| A.1 | Think Tank for Newcomers—Developing Papers and Sessions for CCCC 2019 | | 2 |
| A.2 | Creative Nonfiction Standing Group Business Meeting | | 1 |
| A.3 | Independent Writing Departments and Programs | | 1 |
| A.4 | Making and Meaning, Labor and Protest: Indigenous Rhetorics in Contemporary Makings and Activist Work | | 4 |
| A.5 | Ecologies of Learning in Writing about Writing (WAW) Programs | | 3 |
| A.6 | DBLAC: Challenging Narratives of Deviance and Disruption in Writing Spaces | | 5 |
| A.7 | Writing Teachers Writing | | 2 |
| A.8 | Teaching Context through the Language of Games | | 4 |
| A.9 | The Un-Research Project: Turning the Research Process Upside Down | | 4 |
| A.10 | Feminist Rhetorics as Heuristics: Disrupting Familiar Spaces of Composition | | 3 |
| A.11 | Transforming the Writing Classroom through Contemplative Language and Practices | | 5 |
| A.12 | Community Rhetorics and Genres: Investigating 21st-Century Publics | | 4 |
| A.13 | Veering from the Yellow Brick Road | | 6 |
| A.14 | Crossing Multiple Borders: Re-Languaging Space/Place in Relation to Writing Practices in ESL, Hearing-Impaired, STEM, Transcultural, and Digital Practices | | 7 |
| A.15 | Justicing Writing Studies: Decoloniality, Counter-Eugenics, and Translingualism for Composition and Assessment | | 4 |
| A.16 | Mediating Social Media: Binaries, Boundaries, and Borders | | 4 |
| A.17 | Converging Transnational Perspectives: Considering | | 3 |
| A.18 | Language Work and Community: Framing, Building, Disrupting | | 3 |
| A.19 | Using Technology in the Classroom: Attitudes, Labor, and Transformation | | 5 |
| A.20 | Insufficient? A Dialogue on Rhetorical Education’s Civic Promises | | 5 |
| A.21 | Labor, Embodiment, and Embeddedness in Accelerated Learning Programs | | 3 |
| A.22 | Drawing on Rhetoric’s Roots: Transforming the Traditional | | 4 |
| A.23 | Arts and Acts: Identity, Language, and Connection in LGBTQ Communities | | 4 |
| A.24 | Multilingualism and Identity | | 6 |
| A.25 | Two Truths and a Lie: Addressing Misconceptions in Service-Learning in a First-Year Integrated | | 3 |
| A.26 | Bullying in the WPA Workplace: Voices from the Field | | 5 |
| A.27 | Seeing Multilingual Writing Anew: Translingualism and Chinese International Students in the United States | | 3 |
| A.28 | Innovations in Methods, Models, and Theory in Indigenous Rhetorical Studies | | 5 |
| A.29 | Where Does It Hurt? Medical Rhetoric and Its Fraught Language | | 4 |
| A.30 | Multilingual/Multimodal Interactions in Context: Dis/ability, Race, Community, and Culture | | 5 |
| A.31 | “Available Means”: Multimodality and Second Language Writers | | 3 |
| A.32 | Avoiding the Jiffy Lube Image: Writing Centers Helping Students with Sentences and Style | | 4 |
| A.33 | Languaging Programmatic Stewardship: Assessment, Politics, and Values | | 3 |
| A.34 | Perseverance, Transfer, and the Habits That Form Them | | 4 |
| A.35 | Animated Pedagogy: Comics and the College Classroom | | 5 |
| A.36 | Co-Laboring in Writing Programs: Routines, Resources, and Flowcharts | | 6 |
| A.37 | Accessibility Issues: Online and Multimodal Challenges | | 4 |
| A.38 | Medical Speak: Diversity, Coauthorship, and Ethos | | 3 |
| A.39 | Rhetoricking toward Transnational and Transformative Writing Pedagogies | | 7 |
| A.40 | Transformative Labor: Positioning Yourself for a Two-Year College Career | | 7 |
| A.41 | The Limits of Civility: Toward Rhetorical Power in a Post-Truth Era | | 4 |
| A.42 | The Way We Do the Things We Do: Behaviors and Behaviorism in Teaching, Learning, and Assessing | | 4 |
| A.43 | Intervention on the Outskirts: Exploring Social Justice Literacies in Writing Center Practices | | 5 |
| A.44 | Putting Policy into Practice: Teaching Writing across the Military-Civilian Divide | | 8 |
| A.45 | Flying Monkeys Are Real: Fake News, Post Truth, and Populism | | 4 |
| A.46 | Research Methods in Graduate Coursework and Beyond: Challenges, Strategies, and Opportunities for Curriculum | | 8 |
| A.47 | The National Census of Writing: Transforming Data into Advocacy While Raising Questions about Big Data | | 3 |
| A.48 | Community-Based Mentorship in/as Graduate Education | | 7 |
| A.49 | Writing Our Way Home: Sustaining Ourselves in Our Professional Labor | | 3 |
| AW.1 | Pedagogy and Playfulness: Exploring Games in the Composition Classroom | | 8 |
| AW.2 | Languaging with Technology in Diverse Settings: Multilingual Writers and the Digital Age | | 7 |
| AW.3 | TYCA Presents Let’s Get Political: Transforming Students | | 3 |
| AW.4 | Dual Enrollment’s Impact on Composition Studies | | 12 |
| AW.5 | Research-Based Support for Graduate and Faculty | | 9 |
| AW.6 | Fostering Undergraduate Research | | 5 |
| AW.7 | Transformative Leadership Development for Community | | 9 |
| AW.8 | Universal Design-Driven Pedagogy for Online | | 2 |
| AW.9 | So, You Want to Develop a Service-Learning Project? | | 2 |
| AW.10 | Handcrafted Rhetorics: DIY and the Public Power of Made Things | | 9 |
| AW.11 | Languaging for Love: Building a Community of Compassionate Composers | | 10 |
| AW.12 | Discourse, Sociolinguistics, and Code-Meshing | | 8 |
| AW.13 | SJAC Planning for Social Justice Work in Home | | 27 |
| B.1 | International Writing Centers Association Town Hall Meeting | | 3 |
| B.2 | Standing Group for Disability Studies Business Meeting | | 2 |
| B.3 | In the Moment: Creating a Professional Identity as a Graduate Student | | 6 |
| B.4 | Solidarity and Subversion: Writing Pedagogies and Rhetorical Practices Rearticulated | | 3 |
| B.5 | Conflict, Care, and Connection in the Literacy Spaces of Military Veterans, Partners, Caregivers, and Kids | | 5 |
| B.6 | Career Quest: Navigating a Future in Composition, Rhetoric, and Writing Studies | | 10 |
| B.7 | Rewriting the City: Marginalizing Memories through the Rhetoric of Restoration | | 3 |
| B.8 | Questioning the Rush to Discipline: Or, Daring to Teach What We Don’t Know | | 6 |
| B.9 | Identity, Writing Genres, and Transformation: Fostering Student Empowerment in an Age of Fake News | | 6 |
| B.10 | Taking Sartorial, Material, and Visual Rhetoric Out for Lunch | | 3 |
| B.11 | Your Pod or Mine? Audio Composing in the Classroom | | 3 |
| B.12 | Writing Assessment and Social Justice: Methodological and Applied Insights in the Advancement of Opportunity | | 7 |
| B.13 | The Labor of Tolerance | | 4 |
| B.14 | Divisive Rhetoric: News in the Age of Polarization | | 3 |
| B.15 | Toward Equity: An Exploration of Academic Roles in Corequisite Courses | | 3 |
