| A.1 | Spotlight Session: Black Rhetoric Matters! The Routledge Reader of African American Rhetoric | | 6 |
| A.2 | Framework for Success with Black Student-Writers: Profiles of Writing Programs | | 5 |
| A.3 | “Ready to Perform”: The Performative Perspective of Corequisite Integrated Reading/Writing and First-Year | | 4 |
| A.4 | Writing Teachers Writing | | 2 |
| A.5 | From Rhetorical Tactics to Tactical Rhetorics | | 3 |
| A.6 | GET OUT of My Classroom: Performance Rhetorics in Community Engagement Projects | | 4 |
| A.7 | Performing Protest: Resistance Rhetorics and the Minoritarian Response | | 4 |
| A.8 | Voices of Change on La Frontera: Performative Rhetorics of Decolonizing Authenticity | | 4 |
| A.9 | Embodied Archives: Writing Partnerships to Build Effective Transfer Student Community | | 2 |
| A.10 | Genre Roles and Performativity: Reconsidering Rhetorical Imitation | | 4 |
| A.11 | Performing the Public-Facing Self: Pedagogical Perspectives on ePortfolios for Public Audiences | | 3 |
| A.12 | Pretending to Write: Performative Necessities in the Writing Classroom | | 4 |
| A.13 | Disciplinarity and Disruption in the Academic Lifecycle | | 6 |
| A.14 | Seeing/Reseeing/Unseeing via WAC-Based | | 3 |
| A.15 | Spotlight Session: The Writing Program as a Site for an “Antiracist Agenda” | | 3 |
| A.16 | Performing Digital Literacy: Low-Bridge, High-Benefit Approaches for Teachers, Administrators, and Writing | | 5 |
| A.17 | “Don’t Run Off with the Janitor!” Constituting Ethos in the Archives of a New Jersey Nursing Program, 1915–1925 | | 4 |
| A.18 | The Performance-Rhetoric of Campus Activism | | 6 |
| A.19 | (Re)Performing Usability and Design for Cultural and Sustainable Goals | | 3 |
| A.20 | “Scar Tissue”: Performance-Composition and Multimodal Writing as Holistic Healing | | 3 |
| A.21 | Performing Uncertainty in Writing Center Consultations | | 2 |
| A.22 | Affects in the Wild: Spaces of Writing and Emotional Practices | | 3 |
| A.23 | Performing Comparative Rhetoric: Silence, Listening, and Voice for and beyond Pedagogy | | 3 |
| A.24 | Enacting Pedagogy: 7 Microperformances | | 8 |
| A.25 | No Neutral Spaces: Radical Collaboration with Students to Change Campus Cultures | | 3 |
| A.26 | Performing the Past, Writing the Present: A Discussion of Reacting to the Past Gaming in First-Year Writing | | 5 |
| A.27 | Bodies Forgotten/Checked at the Door (or Screen): Re-Embodying Academic Spaces through Performance-Rhetoric | | 3 |
| A.28 | Attunement, Performance, and Valuation across the Scales of Composition | | 4 |
| A.29 | Set Pieces: Designing for Access, Ethos, and Action in the Multimodal Writing Classroom | | 3 |
| A.30 | This Is an Identity Thing! Put Some Respect on It | | 4 |
| A.31 | Performing for by Performing with: Community Action through Collective Voices | | 4 |
| A.32 | “Get Real”: Post-Truth Rhetoric and Coded Political Rhetoric in the Composition Classroom | | 4 |
| A.33 | Identity Pedagogies of Race, Class, Sexuality, and Gender in Composition Classes | | 5 |
| A.34 | Ain’t No Half Steppin’: Historizing an Epideictic Spectacle | | 5 |
| A.35 | Identity Performance in Virtual Environments | | 4 |
| A.36 | Spotlight Session: The Stone the Builder Refuses: Contending with White Supremacy | | 4 |
| A.37 | Doin’ Language: It’s Okay Your Writing Isn’t “Appropriate” | | 4 |
| A.38 | Satire, Strikes, and Exorcism: A Challenge in 3 Acts | | 5 |
| A.39 | Imposters, Good Feminists, and Professional Grammar | | 4 |
| A.40 | What Moves, What Stirs: Choreographies of Song, Dance and Affect | | 5 |
| A.41 | Performance-Composition across Media | | 5 |
| A.43 | Feedback: Beyond Doing What Was Done to Us | | 4 |
| A.44 | Performativity and Embodied Rhetoric: Teaching, Disability, Sexuality | | 5 |
| A.45 | The Play’s the Thing: Playful Pedagogies and the Performative Classroom | | 4 |
| AW.1 | Grantwriting and Community Engagement Pedagogy: How to Create and Adapt a Course for Your Particular | | 3 |
| AW.2 | Spotlight Session: Handcrafted Rhetorics: DIY and the Public Power of Made Things | | 9 |
| AW.3 | Bridging the Semiotic Channels: Teaching Discussion and Oral Performance in the Writing Classroom | | 3 |
| AW.4 | Performing Antiracist Practices at the Writing Program, Departmental, and Institutional Levels and Beyond: Combating Linguistic Racism | | 6 |
| AW.5 | Staying Woke on Campus: Promoting Social Justice for Multilingual Students | | 11 |
| AW.6 | Performing Corpus Analysis: Putting Corpus Findings | | 5 |
| AW.7 | The Choreography of Collaborative Coding | | 4 |
| AW.8 | Pedagogical Strategies for Increasing Student | | 3 |
| AW.10 | Quilting Composition: Performing Composition Pedagogy | | 4 |
| AW.11 | Qualitative Research Network | | 1 |
| AW.12 | Teach It Like We Mean It: Helping Students Perform Their | | 4 |
| AW.13 | Shut Up and Listen! Speaking Truth to Power | | 3 |
| B.1 | Performing Translanguaging in the Writing Center: Pedagogical and Practical Dilemmas | | 2 |
| B.2 | Juggling Roles, Balancing Identities: An Interactive Exploration of WPA Work as Collaborative Performance | | 4 |
| B.3 | Contingent Collaborations, Curricular Change, Unhinged Structures, Arbitrary Genres: Alternatives to Status Quo | | 4 |
| B.4 | Indigenous Rhetorics “Making Something Happen in the World”: Challenging What Rhetoric and Learning Look | | 4 |
| B.5 | Stranger Things: Using Harry Potter, The Lord of the Rings, Sports, and Stranger Things as Agents for Social | | 4 |
| B.6 | Performing Public Writing: Toward More Meaningful Nonprofit Partnerships | | 3 |
| B.7 | Whiteness Response (Ability): Rhetorical Performances of White Citizenship, Racial, and Feminist Identities | | 4 |
| B.8 | Networked Identity Performance: Longitudinal | | 3 |
| B.9 | I Didn’t Think I Was Allowed to Do That: Performing Rigorous Undisciplined Research in First-Year | | 5 |
| B.10 | Performing the Rhetorics of Family-Friendly Policies: Rhetorics versus Realities in Writing Programs | | 5 |
| B.11 | Researching Communities of Inquiry in Blended and | | 4 |
| B.12 | Performing and Critiquing Identity in Rhetoric and Composition | | 5 |
| B.13 | Performing Fit as an/Other: Embodiment, Performance, and the Cultural Politics of Academic Hiring | | 6 |
| B.15 | Performing Group Grading of Multimodal Portfolios | | 5 |
| B.16 | 1894: Composition at the Crossroads | | 3 |
| B.17 | Beyond the Margins: Performing Writing Center Research to Explore Our Positionalities | | 7 |
| B.18 | Presentation of Findings on a Study of Reading Across the Disciplines and the Perceived Impact of the 21st-Century Digital Turn on Academic Literacy | | 5 |
| B.19 | Platform-Mediated Performance in Digital, Social, and Multimodal Spaces | | 5 |
| B.20 | Performing Genre and Embodied Cognition: The Phenomenology of Writing Performance Anxiety | | 6 |
| B.21 | Body Texts: Movement, Play, and Dress in Writing (and Other) Classrooms | | 2 |
| B.22 | Performative Rhetorics/Performing Rhetorics for Social Justice | | 5 |
| B.23 | Decolonial Performances: Interrogating Traditional Delineations of Consciousness, Identity, and Disciplinarity | | 4 |
| B.24 | (Dis) Embodied Performance: Watching Response to Student Writing in a Digital Space | | 3 |
| B.25 | Feminist-Rhetoric, Feminist-Composition: Performing Feminisms in/across Institutional Learning Sites | | 4 |
