| A.1 | Career Quest: Navigating a Future in Composition, Rhetoric, and Writing Studies | | 11 |
| A.2 | Queering Our Spaces: Cultivating Institutional Support for Queer/LGBTQ+ Composition Scholars | | 3 |
| A.4 | Emerging Voices in Basic Writing Studies | | 7 |
| A.5 | Precarious Positions: Research Praxis and Knowledge Making across Contexts | | 2 |
| A.6 | New Spaces in Latinx Compositions and Rhetorics | | 7 |
| A.7 | The Big F-Word: Theorizing Failure and Reimagining the Writing Self | | 4 |
| A.8 | Delivering the Goods: Cultivating Reciprocity in Activist Research | | 3 |
| A.9 | “What’s SRL got to do with it?”: Strategies and Tools for Self-Regulation in the Writing Classroom | | 3 |
| A.10 | Promoting RAD Writing Research through Interinstitutional Collaboration | | 4 |
| A.11 | Fertile Ground: Cultivating Change through a First-Year Writing Conference | | 5 |
| A.12 | Cultivating Pathways with Game Assignments: Reframing Failure through Playful Composition | | 4 |
| A.13 | Cultivating Critical Connections: Case Studies and Microhistories of Composition and Corporatization, Disability and Diversity | | 5 |
| A.14 | Passion Cultivates Long-Term Transfer | | 3 |
| A.15 | Meeting and Mentoring in “Third Spaces”: Graduate Student and Faculty Experiences with Collaborative | | 4 |
| A.16 | Curriculum Design for Online Writing Centers | | 5 |
| A.17 | Tracing Transfer: Examining Teaching for Transfer in Three Curricular Sites | | 4 |
| A.18 | Translanguaging and/in the Two-Year College: Approaching Language Difference in Diverse Scenes | | 5 |
| A.19 | Civic Discourse and Activist Rhetorics from the Perspective of Underrepresented Groups | | 5 |
| A.20 | Autobiographical Journaling, Memoir, and Other Personal Genres for Undergraduate and Graduate Education | | 5 |
| A.21 | Cultivating Collaboration between Information Literacy and Writing Instruction | | 5 |
| A.22 | Indigenous Narratives in Public Spaces: Reorienting Place-Based Composition | | 2 |
| A.23 | Gaming the System: Interactive Pedagogies and Game Design | | 5 |
| A.24 | Medical Narratives—Cultivating Stories, Voices, Selves, Knowledge, Action | | 6 |
| A.25 | Google Classroom Hacks: How Technology Can Help Writing Instructors Cultivate Students’ Reflection, Metacognition, and Transfer of Learning | | 3 |
| A.26 | Accelerating Developmental English at Atlantic Cape: The Triad Model | | 2 |
| A.27 | Cultivating Programs in Science Communication: Insights from General Education Programs, Two-Year Colleges, and Interdisciplinary Minors | | 4 |
| A.28 | Modes for Mainstreaming Students with Disabilities: Addressing the Complexities of Access through Assistive | | 6 |
| A.29 | Negotiating Literacy: Tutor Reflection and Approaches in Multilingual Cross-Cultural Writing Center Sessions | | 4 |
| A.30 | Reconsidering Revision and Reflection: Two Studies of the (Dis)Connections between Revision Knowledge and Practice | | 3 |
| A.31 | The Future of College Writing and How to Stop It | | 7 |
| A.32 | Re/Orienting Writing Studies: Queer Methods to Change the Field | | 7 |
| A.33 | Cultivating Capacity for Collaborative Research, Understanding Change: Preliminary Findings from Longitudinal Case Studies of Undergraduates as Writer-Researchers | | 6 |
| A.34 | A Day in the Life: Reporting the Results of a 2015 CCCC Research Initiative Grant on Professional Writers in the Workplace | | 2 |
| A.35 | Disciplinarity and Identity | | 5 |
| A.36 | Alt/Histories of Composition: Early Writing Textbooks, the “Other” Dartmouth, and MLA Job Lists | | 3 |
| A.37 | Cultivating Accessibilty and Inclusion through Disability Pedagogy and Universal Design | | 5 |
| A.38 | Women’s Ways of Making Histories: Complicating Feminist Rhetorical Historiography | | 5 |
| A.39 | The Rhetorical Potential of Visual Confusion | | 4 |
| A.40 | “You Can’t Do THAT at Community College!” Challenging Stereotypes of Rigor and Student Engagement in a Two-Year Setting | | 4 |
| A.41 | Rhetorical Approaches to Sustainability and the Environment | | 4 |
| A.42 | Designing while Feminist: Composing an Inclusive Practice of Digital Design | | 5 |
| A.43 | Historical Publics, Rhetorical Figures | | 3 |
| A.44 | Improving the Experience and Efficacy of Testing for Placement | | 4 |
| A.45 | What Is Writing Studies Made of? | | 5 |
| A.46 | (Trans)lingual and -national Perspectives in Writing Studies | | 4 |
| A.47 | Exploring Public Religious Displays in the Rhetorical Extracurriculum and Classroom | | 5 |
| A.48 | ESL beyond the ESL Classroom | | 4 |
| A.49 | Neoliberal Discourses, Translingual Dispositions: Cultivating Critical Perspectives among Scholars in Composition, Applied Linguistics, and Sociolinguistics | | 6 |
| A.50 | Cultivating Graduate Writing and Teaching | | 5 |
| A.51 | Institutional Ethnography and WAC/WID Development: Mapping Standpoints on Writing as Paths to Engagement | | 4 |
| A.52 | (Re)Uniting Reading, Writing, and Digital Composition: Changing Teaching and Learning through Online Literacy | | 4 |
| AW.1 | Cultivating Inclusive Multilingual Pedagogies and Practices in Composition Work | | 12 |
| AW.2 | Beyond Common Ground in a Digital Story Project: Listening Rhetorically as a Framework to Cultivate | | 6 |
| AW.3 | LatinXs Taking Action In and Out of the Academy: The Doing of Social Justice Work in Our Local Communities | | 14 |
| AW.4 | Cultivating Change through Counter Public Writing | | 4 |
| AW.5 | Austerity, Labor Conditions, and Academic Freedom in Higher Education: Leveraging Writing for Democratic | | 16 |
| AW.6 | Cultivating and Sustaining Social Media Analytics for Writing and Research | | 4 |
| AW.7 | Defining, Locating, and Addressing Bullying in the WPA | | 10 |
| AW.8 | Access and Justice for Linguistically Marginalized | | 9 |
| AW.9 | Rethinking Technical, Professional, and STEM Writing | | 5 |
| AW.10 | Making [Institutional] Ethnography Our Own: Uncovering | | 6 |
| AW.11 | Challenging Participatory Norms, Creating Change: Approaches and Applications for Rethinking Participation | | 10 |
| AW.12 | Engaging Disability and Accessibility in Class | | 14 |
| AW.13 | Writing for the Mountains: Using Place-Based Writing in the Classroom | | 7 |
| AW.14 | Retention, Persistence, and Writing Programs: Supporting Student Success | | 12 |
| AW.15 | Writing, Making, Cultivating, Doing: An Indigenous | | 7 |
| AW.16 | Beyond Professional and Technical Writing: Practicing | | 6 |
| AW.17 | Cultivating Interdisciplinary Relationships: Incorporating | | 8 |
| B.1 | Cultivating Rhetorics of Interruption as Feminist Praxis in Rhetoric and Composition Studies | | 3 |
| B.2 | “Dull Duty” and Disciplinary Issues: A Roundtable with NCTE Editors | | 6 |
| B.3 | Seasons of a Writing Teacher’s Life: Sustaining Energy throughout Our Careers | | 2 |
| B.4 | “The Empire Writes Back”: Toward a Geopolitical Paradigm of Translingualism | | 5 |
| B.5 | How WPAs Can Build Capacity for Student Veteran Learning | | 5 |
| B.6 | Ecocomposition and Empowerment: Service-Learning as a Vehicle for Implementing Ecological Pedagogy | | 3 |
| B.7 | Cultivating Roses: Native Women Writing for Action | | 3 |
| B.8 | Socially Just Pedagogy for the College English Classroom | | 5 |
| B.9 | Radical Localism: Cultivating Institutional Literacies for Community Engagement | | 4 |
| B.10 | Cultivating Innovation: Design Thinking in the Composition Classroom | | 5 |
| B.11 | Cultivating Compositional Rhythms, Intensities, Movements | | 4 |
| B.12 | “Between belongingness and otherness”: Identity, Writing Workshops, and the New Demographic | | 3 |
| B.13 | Cultivating Capacity: Developing Research-Based Support for Graduate and Faculty Writers | | 5 |
| B.14 | Revealing the Educational Experiences and Needs of Los Otros DREAMers | | 6 |
| B.15 | Who Has the Right to Speak? Power and Discourse in the Classroom | | 5 |
| B.16 | Transitions and Transfers in Technical and Professional Communities | | 5 |
| B.17 | Making Language Visible in Composition: Investigating the Role of Language in the Training and Practices of Writing Instructors | | 5 |
| B.18 | Cultivating New Capacities for Action: Women Rhetors and Multimodal Rhetoric in the Early-20th Century | | 3 |
| B.19 | Reading, Writing, and the Identities of Basic Writers | | 4 |
| B.20 | The Cultural Powers of Multimodal Composing | | 4 |