| B.16 | Languaging the Silence in L2 Writing Classrooms | | 4 |
| B.18 | More Than a Press Release: How Writing Teachers at Middlebury College Responded to the Charles Murray | | 3 |
| B.19 | Digital Writing: Algorithm, Electracy, Pedagogy, and Digital Disclosure | | 4 |
| B.20 | Rethinking Feedback in the Writing Classroom: Theoretical, Emotional, and Participatory Approaches | | 3 |
| B.21 | Don’t Look beyond Your Backyard: Writing, Healing, and Emotion in the Classroom | | 4 |
| B.22 | (Transforming) Stories of Familial, Racial, and Sexual Dis/re/orientation: The Labor and Language of Being | | 5 |
| B.23 | In Search of Common Ground: Fostering Transfer through Student and Faculty Conversation and Reflection across | | 3 |
| B.24 | Language, Literacy, and Inequality | | 4 |
| B.25 | Silence and Listening as Rhetorics of Engagement and Resistance | | 4 |
| B.26 | “We’re Still Here”: Integrating Native American Perspectives into a Composition Program | | 3 |
| B.27 | Building Online Writing Programs That Enable Student Success | | 10 |
| B.28 | Multilingual Writers | | 4 |
| B.29 | Teaching Fake News: Media Literacy in Troubled Times | | 4 |
| B.30 | Complex Structures, Continuity, and Assessing WPA Work | | 2 |
| B.31 | Identity as Currency: Performing the Self the Institution Will Pay to See | | 4 |
| B.32 | Risks and Costs for the Transformative WPA | | 4 |
| B.33 | Writing Wikipedia across Contexts: Critical Notes on Learning Transfer and Community Engagement | | 4 |
| B.34 | Sonic Languaging: Researching, Teaching, and Writing Sound | | 3 |
| B.35 | A Pilot Study of Critical Pedagogical and Curricular Intervention at an HBCU | | 3 |
| B.36 | Composition and Design: A Transdisciplinary Approach | | 6 |
| B.37 | Linguistic Approaches to Understanding Language Acquisition for Native and Non-Native Language Learners | | 5 |
| B.38 | A Makerspace for Literacy Studies: What Can Literacy Studies Offer Composition & Rhetoric? | | 5 |
| B.39 | Family Literacies in Transnational and Translingual Perspective | | 2 |
| B.40 | Immigrants and Refugees: Networking Resources and Pedagogies | | 6 |
| B.41 | Using Visual Rhetoric as Subversion | | 4 |
| B.42 | Introspective Learning to Learn and Experience Writing | | 3 |
| B.43 | Challenging the Hierarchy: Transformative Mentoring Practices in Writing Studies and Rhetoric | | 2 |
| B.44 | The Hidden and Emotional Labor of Disability Disclosure | | 4 |
| B.45 | Who Does the Work and How? Adopting a Directed Self-Placement Model to Transform Placement | | 5 |
| B.46 | Languaging in the Writing Studio | | 4 |
| B.47 | Is This My Class? Placement in First-Year Composition | | 4 |
| B.48 | Displacing Monolingual Ideologies through Basic Writing Reform: Translingual Agency in Transformative | | 3 |
| C.2 | Labor Caucus Business Meeting | | 10 |
| C.4 | Assembly for Expanded Perspectives on Learning Business Meeting: Zen and the Art of English Teacher | | 1 |
| C.5 | Rhetorics of Muslim Identity in the West | | 5 |
| C.6 | Black Movement Discourse, Black Lives Matter, and Why We (C)Ain’t Wait | | 4 |
| C.7 | Intellectual Labor and the Academic Lifecycle: Preliminary Findings from a Survey of Perceptions | | 6 |
| C.8 | Community Peacemaking: Using Kindness and Reflection to Reframe Pedagogies, Relationships, and Activism | | 4 |
| C.9 | Theorizing Work in Peer Review | | 3 |
| C.10 | Playing beside the Shoulders of Giants: Play, Humor, and Challenging Experts | | 3 |
| C.11 | Examining Rhetorical Practices in Protest: Women’s March Paris, Women’s March on Washington, and the Online Disability March | | 3 |
| C.12 | What Embodied (Trans)Languaging Means to Ethnographic Methodology | | 5 |
| C.13 | Alternative Viewpoints to the Code-Meshing Movement | | 4 |
| C.14 | Mixing Research Methods to Study Public Policy Writing | | 4 |
| C.15 | Becoming an Ally for Multilingual Writers: Critical Reflections on a Writing Center’s Film Project | | 3 |
| C.16 | WAC/WID Transnationality and Multilinguality | | 3 |
| C.17 | Body Languages: Rhetorical Tactics for Taboo Subjects and Vulnerable Bodies in Trump’s America | | 3 |
| C.18 | LOUD-talkin and the Verbal Art of Antiracist Languaging: A Performance | | 4 |
| C.19 | Across the Line: Creative Nonfiction for Composition Classrooms | | 3 |
| C.20 | Life Sentences: Reflections on a Writing Workshop with Former Prisoners | | 4 |
| C.21 | Beyond Writing Programs: Transforming Language Policy beyond the Discipline | | 3 |
| C.22 | The Economic Politics of Administering Writing Programs in Global Contexts | | 3 |
| C.23 | Transcending the Transnational through Online Writing and Literacy Instruction: Pedagogy, Research, and Labor | | 6 |
| C.24 | Preparing Graduate Students for Research | | 7 |
| C.25 | Mapping It Out: Finding Community in Our Cities | | 5 |
| C.26 | “A very little key will open a very heavy door”: The University as Access and Accessible | | 4 |
| C.27 | First-Year Experiences and STEM Discourses: Making Audience Real | | 4 |
| C.28 | Language and Labor in Online Writing Instruction | | 4 |
| C.29 | Ludic Pedagogy in the Writing Center: Two Can Play at This Game | | 3 |
| C.30 | Listening, Learning, Reflecting, and Transforming: How UCA Faculty Are Using Focus Groups to Change | | 4 |
| C.31 | The Body in Digital Spaces: Creating Identity | | 5 |
| C.32 | Writing in Graduate School Is Hard Work: Supporting Graduate Writers’ Labor through a Cross-Campus Writing | | 3 |
| C.33 | Aesthetics of Composition: Multimodality, Multilingualism, and Creative Writing | | 4 |
| C.34 | Design Thinking: Application to Composition, Service-Learning, and Creativity | | 4 |
| C.35 | Librarians and Writing Instructors “Languaging”: Applying Dynamic Criteria Mapping to Assess Information Literacy | | 3 |
| C.36 | Hybrid Teaching and Learning for Developmental and First-Year Writing Courses: Realizing the Potential | | 3 |
| C.37 | Tangible Methodology: Composing Research, Composing Bodies | | 3 |
| C.38 | Feminist Rhetorics in the Age of Trump: Invitations to Action | | 5 |
| C.39 | The iFALCON 3.0 Ecology: Rethinking the Language, Labor, and Transformative Potential of College Readiness | | 3 |
| C.40 | Educational Intersectionality: Interdependent Systems of Privilege in Literacy Education | | 3 |
| C.41 | The Ecology of Fullness: From Writing Program to Student | | 3 |
| C.42 | Reconsidering the Retread: The Current Role of Literature PhDs Laboring in Composition | | 6 |
| C.43 | Students’ Emotional Labor in Composition: Peer Tutors, Performing Race, and Unruly Histories | | 4 |