| B.26 | Performance of Multimodal Composing through Our Bodies: Disability Difference in Space and Time | | 4 |
| B.27 | Performing the Possible: Embodied Presences / Embodied Knowledge in the Online Writing Class | | 3 |
| B.28 | Creole Composition: Academic Writing and Rhetoric in the Anglophone Caribbean | | 7 |
| B.29 | Data Voices: A Three-Year Study of Self-Reported Student Insight on Research, Genre, and Multimedia | | 3 |
| B.30 | The Performance of Portfolios Across the Curriculum | | 4 |
| B.31 | Activism, Outreach, and Performances of Democratic Dissent | | 4 |
| B.32 | Performing Transformations through Writing | | 4 |
| B.33 | Chronicles of Misplaced Belief | | 4 |
| B.34 | History Has Its Eyes on Us: Music Performance as Persuasive Teaching | | 4 |
| B.35 | Transitions and Connections: Literacies of Work and Culture in Our Students’ Lives | | 3 |
| B.36 | Disciplining Routines, Staging Instructional Interventions | | 5 |
| B.37 | Spotlight Session: “Walk It Like I Talk It”: Performance-Composition in Black Education and Beyond | | 5 |
| B.38 | Performing Different Shades of Linguistic Blackness: A New Dialogue on Black Language | | 2 |
| B.39 | Affects and Assimilations | | 3 |
| B.40 | Textual Chocolate | | 5 |
| B.41 | Affect, Ethos, and Ecologies of Writing | | 4 |
| B.42 | Advocacy, Agency, and Intentional Kindness: Writing Centers and Linguistic Diversity | | 1 |
| B.43 | From Performance-Rhetoric to Performative Pedagogy | | 5 |
| B.44 | Performing Cultural Consciousness in the Writing Classroom: Transnational, Transcultural, Translingual | | 4 |
| B.45 | Accessible, Inclusive, Equitable: Priorities in Socially Just Writing Program Design | | 6 |
| B.46 | What Really Changes in Undergraduate Student Writing Across the Curriculum | | 1 |
| C.1 | This Is Some Fight the Power Stuff! | | 4 |
| C.2 | Performance-Assessment as Praxis in Antiracist Writing Ecologies: An Interactive Roundtable | | 3 |
| C.3 | “Fast Women in a Slow Church”: A Performative Look at Grailville, a Radical Catholic Feminist Community | | 4 |
| C.4 | Disrupting Narratives of Exclusion, 1955–2019: Exposing Inequities of Composition in Dual Enrollment | | 3 |
| C.5 | “Can I Take ’Em to the Bridge?” Class, Student, Instructor as Performers | | 3 |
| C.6 | Mapping Vulnerability: Charting the Possibilities for Story Exchange | | 3 |
| C.7 | Performing the Economic: Writing and Literacy in Activist Settings | | 3 |
| C.8 | Women Refugees: Performance of Literacies and Shared Agency | | 2 |
| C.9 | “It Was the Best of Times, It Was the Worst of Times”: A Tale of Two Approaches for Developing and Implementing | | 3 |
| C.10 | Inclusivity as Performance in First-Year Writing | | 4 |
| C.11 | Roles That Writing Education Performs: Perspectives from Transnational Research, Advocacy, and Collaboration by Writing Scholars in Bangladesh and the United States | | 3 |
| C.12 | Rethinking the Role of Feedback in Performance-Composition | | 3 |
| C.13 | 3 P’s in a Pod: Performance Persona Pedagogy as Informed by Debate | | 1 |
| C.14 | So You Think You Can Administrate: Balancing Admin and Faculty Roles in Your Early Career | | 6 |
| C.15 | Spotlight Session: Studies in Writing and Rhetoric: Performing Embodiment, Enacting a Field, Part 1 | | 7 |
| C.16 | Career Quest: Navigating a Future in Composition, Rhetoric, and Writing Studies | | 11 |
| C.17 | Archival Translations: Exploring Transnational and Translingual History | | 4 |
| C.18 | Assembling Translingual Performances: Redefining Agency | | 5 |
| C.19 | Digital Archiving and Cultural Representation: Nonlinear Rhetorical and Interdisciplinary Theories and Praxes | | 3 |
| C.21 | Personal Distance and Consent: Performing the Ethical Researcher in a Dynamic Research Process | | 3 |
| C.22 | Composing Anthropocene: Accounting for More-than-Human Rhetorics in Troubled Times | | 6 |
| C.23 | Performing Embodied Multiliteracies: Mindfulness, Drones, and the 5 Elements of Hip Hop | | 3 |
| C.24 | Medical Rhetoric Roundtable: Performing Rhetoric and Performative Rhetorics of Health and Medicine | | 8 |
| C.25 | Authenticating Pedagogies and Performing 21st-Century Literacies: Disrupting Digital Praxis, Social Media Data | | 3 |
| C.26 | From Traditional to Performative: A Boomer, Gen-Xer, and Millennial Reflect on Three Decades of Composition | | 3 |
| C.27 | Performance-Rhetorics and/as Affective Intensity: Chora, Film, Image, and Narrative | | 4 |
| C.28 | Picture This: Students Responding with Cartoons and Comics to Print or Graphic Texts | | 3 |
| C.29 | Enacting Genres: Student Performance of Identities across Academic Contexts | | 6 |
| C.30 | Disciplines, Theories, and Policies: Writing Program Complexities in Transnational Context | | 4 |
| C.31 | Transforming Writing Programs through Diversity Initiatives: Three Institutional Approaches to Professional | | 4 |
| C.32 | Blackness on Blast: Gendered Bodies in Black | | 4 |
| C.33 | Rhetoricizing Roots | | 4 |
| C.34 | “Who You Wit?”: Negotiating Identity Representation in FYC | | 5 |
| C.35 | Meditate on This: Mindful Community Building in the Composition Classroom | | 1 |
| C.36 | Analyzing Rhetorics of Sound | | 4 |
| C.37 | Implications of the Third Dimension Performed | | 4 |
| C.38 | Spotlight Session: Black Swag on na Real, Nigga Dis Ain No Ack!: Interrogating Embodied Linguistic Knowledges | | 4 |
| C.39 | Spotlight Session: Performing the Contradictions in SRTOL: What We Are Learning about Ourselves and Higher Education by Teaching and Talking about African | | 4 |
| C.40 | Rhetorics Routes, Dialects Trails | | 3 |
| C.41 | The Workplace as Stage | | 5 |
| C.42 | Performance in Place: Research on Rurality, Remoteness, and Identity Complexity | | 4 |
| C.43 | Performances of Personhood | | 3 |
| C.44 | Agentful Voice/Expressive Listening | | 4 |
| C.45 | Game/Code/Perform Pedagogical Practices | | 4 |
| C.46 | Performing Digital Politics: Teaching Writing as Political Agency in a Digital Age | | 4 |
| C.47 | The Way In: Feeling/Moving/Thinking and the Undergraduate Student Writer | | 4 |
| D.1 | Re: Assessment | | 3 |
| D.2 | Russian Writing Programs on the Global Stage | | 3 |
| D.3 | Social Justice & Deliberation: Decentering Celebrity Voices in Our Classrooms and Communities | | 3 |
| D.4 | Ars Poetria: Strategies for Incorporating Poetry in the Composition Classroom | | 4 |
| D.5 | BEAM[s] to Bridges: Collaborative Scaffolding of Research Skills in First-Year Writing | | 3 |
| D.6 | Paths to Feminist World-Making: Identifying Rhetorics That Address Systemic Sexism | | 2 |
| D.7 | Performing the Past, Present, and Future: Appalachian Rhetorics | | 5 |
| D.8 | What Identities Got to Do With It: Digital Underlives, Masculine Anxiety, and Love as a Framework for Black | | 4 |
| D.9 | Role-Playing Identities: Teaching Rhetorical Dexterity in the First-Year Writing Classroom and the Writing Center | | 4 |
| D.10 | Interdisciplinary Collaboration and the Development and Integration of a First-Year Writing Open Access Textbook | | 3 |
| D.11 | Critical Approaches to Wikipedia-Based Education | | 5 |
| D.12 | Target Practice: Interrogating Stories of Harassment | | 3 |
| D.13 | Spotlight Session: Performing Embodiment, Enacting a Field, Part 2: Studies in Writing and Rhetoric | | 6 |
| D.14 | The Powerful Problem of Pedagogy: Impacts of Performativity on Graduate Student Instructors | | 6 |