| B.21 | WPA Legacies: Stories of Love, Labor, and Loss | | 3 |
| B.22 | Composition and Dual-Credit Programs: Negotiating Boundaries between High School and College-Level | | 3 |
| B.23 | Some Rhetorical Provocations on Genre | | 5 |
| B.24 | Learning the Language of the Digital Native: Cultivating Writing Instruction in the Digital Age | | 5 |
| B.25 | What We Talk about When We Talk about Failure: Cultivating Failure-Curious Writing Pedagogies | | 4 |
| B.26 | Anyone Can Code-Mesh: Teaching and Tutoring | | 4 |
| B.27 | Cultivating Reflective Consciousness in First-Year Composition: Classroom Partnerships with Writing | | 3 |
| B.28 | Political Empathy: Writing for Change in Diverse Classrooms and Cultures | | 4 |
| B.29 | Creating Change in Writing Centers through Labor Research and Activism | | 4 |
| B.30 | Facilitating Political Discourse in the Classroom | | 5 |
| B.31 | Under Pressure: Challenges in Writing Program Administration | | 5 |
| B.32 | Serving the Underserved | | 5 |
| B.33 | Critical Issues in Multimodal Composing | | 4 |
| B.34 | Cultivating Interinstitutional Capacity in an Urban Writing Ecology | | 7 |
| B.35 | Implementing Directed Self-Placement (DSP) at Different Contexts: The Struggles and Successes | | 5 |
| B.36 | Issues of Public Health: Strategies for Public Intellectual Work | | 4 |
| B.37 | Re-Placing Literacy: Cultivating Spaces for Alternative Literacies in the Writing Classroom | | 3 |
| B.38 | “I guess I’m the ESL person”: Politics of Institutional Identity and Change-Making for L2 Specialists at Smaller | | 7 |
| B.39 | Cultivating Capacity in Open-Access Publishing: The Next 20 Years of the WAC Clearinghouse | | 8 |
| B.40 | Cultivating Faculty Development via Online Writing Instruction: A Story of Mentorship and Collaboration | | 6 |
| B.41 | New Alliances: Computer Science Illuminates Linguistic Patterns in Student Essays | | 4 |
| B.42 | Identity, Code-Meshing, and Cultural Specificity in Multilingual Students’ Language Practices | | 5 |
| B.43 | International and Multilingual Students in the Writing Center | | 4 |
| B.44 | My Ol’, Queer, Kentucky Home: Teaching, Theorizing, and Cultivating Queer Archives | | 4 |
| B.45 | Cultivating Ecological Community Literacies in School Gardens | | 5 |
| B.46 | Cultivating a Generative Support Pedagogy: Understanding Veteran Identities in Writing Classrooms | | 4 |
| B.47 | Past the Law: Moving from Legal to Just in Disability Accommodations | | 4 |
| B.48 | Remixing, Sampling, and Cultural Assemblages | | 4 |
| B.49 | Assessment from Varied Institutional Perspectives | | 5 |
| B.50 | New and Alternative Assessment Strategies | | 4 |
| C.1 | Acknowledging and Facilitating Invisible Disabilities in the Classroom and Community | | 3 |
| C.2 | What’s the Point of the MA in Composition Studies? | | 7 |
| C.3 | CCCC Public Policy Think Tank | | 5 |
| C.4 | Cultivating Indigenous Rhetorics through Three Sisters Methodologies | | 9 |
| C.5 | Digital, Apostolic, Mystical, Embodied: Religious Women’s Disarticulating Rhetorics | | 5 |
| C.6 | Pedagogy, Place, and Public Memory: Cultivating Feminist, Hip-Hop, and Queer Archival Research | | 3 |
| C.7 | Places and Spaces | | 4 |
| C.8 | Cultivating a Space for Everyday Writing | | 6 |
| C.9 | Research on Alternative Genres and Methods in the Writing Classroom | | 4 |
| C.10 | Cultivating Responsive Pedagogy: Diving in with the Habits of Mind in the Two-Year College | | 5 |
| C.11 | Cultivating Continuity across Community College Writing Contexts: A Threshold Concept at the Intersection of ALP, ESL, FYC, and Literature | | 4 |
| C.12 | Community Engagement and Critical Inquiry | | 4 |
| C.13 | Cultivating Feminist Leadership in Writing Programs and Beyond | | 8 |
| C.14 | Gifts, Heritage, Habit: How Literacies Move among Writers | | 4 |
| C.15 | What Transfers? Developing Research Instruments to Assess Whether Comparative Genre Analysis Helps | | 5 |
| C.16 | Learning from Our Elders: Qualitative Studies of Literacy in Later Life | | 5 |
| C.17 | Furthering Available Means: Gathering Women’s and Feminist Rhetorics to Cultivate Capacity and Create | | 5 |
| C.18 | Mapping Transnational Literacies: Cultivating Translingual Perspectives of Textual Practice in Our | | 5 |
| C.19 | “As If History Had Causes and We Might Be Agents”: The Public Intellectualism of Richard Ohmann | | 7 |
| C.20 | The Changing State of Research in Online Writing Instruction | | 4 |
| C.21 | Historical Frameworks for Cultural and Material Productions | | 2 |
| C.22 | Writing for Publication as Multilingual Undergraduate Students | | 4 |
| C.23 | Reclaiming Community to Create Change in (and for) Higher Education | | 5 |
| C.24 | All Together Now: Collaboration in the Writing Classroom | | 4 |
| C.25 | Cultivating Capacity for Translingual and Transmodal Research Methods | | 3 |
| C.26 | Latinx Youth Cultivating Anti-Neoliberal Rhetorics | | 4 |
| C.27 | Cultivating a Capacity for Change Using Translanguaging, Style, and Rhetoric at HSIs | | 5 |
| C.28 | Agents of Change: Service-Learning in Composition Classrooms to Engage, Inspire, and Empower | | 5 |
| C.29 | Evaluating Reflections in First-Year Composition: Enacting Metanoic and Kairotic Thinking | | 3 |
| C.30 | Participation, Collaboration, and Student Discourse | | 5 |
| C.31 | Five Years of Writing Program Excellence | | 8 |
| C.32 | Cultivating Feminist Pedagogical Approaches to Digital Archives | | 4 |
| C.33 | Collective Action to Improve Faculty Working Conditions | | 5 |
| C.34 | Policies and Publics in Multilingual Research | | 4 |
| C.35 | Approaches to Making Meaning with “New” Media | | 6 |
| C.36 | Disturbin’ the Peace: Theorizing Hip-Hop Community Protest, Revolution, and Activism | | 4 |
| C.37 | Prison and Detention: Rethinking Borders and Access | | 4 |
| C.38 | Cultivating New Possibilities through Dual-Enrollment First-Year Writing | | 4 |
| C.39 | Teaching with Technology: Approaches for Online, Onsite, and Hybrid Teaching | | 5 |
| C.40 | Online Writing Instruction and the Changing Role of the Writing Program Administrator | | 3 |
| C.41 | Rhetorics of Disability: Cultivating Change across Discourse Communities and Developing Connections for Receptivity | | 3 |
| C.42 | Do Boot Camps Work? Creating and Assessing the Conditions for Productive Graduate-Student Writing | | 4 |
| C.43 | Composing with and Responding to Audio and Written Feedback in Technical and Professional Communication | | 4 |
| C.44 | Basic Writing Gone, Placement Broken: Reinventing Assessment and Instruction in the Anti-Remediation Era | | 6 |
| C.45 | Cultivating Collaboration between Writing Studies and Engineering | | 6 |
| C.46 | Issues in Peer and GTA Training for Writing Centers | | 4 |
| C.47 | WID Faculty Development for All: Cultivating Part-Time and Satellite-Campus Faculty across Disciplines | | 3 |
| C.48 | Pop Culture, Power, and Rhetorical Resistance | | 5 |
| C.49 | Writing, Rhetoric, and the Sensing/Feeling Subject | | 5 |
| C.50 | Process Pedagogy after Postprocess: Improvisational, Relational, Ecological | | 5 |
| C.51 | Considering Comics in College Composition and Communication | | 5 |
| C.52 | Content Conflict: An Argument for Alternative Approaches to “Writing about Writing” | | 4 |
| C.53 | The New Reach of CCCC: Cultivating Transnational Conversations and Collaborations | | 4 |
| D.1 | Working and Getting Worked: An Interactive, Decolonial, Queer, and Feminist Roundtable on Labor in Rhetoric and Composition | | 14 |
| D.2 | Cultivating Balance: Personal, Research, and Teaching Strategies for Contingent Faculty | | 3 |
| D.4 | Preparing for Writing Center Leadership Roles | | 8 |
| D.5 | Cultivating Conversations with HBCUs: Afrocentric Pedagogy, Language, and Writing Program | | 3 |
| D.6 | Retention, Persistence, and Writing Programs | | 6 |
| D.7 | Cultivating Creative Rhetorical Inquiry: Crafting Social Justice through Poetry, Fiction, and Filmmaking | | 3 |
| D.8 | Cultivating Virtues | | 5 |
| D.9 | Alternative Connections to Basic Writers | | 4 |
| D.10 | What Can We (Not) Do? A Report from a Developing Writing Center | | 3 |
| D.11 | Genre Activists | | 4 |
| D.12 | Preparing Graduate Students to Labor in the Field | | 5 |
| D.13 | Objects of Justice: Four Riffs on Politics and Materiality | | 4 |
| D.14 | Multimodal Writing and Multilingualism | | 4 |