| C.44 | Writing, Retention, and Evidence-Based Practice: Exploring the Relationship between Student Learning and Student “Success” | | 4 |
| C.45 | Administering Inclusively: Interfaces, Safe Spaces, and Queer Places | | 4 |
| C.46 | I Can’t Go for That: Basic Writing, Standard English and the Language We Use | | 4 |
| C.47 | Labor in the Shadows: Research on Classroom Writing Assessment | | 4 |
| C.48 | White Working Class Rhetorics II: Engaging the Intersection of Race and Class in Protests, Campaigns, and Institutions | | 3 |
| C.49 | Put Some Respect on My Name: The Politics of Labelling Subjects in the Field | | 3 |
| D.2 | Linguistics, Language, and Writing Standing Group Business Meeting | | 7 |
| D.3 | Feminist Caucus Business Meeting | | 2 |
| D.4 | Latinx Futures: A Look at Emerging Latinx Research and Scholars | | 10 |
| D.5 | Class in the Composition Classroom: Pedagogy and the Working Class | | 5 |
| D.6 | Fostering Student Diversity in MA Programs in R/C and Writing Studies | | 4 |
| D.7 | The New AAC&U Approach to Large-Scale Writing Assessment: An Overview and Analysis | | 4 |
| D.8 | How Might Writing Heal? The Results of Seven Qualitative Studies in Communities and Classrooms | | 11 |
| D.9 | Violent Rhetoric/Rhetorical Violence: Human Rights, Resistance, and Weaponizing of Language | | 3 |
| D.10 | Bright Apps, Big Data: Archives, Digitization, and Media-Driven Composition | | 3 |
| D.11 | Bridging the Gap: Developing College/High School Transition Courses | | 4 |
| D.12 | Project Management Approaches for Writing Classrooms and Communities | | 7 |
| D.13 | Mindfulness, Meditation, and Dialogue: Embodying and Supporting Empathetic Discourse in the Persuasive | | 3 |
| D.14 | Multilingualism and Multilingual Writing in Social Contexts | | 6 |
| D.15 | Languaging in Another’s Tongue: SLACs, ELLs, and the Inadequacy of Good Intentions | | 3 |
| D.16 | Empathy and Action: Pedagogical Meditations | | 3 |
| D.17 | Knowledge Creation 2.0: Critical Digital Awareness as a Pedagogical Imperative | | 3 |
| D.18 | Visualizing All Our Relations: Fostering Graphical Habits in Undergraduate and Graduate Writing Practices | | 4 |
| D.19 | Talking about Talking about Religion: Mormon Rhetorics and the Labor of Religious Dialogue | | 3 |
| D.20 | Communication and Power in Diasporic Contexts | | 4 |
| D.21 | Expanding Practices and Possibilities for the Work of Writing Centers | | 4 |
| D.22 | Everyone Plays: Motivating Voices through Digital Environments | | 5 |
| D.23 | Strategies for Laboring in STEM Writing Classrooms: Sociocultural, Activity, and Writing-to-Learn Approaches | | 3 |
| D.24 | WPAs’ Intra-Institutional Partnerships | | 4 |
| D.25 | “I Got the Music in Me”: Identity, Difference, and Understanding Relationships | | 2 |
| D.26 | Black Women at Work: Labor and Language Disparities in the Academy | | 4 |
| D.27 | How Tutoring Transforms Tutor Writing: Connections between Process, Mindset, and Identity | | 3 |
| D.28 | Laboring with Our Legacies: Developing the Work of James Berlin | | 3 |
| D.29 | Affirming Indigenous Language Learning | | 4 |
| D.30 | Multilingualism and Academic Writing | | 4 |
| D.31 | Challenging the Privilege, Privileging the Challenge: Community Engagement with First-Year Writers | | 4 |
| D.32 | Examining Feedback: Favored Traits, Question-Based | | 3 |
| D.33 | Teaching Writing in Turbulent Times: Developing Transformative Pedagogies through Invitational, Reflective, and Ethical Argumentation | | 3 |
| D.34 | Empowerment, Resistance, and Control: Exploring Student Responses to Pedagogy | | 2 |
| D.35 | Getting Over Ownership: Blurring the Labor and Pedagogy for Composition/Creative Writing | | 5 |
| D.36 | Defining Chicanx Rhetoric | | 3 |
| D.37 | Living (Land-Based/Queer/Decolonial) Research, Composing (Community/Love/Reciprocal) Relations | | 5 |
| D.38 | En[Acting] Translingualism: Dramatizing Dialogues and Debates | | 11 |
| D.39 | Composition without Borders: A Labor of Love | | 6 |
| D.40 | Languaging toward Translingualism: A Roundtable Discussion on Transforming Relationships between International and US Domestic Student Writers | | 4 |
| D.41 | Challenging and Resisting Language Ideologies through Critical Language Awareness | | 5 |
| D.42 | Industrialized Identities: Hollers, Farm Stories, and Manhood | | 3 |
| D.43 | Analyzing the “It Factor”: Using a Cohort Model to Cultivate Community and Culture in Online Writing | | 9 |
| D.44 | Designing Online Writing Classes to Promote Multimodal Literacies: Five Practices for Course Design | | 3 |
| D.45 | Tennessee Waltzing: Languaging in the Flux of Institutional and State Frameworks | | 4 |
| D.46 | Four Years Ago People Rolled Their Eyes at Us When We Said We Should Have Session Hashtags: Social Media’s | | 3 |
| E.1 | Council of Basic Writing Meeting: Collaboration, Community, Caucusing | | 3 |
| E.2 | Teaching in Prison: Pedagogy, Research, and Literacies Collective Meeting | | 2 |
| E.3 | Transgressing Language through Transgender Politics | | 3 |
| E.4 | Examining Doctoral-Level Writing | | 4 |
| E.5 | Laboring for Racial Justice in the Writing Program Administrators Graduate Organization and Beyond | | 6 |
| E.6 | Monstrous Composition: Reanimating the Lecture in First-Year Writing Instruction | | 6 |
| E.7 | Language-Oriented and Labor-Oriented Reflections on Writing about Women’s Professional Lives in Rhetoric | | 6 |
| E.8 | Rewriting a Writing Program | | 4 |
| E.9 | What Buzzes in Between: Affect and Social Media | | 3 |
| E.10 | Busting the Myth of Homogeneity in FYW: Reimagining Traditional Assignments to Make More Room for Student | | 4 |
| E.11 | Rhetoric and Protest | | 4 |
| E.12 | The Labor of Belonging: Race, Place, and Citizenship | | 3 |
| E.13 | Challenging the Corporate University: The Pedagogy of Desire and Students Succeeding as Global Democratic | | 3 |
| E.14 | Anti-Racist Translingual Pedagogy and Positionality for WPAs and Instructors | | 3 |
| E.15 | Laboring to Transform the Culture of Writing at a Liberal Arts Institution | | 5 |
| E.16 | Stress-Testing Rhetorical Genre Theory: New Challenges for an Essential Construct | | 5 |
| E.17 | Languaging and Laboring for Justice in Our | | 5 |
| E.18 | Futures of Writing | | 4 |
| E.19 | New Processes and New Platforms: Connected Learning and the Disruption of Established Languaging Practices | | 3 |
| E.20 | Creating Inclusive Writing Programs: Accommodations, Language Games, and Self-Reflection | | 4 |