| D.15 | Cautionary Tales: Using the Past to Predict Activist Futures | | 3 |
| D.16 | Do Instructors Have Rights to Their Own Language? | | 2 |
| D.17 | WORD! Preparing for Performance: An HSI-Funded Community-Based, Pre-College, Summer Critical | | 3 |
| D.18 | Cultivating Scientific Literacy: Performing Science in New and Traditional Genres | | 3 |
| D.19 | Performing Research Roles: Inviting Messiness into a Graduate Research Design Course | | 5 |
| D.20 | Composing at Scale: Dilations of Space, Time, and Body | | 4 |
| D.21 | Performing Faith-Based Ontologies and Epistemologies | | 3 |
| D.22 | Performing Metis Rhetorics in Rhetoric and Composition | | 5 |
| D.23 | Autoethnography in and beyond the Classroom: Multimodal Performances of Self | | 4 |
| D.25 | Performative STEM: Disrupting Student Expectations about Disciplinary Writing | | 3 |
| D.26 | Re-Envisioning Peer Response in Four Acts | | 3 |
| D.27 | Is Sharing Caring? Staging Transparency across Classroom and Campus Spaces | | 9 |
| D.28 | Dynamic Literacies: English as a Living Language in Transnational Writing Programs | | 2 |
| D.29 | Unpacking Diversity Work across the Institution: Sustaining Archival Activism | | 4 |
| D.30 | Breaking Barriers, Breaking Silences: Performing Feminist Activism | | 4 |
| D.31 | Say It Like It Is: Performances of Participatory Rhetorics | | 4 |
| D.32 | Act Woke: Staging a Cultural Performance Access and Rhetorical Theory | | 2 |
| D.33 | Multilingual Learners’ Developing Identities as Writers through Reflection, Response, and Self-Assessment | | 4 |
| D.34 | Ancient Rhetorical Traditions as Models for Modern Day Rhetorical Performance | | 4 |
| D.35 | Documenting Performances, Performing Documents | | 6 |
| D.36 | Spotlight Session: Black Disruptive Rhetorics: The Novel, the Public Sphere, and the Classroom | | 3 |
| D.37 | Spotlight Session: Power and Performance in Translingual Academic Writing | | 5 |
| D.38 | The Performative Possibilities of Language | | 4 |
| D.39 | Role-Play Across the Disciplines | | 4 |
| D.40 | Complicating Writing | | 4 |
| D.41 | Assess This! Performing Translingual and Antiracist Assessment | | 5 |
| D.42 | Genre: Convention, Performance, Inspiration | | 4 |
| D.43 | Performing Englishes: Language Ideology and Multilingual Teachers in the Writing Classroom | | 5 |
| D.44 | Agency, Conflict, and Change: Writing Centers in Flux | | 4 |
| D.45 | “Coming in from the Cold”: Linguistic Freedom Will Warm Your Soul | | 6 |
| E.1 | Rewriting the Script: Finding Empowerment within the Vulnerability of Evolving NTT Job Descriptions | | 5 |
| E.2 | Social Justice in Action: A Consideration of Focused Supplemental Academic Support within Writing Programs | | 2 |
| E.3 | International Students’ Persistence in First-Year Composition Courses | | 4 |
| E.4 | A Decade of Reaching Out: Ten Years of Bringing Student Communities Together | | 6 |
| E.5 | Collaborating—No, Really Collaborating—with FYC Students on Curriculum Design | | 6 |
| E.6 | Pedagogies That Perform the Local: Student Place-Based Writings as Opposition to Authorized Narratives | | 4 |
| E.7 | Performing Trust through Wise Mentorship | | 4 |
| E.8 | Writing for Freedom: Performing Suitability in Parole Board Hearings | | 2 |
| E.9 | Silence, Resilience, and Adaptation as Performative Responses in the Composition Classroom | | 3 |
| E.10 | Intersectionality, Identity, and Instruction: Problems and Perspectives from inside and beyond the Classroom | | 3 |
| E.11 | Acting Normal: The Struggles of Neurodiverse Faculty and Students | | 3 |
| E.12 | Testimonios: The Performance of First-Year Tenure-Track Faculty | | 3 |
| E.13 | Performing Rhet/Comp for Fifty Years: A Roundtable of Senior Scholars | | 8 |
| E.14 | Reassessing Programs and Curricula via New | | 4 |
| E.15 | Defying “THE” Rhetorical Tradition: A Multinational Performance of Rhetoric-Composition | | 5 |
| E.16 | Performing Translingual Poetics in Composition Classrooms | | 3 |
| E.17 | Preparing for Improv: Mapping Consultant Performance in Order to Improve the Consultant-Client Relationship | | 2 |
| E.18 | Advantages of Implementing an Embedded Mentorship Program in First-Year Composition | | 3 |
| E.19 | Reconsidering Writing Development: A Longitudinal Exploration of Students’ Conceptions and Performances | | 4 |
| E.20 | Composing Wakanda: Performing Theory, Narrative, and Race | | 3 |
| E.21 | Performing Feminisms, Performing Design, Designing Feminist Composition | | 4 |
| E.22 | Queer Performance-Rhetorics of Consent, Naming, and Resistance | | 2 |
| E.23 | Identity, Disability, and Time: New Theoretical Orientations for Undergraduate Peer Review | | 4 |
| E.24 | Performing Allyship: Approaching Inclusive Praxis in FYW | | 3 |
| E.25 | Research, Writing, and Information Literacy: From Pre-formed to Performed Inquiry | | 4 |
| E.26 | Style and the Future of Composition Studies | | 4 |
| E.27 | Encountering Difference in “Liberal” California: Reports from an Inter-institutional Study of Diversity Learning in Required Writing Courses | | 3 |
| E.28 | Ways of Writing: Performing Composition at Pitt | | 4 |
| E.29 | Building Bridges for Collaboration | | 4 |
| E.30 | Speaking against Silence in Online Spaces | | 4 |
| E.31 | Acting Abilities or Acting Access | | 4 |
| E.32 | Multimodal Remix Stage: Performing Translingual Power and Engagement in First-Year Writing | | 6 |
| E.33 | Composing Realities in Digital Environments | | 4 |
| E.34 | In Real Time: Rhythmic Positioning and Antiracist Transformations | | 3 |
| E.35 | Spotlight Session: Living in a White World: The “Otherness” of Black Lives | | 3 |
| E.36 | Spotlight Session: Non-Native English-Speaking Writing Instructors’ (NNESWIs) Teaching Performance in the Limelight: Perspectives, Perceptions, and Pedagogical | | 3 |
| E.37 | The Translingual Experience and the Rhetoric of (Racial) Microagressions | | 4 |
| E.38 | Beyond Classrooms, Across Disciplines: Where Ethics Perform | | 3 |
| E.39 | Composing Counterpublicly | | 4 |
| E.40 | Performing with(in) Digital Networks | | 4 |
| E.41 | Be a Voice: Teaching Agency, Self-Advocacy, and Cultivation of Voice | | 4 |
| E.42 | Graduate Students as Teachers and Writers | | 4 |
| E.43 | Performing Intersectionality in First-Year Composition: Queer Theory, Feminism, and Embodiments | | 5 |
| E.44 | The Work Writing Does: Performative Pedagogy and Writing to Learn | | 6 |
| E.45 | Spotlight Session: Exploring Local Activism: A Roundtable Workshop with Local Pittsburgh Activist | | 6 |
| F.1 | Toward a New “Professionalism” in Writing Teacher Preparation | | 3 |
| F.2 | Spotlight Session: Performing the Rhetorics of Indigenous Sovereignty: Reclaiming and Subverting the Narrative of Reconciliation | | 4 |
| F.3 | Performing Knowledge in Composition: Developing a Voice in the Developmental Classroom | | 3 |
| F.4 | Buttressing the Common Good: Performing and Resisting Rhetorical Citizenship | | 5 |
| F.5 | Performance and Conflict: Interrogating Patriotism, Trauma, Military Service, and War | | 5 |
| F.6 | Performing UndocuActivist: Qualitative Narratives of College-Age Immigrants | | 5 |
| F.7 | Writing the Wrongs of Systemic Issues: Food Systems Rhetoric and Action Research | | 3 |
| F.8 | Creating Place: Transfer as Performance | | 3 |
| F.9 | Making Space for Student Voices with ePortfolios and Grade Contracts | | 2 |