| D.15 | Teaching with Wikipedia: Cultivating Community, Creating Change | | 5 |
| D.16 | Tracing the Impact of Undergraduate Research in Writing Studies | | 4 |
| D.17 | Embodied Exposition: Theater in the Composition Classroom | | 4 |
| D.18 | Cultivating Code Literacy | | 4 |
| D.19 | Cultivating STEM-Writing Success through Diagnostic Assessment, Genre Analysis, and Writing Centers | | 5 |
| D.20 | Composing Activist Spaces: The Spatial Rhetorics of Civil, Disability, and Men’s Rights Movements | | 4 |
| D.21 | Using Rhetoric to Promote a Nurturing Space for Disproportionately Impacted Student Groups in Community College First-Year Composition (FYC) | | 4 |
| D.22 | Local and Global Demands on Technical and Professional Communication across Contexts in Latin America | | 5 |
| D.23 | Mobile Interactivity as Public Writing Practice | | 4 |
| D.24 | Negotiating Language Identities: Language Narratives, Translingual Englishes, and the Writing Goals of International Students | | 2 |
| D.25 | Locations of Change: Cultivating Intellectual Exchange among Communities | | 5 |
| D.26 | Sustaining Reading and Cultivating Writing in Crowded Digital Spaces | | 4 |
| D.27 | The Creative Capacities of Writing Studies | | 4 |
| D.28 | Peer Teaching and Tutoring Strategies in the Writing Center and Beyond | | 4 |
| D.29 | Searching Global Rhetorics, Recovering Alternative Discourse Communities | | 5 |
| D.30 | Queer Pedagogies: Fostering Stronger Collaboration and Community Engagement | | 4 |
| D.31 | Institutional Fatigue: Confronting Bias in Academic and Nonacademic Workplaces | | 5 |
| D.32 | Public Bias and Counterpublic Resistance | | 4 |
| D.33 | Deploying Feminist Rhetorical Strategies Online | | 3 |
| D.34 | Theories of Grammar and/or Style | | 4 |
| D.35 | Cultivating a Critical Approach to Social Media Research in Rhetoric and Writing Studies | | 3 |
| D.36 | Learning to Write Disciplines: Cultivating Students’ Disciplinary Knowledge across Sites of Learning | | 4 |
| D.37 | Global Sites of Rhetorical Histories | | 6 |
| D.38 | Global and Local Issues in Intercultural Communication | | 4 |
| D.39 | Queer Archives, Producing Public Memory, and Activism | | 4 |
| D.40 | Failure as Opportunity | | 4 |
| D.41 | Now What? Creating the Post–Job Market Action Plan | | 3 |
| D.42 | Challenges to the Field: Cultivating New Perspectives on Persistent Issues | | 6 |
| D.43 | Composing Medical Humanities: Innovative Writing Pedagogies | | 4 |
| D.44 | From Culling Sources to Cultivating Successful Habits of Mind: Reconsidering the Research Essay in the 21st | | 5 |
| D.45 | Writing Program Pedagogies for STEM Education | | 6 |
| D.46 | Queering Public Rhetorics: Cultivating Writing Pedagogies at the Intersections of Race, Class, Gender, Sexuality | | 5 |
| D.47 | Ecology, Uncertainty, and Agency in WAC Programs | | 6 |
| D.48 | Cultivating Change from the Ground Up: Models for Grassroots Curricular Assessment | | 3 |
| D.49 | Innovation, Adaptation, Transparency: Creating Change in Writing Research Methodologies | | 5 |
| D.50 | Creating Meaningful Programmatic Assessment with the AAC&U VALUES Rubrics | | 4 |
| D.51 | Cultivating Writing Students’ States of Mind | | 4 |
| D.52 | Implications of WAC: Sites of Writing Education for and in Scientific Majors and Programs | | 4 |
| D.53 | Perforating Writing Studies: Exploring Content through Games, Networks, Software Development, and Digital | | 3 |
| D.54 | The Politics of Belief in Student Capacity: How Three California Community Colleges Initiated the California | | 3 |
| E.1 | Cultivating Balance in Caregiving: A Cross-Generational Conversation | | 10 |
| E.2 | Cultivating a Public Voice: Entering Public Discourse as Public Intellectuals, Experts, Activists, and Digital | | 4 |
| E.3 | Cultivating a More Equitable Professional | | 7 |
| E.4 | Studies in Writing and Rhetoric: Cultivating Capacity for Authors, Creating Change for the Field | | 6 |
| E.5 | Engineering Communication and the Professional Identities of Women in Engineering | | 6 |
| E.6 | Intersectionality: Rhetorics of Labor, Identity, and Coalition Politics for Writing Studies Activists | | 6 |
| E.7 | A Reasonable Faith: Rhetoric, Christianity, and the Teaching of Writing | | 4 |
| E.8 | Rewriting the Political Economy of Composition | | 4 |
| E.9 | Language and Justice in Composition Pedagogy and Program Development | | 7 |
| E.10 | Activist Rhetorics in 140 Characters | | 4 |
| E.11 | The Aim of Out in the Center: Cultivating Change through Public Controversies and Private Struggles | | 5 |
| E.12 | Cultivating Success: Building Connections and Creating Conditions for Change | | 3 |
| E.13 | Cultivating Learning through Recognition of Multilinguals’ Rhetorical Attunement across Contexts | | 4 |
| E.14 | Investigating Unfamiliar Genres to Promote Second-Language Writing Teacher Development: Novice | | 6 |
| E.15 | Cultivating Pedagogies: Innovations in Professional Development | | 4 |
| E.16 | Building a Mentor Program: Shadow Clusters, Immersion, and Integration | | 4 |
| E.17 | Charting the Audio and Cognitive in Composition and Writing | | 4 |
| E.18 | Unsettling (the) Archives | | 5 |
| E.19 | Identity and Affect in Teacher Development | | 5 |
| E.20 | Switching the Players: Cultivating Cross-Disciplinary Conversations around Writing | | 4 |
| E.21 | Researching Multimodal Writing Assignments | | 6 |
| E.22 | Facilitating Transfer between Writing Center Studies and Composition Studies | | 3 |
| E.23 | Cultivating Big Data Collaborations: Pedagogy, Design, Research | | 4 |
| E.24 | Impact of Dual Enrollment on First-Year Composition | | 5 |
| E.25 | Responses to Challenges in Teaching and Learning Non-Western/Global Rhetorics | | 6 |
| E.26 | Drawn Together: Cultivating Research and Theory at the Intersection of Rhetoric and Comics Studies | | 3 |
| E.27 | Breaking New Ground: Cultivating Teacher/Scholar/ | | 6 |
| E.28 | The Play’s the Thing: Cultivating Voice and Agency through a Gaming Pedagogy | | 4 |
| E.29 | Contemporary Issues in Technical and Professional Communication Genres | | 5 |
| E.30 | Students as “Agents of Integration” and Social Change: Cultivating Transfer between the Classroom and Community | | 3 |
| E.31 | Tracing Roots, Cultivating New Growth: A Retrospective Prospective Exploration of Transfer | | 4 |
| E.32 | Sustaining the Myriad: Rhet/Comp Scholarly-Creatives Talkin’ That Talk | | 4 |
| E.33 | Approaches to Teaching Personal Narrative | | 4 |
| E.34 | Cultivating Change in Writing Assessment for Large-Scale and Classroom-Based Practices | | 4 |
| E.35 | Balancing the Books: Political Economy and Literacy Education across History | | 3 |
| E.36 | The Utility and Assessment of Writing Centers for Graduate Students | | 4 |
| E.37 | Methods for Community Engagement | | 5 |
| E.38 | Thinking Inclusively and Cultivating Empathy: Teaching Writing to Future Professionals | | 5 |
| E.39 | Cultivating Community Action and Response | | 4 |
| E.40 | The “Poly” in Polytechnic: Teaching Rhetorical Arts to Technical-Major Students | | 3 |
| E.41 | Stretching against the Grain: Blended Stretch in the 21st Century | | 4 |
| E.42 | A Rhetoric of Empathy to Build Audience Accessibility to Medical Research | | 3 |
| E.43 | Cultivating a Rhetorical Consciousness: Supporting Graduate Student Writers Across the Curriculum | | 4 |
| E.44 | Building Alliances between WAC, WID, STEM, and Creative Writing | | 4 |
| E.45 | Embodying Activism: Cultivating Rhetorical Strategies as Marginalized Bodies | | 5 |
| E.46 | Deepening Our Disciplinary Understanding: The Writing Studies Tree as “Purposeful Cultivation” | | 4 |
| E.47 | Rhetoric and Disability: Neurodiversity, Communication Practices, and Self-Advocacy | | 5 |
| E.48 | Editing for Inclusion and Change | | 7 |
| E.49 | Constructing Student Identities | | 3 |
| E.50 | Thirty Years of Stanley Fish on Writing: Looking Backward, Moving Forward | | 3 |
| E.51 | Cultivating Cinematically, Composing Collectively | | 6 |
| F.1 | Think Tank on Cultivating Change for Current, Former, and Future Members of the Military in Composition | | 2 |
| F.2 | Taking Action: Everyday Advocacy | | 2 |
| F.4 | Cross-Caucus Community Engagement | | 6 |
| F.5 | What Linguistics Can Offer the Composition Teacher | | 13 |
| F.6 | Capacity, Action, and Change: 21st-Century Implications for Student Retention in First-Year Writing | | 5 |