| E.21 | Transforming Experience into Research: Empirical Methods for Game Studies in Writing and Rhetoric | | 7 |
| E.22 | Feminist Creative Nonfiction as Embodied Intervention | | 2 |
| E.23 | “Do we even need to?”: Three Approaches to Teacher Education and Linguistic Diversity | | 3 |
| E.24 | Constructing Identities from Home and School | | 5 |
| E.25 | Disruptive Failures: Community Engagement and the Impossibility of One Voice | | 6 |
| E.26 | Translingual Practice as a Labor of Love: Overturning and Transforming Standard Language Monolingual Norms | | 3 |
| E.27 | Curricular Change: Labor, Language, and Community | | 3 |
| E.28 | Constellating New Directions for Rhetoric and Writing Studies: Social and Cultural Entrepreneurship in Context | | 2 |
| E.29 | Using Students’ Own Language to Understand Transfer: A National Cross-Institutional Study of the Teaching for Transfer Curriculum | | 5 |
| E.30 | Exploring Languaging and Laboring in a Teaching for Transfer Pedagogy: Articulation and Assessment across | | 4 |
| E.31 | Creating Community through Online Writing | | 4 |
| E.32 | The Opportunities and Limits of Translingualism | | 5 |
| E.33 | Decolonizing Writing Centers: Doing, Making, and Trans-forming through Indigenous Pacific Practices | | 4 |
| E.34 | WPAs-in-Waiting: Stories from the jWPA | | 4 |
| E.35 | Literacy, Language, Culture: Marginalized Knowledges at the Center | | 3 |
| E.36 | Communal Laboring: Cultivating FYC as a Teaching for Transfer Site | | 3 |
| E.37 | Mobility and Englishes across Transnational Contexts | | 5 |
| E.38 | The Labor of Interdisciplinarity: Teaching, Learning, and Research in an Integrated First-Year Experience Program | | 4 |
| E.39 | Writing to Scale: Transforming Language Locations, Archives, and Networks | | 4 |
| E.40 | Feminist Rhetorics and Digital Humanities: Challenges and Opportunities | | 6 |
| E.41 | Self-Efficacy as Transformation: Four Studies on Working with Student Writers to Help Them Believe in Themselves | | 5 |
| E.43 | Languaging Ethics of Place: Lessons from Food Truck Voting, Developing Mobile Apps, and Radical | | 4 |
| F.2 | Second Language Writing Standing Group Business Meeting | | 1 |
| F.4 | Cripping Neutrality: Student Resistance, Pedagogical Performance, and Ideological Commitments in the Writing Classroom | | 4 |
| F.5 | Laboring across Borders: Ethical and Practical Challenges in Administering Transnational Writing | | 4 |
| F.6 | Military Veterans: Language in Transition | | 4 |
| F.7 | Languaging Foodways: Community Approaches to Land, Food, and Literacy | | 4 |
| F.8 | Transforming Labor through Research Languaging: Contingent Faculty as Researchers | | 3 |
| F.9 | How Students See Sources | | 3 |
| F.10 | Intertextual Maps, Emerging Media, and Cinemascape | | 3 |
| F.11 | Program Assessment Fails: Discovering What Really Matters | | 3 |
| F.12 | Naming What We Don’t Know: The Possibilities of Writing | | 4 |
| F.13 | Undergraduate Research in the Archives: Curating and Transcribing History in Transformative Frameworks | | 3 |
| F.14 | Oral Histories as Multimodal Cultural Record: From the Classroom to the Community | | 4 |
| F.15 | Community Formation through Storytelling | | 4 |
| F.16 | Visual Languaging and Science: The Transformational Labor of Visualization | | 3 |
| F.17 | Politics, Language, and Social Justice in the Classroom | | 6 |
| F.18 | Understanding and Addressing the Language Challenges of Academic Writing: What New Language Studies Show | | 4 |
| F.19 | Writing about Writing at the Community College: Transforming Practices for Diverse Student Populations | | 3 |
| F.20 | Languaging, Laboring, and Loving: Pedagogical Strategies in Engaging the Absent Present | | 2 |
| F.21 | Composing Transnationally: Blurring Borders through Languaging | | 2 |
| F.22 | (Re-) Assembling Resistance: Spaces and Places of/as Responses to Linguistics | | 4 |
| F.23 | Transforming Patriarchal Academic Institutions through Feminist Research: Exploring the Laboring Bodies and Languages of Women Writing Program Administrators | | 6 |
| F.24 | “Videoing” Methods and Modalities for Transforming Digital Composition | | 4 |
| F.25 | Mindfulness Writing: Innovations in Reflective Writing | | 1 |
| F.26 | Invisible Labors of Embedded Communication | | 3 |
| F.27 | Stories within Stories: Making the Personal Public and the Public Personal with the Digital Archive of Literacy | | 3 |
| F.28 | Composing Health Data: Research Practices, Policy Impact, and Personal Testimonies | | 4 |
| F.29 | Promoting Reflexive Reading Practices in the Writing Classroom | | 3 |
| F.30 | Allies with Undocumented Students through Writing | | 5 |
| F.31 | Engaging and Complicating Ecological Theories of Writing and Circulation | | 3 |
| F.32 | The Labor of the Maturing Writer: Taking a Lifespan Perspective | | 4 |
| F.33 | Transforming through Rhizomatic Pedagogy | | 3 |
| F.34 | Going Vertical: The Changing Direction of General Education Writing Curricula | | 3 |
| F.35 | Laboring toward Global Rhetorical Practices in US-Based Classrooms: Implications for Teachers of Composition | | 5 |
| F.36 | Building Classroom Community through Empathy: Instructor/Student Identification, Writing Assignments, and Classroom Improvisations | | 4 |
| F.37 | The Languages of First-Year Composition | | 5 |
| F.38 | The Sharon Crowley Sophist-as-Mentor Model: Enacting a Mentor-Mentee Community | | 4 |
| F.39 | Archive as Testimony: The Lucille M. Schultz Nineteenth-Century Composition Archive and Materialist Pedagogy | | 4 |
| F.40 | Laboring to Deliver: Academic Class Systems | | 2 |
| F.41 | Conversation Transformation: Utilizing Threshold Concepts of Writing to Re-Focus the Languaging on Asynchronous Consulting | | 3 |
| F.42 | Transforming First-Year Writing Courses through Translanguaging Pedagogies: Instructor and Classroom | | 2 |
| F.43 | Soundscaping Rhetoric | | 7 |
| F.44 | Facilitated Online Composition: A Collaborative Model for Dual-Credit Instruction | | 4 |
| FSIG.2 | Writing Assessment SIG | | 1 |
| FSIG.8 | Martial Arts and Composition Rhetoric | | 4 |
| FSIG.11 | SIG: Mothers in Rhetoric and Composition | | 2 |
| G.5 | Writing as a Way of Staying Human in a Time That Isn’t | | 5 |
| G.6 | Researching Transfer: Addressing the Challenges of Knowing What Works | | 7 |
| G.7 | Studies in Writing and Rhetoric: Exposing the Gears of a Disciplinary Languaging Machine | | 2 |
| G.8 | From the Body Outward: Rhetorics of Embodiment | | 3 |