| F.10 | Stage, Page & Engage: Cross-Campus Collaboration in a First-Year Integrated Communication Classroom | | 3 |
| F.11 | Looking Back, Looking Forward: Performing Writing Assessment Ghosts of Educational Measurement—Past, Present, and Yet to Come | | 3 |
| F.12 | After the Multimodal Turn | | 5 |
| F.13 | Valuing Teaching Performances in Composition | | 3 |
| F.14 | Student Inclusion toward More Representative Diversity in College Writing Courses | | 3 |
| F.15 | Spotlight Session: On African American Rhetoric | | 3 |
| F.16 | Spotlight Session: Feminist Archival Research: Performance, Ethics, and Remixing the Past | | 5 |
| F.17 | Doctoral Student Take Back: Students Present | | 9 |
| F.18 | Performing Ethos: Faculty and Students Negotiate Diverse Identities and “White Space” in the Two-Year | | 3 |
| F.19 | Religious Literacies and (Re)Formation of the Self | | 3 |
| F.20 | Cultural Rhetorical Performance Pedagogy | | 2 |
| F.21 | Performing Political Economies: Rhetorical Ecologies and Circulation Studies in Late Capitalism | | 2 |
| F.22 | Comic Books in College Classrooms: Developing Multimodal Literacy through Composing/Performing | | 5 |
| F.23 | Inventing Hi- and Lo-Tech Rhetorical Performances | | 3 |
| F.24 | Performing and Transforming Equity in and around the Composition Classroom | | 3 |
| F.25 | Responding to Racism in the Writing Classroom, the Writing Center, and through WAC: From Thoughtful | | 5 |
| F.26 | The Performativity of Contemplative Terms | | 7 |
| F.27 | Go Figure: Performing Graphical Operations in Everyday Administrative Contexts | | 4 |
| F.28 | WPAs, Everyday Politics, and Performativity: From How-to’s and What-if’s to Now What? | | 3 |
| F.29 | Can You Hear Me Now? | | 3 |
| F.30 | Speaking Out, Hearing Out | | 4 |
| F.31 | Author Networks and University Nodes | | 4 |
| F.32 | Pedagogical Possibilities for L2 Learners in Composition: Transferable Skills, Lexical Bundles, Accelerated Models, and ePortfolios | | 5 |
| F.33 | Crossing Boundaries and Constructing Liminal Spaces | | 3 |
| F.34 | Performance-Rhetoric in Digital Contexts | | 4 |
| F.35 | Examining, Modeling, Coming of Age: Literacy Narratives across Contexts | | 4 |
| F.36 | Genre Breakstep: Pausing on Audience and Form | | 4 |
| F.37 | Performance-Technology: Typography, Calligraphy, Data | | 5 |
| F.38 | Spotlight Session: Where’s the Love? The Exclusionary Performance of Citation Practices | | 3 |
| F.39 | Spotlight Session: If We’re Going to Be Transgressive, Let’s Go All the Way ;) : Risk-Taking and Performance | | 5 |
| F.40 | Beneath the Gaze: Surveillance and Community in Digital Discourse and the Online Writing Classroom | | 5 |
| F.41 | Improving Performance in the Teaching of Writing | | 5 |
| F.42 | Performing Teaching and Performative Learning: Improvisation, Virtuosity, and Composing | | 5 |
| F.43 | Alliance, Authority, and the Power of Partnerships | | 5 |
| F.44 | The Antiracist Agency of Writing Centers and Writing Programs | | 5 |
| F.45 | Valuing Spiritual Practice and Themes in Rhetorically Infused Classes | | 3 |
| FSIG.6 | Black Caucus Business Meeting | | 3 |
| FSIG.7 | SIG for Senior, Late-Career, and Retired Professionals | | 1 |
| FSIG.9 | Writing and STEM Business Meeting | | 1 |
| FSIG.10 | Special Interest Group for Undergraduate Research in Writing Studies | | 1 |
| FSIG.11 | Literacy Studies Special Interest Group | | 1 |
| FSIG.12 | Adult Writers in Diverse Settings SIG | | 1 |
| FSIG.13 | Martial Arts and Composition-Rhetoric | | 4 |
| FSIG.15 | Writing Assessment SIG | | 1 |
| FSIG.20 | International Writing Centers Association Town Hall | | 3 |
| FSIG.21 | Studio+ | | 2 |
| FSIG.29 | Sound SIG | | 1 |
| G.1 | She Blinded Me with Science Writing: Experiments in Science Communication Performances | | 5 |
| G.2 | Spotlight Session: With Unapologetic Pride: A Performance of Disruptive Narrations of Marginalized | | 4 |
| G.3 | Performing Engaged Research in the First Decade of the Post-9/11 GI Bill: Creative and Critical Work with Veterans’ Communities on and off Campus | | 6 |
| G.4 | Community Writing and Publishing: Politics, Memory, and Spatial Performance over Time | | 2 |
| G.5 | Performance-Rhetorics of the Anthropocene: Composing New Forms of Political Ecology | | 4 |
| G.6 | Public Memory at the Intersections: Performances of Gendered Memorial Practice, Production, and Pedagogy | | 4 |
| G.7 | Composing Literacy Narratives: Creative Nonfiction in Three Acts | | 4 |
| G.9 | Mega-Composition: Performing Teaching and Writing by Delivering First-Year Writing as a Large Lecture | | 4 |
| G.10 | The Ethics of Assessment: Practitioner Research and Evidence-Based Pedagogy | | 3 |
| G.11 | Performing Subjects: Linda Brodkey [Then and Now], Near and Far | | 3 |
| G.12 | If We Can Teach What We Are: Performative Roles and Identities in Contingent Writing Faculty | | 6 |
| G.13 | What’s It All Worth? The Politics of Values and Valuation in Higher Education | | 3 |
| G.14 | Counter-Performances in the Archives | | 4 |
| G.15 | Spotlight Session: Playing the Field/Playing in the Dark: Race, Gender, and Performance Rhetorics of Inclusion | | 4 |
| G.16 | Spotlight Session: Methods for Emerging Researchers in Rhetoric and Composition | | 9 |
| G.17 | Fifty Years of WAC: Where Have We Been? Where Are We Going? | | 7 |
| G.19 | South and Southeast Asian Resistance Rhetorics | | 3 |
| G.20 | Disaster Artists: Celebrating the Possibilities of Poorly Shot Footage and Badly Made Videos for Rhetoric and Composition | | 3 |
| G.21 | Performing the Embodied Work of Transnational Literacy | | 4 |
| G.22 | Concrete Jungle Where Dreams Are Made: Multimodal Performance-Composition in New York City | | 3 |
| G.23 | Investigating Voice-Based and Rhetorical-Grammar-Based Approaches to Teaching Flow in Writing | | 5 |
| G.24 | Performing Composition in the Hip-Hop Classroom | | 2 |
| G.25 | Re-Writing, Re-Reading, and Re-Searching: Performing Indigenous Agency and Practice through Story | | 2 |
| G.26 | How Do You WAW? Enacting Writing about Writing Pedagogies: Which One, What Is Your Goal, and by What | | 6 |
| G.27 | Imagining, Performing, and Sustaining WAC through Writing Fellows Programs | | 4 |
| G.28 | Performing Feminist Writing Pedagogies in 21st-Century Classrooms | | 7 |
| G.29 | Class, Race, and the Rhetorical Work of Words and Memes | | 4 |
| G.30 | Speaking Up: Performances of Reciprocity and Inspiration | | 4 |
| G.31 | Three Ripples on Performance: Across Authorship, Transgenre, and Dramatism | | 4 |
| G.32 | Perform That! Actions in Peer Review, Multimodal Composing, Research, and Algorithms | | 7 |
| G.33 | Historical Explorations of Equity through Civic, Political, and Pedagogical Practices | | 5 |
| G.34 | Missions, Scripts, and Maps: Performing Institutions | | 4 |
| G.35 | Exoticized Performances, Transnational Identities | | 4 |
| G.36 | Cripping, Reimagining, (De)composing: Performing Agency | | 3 |
| G.37 | Spotlight Session: After Plato: Performing Ethical Theories and Practices | | 5 |
| G.38 | Spotlight Session: Teaching and Learning from the Student in the Trump Hat: Positioning Storytelling and Story-listening at the Heart of the Rural FYC Classroom | | 3 |
| G.39 | Bread and Roses: Work, Art, and Social Justice in Community College Writing Classrooms and Beyond | | 2 |