| F.7 | Multilingualism, Identity, and Power | | 5 |
| F.8 | Social Advocacy Education in the Most Segregated City in America | | 3 |
| F.9 | Reading and Listening as Writing Students and Writing Teachers | | 4 |
| F.10 | The Rhetorical Choices of Migrant Adolescents in Structured Debate Competitions Demonstrating | | 2 |
| F.11 | Interacting with Texts | | 6 |
| F.12 | Sowing the Seeds of Change: Enacting Agency and Action through a Transformative Multiliteracy Pedagogy | | 3 |
| F.13 | A Transition Point: Developing Writing Capacity for First-Generation College Students | | 3 |
| F.14 | Creating a Community of Writing Programs: A Collaboration with the Community College System | | 5 |
| F.15 | Teaching and Assessing for Racial Justice | | 5 |
| F.16 | Race Matters in Centers and Programs | | 5 |
| F.17 | Composition in the Eighties: Retrospect and Prospect | | 5 |
| F.18 | Investigating Cognition in Writing Development: Habits of Mind, Deliberate Practice, and the Potential of Big Data | | 4 |
| F.19 | Teaching Writing to Veterans and Active Military Personnel | | 5 |
| F.20 | (In)capacities of Anti-Semitism: Composition, Writing, and the Israeli/Palestinian Debate | | 5 |
| F.21 | Critical Approaches to Integrating Reading and Writing | | 5 |
| F.22 | Cultivating Online Pedagogy: Feedback, Workshops, and Experiential Learning in First-Year Composition | | 3 |
| F.23 | Backward, Forward, Outward, Onward: Cultivating Connections between Writing Studies and English | | 6 |
| F.24 | The Language of Technology in Professional Documents and Local Contexts: Cultivating Technologically | | 3 |
| F.25 | I Have the Best Words: What Rhetoric Can Learn from Donald Trump | | 5 |
| F.26 | Revisiting Expectations in Students’ Right to Their Own Language | | 4 |
| F.27 | Transferring to Wonderland: How Writing Classes Can Cultivate Community for Transfer Students | | 4 |
| F.28 | ALP at Ten: A Decade Retrospective of the Accelerated Learning Program at the Community College of Baltimore | | 3 |
| F.29 | Data Studies and Rhetoric and Composition: Pedagogical, Disciplinary, and Methodological | | 3 |
| F.31 | Cultivating Capacity and Creating Change for Students’ Right to Their Own Language | | 3 |
| F.32 | Genre Theory in Action | | 6 |
| F.33 | Teaching for Transfer beyond First-Year Composition: Professional and Business Writing | | 5 |
| F.34 | Cultivating Pedagogies for Social Justice: Exploring Issues of Diversity in Writing Courses | | 4 |
| F.35 | The Affective and Political: Cultivating Theories for the Classroom | | 5 |
| F.36 | Beyond Transfer: Approaches to Teaching Sustainable Writing Practices | | 4 |
| F.37 | The Subject of Decoloniality: Walter Mignolo and the Study of Writing | | 4 |
| F.38 | Taming the Multimodal Beast: Cultivating Sustainable Programmatic Multimodal Curricular Transformation | | 3 |
| F.39 | Regenerative Pedagogies for FYC: Multimodality, Rhetorical Grammar, Revision, and Reflection | | 4 |
| F.40 | Placement and Assessment in Basic Writing: ALP, L2, and WAC | | 5 |
| F.41 | Cultivating a Capacity-Building Writing Center Praxis: Mobilizing Empirical Research to Improve Practice, Professionalize Tutors, and Support Writers | | 5 |
| F.42 | Archival Methods: Cultivating Disasters in Action | | 4 |
| F.43 | Analog Gaming/Multimodal Writing | | 5 |
| F.44 | Engaging Students in Online Classes | | 4 |
| F.45 | Engaging L2 Writers in a Cross-Cultural Multimodal Online Writing Curriculum: Creating a Broader | | 5 |
| F.46 | How Captioning Cultivates Change | | 4 |
| F.47 | We Can Charge for That? The Ins and Outs of Creating and Running a Usability Lab | | 8 |
| F.48 | Understanding Writing Students’ Perspectives on Instructor Feedback | | 6 |
| F.49 | Cultivating Civic Literacy in Generation Why? Rhetorical Engagement and Citizen Awareness in Composition | | 3 |
| F.50 | Politicizing Community Action Pedagogy and Research | | 4 |
| F.51 | Cultivating Transfer with the Teaching-for-Transfer Writing Curriculum: A National Multi-Institutional Study | | 5 |
| F.52 | Bodies and Minds | | 4 |
| F.53 | Making Capacities: The Maker Movement and Writing Studies | | 4 |
| FSIG.1 | American Indian Caucus | | 3 |
| FSIG.2 | Asian/Asian American Caucus | | 2 |
| FSIG.3 | Black Caucus | | 2 |
| FSIG.4 | Latinx Caucus | | 2 |
| FSIG.5 | Queer Caucus | | 2 |
| FSIG.6 | Working-Class Culture and Pedagogy Special Interest | | 2 |
| FSIG.7 | Martial Arts and Composition-Rhetoric | | 3 |
| FSIG.8 | Special Interest Group: English Education/Composition | | 2 |
| FSIG.9 | SIG Focused on Issues of Arab, Arab American, Muslim | | 2 |
| FSIG.10 | Council for Play and Game Studies | | 1 |
| FSIG.11 | Writing about Writing Development Standing Group | | 2 |
| FSIG.12 | Linguistics, Language, and Writing Standing Group | | 10 |
| FSIG.13 | Special Interest Group for Writing and Rhetorics of Code (SIG-WROC) | | 1 |
| FSIG.14 | Adult Writers in Diverse Contexts SIG | | 2 |
| FSIG.15 | Sound SIG | | 2 |
| FSIG.16 | Joining the Conversation: A Discussion about Graduate | | 3 |
| FSIG.17 | Creative Writing SIG: Creating a Writing Space | | 2 |
| FSIG.18 | Writing with Former, Current, and Future Members of the Military Standing Group Business Meeting | | 2 |
| FSIG.19 | Business Meeting of the Standing Group on the Status | | 1 |
| FSIG.20 | Rhetoric and Religious Traditions Standing Group | | 6 |
| FSIG.21 | The Role of Reading in Composition Studies | | 3 |
| FSIG.22 | Cultivating and Enriching the Value of Care in Our | | 1 |
| FSIG.23 | Transnational Composition Standing Group Business | | 1 |
| FSIG.24 | Writing and STEM | | 4 |
| FSIG.25 | Network of Directed Self-Placement—Changing | | 1 |
| FSIG.26 | Independent Writing Departments and Programs | | 2 |
| G.1 | Cultivating Leadership on and off Campus: A Roundtable with Senior Administrators | | 9 |
| G.2 | Change That Pays the Bills | | 2 |
| G.3 | Retention = Success (?): Fostering International Student Persistence and Achievement | | 2 |
| G.4 | Cultivating New Lines of Inquiry: Three Emerging Scholarly Spaces | | 21 |
| G.5 | Queer Mentorship and the Risks of Creating Change | | 4 |
| G.7 | Cultivating Critical Approaches to Internationalization: Examining Asian/Asian American Literacies and Identities | | 4 |
| G.8 | The Information (Literacy) Superhighway: Cultivating Change in Writing Classrooms and Writing Programs | | 4 |
| G.9 | Where Do Lecturers Fit? Exploring the Culture of Change through the Study of Full-Time Non-Tenure-Track Faculty | | 3 |
| G.10 | Translating Inclusivity in Technical Communication | | 6 |
| G.11 | Composition, Interdisciplinarity, and the Limitations of the Traditional English Department in the 21st Century: Cautionary Tales and New Collaborations | | 2 |
| G.12 | Beyond “Best Practices” in OWI: Proposing Processes for Online FYC | | 4 |
| G.13 | Posthuman Subjectivity and Nonhuman Rhetoric | | 6 |
| G.14 | Rhetorics of Literacy and Social Justice: Definitions and Consequences | | 4 |
| G.15 | Already Seeing, Always Looking: The History of Visual Literacy and Instruction in the Long Nineteenth Century | | 3 |
| G.16 | Sponsoring Civic Engagement and Activism at the Two-Year College | | 2 |
| G.17 | Listening Up, Taking Action: Conditions for Countering Injustice and Enacting More Equitable Relations | | 5 |
| G.18 | Interdisciplinary Landscapes: Developing a Collaborative Professional Development in Multilingual Pedagogy for Writing and Language Programs | | 4 |
| G.19 | Exploring Narrative and Identity through Genre | | 4 |
| G.20 | Basic Writing Redesign: Cultivating Student Growth and Faculty Collaboration | | 4 |
| G.21 | On Beyond Expressivism in Digital Storytelling | | 4 |
| G.22 | Cultivating the Data for New Kinds of Writing Support: An Empirical Study of Writing Fellows in the First-Year | | 2 |
| G.23 | Writing Our Worlds “For Another First Time”: Ethnomethodological Approaches to Studying Literate | | 3 |
| G.24 | Finding Leverage Points to Cultivate More Engagement in Online Feedback and Revision | | 4 |
| G.25 | Placement Testing under Fire and the Efficacy of Writing Center Assessment | | 6 |
| G.26 | Cultivating Safe Spaces in the Urban Public University | | 5 |
| G.27 | Twenty-Five Years of Faith in Writing: Religion and Composition, 1992–2017 | | 4 |
| G.28 | Methods of Mentorship | | 5 |