| G.9 | Roots, Relationships, and Reciprocity: Food Literacies | | 3 |
| G.10 | Readings, Key Terms, and Games: Classroom | | 3 |
| G.11 | Pedagogy of the (Dis)Enfranchised: Redefining the Terms | | 6 |
| G.12 | Responding to Responses: Giving Useful Feedback | | 3 |
| G.13 | Portfolios, Conferences, and Time Lords: Transforming | | 1 |
| G.14 | Improvising Social Justice: Responses from the Margins | | 4 |
| G.15 | Putting Our Best “Feedforward”: Using Nonviolent | | 2 |
| G.16 | Countering Resistance: Graduate Conference Curation as Significant to the Discipline | | 4 |
| G.17 | Citizen Scientists, Public Intellectuals, and Environmental | | 4 |
| G.18 | Transactional Languages: Disciplinary Frameworks and Information Literacies in the Writing Classroom | | 3 |
| G.19 | Transforming Graduate Writing Experiences: A New WAC | | 3 |
| G.20 | Writing with Light: Digital Design, Digital Processes | | 4 |
| G.21 | Languaging and Technology for the Classroom: Changing | | 3 |
| G.22 | Definitions of Human Agency in Digital Composing | | 2 |
| G.23 | Pedagogies of Rhetorical Reading in First-Year | | 2 |
| G.24 | Language as Activity | | 3 |
| G.25 | Literacies of the Lavatory: Language and Performativity | | 5 |
| G.26 | Revisiting Rhetorical Failure: Applications and Implications for Theory, History, and Pedagogy | | 6 |
| G.27 | Reconsidering Course Design: Doing Ethnography, Reading Texts, and Keeping Commonplace Books | | 4 |
| G.28 | “Passionate Attachments”: Contemplating the Insider/ | | 5 |
| G.29 | Languaging through a Screen: The Affordances and Constraints of Synchronous Videoconferencing for Writing Instruction | | 3 |
| G.30 | All the Modes in All the FYC Courses: Toward a Heuristic | | 4 |
| G.31 | Examining Syllabi, Diversity Statements, and Educational | | 4 |
| G.32 | Rhetorical Education Transformed: Racial and Feminist | | 3 |
| G.33 | Fake News and Information Literacy in the Composition | | 4 |
| G.34 | Autoethnographic Explorations of Communities and Professionals | | 2 |
| G.35 | Motivating Students from Afar: Managing and Teaching | | 4 |
| G.36 | Feedback Fitness: Visualizing the Labor of Learning to Write | | 3 |
| G.37 | From Local to Global—Perspectives on Preparing Tutors | | 3 |
| G.38 | Languaging and Laboring in First-Year Writing and Beyond: A Multi-Level Approach to Sustainable Change | | 4 |
| G.39 | Inscribing Relationality: Tracing (Y)Our Ecological | | 3 |
| G.40 | Sound Dialetics: Advocating Change through Student and Community Podcasts | | 5 |
| G.41 | Languaging Our Labor: Studying First-Year Composition | | 6 |
| G.42 | Revolutionizing “Languaging”: Community Advocacy | | 4 |
| G.44 | FAQs about ALP | | 3 |
| H.3 | Designing for Transfer in First-Year Writing, Writing-Enriched Curriculum Research, and Writing Fellows’ | | 5 |
| H.4 | Something Is Happening in Our Profession: What | | 4 |
| H.5 | Transforming Writing Center Scholarship | | 7 |
| H.6 | Rhetorical Theories of Invention: The Sensation of Choice | | 3 |
| H.7 | Reprogramming the Composition Network: How | | 5 |
| H.8 | How They See Themselves: Learning from Students’ | | 4 |
| H.9 | Tell Me Where It Hurts: Writing about Health | | 3 |
| H.10 | Troubling the Notion of Transfer: Critical Theory, Research, and Reflection on Becoming as Laminated | | 5 |
| H.11 | Care-Based Methodologies and Researching Trauma as Survivors in Academia | | 2 |
| H.12 | Inclusive Pedagogies: A Framework for Redesigning | | 5 |
| H.13 | Sites of Transformation: Writing Center Theory as Impetus for Change | | 4 |
| H.14 | Mindful Writing Evaluation: Characterizing Labor, Cultivating Student Agency, Transforming Pedagogy | | 4 |
| H.15 | Transforming Writing Support: An Empirical Study of Writing Fellows in Advanced, Discipline-Specific Writing | | 3 |
| H.16 | The Desired Outcome of SLOs (Student Learning | | 4 |
| H.17 | WPAs and Technology: Transforming the Discourse of Composition within Digital Spaces | | 4 |
| H.18 | Writing the Imaginary into Reality: A Study of Immigrant/ | | 4 |
| H.19 | Rhetorical Listening Approaches in the Rhetoric of Health | | 3 |
| H.20 | Composition Classrooms in the Age of Trump | | 4 |
| H.21 | Transforming the Labor of the Dissertation though | | 7 |
| H.22 | Critical Language Lessons in Queer Rhetorics | | 3 |
| H.23 | Manifesting Labor: Our Bodies, Our Texts | | 5 |
| H.24 | Capable of More Than You Know: Identity in FYC | | 5 |
| H.25 | First-Year Writing Assignments across Education City, Qatar | | 4 |
| H.26 | The Languaging Politics of Tourism: Three PechaKuchas | | 2 |
| H.27 | Dispositions, Contexts, and Learning to Write Across and Beyond the Curriculum | | 4 |
| H.28 | Emerging Intersections: Meaning-Making with Interdisciplinary and Cross-Cultural Encounters with Language and Laboring | | 3 |
| H.29 | Reconciling Rhetoric’s Publics and (Redacted) | | 4 |
| H.30 | Multilingualism and Translingualism in the Writing Center | | 5 |
| H.31 | Information Literacy and Data Collection: Methods and Approaches to Research | | 3 |
| H.32 | Reality Check: Redesigning the TA Practicum in Light of GTAs’ Post-Graduation Work Experiences | | 3 |
| H.33 | Labor of Community Writing, and Emerging Rhetorics of Civic Participation | | 4 |
| H.34 | Administration without Tenure: A Roundtable Discussion | | 7 |
| H.35 | Rhetorical Heuristics and Administrative Pathways | | 6 |
| H.36 | Languaging in Sites of Writing: Three Case Studies | | 4 |
| H.37 | The Work of Reading: Making the Labor of Analysis and Interpretation Visible in Professional and Public Writing | | 3 |
| H.38 | Making Knowledge with DIY Literacies | | 4 |
| H.39 | Toward an Intersectionality-Based Pedagogical Approach | | 3 |
| H.40 | Questioning, Listening, Learning, and Repeating: How Kinetic Language Feedback Dynamics Enhance | | 3 |
| H.41 | Rhetorical Witnessing as a Languaging, Laboring, Transformative Process | | 4 |
| H.42 | Student Revision and Reflection: Examining/Defining/ | | 4 |
| H.43 | From the Writing Classroom to a Publishing Contract: Writing Assignments That Are Refrigerator-Door-Worthy | | 5 |
| H.44 | Stories of Undervalued Labor: Agency, Contingency, and Identity | | 4 |
| H.45 | The Freedom to Be Heard: How the Language and Labor | | 3 |
| H.46 | Novice Language and Expert Discourse | | 2 |
| H.47 | Programmatic Perspectives on Teaching Language, Knowledge, and Power | | 5 |
| H.48 | It’s Who You Meet Along the Way: Civic Engagement and Citizenship | | 5 |
| H.49 | Building Purposeful Infrastructure around Extended Basic | | 3 |