| G.40 | Interface: Disability, Access, Pedagogy | | 4 |
| G.41 | Performing the Profession: Student/Faculty | | 4 |
| G.42 | What We Make of You: Student Writers and Writing Feedback | | 4 |
| G.43 | Rethinking Performance, Placement, and Development within and across Writing Programs | | 4 |
| G.44 | Language Awareness, Opening Spaces, and Challenging Conventions | | 4 |
| G.45 | A Dialogue on Mentorship and Methodology | | 5 |
| H.1 | Performance as Advocacy, Education, and Action: Health and Medical Education | | 2 |
| H.2 | Rhetorical Negotiations in the Performance of Health, Medicine, and Disability | | 5 |
| H.3 | Community Writing Centers, Antiracist Rhetoric, and the University | | 2 |
| H.4 | Performativity across Contexts and Communities: Setting the Stage for Knowing, Doing, and Learning | | 3 |
| H.5 | Remaking Spaces through Critical Performances | | 4 |
| H.6 | Composing the First-Year Experience: Performance-Based Writing Projects for Personal, Intellectual, and Social Success | | 3 |
| H.7 | Demystifying Algorithmic Performance: Able-ism, Pandering, and Hacking in Digital Environments | | 4 |
| H.8 | Mindful Frauds: Rethinking Impostor Syndrome through Critical Race Theory, Gender Studies, and Disability | | 3 |
| H.9 | The First-Year Writing Classroom and Beyond: Performance, Authority, and Activism | | 5 |
| H.10 | Setting the Stage for Our Disciplinary Legacy: (Self) Archivization as Sociohistorical Performance | | 2 |
| H.11 | Lives STILL on the Boundary | | 2 |
| H.12 | Writing Education in SLAC Contexts: Performance & Talkback | | 11 |
| H.13 | Creating Inclusive Composition Practices: Researching the International Student Experience | | 6 |
| H.14 | Spotlight Session: Anxiety and Authenticity, Possibilities and Risks: What Really Happens in a Performance-Based | | 2 |
| H.15 | Spotlight Session: Disruptive Performances of Latinx Border Crossings in Art and Popular Culture | | 3 |
| H.16 | MA Students Performing as Professionals: The Classroom, the Writing Center, and Beyond | | 3 |
| H.17 | Fostering Transnational Dispositions in Online Pedagogical Spaces | | 4 |
| H.18 | The Come Up: Adapting Narrative Analysis to Explore and Teach Issues of Racism through Digital Media | | 2 |
| H.19 | Dual Identities within the Classroom | | 3 |
| H.20 | Resuscitating Recognitions through Decolonial, Apparent, Feminist Performances | | 3 |
| H.21 | Contingent Composition: Sonic Performance and Embodied Pedagogies | | 2 |
| H.22 | Laughter, Play, and Song: Integrating Orality, Aurality, and Multimodality of Performance-Rhetorics in the Composition Classroom | | 3 |
| H.23 | Performing Feedback and Revision: Feedbacking Drafts, Drafting with Feedback, and the Role of Draft Ratings | | 2 |
| H.24 | Role-Playing Social Justice: A Game That Is a Panel | | 6 |
| H.25 | Participating in Academic Literate Worlds: Conceptions, Experiences, and Tensions of Writing in Chilean Higher | | 4 |
| H.26 | Investigating Student Dispositions: Results from an Ongoing Writing Program Research Initiative at the University of Tennessee | | 3 |
| H.27 | Writing Fellows as Agents of Transfer: Training in Threshold Concepts to Support Campus-Wide Sites of Writing | | 4 |
| H.28 | Disaster Rhetorics | | 4 |
| H.29 | Taking It to the Streets: Strategies for Effective Community Engagement | | 5 |
| H.30 | Centering on Student Identities of Culture and Language through Activist Pedagogies of Possibility | | 5 |
| H.31 | Performing Pedagogical Constellation: ANT, Assault, and Ephemeral Rhetorics | | 3 |
| H.32 | Examining Activist Performances through Key African American Figures | | 4 |
| H.33 | Performing in the Liminal Space of Contingency | | 5 |
| H.34 | Expanding the Boundaries and Translanguaging Possible Selves: Negotiating Dialectal Differences and Word | | 4 |
| H.35 | How a Discipline Performs: Studies in Dissertations, Mentoring, and Teacher Identity | | 4 |
| H.36 | Performativities: Piety, Comedy, and Gradualism | | 3 |
| H.37 | Martial Arts Movements and Pedagogical Applications: Bodily Performance in Composition | | 5 |
| H.38 | Spotlight Session: First-Year Writing Program Redesign to Facilitate Engagement and Retention of Resident | | 4 |
| H.39 | Busting Out(loud): Teaching/Performing Writing to Be Heard | | 4 |
| H.40 | Learning with and from Our Bodies: Our Bodies as Rhetoric | | 4 |
| H.41 | Performing What We Profess: Responding to and Grading What Matters | | 4 |
| H.42 | Differentiating Institution Types, Defining Curricula | | 3 |
| H.43 | Performing America | | 4 |
| H.44 | Intergenerational CounterNarratives and Composition | | 3 |
| H.45 | Instructor’s Performance of Self in Student Composition Feedback | | 4 |
| H.46 | Spotlight Session: Our Liberation Wasn’t Never Gon’ Be Televised . . . Black News Ain’t Fake | | 3 |
| I.1 | “Performing” Academic-ness as Graduate Students in Composition and Rhetoric | | 2 |
| I.2 | Transliteracy from the Ground Up: (Re)performing Research, Classroom Practice, and Program Reform | | 4 |
| I.4 | Performing Arabness and Muslimness in Liminal Spaces | | 3 |
| I.5 | Re-Mapping Community Understandings of Literacy, Humanity, and the Incarcerated through Performance | | 3 |
| I.6 | Composition for Professional Development: Performance-Rhetoric beyond the Classroom | | 3 |
| I.7 | Embodiment, Performance, and Environment(s) in TechComm and RhetComp | | 1 |
| I.8 | New and Emerging Research on Dual Enrollment: Stakeholder Perspectives and Policy Approaches | | 4 |
| I.9 | The Great American Writing Show: First-Year | | 4 |
| I.10 | The Performance of Womanhood: The Reception of 19th-Century Advice for Women | | 3 |
| I.11 | Naming What We Don’t Know: Composition Studies’ Performance of Expertise | | 4 |
| I.12 | Performing Textual Engagement: Teaching Reading from Developmental to Honors FYC | | 3 |
| I.13 | Digital Bodies, Digital Disability: Performing Health Online | | 4 |
| I.14 | Spotlight Session: More Than Mere Words: Silence, Representation, Listening | | 5 |
| I.15 | Inside/Out: A Conversation about Prison Pedagogy | | 4 |
| I.16 | Performing Disciplinary Identity through Undergraduate Degree Programs in Independent Writing Programs/ | | 9 |
| I.17 | Bodily Intelligence: Assigning and Assessing | | 4 |
| I.18 | The Data of Performance: Using the National Census of Writing to Explore the Lore of Labor | | 3 |
| I.19 | Indicators of Value, Property, Separation, and Assessment of Performance: Four Applications of Marx | | 4 |
| I.20 | Speculative Performativity: Fostering Rupture, Disorientation, and Imagination | | 4 |
| I.21 | Craft in the Classroom: Critical Making- and Crafting-Oriented Pedagogies | | 5 |
| I.22 | Learning and/as Performance: Expanding Disciplines, Threshold Concepts, and Boundaries | | 5 |
| I.23 | Performing Games/Performing Composition: Playing, Imagining, and Creating Embodied Rhetorics in the Writing Classroom | | 3 |
| I.24 | Rupturing, Relating, and Reconciling (Under-) Representation through Rhetorical Analysis of Performance Narratives | | 4 |
| I.25 | Performing Empathetic Rhetoric: Narrative of the Social Conscious | | 4 |
| I.26 | Performance Anxiety: Dual Credit from Top to Bottom | | 3 |
| I.27 | Acquiring Rhetorical Skills to Perform Assessment for Varied Audiences | | 3 |
| I.28 | Disruptive Rhetorics: Bringing People Together for Socially Just Literate Action | | 3 |