| G.29 | Listening to Learn, Learning to Listen | | 4 |
| G.30 | Cultivating Space for Augmented Reality in Writing Studies Research | | 3 |
| G.31 | Grief and Pedagogy: Seeing Creating Writing as Therapy | | 5 |
| G.32 | Epistemological Play and Cultivating Impactful Relationships through Gamification of Learning in the Classroom, Campus, and Communities | | 4 |
| G.33 | Research on Responding to Student Writing: What Comments Do | | 3 |
| G.34 | Feedback, Evaluation, and Collaboration in Multilingual Writing | | 4 |
| G.35 | Engaging Pedagogies | | 4 |
| G.36 | Exploring the Archival Depths: Using Primary Sources from Special Collections in First-Year Composition | | 3 |
| G.37 | Face to Face and Interface | | 4 |
| G.38 | Feminist Historiography: Uncovering Rhetorical Activism | | 5 |
| G.39 | Cultivating Knowledge to Foster Program Development: Utilizing Data from a Five-Year Study of a Large | | 3 |
| G.40 | Dual Enrollment: Cultivating Inquiry and Considering Implications | | 4 |
| G.41 | Leading with Mindfulness: Creating Contemplative University Writing Cultures | | 5 |
| G.42 | Strategies for Implementing Feedback and Assessment | | 4 |
| G.43 | Emotion and Anti-Racist Rhetorics in Writing Studies: Anger as Performance-Rhetoric | | 4 |
| G.44 | A Symbiotic (and Pedagogical) Relationship: Forging an Alliance between Creative Nonfiction and Composition | | 3 |
| G.45 | Religion Matters: Cultivating Public Voices in Composition | | 2 |
| G.46 | Cultivating Change in Graduate Education: (Re)thinking Training for Politically Progressive Community Projects | | 6 |
| G.47 | Crop Rotation: Toward a Holistic Cultivation of Graduate Writers | | 4 |
| G.48 | Beyond the Discourse of Crisis Management: Internationalizing Composition through Multidisciplinary | | 4 |
| G.49 | “Makin’ Somethin’ Outta Little-to-Nufin’’: Revisionist Histories, Liberatory Practices, and the Composition | | 4 |
| G.50 | Advocating for Students as Learners through Implementing the Write Class Placement Process | | 4 |
| G.51 | Rhetorical Geographies and Cultural Mappings | | 5 |
| G.52 | Cultivating Ecocomposition: Enacting, Sustaining, and Innovating Composition Practices in the Anthropocene | | 5 |
| G.53 | Evaluating Teaching, Evaluating Writing | | 5 |
| G.54 | Sustaining Identity through Cultural Practice(s) as a Cohort | | 5 |
| G.55 | We’re Glad You’re Here: Championing Access, Diversity, and Transfer through Multimodal Pedagogy | | 4 |
| H.1 | Cultivating a Culture of Teaching in Large Composition Programs | | 3 |
| H.2 | Cultivating Institutional and Administrative Visibility | | 3 |
| H.3 | Public Intellectualism in an Anti-Intellectual Public: Implications for First-Year Composition | | 3 |
| H.4 | Independent Writing Departments and Programs: The Value of Collaboration in Attaining Visibility | | 4 |
| H.5 | More Than Writing through It: Self-Care, Disability, and Rhetorical Practice | | 5 |
| H.6 | Language, Learning, and Literacy in the Classroom and the Community | | 5 |
| H.7 | Voice Lessons: Formula, Creativity, and the Cultivation of Authorial Identity across Multiple Levels of Writing | | 4 |
| H.8 | Cultivating Transnational Feminist Critique: The Rhetoric of Human Rights under Scrutiny | | 4 |
| H.9 | Fostering Spaces of Difference and Their Circulation within Composition and Rhetoric Scholarship | | 5 |
| H.10 | Writing Studios as a Thirdspace: Mission Impossible? | | 3 |
| H.11 | Bodies of Evidence: Cultivating Embodied Intelligence in the Writing Classroom | | 4 |
| H.12 | Sustainable Multilingual Pedagogies for L2 Students | | 7 |
| H.13 | Change Agents in the Workplace: How MA Graduates Transfer Rhetorical Knowledge into Action | | 4 |
| H.14 | Cultivating Community Partnerships and Expanding Understandings of Writing | | 4 |
| H.15 | Status in the Profession: Stories about WPA Work | | 6 |
| H.16 | “Exchange for Change”: An Inside Look at the Creation of a Community Writing Program across Prison Walls | | 5 |
| H.17 | Transportation in Community Organizations: New Directions for Public Rhetoric | | 4 |
| H.18 | Video Games, Struggles, and the Process of Writing Pedagogy | | 5 |
| H.19 | Stabilizing Equilibria: Fostering Writing Transfer through Curricula, Assessment, and Collaboration | | 3 |
| H.20 | Re-seeing the Self: Multifaceted Aspects of Passing as a Lens for First-Year Composition | | 2 |
| H.21 | The Discourse of Self-Commentary: What We Learn When Students Talk about Their Own Writing | | 3 |
| H.22 | Writing Programs and Libraries in Dialogue about Data and Information Literacy | | 4 |
| H.23 | Visualizing Reading: Drawing, Adapting, Annotating | | 2 |
| H.24 | More Than a Feeling: Cultivating Affect Studies in Composition and Rhetoric | | 4 |
| H.25 | Inclusive ESL Pedagogies and Practices in First-Year Composition | | 4 |
| H.26 | Beyond Representation: Cultivating Student Capacities for Research, Reflection, and Self-Presentation | | 5 |
| H.27 | Writing Studies at the MLA: The Past and Future of English and Writing Studies | | 7 |
| H.28 | Literacies, Identities, and Locations | | 4 |
| H.29 | Composition as Place-Making: Critically Cultivating Place | | 4 |
| H.30 | Digital Fusion: A Celebration of Carolyn P. Handa and Her Work | | 6 |
| H.31 | Haunted by (Linguistic) Difference: Perceptions of Authority in the Classroom and Writing Center | | 5 |
| H.32 | Sharing Threshold Concepts as the Foundation for Integrated Curricula, Collaborative Assessment, and Learning Transfer across Library-Writing Partnerships | | 3 |
| H.33 | Finding Rhetorical Power for Underrepresented Students | | 4 |
| H.34 | Cultivating Rhetorical Understandings of Science in the Classroom and Society | | 3 |
| H.35 | Multimodality and Social Justice: Re-composing the First-Year Writing Classroom through Pedagogy, Assessment, and Aurality | | 5 |
| H.36 | Intuition, Empathy, and Care in Medicine and Nonprofit Organizations | | 4 |
| H.37 | Decolonizing Game Play | | 4 |
| H.38 | Cultivating the Land to Grow Rhetorical Practices: Land-Based Pedagogies in Rhetoric and Composition | | 3 |
| H.39 | Rethinking Genre Using 19th- and 20th-Century Rhetorical Artifacts | | 4 |
| H.40 | Reflective Assessments | | 4 |
| H.41 | The Backpack Project: Reinforcing Composition as a Modalities-Responsive Discipline | | 4 |
| H.42 | Cultivating (Creative) Composition on Campus: Digital Stories as Research Narratives | | 4 |
| H.43 | Theoretical Revisions to the Field of Rhetoric and Composition | | 4 |
| H.44 | Hearing Them Out: Understanding Student Self-Placement in California and Beyond | | 4 |
| H.45 | Cultivation of a Research Culture That Challenges Hegemony at an HBCU | | 4 |
| H.46 | Engaging Assignments, Engaging Writers | | 3 |
| H.47 | Cultivating Writing Research via Corpus and Computational Collaboration | | 5 |
| H.48 | Cultivating and Complicating Reflexive Inquiry in the Age of Neoliberalism | | 7 |
| H.49 | Seeing Things: Interrogating the Visual | | 4 |
| H.50 | “Cripping” the Writing Program: Disability and Policy beyond the Ableist Script | | 5 |
| H.51 | Writing Centers across the Globe | | 5 |
| H.52 | Outcomes and Frameworks: Cultivating Information Literacy Capacity in Composition Classrooms | | 4 |
| I.1 | Cultivating and Mobilizing Social Justice Work in CCCC | | 7 |
| I.2 | Cultivating Capacity, Creating Change: Assessing the Future of Online Writing Instruction (OWI) | | 3 |
| I.3 | Where’s the Mentor Here? Creating a Culture of Mentoring in the New University and Beyond | | 5 |
| I.4 | Responsive Program Design for the MA in Writing Studies | | 6 |
| I.5 | Received Passages: Prison Histories—They Don’t Speak for Themselves | | 5 |
| I.6 | Design Thinking Approaches in the Writing Classroom | | 6 |
| I.7 | Linguistic Scaffolding as Intelligent Context: Teaching Academic Genres via Software-Mediated Corpora | | 4 |
| I.8 | Sounds of Science | | 4 |
| I.9 | She Blinded Me with Science (Pedagogy) | | 4 |
| I.10 | Slouching toward Sustainability: Mixed-Methods Approaches to Sustainable and Valid Writing Program | | 4 |
| I.11 | Linking Assessment to Faculty Development and WAC/WID: How One Change Leads to Another | | 4 |
| I.12 | Cultivating Undergraduate Creative Writing Education | | 5 |
| I.13 | Community Engagement and Service-Learning | | 6 |
| I.14 | Coming to Our Senses: Enabling Multiple Sensory Pathways in Active Learning Methods | | 4 |