| H.50 | Counter/Mediated Flows: Disentangling Circulation | | 4 |
| I.1 | Working-Class Culture and Pedagogy Standing Group | | 2 |
| I.4 | Creative Languaging: Transforming Teaching, Tutoring, and Research on College Writing through Aesthetic-Based Practices | | 4 |
| I.5 | Medical Rhetorics Roundtable: Examining Intersections and Connections within and beyond Our Field | | 6 |
| I.6 | Engaging Technical Writing: Exigencies and Positionality of Professional Writing in Writing Programs | | 4 |
| I.7 | Living Our Rhetoric: How Research Centers Can Bridge the Academic and Public Work of Rhetoric | | 4 |
| I.8 | “Hey White Girls!” White Women Being Better | | 3 |
| I.9 | WAC in the Absence of a WAC Program: Expanding the Base of Support | | 3 |
| I.10 | Over the Load: Revisiting the Labors of Assessment | | 6 |
| I.11 | Re-Envisioning Professional Development through Threshold Concepts | | 4 |
| I.12 | New Territories in Placement Research: Investigating and (Re)Assessing Placement Practices for L2 Writers | | 5 |
| I.13 | Public Writing as Labor and Legacy | | 4 |
| I.14 | An Expanded Literacy of the Visual: Design’s Role in College Composition | | 3 |
| I.15 | Provocations 15 Years after Rhetoric and Composition as Intellectual Work | | 4 |
| I.16 | Religion and Technical Communication | | 4 |
| I.17 | Code-Meshing and Rhetoric: Engaging Audience and Language Diversity | | 4 |
| I.18 | Here to Dance: An HBCU Arrives at the Writing Center Party | | 4 |
| I.19 | Exploring and Contesting Algorithms in Scholarship, Pedagogy, and Authorship | | 3 |
| I.20 | Darkness on the Tenure Line: How We “Work” the T-Track | | 3 |
| I.21 | Studies of the Writing Major: Alumni, Engagement, and Public Presence | | 4 |
| I.22 | Cases of Writing Development: Reports on Longitudinal Study of Learning Transfer from Writing-about-Writing | | 4 |
| I.23 | Adaptive Languaging? What Writing about Multilingual Writing Can Teach Us about Transfer | | 3 |
| I.24 | Playing for Life: Theater, Music, and Civic Engagement | | 2 |
| I.25 | Not That Kind of Labor: Untellable Academic Parenting Narratives | | 3 |
| I.26 | Literacy Inside Out: What Does It Mean to Be a Critical Educator in Prison? | | 4 |
| I.27 | Transforming Access to FYC: Modality and Delivery in Concurrent Enrollment Programs | | 3 |
| I.28 | Civil Engagement: Featuring the Work of Writing in Public Spaces to Effect Change | | 3 |
| I.29 | Education for Eloquence in the Time of Trump and Pope Francis | | 6 |
| I.30 | Geographic Considerations of Literacy, the Body, and Identity Construction | | 4 |
| I.31 | Contexts, Strategies, and Reconsiderations of Transfer | | 5 |
| I.32 | A Case for Reflection: Paradigms, Communication, and Resistance in Teacher Preparation Programs | | 3 |
| I.33 | Center and Periphery: The Politics of Language Practices | | 3 |
| I.34 | Languaging in the Political Sphere | | 4 |
| I.35 | Developing Innovative Approaches to Graduate Student Writing Curricula | | 6 |
| I.36 | Decolonizing Classrooms, Theories, and Encounters | | 3 |
| I.37 | Diversifying Perspectives: Complexities of Editorial Practices and Authorial Representations in Writing | | 6 |
| I.38 | Perspectives on Reflection and Peer Review: New Approaches to and Frames for Tested Pedagogies | | 3 |
| I.39 | Staff Disability and the Labor of the Writing Center | | 1 |
| I.40 | Embodied Rhetoric: Literacy for Social Justice | | 4 |
| I.41 | Responding to Challenges in Healthcare through Varied Methodological Approaches | | 7 |
| I.42 | Arriving with Credit: What We Can Learn from Students’ Language about First-Year Writing Experiences | | 4 |
| I.43 | Ensuring Tech Isn’t “Just More Work”: Transforming ePortfolio Anxiety into Faculty Agency in the Composition | | 4 |
| I.44 | The Unexpected Transformative Power of a Mandated Corequisite | | 5 |
| I.45 | Perspectives on Compliance: Ethics, Writing, and Revision in Human and Animal Research | | 4 |
| I.46 | The Messy Business of Innovation: Community, Process, and Chaos in First-Year Writing | | 3 |
| I.47 | Sense-Making through Language: Alternative | | 4 |
| I.48 | Challenges and Responses to Teaching Composition in the Neoliberal Classroom: High School to College | | 3 |
| I.49 | The Language of Peer Review: Empirical Approaches to Pedagogical Practices | | 3 |
| I.50 | Listening as Laboring (A)Cross Discourses: Finding Connections between Secondary and Postsecondary | | 3 |
| J.1 | Transnational Composition Standing Group Meeting | | 1 |
| J.3 | Online Writing Instruction Standing Group Meeting: Examining Access for Multilingual Students | | 1 |
| J.4 | Always on the Boundaries: Community Engagement, Activism, and Labor outside of the Classroom | | 4 |
| J.5 | Students’ Rights to Their Own Intellectual Property | | 4 |
| J.6 | Moments of (Queer) (Indigenous) (Abolitionist) Possibility | | 3 |
| J.7 | From the Ground Up and through the Weeds: Independence, Contingent Faculty and Growing a Program on Collaboration | | 5 |
| J.8 | Styling the Future: Hashtagging, Translanguaging, Naming, and a New Disciplinary Identity | | 4 |
| J.9 | Data Storytelling, Embodied Activities of Words, and Visual Euphemism: Considering How Big Data, Words, and Images Are Embodied and Do Language Work | | 4 |
| J.10 | Languaging across STEM Disciplines: Teaching Technical | | 5 |
| J.11 | Identities and Cultures of Writing: Impact on Institutions, Programs, and Students | | 5 |
| J.12 | Digital Writing and Transforming Textbooks, Teaching, and Leadership within One Writing Program | | 4 |
| J.13 | Can You Hear Me Now? Three Experiments in Listening | | 3 |
| J.14 | The Language, Literacy, and Labor of Food Justice: Transforming Communities through Collective Action | | 3 |
| J.15 | The Perceptions of Languaging, Laboring, and Transforming with Nonnative English-Speaking Writing | | 5 |
| J.16 | Empowering Student Writers through Innovative | | 4 |
| J.17 | Author in the Garret: Coauthorship, Plagiarism, and Being | | 4 |
| J.18 | Modeling Reading Practices across the Disciplines | | 3 |
| J.19 | Embodiment, Intercultural Meaning-Making, and Transformation | | 5 |
| J.20 | Using Language to Create Cross-Cultural Alliances | | 7 |
| J.21 | The Transformative Labor of Research: Networking | | 4 |
| J.22 | Pulling Back the Curtain: Online Writing Instruction | | 3 |
| J.23 | Search and Recovery: Women’s Pioneering Rhetorical | | 3 |
| J.24 | Becoming, Being, and Un-becoming Literate: Intersections of Body, Community, and Place | | 3 |
| J.25 | Can Compositionists Science? Exploring How the Humanities and Sciences Collaborated in Research at Our University | | 3 |