| I.29 | The Writing on the Wall: Performances of Community Building in Public Spaces | | 5 |
| I.30 | Composition Revised! Performative Pedagogies of Agency, Empathy, Engagement, and Movement | | 4 |
| I.31 | Rethinking Legal Writing: Epistemologies, Performance Writing, and the Profession | | 4 |
| I.32 | Histories of Educational Practices and Their Impact on Marginalized People Groups | | 4 |
| I.33 | Usability Individualized: Applications for Enhancing Human Performance | | 4 |
| I.34 | Cultural Materials of Performance | | 4 |
| I.35 | Race This: Writing, Writing Studies, Writing Students | | 4 |
| I.36 | Spotlight Session: Performing Disability in Classrooms and Writing Centers | | 3 |
| I.37 | Comics and Performative Teaching/Writing | | 4 |
| I.38 | Literacy, Performativity, and Inclusive Pedagogy | | 6 |
| I.39 | Permaculture, Ecocomposition, and Science Writing | | 4 |
| I.40 | Why You Bein So Graphic: Engaging Spectacle Pushing Burke | | 5 |
| I.41 | Professional Development as Performance in Writing Program Administration | | 3 |
| I.42 | Getting Woke and Staying Woke: Reflective Approaches to Antiracist Dialectic Moves | | 4 |
| I.43 | Intersectional Woke: Labor of Antiracism and Antisexism | | 5 |
| I.44 | Is Breaking Bad? Creative Composing with Other People’s Intellectual Property | | 4 |
| I.45 | Publics, Non-Publics, and Counterpublics | | 3 |
| IJ.1 | Spotlight Session: African American Language (AAL): Give It Propers and Put Some R-E-S-P-E-C-K on It! | | 3 |
| J.1 | Uncovering Constrained Professional Identities in Institutional Performances of Labor | | 4 |
| J.2 | Performing a Public Faith: Studying the Mundane, the Feminine, and the Digital | | 4 |
| J.3 | Crip-Queering Our Relations: Embodied Performance and/of the Everyday | | 3 |
| J.4 | Performing Composition: Writing Poetry in Service to the Community | | 2 |
| J.5 | Stop, Collaborate, and Listen: Performing Public Rhetorics in a Digital Age | | 2 |
| J.6 | Performing the Subject in Experimental Compositions | | 3 |
| J.7 | Directed Self-Placement: The Possibilities of Performance-Rhetoric/Composition | | 3 |
| J.8 | Performative Rhetoric and Popular Artifacts | | 3 |
| J.9 | Validating, Lyric-ing, and Performing: The Value of a Hip-Hop Infused Curriculum in the First-Year Writing | | 4 |
| J.10 | The Self on the Page: Dave Bartholomae and Pitt Composition | | 7 |
| J.11 | What’s Social Media Got to Do with It? Students’ Social Media Writing in and across Contexts | | 4 |
| J.12 | Performance in Professional Conferences: Examining Rhetorical Delivery in the Field of Rhetoric and Composition | | 2 |
| J.13 | Exploring Lifespan Writing Research Methods: Integrating Our Performed Epistemologies | | 5 |
| J.14 | Spotlight Session: Dear White People . . . A Performance on Race and Language in Academia | | 7 |
| J.15 | Live Expressions: From the Page to the Community and Back | | 4 |
| J.16 | Things Fall Apart: The Role of Performance in Teaching and Learning Literacies | | 2 |
| J.17 | Think Tank for Newcomers—Developing Papers and Sessions for CCCC 2020 | | 3 |
| J.18 | Tracing Embodied Trajectories of Semiotic Performance in the World: Four Case Studies of Literate Being and Becoming | | 4 |
| J.19 | Leave No Woman Behind: Contradictions and Complications in the Rhetorics of Womanhood | | 4 |
| J.20 | Stories Take Place: Performing Story as Practice, Pedagogy, Methodology, and Theory | | 3 |
| J.21 | Decolonizing Expectations of Student Performance in Multidisciplinary Writing Classrooms | | 5 |
| J.22 | Literacy and Pedagogy in an Age of Misinformation and Disinformation | | 4 |
| J.23 | Performing Genres/Performing Activities: Studying Complexity and Practicing Pedagogy | | 3 |
| J.24 | Soundscapes and Foley Sound: Community, Context, and Nonverbal Sonic Composition | | 3 |
| J.25 | “Sustainability from the Start”: WAC-in-Progress at Diverse Institutions | | 4 |
| J.26 | Performing Access in, through, and because of the Writing Center | | 5 |
| J.28 | From Cosplay to Slam Poetry, the Show Must Go On | | 2 |
| J.29 | What’s in a Name? Let’s Treat That as a Real Question | | 4 |
| J.30 | Performing Social Justice Work of Gender, Race, and Identity in Creative Writing Pedagogy | | 4 |
| J.31 | Spaces in Need of Activism: Tracing Global and Local Performances of Ethics and Education | | 4 |
| J.32 | Creating Venues for Greater Accessibility | | 6 |
| J.33 | Resisting (in) the Academy | | 4 |
| J.34 | Situating Performance: From Local to Global | | 5 |
| J.35 | Performing in the Open: Open Access and Visibility in Social Media Research | | 3 |
| J.36 | Performing (with) Symbols | | 4 |
| J.37 | Spotlight Session: Queer Listening as/is/and Critical Performance: Notes on Queer Rhetorics and Queer | | 3 |
| J.38 | Composition Theory and Practice in Theme-Based Courses | | 3 |
| J.39 | Memory, Resilience, and Ethnodrama | | 5 |
| J.40 | Play, Perform, Engage! Pedagogical Explorations | | 4 |
| J.41 | Identity Performance among Graduate Students and Teaching Assistants | | 4 |
| J.42 | Writing Across the Curriculum Research as Performative Action | | 4 |
| J.43 | Performing Care, Engaging Empathy | | 4 |
| J.44 | Women’s Writing as Imperfect Labor: Poetic, Mindful, and Empathetic Practice | | 4 |
| K.1 | Performance Rhetoric via the Introductory Technical Writing Course: Transforming Writing Pedagogies | | 4 |
| K.2 | “This Is America”: Literacy, Revolution, and Black Narratives of Self-Actualization | | 4 |
| K.3 | Learning Possibilities and Performance-Rhetoric in Community-Based Settings | | 3 |
| K.4 | More Than a Textual Performance: How Students Experience Writing | | 4 |
| K.5 | Performing Professionalism in a Faux-Populist Moment | | 5 |
| K.6 | Performing Western Rhetorical Strategies: Teaching Genre in the International Writing Classroom | | 4 |
| K.7 | Negotiating Transitions, Performing College: Four Studies of the High School to College Writing Transition | | 5 |
| K.9 | Perspectives on Leadership, Labor, and Practice in the Basic Writing Classroom | | 4 |
| K.10 | Performing Composition in Different Contexts: Discussions about Secondary, FYW, and the Space | | 6 |
| K.11 | Exploring Translanguaging and Social Justice | | 2 |
| K.12 | Educators” | | 2 |
| K.13 | The Roles We Perform: Negotiating Questions of Authority, Expertise, and Positionality in Community-Engaged Writing Courses | | 4 |
| K.14 | Creativity, Critique & Citizenship: Performance-Based Approaches to Teaching First-Year Composition | | 7 |
| K.15 | Uncovering and Recovering Institutional Histories: Basic Writing, Living-Learning Communities, and Cultural | | 3 |
| K.16 | Performing “Up” Motherhood to Navigate Competing Roles | | 3 |
| K.17 | Familial and Community (De/Re)Formations: (Performing) Stories of Familial, Racial, and Sexual Dis/re/orientation | | 5 |
| K.18 | Using Corpus Analysis to Sharpen Awareness of Writing Expectations | | 4 |
| K.19 | Methods, Theories, Stories for Performing Emotional Labor Rhetorically | | 4 |
| K.20 | Performative Rhetorics in and about Films | | 3 |
| K.21 | Disciplinary Access: Adapting Threshold Concepts for Diverse First-Year Writers | | 7 |
| K.22 | Ludic Composition—Practical Approaches to Games in the Composition Classroom | | 4 |
| K.23 | Performing Inquiry, Grounded in the Self: Place-Based Research Writing | | 3 |