| I.15 | Building Engaging Partnerships: Service-Learning from Three Perspectives | | 3 |
| I.16 | Research-Based Practices for Teaching Underprepared Readers in Writing Courses | | 4 |
| I.17 | Tracking and Tracing Effective Pedagogies in Technical Communication | | 7 |
| I.18 | From STEM to STEAM: Analyzing Medical Rhetoric and Personal Narrative in Professional Writing | | 5 |
| I.19 | Reaffirming Access: Strategies for Rhetorical and Linguistic Pedagogy | | 5 |
| I.20 | Feminist Rhetoric in Action | | 3 |
| I.21 | Reframing Writing Assessment | | 5 |
| I.22 | Framing Rhetorical Failure, Cultivating Feminist Engagement | | 3 |
| I.23 | Seeing and Understanding Our World: Visual, Spatial, and Material Rhetorics | | 3 |
| I.24 | Yikkety Yak: Do Talk Back! | | 4 |
| I.25 | Changing Perspectives on Multimodal Composition Pedagogies: Utilizing (Inter)Modalities, Art, and Technology to Teach Transferable Rhetorical and Technical Competence | | 3 |
| I.26 | Collaborating across Statewide University Writing Programs: Sharing Best Practices | | 5 |
| I.27 | I’d Like to Add You to My Professional Network: Beyond the Obvious in Social Media Research | | 5 |
| I.28 | Considering Language in Use: Code-Switching and ESL Praxis | | 3 |
| I.29 | Contemplating Disciplinary Boundaries: Interdisciplinarity and Contemplative Practice | | 3 |
| I.30 | Primary Research, Community Literacy, and Service-Learning: Implementing a Writing-Across-the-Community | | 5 |
| I.31 | Cultivating Students’ Agency: Confronting Trauma through First-Year Writing | | 4 |
| I.32 | Cultivating Writerly Identities and Communities Across the Curriculum: Dissertation-Writing Retreats as Scholarly Intervention | | 3 |
| I.33 | Sustaining and Cultivating Change: Locating the Sites and Stories for Social Justice Pedagogies | | 4 |
| I.34 | Theorizing Trauma, Composing Hate | | 5 |
| I.35 | Cultivating Participatory Community Writing | | 5 |
| I.36 | Transforming Gendered Service and Leadership in Writing Programs: Accountability and Institutional | | 4 |
| I.37 | Recultivating Composition in a Sophomore-Level Classroom: Assemblage, Circulation, and ePortfolios | | 4 |
| I.38 | Students Inhabiting Digital Learning Environments | | 6 |
| I.39 | Cultivating Student Invention: Challenging the Narratives of Digital Collaboration, Student Research, and Metacognitive Practices | | 3 |
| I.40 | Locating Rhetorics of Oppression: Engaging Politics of Place | | 5 |
| I.41 | Offering Models of Assessment That Are Holistic Representations of Writers | | 3 |
| I.42 | Cultivating Critical Awareness of Language Usage as a Tool for Creating a Translingual Community | | 4 |
| I.43 | Cultivating Alternative Pathways to Writing Assessment | | 5 |
| I.44 | Doing What It Takes: Toward Meaningful Cultivation of Learning Spaces | | 4 |
| I.45 | Including Multilingualism in the Cultivation of Teachers, Administration, and Programs | | 4 |
| I.46 | Translingualism, Transmodality, and Tangled Disciplinary Roots: Growing through Our Theories | | 4 |
| I.47 | The Role of Writing Criteria in Transparency, Agency, and Community-Building in the Disciplinary Writing | | 3 |
| I.48 | Objects, Technology, and Pedagogy in Materialism and New Materialism | | 4 |
| I.49 | Creating a Transferable Sense of a Writing Self: Findings from a Longitudinal Study of WAW | | 5 |
| I.50 | Getting Our Hands Dirty: The Case for Conducting Collaborative Archival Research with Undergraduates | | 3 |
| I.51 | Multimodal Pedagogies: Digital Storytelling, Map Essays, and Technology as Text | | 3 |
| I.52 | Assess This! Cultivating Cultural Change in the Face of Resistance | | 8 |
| J.1 | Prior Learning Assessment and Competency-Based Education: What Writing Teachers Need to Know | | 6 |
| J.2 | Meeting the Needs of Adult Writers: A Programmatic Coaching Perspective | | 3 |
| J.4 | Qualitative Studies of Writing about Writing: Classrooms, Programs, and Trends | | 18 |
| J.5 | Rhetorics of Health and Medicine: A Roundtable Examining Ways to Sustain Growth and Cultivate New | | 6 |
| J.6 | Fostering Social Justice Frameworks: Activist Praxis in the Practical Spaces of Writing Programs | | 4 |
| J.7 | Building Sustainable Coalitions to Support Communities of Color | | 4 |
| J.8 | Assessing the Assessment Process: Meta-Cultivation through a Portfolio Outcomes Project | | 5 |
| J.9 | Innovative Pedagogical Approaches: Cultivating and Integrating Threshold Concepts in the First-Year Writing | | 3 |
| J.10 | Chopping Off the Heavy Hand: Fostering Dialogue by Flipping Assessment | | 4 |
| J.11 | Manipulating Virtual Environments | | 5 |
| J.12 | Transfer, Habits of Mind, and Threshold Concepts: Trends Redefining the Fields | | 3 |
| J.13 | Going Global | | 4 |
| J.14 | Cultivating Promise: Marginalization, Advocacy, and Transformative Practice in the FYC Classroom | | 3 |
| J.15 | #blackgirls4change: Cultivating Community and Creating Change through PhotoVoice | | 5 |
| J.16 | Transforming Reluctant Writers’ Attitudes toward FYC: Cultivating Advocates for Change | | 4 |
| J.17 | The Role of Composition and Writing Studies in Changing University Curricula | | 5 |
| J.18 | Toward a More Ethical Writing Assessment: Cultivating Risk, Range, and Reflection with the Learning Record | | 5 |
| J.19 | Cultivating Engagement through Open-Mindedness, Hospitality, and Intercultural Dialogue in Basic Writing | | 4 |
| J.20 | Cultivating Compliance through Rhetorics of Self-Transformation | | 4 |
| J.21 | Connecting, Cultivating, Creating: Research on the Meandering Paths of Nontraditional Academic Women | | 4 |
| J.22 | Exploring New Media and Digital Culture through Lived Literacy Practices | | 3 |
| J.23 | Multilingual Connections | | 4 |
| J.24 | Cultivating (Meta)Transfer: Changing Individual, Programmatic, and Institutional Dispositions through a Revisioning of Stretch | | 5 |
| J.25 | Capacity Building for Community Engagement: Scaling Up from Local Inquiry to Writing Programs to Institutional | | 5 |
| J.26 | Cultivating Capacities in Rhetoric, Mentoring, and Administering | | 4 |
| J.27 | Naming What WE Know: A Roundtable on Knowledge Production in Composition | | 6 |
| J.28 | Fostering Global Citizenship, Diversity, and Inclusion: Reaching beyond Linguistic Awareness in Translingual | | 5 |
| J.29 | Writing as Partnership: Negotiating and Sustaining Dynamic Community Writing Projects | | 4 |
| J.30 | Political Climate, Sustainability, and Paradigm Shifts | | 6 |
| J.31 | Sensing Rhetoric and the Rhetoric of the Senses | | 5 |
| J.32 | Teaching Documentation: New Uses for Style Guides in the Writing Classroom | | 5 |
| J.33 | Creative Nonfiction and Composition: Cultivating Creative, Academic, and Socially Conscious Connections | | 5 |
| J.34 | Will the Center Hold? Addressing New Challenges to Writing Center Pedagogy and Autonomy | | 5 |
| J.35 | Citizenship, Rhetoric, and Political Life | | 5 |
| J.36 | Post-/De-/Colonialisms in Composition and Beyond | | 4 |
| J.37 | Access in Writing Centers and Programs | | 5 |
| J.38 | Remediating Cross-Disciplinary Capacities: Digital Humanities, Social Media, Fan Studies, and Disability | | 5 |
| J.39 | Poetics and Style in the Teaching of Writing | | 5 |
| J.40 | Cultivating Social Activism in the Classroom | | 5 |
| J.41 | Reproductive Discourses as Sites for Rhetorical Cultivation of Social Action | | 4 |
| J.42 | Harvey J. Graff, Literacy Studies, and Composition | | 8 |
| J.43 | (Re-)Creating the MA: Cultivating Professional Development in the Classroom and Beyond | | 5 |
| J.44 | Rhetoric and Community Engagement: Implications for Food and Nutrition | | 4 |
| J.45 | The Rigged Race: Public Memory, Local Connections, and Cultivating Change | | 5 |
| J.46 | Creating Socially Engaged Writing Pedagogies: Identifying and Analyzing Contemporary American Indian | | 4 |
| J.47 | Using Grounded Inquiry as a Method for (Re)Designing Writing Majors | | 6 |
| J.48 | The Role of the Personal, Empathy, Compassion, and Metacognition in First-Year Composition Pedagogy | | 4 |
| J.49 | Past Forward: How Rhetorical Practices before and beyond the Alphabet Can Inform Composition and Cross-Cultural Approaches to Rhetoric | | 5 |
| J.50 | Vital Concepts: Returning “Stability,” “Context,” and “Epistemology” to Posthumanist Writing and Rhetoric | | 3 |