| J.26 | Re-Tooling Composition at Community Colleges: Perspectives on Curriculum Design and Threshold | | 6 |
| J.27 | Pleasurable Performances: Unfolding Meaning across | | 4 |
| J.28 | Languaging the Liminal: Laboring with Freirean Idealism | | 5 |
| J.29 | Using Universal Design in Digital Archives and Writing | | 4 |
| J.30 | Representational Rhetorics: Data Storytelling, STEM | | 6 |
| J.31 | Thinking New Thoughts: How Openness, Incubation, Ideas, and Writing Connect the Social and the Cognitive | | 2 |
| J.32 | Rhetoric, Restrooms, and the Advocacy of Inclusion | | 4 |
| J.33 | Teaching for Transfer with Comparative Genre Analysis: Expanding Our Contexts | | 4 |
| J.34 | Professional Development: Advocacy and WPA | | 3 |
| J.35 | Rhetoric, History, and Memory: Investigations across | | 4 |
| J.36 | Interdisciplinarity and Improvisation: The Future of Composing in Multimedia and Multigenre Environments | | 6 |
| J.37 | Developing Civic Empathy in the Age of Trump: A Red-State Approach to Transforming Public Discourse | | 5 |
| J.38 | Demystifying Academic Research Genres through Rhetorical Analysis | | 3 |
| J.39 | New Media, Embodied Writing, Identities, and Ethos | | 3 |
| J.40 | Holding On: The Language and Labor of Retention | | 6 |
| J.41 | Theorizing Memoir: Qualitative, Documentary, and Pedagogical Approaches | | 2 |
| J.42 | It’s Not Just History: Teaching Writing and Race in the Composition Classroom | | 5 |
| J.43 | Writing against Gendered Racism: Strategies from Higher | | 3 |
| J.44 | Gatekeepers, Rockstars, and Women Writing in Academia | | 4 |
| J.45 | Revealing the Educational Experiences and Needs of Los Otros DREAMers | | 4 |
| J.46 | Hitching Pedagogy and Studenthood: Graduate Student | | 6 |
| K.1 | Beyond “Just Keep Writing”: Assisting Graduate Students | | 3 |
| K.2 | Thinking in/through Timescapes and Disability: Composing Divergent Experiences of Time | | 6 |
| K.3 | Improving Student Labor Conditions to Support Learning | | 4 |
| K.4 | Negotiating Instructor Identity in the University Writing | | 4 |
| K.5 | Burke and Berlin in Composition Pedagogy | | 3 |
| K.6 | Feminist Rhetorics: Logos, Language, and Ideology | | 4 |
| K.7 | Transforming the Labor of Feedback | | 3 |
| K.8 | Revisiting Expressivism in Contemporary Contexts | | 4 |
| K.9 | Laboring across Transnational Scenes of Writing: Toward | | 4 |
| K.10 | Reflecting on Literacy (Narratives): The Labor of Language and Memoir | | 4 |
| K.11 | Professional Identity, Labor, and Graduate School | | 4 |
| K.12 | Interrogating the Everyday Documents of Writing Centers | | 3 |
| K.13 | Composing Networks: Toward a More Heterogeneous | | 5 |
| K.14 | Where Writing Happens: Making WAC/WID Work Visible | | 6 |
| K.15 | Rehearsing Scenes of Work and Play: Rhetorical | | 3 |
| K.16 | Languaging Spaces and Places: Uses and Implications | | 3 |
| K.17 | The Revolution WILL Be Televised: The Recognition of Agency through Social Justice Tactics in Deplorable | | 4 |
| K.18 | Working Conditions for Contingent Faculty: Why Our | | 5 |
| K.19 | A Training in Love: On Teaching and Writing Lovingly | | 2 |
| K.20 | Looking Back to Think Ahead: Three Historical | | 3 |
| K.21 | The LILAC Project: Evaluating Students’ Languaging in Digital Spaces to Provide Pedagogies That Transform | | 3 |
| K.22 | Languaging Stories: Health, Narrative Work, and Research Ethics | | 4 |
| K.23 | Alternative Spaces: The Rhetorical Revision of Classroom | | 3 |
| K.25 | Speaking Ourselves into Change: An Examination and Articulation of Identity and Language of/at/within the Two-Year College | | 1 |
| K.27 | Locating Lost Voices through Extra-Disciplinary | | 3 |
| K.28 | Literacies of Freedom, Movement, and Vulnerability | | 4 |
| K.29 | Anti-Racism and Rhetorical Listening at the Writing | | 4 |
| K.30 | Inventing with Affect: Composing Selves, Publics, and Spaces | | 3 |
| K.31 | Bridging the Gap: Building Ethical Awareness across | | 2 |
| K.34 | Writering, Studenting, Grading: Toward an Assessment of Student Performance | | 3 |
| K.35 | Seeking Justice for Basic Writing and English Language | | 5 |
| K.36 | Administrative and Curricular Structures for Internationalizing US Writing Programs | | 7 |
| K.37 | Student-Led Service-Learning: Real Voices, Critical | | 4 |
| K.38 | What Students Know: Writing beyond the Curriculum | | 4 |
| K.39 | Meaningful Assessment and Integration of Learning | | 4 |
| K.40 | Storying: (Counter)Narrative as Work | | 3 |
| K.41 | Supporting Languaging for Diverse Populations across | | 3 |
| K.42 | Responding to the Invitation: Articulating Threshold | | 3 |
| K.43 | Negotiating Diversities: Acts of Compassion, Listening, and Resistance | | 3 |
| K.44 | Pivoting from the P-Words: Moving from Policing | | 4 |
| L.1 | Revising Civil Rights Memory in the Composition | | 4 |
| L.2 | Discourse and Practice for WPAs | | 3 |
| L.3 | Making Language “Material” in the Former Eastern Bloc | | 2 |
| L.4 | The Online Work of Writing Centers: Using the CCCC | | 6 |
| L.5 | Digital Literacies in Appalachia: How Rural Writers Dispel | | 3 |
| L.6 | Time Poverty: Slowing Down the Digital Rush | | 4 |
| L.7 | Ethics, Representation, and Feminist Research | | 3 |
| L.8 | Longitudinal Labor: Four Languaging Stories of Writers | | 3 |
| L.9 | Rethinking Writing Development: How Social | | 3 |
| L.10 | Social, Cognitive, and Teaching Presence: Cultivating | | 4 |
| L.11 | Making Spaces: Materiality in Public Writing and Archives | | 4 |
| L.12 | Engaging Disability Rhetorics: Activist Writing Program | | 5 |
| L.13 | Resistance, Roadsides, and Remembrance: Decolonial | | 5 |
| L.14 | Not Just Text-to-Text: Incorporating “Outside” | | 4 |
| L.15 | Assessing Writing Centers: Justifying, Funding, Quantifying Value | | 5 |
| L.16 | Enfranchising Non-Tenure-Track (NTT) Faculty: The Language of Persuasion | | 4 |
| L.17 | Writing Syllabi: Transforming the Genre, Transforming the Course | | 5 |
| L.18 | Searching for Uncommonplaces: Transforming the Work(ers) of Writing Assessment | | 3 |
| L.19 | Healthcare Rhetorics: Culture, Intuition, and Gender | | 5 |
| L.20 | The Best from the Rest: Using “A” Papers to Debate | | 4 |
| L.21 | We Are the Canary in the Coal Mine: The Impact of State-Mandated Dual Enrollment | | 4 |
| L.22 | Best of Both Worlds: Charting New Directions for Comparative Studies of Rhetoric and Pedagogy | | 6 |
| L.23 | Authentic Voices: Language Choices, Multimodal | | 4 |