| K.24 | Students and Teacher Performing Race Literacy through Writing about Writing | | 3 |
| K.25 | Performing Teaching for Transfer (TFT) at the Composition-Program Level | | 5 |
| K.26 | Performing Professional Identity in the Writing Center: The Challenges of Contingency and Labor Activism in the Age of the Corporate University | | 2 |
| K.27 | Power, Performance, and the Untenured WPA | | 6 |
| K.28 | More Than Meets the Eye: Empathy and Deception in Prosthetic Performance | | 3 |
| K.29 | Connecting College and Community for Student Agency: Social Justice Writing, Oral History, Discovery Narratives, and Home Rhetorics | | 5 |
| K.30 | Performance in Community Writing Pedagogies: Activist Sites for Research, Social Change, and Audience | | 3 |
| K.31 | Performing Feminist Historiography | | 4 |
| K.33 | Spotlight Session: Theme and Variations on Royster’s “Voice” (1996) and the Performance-Identity Relationship | | 2 |
| K.34 | Performance-Reading and Performance-Writing across Academic Contexts | | 5 |
| K.35 | Toward Just Empathies | | 4 |
| K.36 | Diversifying Rhetorical Strategies | | 4 |
| K.37 | Performing a Divided America | | 4 |
| K.38 | Debate, Dissent, Protest: The Teaching of Writing in a Post-Truth Era | | 2 |
| K.39 | Now We Cookin’: Food and Teaching of Writing | | 3 |
| K.40 | Stand Up, Improv, Fly: Performance Pedagogy and the Teaching of Writing | | 4 |
| K.41 | Styling Writing Program Visibility | | 5 |
| L.1 | Invitations to Experiment: Reading as Performance, Embodied Practice, and Self-Discovery | | 2 |
| L.2 | Bodies Out Loud: Teacher Activism as Feminist Performance | | 3 |
| L.3 | Writing Development before, during, and after College | | 4 |
| L.4 | Disciplinary Knowledge on the Move: Researching the Performance-Rhetorics of Virtuoso Social Actors | | 4 |
| L.5 | Latina UX Practitioners’ Performative Roles: Case Studies in Health and Risk Communication in Multilingual | | 3 |
| L.6 | Paper, Plates, and Tactile Performance | | 4 |
| L.7 | Writing Lives: Memoir in Composition Studies | | 7 |
| L.8 | Speak Out! Speak Up! But How? And in What Voice? | | 3 |
| L.9 | Performing for the Academy in First-Year Writing Courses | | 4 |
| L.10 | Performing Genres for Social Action: Genre Uptakes and “Disruptakes” | | 8 |
| L.11 | The Stories Our Bodies Tell: Considering Deliberative, Restorative, and Redemptive Literacies through Ethnography & Pedagogy | | 4 |
| L.12 | Composition’s Class Acts: Recognizing the Fluidity and Intersectionality of Class Identities | | 2 |
| L.13 | Past and Future Performances of Intersectionality and Technofeminism across Three Decades of Computers | | 4 |
| L.14 | Performing and Supporting Faculty Writing | | 4 |
| L.15 | Flipping the Career Script: Performing Motherhood across and against Traditional Academic Labor | | 6 |
| L.16 | Passing and Performing Nepantla: Filtering Differences in Native American, Trans, and Disability Identity | | 3 |
| L.17 | The 1’s and 0’s of Reading Performance: Tools, Tactics, and Text Analysis in the Post-Print University | | 4 |
| L.18 | Disrupting Pedagogies through Digital Peer Feedback | | 3 |
| L.19 | Metacognitive Curiosity: Program-Level Curriculum Revision and Measuring Student Research Process over | | 3 |
| L.20 | Performing Music, Performing Writing: How Music Can Inform Writing Pedagogy | | 5 |
| L.22 | (Why) Do Writing Teachers Need Office Hours and When and Where Should They Be Held? Some Answers from a Survey of 600 Writing Students | | 3 |
| L.23 | Performing Queerly: An Independent Writing | | 3 |
| L.24 | Resisting Big Rubrics: Creating an Ethical and Just Approach to Large-Scale Writing Program Assessment | | 7 |
| L.25 | More Than Words: Performing Cultural Identity | | 3 |
| L.26 | Innovative and Creative! Performative Pedagogical Approaches for Diverse Learners | | 4 |
| L.27 | Queer Performance Identities and Writing: Challenging Traditional Ideas in Pedagogy, Genre, Rhetorical Theory, and Methodology | | 4 |
| L.28 | Disrupting Interpretations of Language of Online | | 3 |
| L.29 | Spotlight Session: Performances, Possibilities, Problems: A Newly Independent Department Writes Its Own Script | | 4 |
| L.30 | Spotlight Session: Foregrounding Diverse Literacies in First-Year Writing: Writing as Performance within and across Diverse Communities | | 4 |
| L.31 | Language Performance in and beyond Writing Centers | | 3 |
| L.32 | Mapping Accessibility from Genre Ecologies to Archives | | 3 |
| L.33 | Global Bodies, Collective Stories | | 3 |
| L.34 | Racing Performance | | 3 |
| L.35 | Digital Rhetorics, Multimodality, and Student Engagement in the Teaching of Writing | | 3 |
| L.36 | Pedagogies Fearless, Assessment Bold | | 4 |
| L.37 | Not “As Seen on TV”: Sites of Writing and Performing Veteran Identity | | 5 |
| L.38 | What Writing Programs Do: Defining Writing Programs and Their Commitments | | 4 |
| M.1 | Performing as Military: How Military Identity Gets Taken | | 5 |
| M.2 | Performing Race, Negotiating Space | | 3 |
| M.3 | Unacknowledged Performers: How Supersystems | | 3 |
| M.4 | Dear ________: Letter-Writing and a Cross-Caucus | | 5 |
| M.5 | Congo, Chick Tech, Costa Rica, and Care: Stories and Disruptions of Technological Spaces | | 4 |
| M.6 | Metaphor, Music, and Mode: A Translingual Reorientation | | 3 |
| M.7 | Performance Expression and Identity within Multimodal | | 4 |
| M.8 | Exploring the ENG/ESL Divide within Composition | | 5 |
| M.9 | Performing Multimodally: The Creative Power of Digital | | 3 |
| M.10 | Writing as Knowledge Performance: Ruminations on Teaching Writing in History | | 3 |
| M.11 | Performing Identity: The Rhetorical Tactics of Vulnerable | | 3 |
| M.13 | Performing Failure: Stories of Contingent Faculty | | 3 |
| M.14 | Literature, Language, and Writing within and without the English Department | | 8 |
| M.15 | Ancient and Contemporary Embodied Rhetorical | | 8 |
| M.16 | Peaceable Places, Performative Spaces: Toward a New | | 5 |
| M.17 | Perspectives on Being and Becoming: Responses to Transfer Theory | | 5 |
| M.18 | Emotional Labor and Professional Identity Performances | | 4 |
| M.19 | Minding the Gap: Exercising Accessible Andragogy | | 2 |
| M.21 | Three Takes on Queer Praxis: Identity, Joy, and Pedagogy | | 3 |
| M.22 | And . . . Action!(?): Directing and Performing Emotion in the Writing Center | | 2 |
| M.23 | Performing Writing Support across Campus: A Comparative Empirical Study of Writing Fellows in First-Year Composition and Advanced, Discipline-Specific Writing Courses | | 2 |
| M.24 | Shifting Expectations in “The Room Where it Happens”: Performing Administrative Work without Power | | 3 |
| M.25 | Performances in Social Change | | 4 |
| M.26 | Hip-Hop Magic | | 3 |
| M.27 | Exploring Rhetorical Performance through Historical | | 3 |
| M.28 | Performing Analytics and Enhancing Accessibility | | 3 |
| M.29 | Spotlight Session: Dismantling the “Racial Grammar” of White Supremacy in Academic Composition: Working | | 3 |
| M.30 | Social Media’s Justice Edges | | 3 |
| M.31 | Slicing and Dicing through Research Contexts | | 3 |
| M.32 | Liminality, Controversy, Testimony | | 3 |
| M.33 | Scenes of Sonic Performance | | 3 |
| M.34 | Disrupting Violence, Performing Peace | | 4 |
| M.35 | Performative Pedagogy in WAC/WID Contexts | | 1 |
| M.36 | Take One: Photography, Film, and Multimodal Agency | | 3 |