| J.51 | Listening, Making, Mattering, Writing, Changing: Some Ethical Intersections of Digitality and Media | | 3 |
| J.52 | K–16 Partnerships and Initiatives: Benefiting Basic | | 7 |
| J.53 | Nourishing the Self, Cultivating the Archives, Enriching the Public: Sustaining the Work of Royster, Rohan, and Kirsch | | 3 |
| J.54 | Entrepreneurship in Technical Communication? Yes! | | 5 |
| K.1 | Cultivating Response: Seeing Teacher Comments through Students’ Eyes | | 3 |
| K.2 | Cultivating Your Future: An Intergenerational Conversation on Paths toward—and beyond— Retirement | | 8 |
| K.4 | Centering Transnational Work: A Study of Writing Practices in Tertiary Education in Romania, Nepal, India, and Colombia | | 6 |
| K.5 | Think Tank for Newcomers—Developing Papers and Sessions for CCCC 2018 | | 1 |
| K.6 | Self-Perception, Reflexivity, and Cultivation in ESL/EFL Student Learning | | 4 |
| K.7 | Four Perspectives on Mentoring Graduate Student Teachers of Composition | | 5 |
| K.8 | Peer Review Research, Latent Semantic Methods, and Writing Analytics | | 5 |
| K.9 | Discursive Agency in Illness: Empowering Everyday Writers to Cultivate Critical Communities | | 4 |
| K.10 | Writing about Writing and Teaching for Transfer | | 4 |
| K.11 | Visual Spaces, Physical Places, and Social Action | | 5 |
| K.12 | Soundwriting Pedagogies: Teaching Audio and Cultivating Community | | 7 |
| K.13 | Implications for Embodied Rhetoric and Civic | | 4 |
| K.14 | Transfer’s Evolution: Changing Our Terms, Interrogating Our Methodologies for Studying Transfer | | 7 |
| K.16 | Multiple Perspectives in New Materialist Rhetorics | | 4 |
| K.17 | Emergent Transfer in Action: Researching Transfer of Learning in Writing Centers | | 2 |
| K.18 | Aurality in the Composition Classroom | | 3 |
| K.19 | Confluence and Navigation: Graduate Students, Faculty, and Disciplinary Currents | | 5 |
| K.20 | Creative Collaborations: Cultivating New Voices from the Undergraduate Legal Writing Community | | 6 |
| K.21 | Naming the Tools: The Pedagogy and Practice of Community-Based Writing and Research | | 1 |
| K.22 | Changing Course: Creating an Interactive iBook for First-Year Composition | | 5 |
| K.23 | Interrogating History in the Interspaces: Rhetoric, Composition, and Metadata Tools | | 5 |
| K.24 | Situated Histories: Stories, Sites, Maps, and Buildings | | 5 |
| K.25 | Cultivating Inclusion: Invitational Approaches to Rhetorical Instruction | | 5 |
| K.26 | Securing Full Membership for Non-Tenure-Track Writing Faculty | | 6 |
| K.27 | Inhabiting and Subverting Online Spaces | | 6 |
| K.28 | “But We’ve Always Done It This Way”: Changing Developmental Curriculum and Faculty Perceptions | | 4 |
| K.29 | Go Your Own Way: Gateways and Barriers to Student Writer Agencies | | 4 |
| K.30 | Terminology That Matters: A Grammar for Discussing Grammar | | 3 |
| K.31 | Ethics of Care and the Teaching of Technical | | 1 |
| K.32 | Women Talking Back: The Artist, the Student Writer, and the Memoirist | | 3 |
| K.33 | More of the Message: Extending Multimodality across Composition Stages | | 3 |
| K.34 | Large Sections, Standardized Curricula, and Faith Integration: Cultivating Effective Writing Pedagogy in a Nontraditional University Model | | 3 |
| K.35 | Composting Stories to Cultivate Learning: Lessons from Long-Term Qualitative Research | | 3 |
| K.36 | Contexts and Conditions for Student Success | | 5 |
| K.37 | What’s New in WAW Is WA(M)W! Fostering Adaptive Transfer through Writing about Multilingual Writing | | 3 |
| K.38 | What’s the Matter Here? | | 5 |
| K.39 | Student Perceptions of Placement and Testing: Implications for Academic Identity and Success | | 4 |
| K.40 | Building Institutional Support for WAC/WID | | 4 |
| K.41 | Converging Compositions: Teaching Dissoi-Polylogoi in the Networked Classroom | | 3 |
| K.42 | Learning Information Literacy Across the Curriculum (LILAC): Discussing Results from a CCCC Research | | 4 |
| K.43 | Cultivating a Field: Asian American Rhetoric and Its Transformative Possibilities | | 6 |
| K.44 | Latin@s in Dual-Credit Courses: Living Realities, Cultivating Pedagogies | | 3 |
| K.45 | “A Picture of the Future/And You’re Not in It”: Letting Go without Getting Lost | | 3 |
| K.46 | Virtuous Writing Circles: Collaborative Curricular Development from the WAC Program to the WID STEM | | 4 |
| K.47 | Cultivating 21st-Century Rhetorical Practices: Exploring Ecologies, Networks, and Assemblage | | 7 |
| K.48 | Motherhood and Rhetorical Choice: Perspectives on Women’s Identification outside of and around | | 4 |
| K.49 | Multimodal Moves in the Writing Classroom | | 5 |
| K.50 | Multimodal Composition | | 5 |
| K.51 | Interventions in Neoliberal Literacy Practices: Engaging with Historical, [Trans]national, and Local Dialogues | | 3 |
| K.52 | The Nonrational/Nonspeaking Subject: A Disability-Studies Analysis through Narrative, Qualitative Research, and Philosophical Inquiry | | 5 |
| L.1 | Deepening the Conversation: Cultivating Connections between High School and College Writing Instructors | | 4 |
| L.3 | Critical Pedagogy and Context | | 4 |
| L.4 | Writing, Rhetoric, and Role Play: Cultivating Writing Connections through Role-Playing Games in the Classroom and the Workplace | | 1 |
| L.5 | Cultivating Capacity in Histories of Composition | | 3 |
| L.6 | Thirteen Ways of Looking at Dual Credit: Navigating Change, Capacity, and Community in Dual-Credit | | 7 |
| L.7 | Local Research Initiatives in Basic Writing | | 7 |
| L.8 | Interrogating Reliability in ELL Assessment | | 5 |
| L.9 | Resisting Extractivist Ideologies: Cultivating Rhetorical Capabilities in Multilingual Writers | | 4 |
| L.10 | Creating Change Does Not Mean One Size Fits All: Considering Institutional Capacities in Curriculum | | 3 |
| L.11 | The Reality of Resources and Road Blocks at a Rural College: Integrating Reading and Writing for Student | | 3 |
| L.12 | Cultivating Collaboration and Creativity: A Writing Center Grows a Writing Program | | 3 |
| L.13 | Take a Chance on Me | | 4 |
| L.14 | Disciplinary Self-Examination | | 5 |
| L.15 | Reimagining Narrative in the Disciplinary Landscape | | 3 |
| L.16 | Cultivating NWP Connections for Community | | 5 |
| L.17 | We Changed Everything—Now What? Assessing Writing-Program Reforms to Cultivate New Directions and New | | 6 |
| L.18 | Rethinking the Nature of Writing Practices through the Development of Writing Process Maps | | 2 |
| L.19 | Teacher Training in First-Year Composition | | 4 |
| L.20 | Embodied Rhetorics and the Affordances of a Fat Studies Pedagogy | | 4 |
| L.21 | Navigating Transitions and Transformations: Cultivating Critical Digital Literacy in Home, Classroom, and Institution | | 3 |
| L.22 | Type Matters: On the Rhetoricity of Letterforms | | 6 |
| L.23 | Cultivating Latinidad as Institutional Invention: Lessons Learned at Hispanic Serving Institutions | | 7 |
| L.24 | Raise Your Voice! Make Some Noise! | | 4 |
| L.25 | Geographies of Writing Studies | | 3 |
| L.26 | Perspectives on Identity and Inquiry | | 5 |
| L.27 | Genre and Transfer | | 5 |
| L.28 | Translingualism, Culture, and Power | | 5 |
| L.29 | Sight and Sound | | 4 |
| L.30 | Peer Tutoring Strategies for Campus Writing Centers | | 5 |
| L.31 | Cultivating Change across Student Contexts: Transfer across Secondary and Postsecondary Composition | | 6 |
| L.32 | Focus on Faculty Collaborations in Writing in the Disciplines | | 6 |
| L.33 | Collaborating and Cross-Training: Cultivating and Sustaining Writing Teachers | | 1 |
| L.34 | Cultivating Creative Nonfiction for Imaginative Habits of Mind | | 3 |
| L.35 | Becoming an Advocate: From Pedagogy to Advocacy in the Inter-Mountain West | | 4 |
| L.36 | Redesigning the Introductory Technical Communication Course: Cultivating Better Writers and Better Teachers | | 4 |
| L.37 | Cultivating Credibility and Communicating Capacities: Rhetorical Practices in Teaching, Tutoring, and Mentoring | | 4 |
| L.38 | Activist Academics Advocating for Change | | 4 |
| L.39 | Composing in Repair: What We Learn from Makers and Making | | 3 |
| L.40 | Ethics and Cultural Inquiry | | 5 |
| L.41 | Building Capacities for Justice and Inclusivity in Document Design | | 4 |
| L.42 | Cultivating Library/FYC Partnerships: Assessment, Information Literacy Instruction, and Beyond | | 7 |