| L.24 | The Politics of Black English Language Practices | | 5 |
| L.25 | Critical Interrogations and Promising Practices: Using | | 5 |
| L.26 | Adapting Translanguaging Pedagogies Where | | 4 |
| L.27 | Speaking, Service-Learning, and Global Revision: Promoting Transfer through Classroom Pedagogies | | 3 |
| L.28 | Challenging Conventions: From “Correctness” to Culturally Responsive Pedagogy | | 3 |
| L.29 | Collaboration as Welcome Faculty Development | | 3 |
| L.30 | Threshold Concepts and Transfer across Disciplinary | | 4 |
| L.31 | Intersectional Tensions: Crip Style, Rhetorics of Choice, and Title IX Response | | 5 |
| L.32 | Writing Program Work and Institutional Mission at Two-and Four-Year Colleges: Fault Lines and Frameworks | | 4 |
| L.33 | Geographies of Riding, or “I Write with My Bike”: Visualizing the Labor of Community Performances | | 5 |
| L.34 | Poetry for Transnational, L2, and Translingual Pedagogies | | 4 |
| L.35 | Electronic Language Translators—How Do We | | 3 |
| M.1 | 163 Years of Teaching Rhetoric and Writing | | 5 |
| M.2 | Communities/Universities/Prisons: The Rhetorical | | 4 |
| M.3 | Innovative, Collaborative, Organic: The Peer Tutor Model | | 3 |
| M.4 | Genre and the Social Action of Assessment in Writing | | 3 |
| M.5 | Relocating Transfer Culturally, Publicly, Rhetorically | | 3 |
| M.6 | Story, Resistance, and Indigenous Professional Writing: Decolonial Tactics in Native North American Bureaucratic | | 3 |
| M.7 | Listening Rhetorically as Anti-Racist Action | | 3 |
| M.8 | The Public Space: Our Bodies, Our Voices | | 3 |
| M.9 | Transforming and Transformative Multimodal Composing | | 4 |
| M.10 | “Talking Unionizing”: The Language of Labor and Organizing in Writing and Composition Programs | | 3 |
| M.11 | Research on Language, Learning, and Pedagogy | | 4 |
| M.12 | Meme On! | | 4 |
| M.13 | Talk It Up: Transforming Writing Conference Pedagogy by Applying Writing Conference Research | | 5 |
| M.14 | Attuning Pedagogy for Multiplicity | | 4 |
| M.15 | Working Class Rhetorics I—The White Working Class: On (Not) Making It in a Post-Great America | | 5 |
| M.16 | High-Stakes Rhetorical Action | | 2 |
| M.17 | Transforming Simulacra: Representation as a Function of Language in Native and Deaf Cultures | | 3 |
| M.18 | The Rhetoric of Bullshit: The Cultural Role of Dishonesty | | 4 |
| M.19 | We’re Not in Kansas Any More: Teacher Training in Their | | 4 |
| M.20 | “Transfer” Is in the Title: Transfer’s Ubiquity | | 5 |
| M.21 | On the Edge of Writing: Augmented Reality and the Future of Writing Studies | | 4 |
| M.22 | Languaging Gender and Gendering Labor | | 3 |
| M.23 | Feedback for Joy and Justice | | 3 |
| M.24 | Context Matters: Rethinking Best Practices for Dual-Enrollment Programs in First-Year Writing | | 4 |
| M.25 | Digital Possibilities for Writing about Writing Pedagogies | | 2 |
| M.26 | Theories of Community Writing: Complications of Service-Learning Partnerships in First-Year Writing | | 4 |
| M.27 | Bodies beyond Binaries | | 2 |
| M.28 | Identities in Conversation: Reciprocal Influences of Monolingual and Multilingual Writers | | 4 |
| M.29 | Transnational Pedagogies in Globalized Contexts: A Discussion of Adoption and Adaptation | | 3 |
| M.30 | Language and Rhetoric in Large-Scale Writing | | 5 |
| M.31 | Naming What We Value: Transformations of Knowledge, Teaching, and Expertise in Response to Field-Wide | | 4 |
| M.32 | Gaming, Languaging, and Playing | | 5 |
| MW.1 | Online Writing Instruction for Multilingual Writers: Strategies for Access | | 12 |
| MW.2 | Corpus Linguistic Approaches to Teaching and Studying Writing | | 2 |
| MW.3 | Teaching STEM Writing and Writing about STEM | | 7 |
| MW.4 | Your Transition Toolkit: Successfully Moving from Graduate Student to Early Career Professional | | 16 |
| MW.5 | Strategies for Facilitating Intellectual Inquiry and Discourse in a Post-Truth World | | 5 |
| MW.6 | The Work of Hip-Hop Pedagogy: A Hip-Hop Literacies | | 4 |
| MW.7 | Contingent Faculty Empowerment and Innovation: Building Equity and Inclusion through Curriculum | | 5 |
| MW.8 | Engaging the Global: Transforming Transnational Literacy | | 20 |
| MW.9 | Designing Dissertation/Thesis Boot Camps for Graduate | | 5 |
| MW.10 | Radical Archival Work: Expanding, Creating, and Linking | | 10 |
| MW.11 | Genres-in-Action Pedagogy | | 3 |
| MW.12 | Planning for Sustainable and Transformative WAC | | 3 |
| MW.13 | Activist or Educator? Rethinking the Transformative | | 9 |
| MW.14 | SJAC Exploring Issues in Social Justice and Activism | | 12 |
| SW.1 | All That We Bring with Us: Understanding “Languaging” | | 4 |
| SW.2 | Teacher-Researcher: Creating, Conducting, and Publishing Classroom Research to Inform Practice | | 6 |
| SW.3 | Transforming Writing into Multimodal Projects: A Digital | | 2 |
| SW.4 | Transforming Assessment: Going Gradeless with the Learning Record | | 3 |
| SW.5 | Digital Creativity and the Future of Composition | | 5 |
| SW.6 | Reimagining Plagiarism as Educational Opportunity: A Transformative Workshop | | 5 |
| SW.7 | Poet-to-Poet Workshop | | 2 |
| TSIG.3 | Rhetoric’s Histories, Theories, Pedagogies Special | | 2 |
| TSIG.8 | Network of Directed Self Placement—Changing | | 4 |
| TSIG.9 | Teaching with Research on Cognition and Writing | | 3 |
| TSIG.13 | Writing Fellows Programs | | 2 |
| TSIG.15 | Environmental Rhetoric and Advocacy | | 8 |
| TSIG.18 | Kenneth Burke Society at CCCC | | 2 |
| TSIG.19 | Languaging Grammar, Grammaring Language: Progressive Approaches to Grammar in the Writing | | 2 |
| TSIG.21 | Medical Rhetoric Standing Group Business Meeting | | 5 |
| W.1 | Reconsidering Graduate Education and Teacher Training | | 12 |
| W.2 | Writing Teachers Writing: Transforming through Creative | | 3 |
| W.3 | Feminist Workshop: Feminist Rhetorics of Resistance | | 19 |
| W.4 | The Transformative Laboring and Languaging of International Exchanges about Higher Education Writing | | 24 |
| W.5 | Contemplative Practice in Writing Pedagogy | | 7 |
| W.6 | Focusing on Students’ Labor: Becoming an Evidence-Based Coach of Effective Peer Learning in Writing | | 6 |
| W.7 | Public Intellectualism in Action: A Community Writing | | 3 |
| W.8 | Transforming Writing Pedagogy with a Focus on Reading | | 3 |
| W.9 | Interrogating Composition in the 21st Century | | 12 |
| W.10 | All Our Relations: Teaching Social Justice Movements | | 13 |
| W.11 | Isolated Languages and Out-of-Sync Labors: A Transformative Exchange between Military and Civilian | | 2 |