |
| M.20 | Local/Regional Practices: Recovering, Translating, and Strategic Practices from Spaces and Contexts | | 7 |
| M.21 | Sound and Listening as Embodied Acts for Writing | | 1 |
| M.22 | Rhetoric and Feminist Activism | | 5 |
| M.24 | Getting to the Core: When FYC Moves out of the English | | 5 |
| M.25 | Periodicals and Activism in the 19th Century | | 4 |
| M.26 | From Inquiry to Informed Action: “RAD” Research | | 4 |
| M.27 | Hearing the Forgotten Voice | | 4 |
| M.28 | Theory, Practice…Talk and Snacks: How One Faculty | | 4 |
| M.29 | Storytelling and Identity | | 5 |
| M.30 | Required Writing Center Visits: Adding Numbers—and Nuance–to the Conversation | | 5 |
| M.31 | (Transfer) Student-Centered Assessment | | 6 |
| M.32 | Using the Assessment Story Project to Advocate for Students and Teachers | | 4 |
| MW.1 | Plagiarism as an Educational Opportunity: Research-Based Responding to Student Plagiarizing | | 5 |
| MW.2 | Voices of Undergraduate Research: Frameworks for Learning through Action | | 4 |
| MW.3 | Multimodal Research in the Writing Class | | 3 |
| MW.4 | Repurposing Assessment: Valuing Student Actions via | | 11 |
| MW.5 | Composing Comics: Theory and Practice for Writing | | 8 |
| MW.6 | Consulting for Writing Programs: Developing Effective | | 11 |
| MW.7 | Taking Action with Student Retention and Success: An OWI “Student Matters” Workshop | | 11 |
| MW.8 | Active Support for Radical Pedagogies: The Postpedagogical Movement, Project-Based, Multigenre, and Multimodal Approaches | | 12 |
| MW.9 | But I Don’t Know What to Say: Peer Review as a Tool to Help Students Effectively Join the Conversation | | 4 |
| MW.10 | Basics of Coding: Analyzing Data and Reporting Findings | | 3 |
| MW.12 | Reading Workshop: Pedagogies, Processes, Purposes, Practices | | 4 |
| MW.13 | Disrupting the Cycle of Mass Incarceration: What Can | | 12 |
| MW.14 | Critical Soundplay: An Audio Composing Workshop | | 4 |
| MW.15 | Archives as Sites for Community Collaborations, Classroom Explorations, and Activism | | 11 |
| MW.16 | Engaging the Global in the Teaching of Writing: Critical | | 19 |
| MW.17 | Grammar, Grammars, and the Teaching of Grammar in the 21st Century | | 2 |
| MW.18 | Tools, Not Rules: A Workshop in Progressive Grammar | | 7 |
| N.1 | Taking Action Plenary: Next Steps | | 8 |
| TSIG.1 | Appalachian Rhetoric, Composition, and Literacy SIG | | 2 |
| TSIG.2 | Council of Basic Writing SIG: Contemplating Action in the Classroom, Institution, State, Nation | | 5 |
| TSIG.3 | Meeting of the International Network of Writing-Across-the-Curriculum Programs | | 6 |
| TSIG.4 | Race and Technology Special Interest Group | | 1 |
| TSIG.5 | TSIG for the Women’s Network: A Landscape for Change: Our Spaces, Our Selves | | 1 |
| TSIG.6 | Writing and STEM | | 5 |
| TSIG.7 | Language, Linguistics, and Writing Standing Group | | 18 |
| TSIG.8 | Special Interest Group for Non-Native | | 4 |
| TSIG.9 | SIG: Senior, Late-Career, and Retired Professionals in Rhet/Comp/Writing Studies | | 2 |
| TSIG.10 | Teaching in Prison: Pedagogy, Research, and Literacies | | 2 |
| TSIG.11 | The 2016 Council on Basic Writing Business Meeting | | 2 |
| TSIG.12 | Dual Enrollment Studies SIG | | 2 |
| TSIG.13 | SIG for Untenured Writing Program Administrators | | 2 |
| TSIG.14 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.15 | The Role of Reading in Composition Studies | | 2 |
| TSIG.16 | Zen and the Art of English Teacher Maintenance: Finding Wiser Ways of Being, Teaching, and Inhabiting | | 3 |
| TSIG.17 | Kenneth Burke Society at CCCC | | 1 |
| TSIG.19 | Medical Rhetoric Standing Group Business Meeting | | 2 |
| TSIG.20 | Publishing Contemporary Perspectives on Cognition | | 3 |
| TSIG.21 | SIG Non-Western/Global Rhetorics | | 4 |
| TSIG.22 | Rhetoric’s Histories, Theories, Pedagogies Special | | 7 |
| TSIG.23 | International Writing Centers Association: Acting upon | | 5 |
| TSIG.24 | Disability Studies Standing Group | | 1 |
| TSIG.25 | Teaching for Transfer | | 5 |
| TSIG.26 | Second Language Writing Standing Group Meeting | | 2 |
| TSIG.27 | Academic Mothering in Rhetoric and Composition | | 1 |
| W.1 | Mindful Writing: Taking Action toward a More Balanced | | 8 |
| W.2 | Leadership in Action: A Workshop for Heads, Directors, WPAs, and Future Faculty Leaders | | 7 |
| W.3 | Responsible Action: International Higher Education | | 29 |
| W.4 | Play as Activism: Using Game-Based Pedagogy to Build | | 13 |
| W.5 | The Transformative Action of Basic Writing: The 2016 | | 7 |
| W.6 | Supporting Innovation and Effecting Change at Two-Year | | 12 |
| W.7 | More Than Warm Bodies Needed: Who Is Qualified to Teach Writing and How Do We Know? | | 9 |
| W.8 | A Workshop Sponsored by the Latin@ Caucus: Latin@s | | 11 |
| W.9 | Writing Teachers Writing: Words in/as Action | | 12 |
| W.10 | Working Wikipedia: An Interdisciplinary Path to Taking | | 6 |
| W.11 | Moving from Pro Forma to Performa: Music and Performance in the Writing Classroom | | 9 |
| W.12 | Feminist Workshop: Action through Care | | 14 |