| L.43 | Bridging the Gap: Cultivating the Capacity to Create Transfer between High School Writing and FYW | | 5 |
| L.44 | The Psychology of Motivation: Engaging What Really Moves Us to Write | | 3 |
| M.1 | Cross Talk: Sharing Innovative Writing Strategies for 21st-Century Composition Classes | | 5 |
| M.3 | Come Together: Innovations in Peer Review | | 4 |
| M.4 | Courageous Conversations and Sensitive Situations: Proactive and Responsive Methods for Inclusive | | 3 |
| M.5 | Catching Up the Children Left Behind: Critical Thinking | | 4 |
| M.6 | Cultivating Cross-Disciplinarity: Academic Discourse and Threshold Concepts in Writing Studies and the Library | | 3 |
| M.7 | Writing Feminisms Online, on Bodies, and in Life Writing | | 4 |
| M.8 | Required Reading: On Internally Produced Composition | | 6 |
| M.9 | Writing, Humanizing, and Recognizing the Role of Emotion in First-Year Composition | | 3 |
| M.10 | Gaming the System: Innovations in Teaching | | 4 |
| M.12 | Cultivating Partnerships for More Effective Teaching and Research | | 4 |
| M.13 | At Arm’s Length: (Un)Easy Relationships among Queer | | 4 |
| M.14 | Researching Meaningful Feedback in Assessment | | 5 |
| M.15 | Cultivating Activist Research Futures | | 4 |
| M.16 | “Let Us Cultivate Our Garden”: Creating Conditions for Learning and Change | | 3 |
| M.17 | #games4Cs: Possibility Spaces for Games and Composition | | 3 |
| M.18 | Collaboration across “Borders”: Willamette Promise | | 3 |
| M.19 | Questions and Contemplations in L2 Writing Pedagogies | | 5 |
| M.20 | The Stakes Are High: Cultivating Identity via Graduate | | 4 |
| M.21 | Cultivating an Alternative Pragmatism for Public Writing: Dewey on Community Engagement outside the Public | | 3 |
| M.22 | Multidimensional Faculty Development | | 6 |
| M.23 | Writing and/vs. Research: Disciplinary Tensions in the Teaching of Researched Writing | | 4 |
| M.24 | Agency and Subjectivity in Rhetoric and Composition | | 5 |
| M.25 | Cultivating Success: Rethinking Retention Programs and Pedagogies | | 4 |
| M.26 | Claiming Social Media and Gaming for Learning | | 4 |
| M.27 | Connecting across Academic Literacies: Writing, Reading, and Researching | | 3 |
| M.28 | The Inver Hills Model: When Change Begins with Student | | 4 |
| M.29 | Cultivating Partnerships: Sites of Community Literacy | | 4 |
| M.30 | Identity, Race, and Power in Translingualism | | 5 |
| M.31 | Come as You Are: Capacious Pedagogies | | 4 |
| M.32 | Cultivating Ethics of Fairness, Hospitality, and Care in Composition | | 8 |
| M.33 | Video Pedagogy and Teaching for Transfer across Media | | 4 |
| M.34 | Beyond Productive Tensions: Operating outside of Expertise in Research and Pedagogy | | 4 |
| M.35 | Scholarly and Practical Orientations in Education | | 3 |
| M.36 | Cultivating Sustainable International Composition | | 5 |
| M.37 | Identity in Digital Spaces: Some Perspectives on Race | | 4 |
| M.38 | Major Changes, Changing Majors | | 6 |
| M.39 | Embracing Contraries: Peter Elbow on His Life in Composition Studies | | 2 |
| M.40 | Cultivating Writing Programs and Curricula: The Promises and Limitations of Open Educational Resources at Two-Year Colleges | | 1 |
| M.41 | Generations of Anti-Racist Rhetoric | | 5 |
| M.42 | Cultivating Researcher and Participant Identities in Visually Oriented Social Media Spaces | | 3 |
| M.43 | Nonmainstream Literacies and Communication | | 4 |
| M.44 | Chalk It Up to Racism: Promoting Civility and Civil | | 4 |
| MW.1 | Expanding Research Voices in Online Writing Instruction: Developing Plans, Building Projects, Finding | | 6 |
| MW.2 | Information Literacy and Intellectual Property in Writing | | 4 |
| MW.3 | Community Writing Mentoring Workshop | | 12 |
| MW.4 | Handcrafted Rhetorics: DIY and the Public Power of Made Things | | 6 |
| MW.5 | The Prison Next Door: What Types of Connections Do We | | 11 |
| MW.6 | Using Digital Creative Arts to Teach Multimedia | | 5 |
| MW.7 | Cultivating Archival Connections: Building, Working, and Teaching in Archives | | 11 |
| MW.8 | Foundations in Programming | | 1 |
| MW.9 | Career Pathways Workshop for Rhet/Comp Graduates | | 6 |
| MW.10 | Engaging the Global: Challenges and Practices of the Digital in Transnational Writing | | 16 |
| MW.11 | Cultivating New TPC Instructors: A Heuristic-Based | | 4 |
| MW.12 | Assessing Multimodal Writing: Cultivating Course | | 4 |
| MW.13 | Story-Driven Podcasting for Writing Class | | 12 |
| MW.14 | Cultivating Consensus among Teachers: Collaborative | | 10 |
| MW.15 | Cultivating Community: Exploring the Affordances and Limitations of Custom Publishing | | 7 |
| MW.16 | Cultivating Inclusion and Integration: A Workshop for Alternative Success Models | | 1 |
| MW.17 | Publishing in an Independent Journal | | 6 |
| SW.1 | “A Bridge across Our Fears”: Teaching Aspiring Teachers | | 2 |
| SW.2 | Hey Teacher, Lead Them Kids in Song: A Workshop on Music and Performance for Compositionists | | 8 |
| SW.3 | Cultivating Strategic Action in Teaching against | | 5 |
| SW.4 | Bridging Expectations: A Workshop on the Alignment of High School English and First-Year Composition | | 11 |
| SW.5 | Writing Studio Pedagogy: Cultivating Student Voice and Capacity for Change | | 8 |
| SW.6 | Writing and Publishing Op-Eds: Cultivating Public Voices | | 5 |
| TSIG.1 | Council of Basic Writing SIG: Collaboration, Community, Caucusing | | 3 |
| TSIG.2 | Dual Enrollment SIG | | 2 |
| TSIG.3 | Non-Western/Global Rhetorics Special Interest Group | | 5 |
| TSIG.4 | National Archives of Composition and Rhetoric | | 2 |
| TSIG.5 | Academic Mothering in Rhetoric and Composition | | 2 |
| TSIG.6 | International Writing Centers Association Town Hall | | 2 |
| TSIG.7 | Community Writing SIG | | 2 |
| TSIG.8 | Standing Group for Disability Studies | | 2 |
| TSIG.9 | Cognition and Writing Special Interest Group: Creating | | 2 |
| TSIG.10 | Special Interest Group for the Assembly for Expanded | | 1 |
| TSIG.11 | Teaching for Transfer (TFT) SIG | | 1 |
| TSIG.12 | Legal Writing and Rhetoric Special Interest Group | | 1 |
| TSIG.13 | Special Interest Group for Non-Native English-Speaking Writing Instructors | | 3 |
| TSIG.14 | Appalachian Rhetoric, Composition, and Literacy SIG | | 2 |
| TSIG.15 | SIG for Senior, Late-Career, and Retired Professionals | | 2 |
| TSIG.16 | Writing Fellows Programs SIG | | 4 |
| TSIG.17 | Medical Rhetoric Standing Group | | 2 |
| TSIG.18 | Special Interest Group: Teaching in Prison: Pedagogy, Research, and Literacies | | 2 |
| TSIG.19 | Labor Caucus SIG Business Meeting | | 8 |
| TSIG.20 | Rhetoric’s Histories, Theories, Pedagogies Special | | 2 |
| TSIG.21 | Meeting of the International Network of Writing-Across-the-Curriculum Programs | | 13 |
| TSIG.22 | SIG for Untenured Writing Program Administrators | | 1 |
| TSIG.23 | Second Language Writing Standing Group Business | | 1 |
| TSIG.24 | Kenneth Burke Society at CCCC | | 1 |
| TSIG.25 | Progressive Approaches to Grammar, Punctuation, and Usage | | 2 |
| TSIG.26 | Contemplative Writing Pedagogies Special Interest | | 4 |
| TSIG.27 | SIG for the Creative Nonfiction Standing Group: Peter | | 2 |
| TSIG.28 | Cultural Rhetorics Consortium Meeting | | 4 |
| TSIG.29 | Studio PLUS | | 2 |
| W.1 | Feminist Workshop: Intersectionality within Writing | | 12 |
| W.2 | Cultivating Research Capacity through International | | 3 |
| W.3 | Cultivating Our Creative Capacities: Writing Teachers | | 10 |
| W.4 | TYCA Presents Cultivating Our Capacity: Preparation | | 10 |
| W.5 | Rhetorics and Realities: Exploring New Potentials for Scholarly Production to Transform the Meaning of Scholarship (and the Meaning of Meaning within Our | | 11 |
| W.6 | High Touch Tech: Using Web-Based Tools to Cultivate | | 4 |
| W.7 | Implementing Long-Term Changes to Basic Writing | | 15 |
| W.8 | Moving Labor Advocacy from Conversations to Action | | 7 |
| W.9 | Cultivating Sustainable Writing Assessments | | 7 |
| W.10 | Cultivating Capacities, Creating Change: Teachers as Activists and Videomakers | | 9 |
| W.11 | Cultivating Vernacular Eloquence: A Workshop on Speech and Writing Honoring Peter Elbow | | 11 |
| W.12 | Launching and Developing Sustainable Writing across the Curriculum/Writing in the Disciplines Programs | | 3 |
| W.13 | Leadership in Action: A Workshop for Heads, Directors, WPAs, and Future Faculty Leaders | | 4 |