| M.37 | Writing Centers amidst the Storm | | 4 |
| M.38 | Bridging the Gap: Supporting Students in the Transition | | 6 |
| MW.1 | Performing Prison: Intentional Teaching, Research, and Writing Inside & Out | | 10 |
| MW.2 | Transforming Failure into Effective Advocacy: A Workshop on Performing Community Leadership | | 6 |
| MW.3 | Responding to Anti-Intellectualism in the Classroom: Developing Positive Emotions and Facilitating Student | | 7 |
| MW.4 | Engaging the Global: Performing Translingual/Transmodal | | 15 |
| MW.5 | What Happens after Kansas City? Antiracist Activism in Composition | | 5 |
| MW.6 | Podcasting in the Composition Classroom | | 4 |
| MW.7 | Performance-Teaching, Performance-Policy: An Action-Planning Workshop for Times of Crisis | | 2 |
| MW.8 | Cripping Performance in the First-Year Writing Classroom | | 10 |
| MW.9 | Creating a Performative Syllabus Using “You-Attitude” | | 2 |
| MW.10 | Co-Performing and Transforming the Labor of Feedback | | 4 |
| MW.11 | Beyond Grammar Hacks: Resources for Play and Performance | | 8 |
| MW.12 | The Art of Performing “This is Fine”: Addressing the Impact of Trauma and Adverse Childhood Experiences | | 5 |
| MW.13 | Soundwriting in the Composition Classroom: Why and How | | 8 |
| N.1 | Performing Everyday Writing Research: Methods and Methodologies | | 3 |
| N.2 | Performing Social Justice through Postsecondary Integrated Reading and Writing Instruction | | 2 |
| N.3 | Focus-Group Research: Transformative Approaches to Fostering Diversity and Inclusion in First-Year Writing | | 4 |
| N.4 | Digital Literacy Work at the Margins: Transforming Everyday Digital Literacies | | 4 |
| N.5 | Performing Interdisciplinarity: Writing and Teaching in STEM Collaborations | | 5 |
| N.6 | Performance via Critical Race Theory: Genre, Transfer, and Translanguaging | | 4 |
| N.7 | Performing Acts of Resistance: Utilizing Digital Platforms to Challenge Hegemony | | 4 |
| N.8 | Creative as Critical: Performance(s) in Rhetoric, Composition, and Creative Writing Studies | | 4 |
| N.9 | Performing Persistence and Displaying Dispositions: Writing Program Design for Engagement and Retention | | 3 |
| N.10 | Research Activities for Multilingual Writers: Space for Rhetoric, Space for Culture | | 4 |
| N.11 | Labels and Literacies: Identity, Rhetorical Roots, and Rhetorical Possibilities | | 6 |
| N.12 | Performing Polarized America, Performing the Classroom: Reconciling Perspectives | | 4 |
| N.13 | Toward Discursive Performative Rhetorics: Colorblindness(es) in Social Activist Linguistics | | 2 |
| N.15 | Writing Analytics and the Writing Performance of Diverse Students: Is Opportunity Possible? | | 5 |
| N.16 | Performing Relationality, Collaboration, and Vulnerability in the Forum: An Anti-Performance to Norms in Academia | | 4 |
| N.17 | Micro-Mentoring and Macro-Mentoring: Advice-Giving as/for Academic Labor | | 6 |
| N.18 | Performative Research Methods and Performative Genres: Making Public Stories of Self and Others | | 2 |
| N.20 | Street Performance: Brian Street in Theory and Practice | | 6 |
| N.21 | Enacting Genre-d Power Dynamics: Reflections on a Graduate Seminar on Genre Theory Nine Years Later | | 6 |
| N.22 | Multimodal Code-Meshing in Digital Spaces: Accessibility and Social Justice | | 3 |
| N.23 | Performing Research/Research as Performance: Cultivating Students’ Identities as Researcher-Writers | | 1 |
| N.24 | Tracing Pearls: Contact Improv as Antiracist Composition | | 3 |
| N.25 | Assessment as Performance: Establishing Best Practices for Assessment of Online Writing Courses and Programs | | 5 |
| N.26 | Placement as Performance: A Panel in Three Acts | | 3 |
| N.27 | W[h]AC[k]-ing Academic, Institutional, and Literacy Hegemony | | 4 |
| N.28 | Performing Disruptive Feminism | | 5 |
| N.29 | Revising Ideas of Genre in Writing of Academia, Fiction, and Comics | | 3 |
| N.30 | Performance-Composition Approaches: Contract | | 3 |
| N.31 | Performing Reflection Rhetorically | | 4 |
| N.32 | Spotlight Session: Fronteriando/ Border-ing: The Challenges of Transnationalism at the United | | 1 |
| N.33 | Spotlight Session: Sellin’ Black Men: The Costs of Literacy | | 5 |
| N.34 | Media’s Languaging in Tap and Talk | | 4 |
| N.35 | Wicked Making for the Design Minded | | 3 |
| N.36 | New Dimensions for Post-Humanism, Critical Pedagogy, and Transfer | | 4 |
| N.37 | Schrödinger’s Cat and Rabbits from Hats: New | | 4 |
| N.38 | Embodied Rhetoric, Live Experience, and the Teaching of Writing | | 2 |
| N.39 | Performative-Multimodal Pedagogy and Multilingual Teachers, Students, and Classrooms | | 4 |
| N.40 | The Intersectional Syllabus: Transnational, Transcultural, Translingual, Feminist, Antiracist | | 4 |
| N.41 | Teaching and Arguing in the Age of Outrage | | 4 |
| SW.1 | Community Writing Mentoring Workshop | | 13 |
| SW.2 | Join the Cypher of Hip-Hop Pedagogy and Practice! | | 1 |
| SW.3 | Theater as Antiracist Pedagogy: Audience, Empathy, and Privilege | | 3 |
| SW.4 | Building and Running an Academic Journal: A Behind-the-Scenes Workshop in Independent Publishing | | 7 |
| SW.5 | Performing Curriculum in the Classroom: Designing | | 1 |
| SW.6 | Revision as REmix: Hip-Hop Instructional Practice & the Art of Revision | | 1 |
| SW.7 | DBLAC Writing Workshop | | 2 |
| SW.8 | “Power to the People, No Delay”: The Transformative | | 4 |
| TSIG.1 | Directed Self Placement Special Interest Group | | 1 |
| TSIG.2 | Community Writing and Public Rhetorics | | 3 |
| TSIG.3 | Environmental Rhetoric and Advocacy Special Interest | | 4 |
| TSIG.4 | Legal Writing and Rhetoric SIG | | 1 |
| TSIG.9 | The Future of Cognition and Writing Research | | 3 |
| TSIG.10 | Women’s Network SIG | | 1 |
| TSIG.12 | Kenneth Burke Society at CCCC | | 1 |
| TSIG.13 | Teaching for Transfer: Adaptations and Multimodality | | 1 |
| TSIG.14 | Dual Enrollment SIG | | 2 |
| TSIG.15 | IWDPA Standing Group Business Meeting | | 1 |
| TSIG.21 | Standing Group for Disability Studies Business Meeting | | 2 |
| TSIG.22 | Teaching in Prison: Pedagogy, Research, and Literacies | | 1 |
| TSIG.26 | “Rhetoric’s Histories, Theories, Pedagogies”: Rhetoric | | 5 |
| TSIG.27 | Singles SIG | | 1 |
| TSIG.28 | Transnational Composition Group Meeting | | 1 |
| TSIG.29 | Performative Grammar, Performative Sentences: Progressive Approaches to Grammar in the Writing | | 2 |
| TSIG.32 | The Role of Reading in Composition Studies | | 3 |
| TSIG.33 | A Proposal for a New Special Interest Group at CCCC | | 4 |
| TSIG.34 | Medical Rhetoric Standing Group Business Meeting | | 1 |
| W.1 | Performing Academic Writing in the Real World: Poverty, Disability, and Cultural Contexts in Basic Writing | | 10 |
| W.2 | Living Feminist Lives: Materialities, Methodologies, and Practices | | 2 |
| W.3 | Plant Something: Performance-Rhetoric, Community | | 9 |
| W.4 | Performing Our Lives: Creative Nonfiction and (the Art | | 11 |
| W.5 | Remixing Performance in Games | | 11 |
| W.7 | Co-Exploring International Writing Research and Rehearsing Scholarly Performances | | 28 |
| W.8 | Developing an Indigenous Scholarly Practice: An Indigenous Rhetorics Research and Writing Retreat | | 9 |
| W.9 | Establishing a Community of Inquiry in Online Writing | | 18 |
| W.10 | Performing Rhetorical Activism: Latinxs in the Community and in the Academy | | 5 |