| A.1 | Creating Our Common Place: Inventing the Writing Innovation Symposium | | 8 |
| A.2 | Dear People Committed to Racial and Linguistic Justice: Practices for Remaining Answerable | | 9 |
| A.3 | Emotional Responses to the Work of Writing: Three Empirical Studies of Faculty and Graduate Student | | 4 |
| A.4 | Developing New Commonplaces in First-Year Writing Classrooms: Encouraging Linguistic Diversity, Identity | | 2 |
| A.5 | Storying Our Commonplaces: Using Story to Practice Accountability, Solidarity, Justice, and Care | | 5 |
| A.6 | Correcting Commonplaces: Making Changes and Meeting Needs through Writing Administration | | 4 |
| A.7 | Writing Centers in Bangladesh: Politics, Pitfalls, and Possibilities | | 3 |
| A.8 | Troubling Writing about Writing’s Transfer Commonplace | | 1 |
| A.9 | Observation of Online Composition Courses: Pedagogy | | 2 |
| A.10 | Challenges in Achieving Commonplaces with Multilingual | | 5 |
| A.11 | Critical Design for Community Engagement | | 4 |
| A.12 | Spotlight Session: Border(ed) Writer Commonplaces: Conocimiento and Linguistic Diversity Intersections | | 10 |
| A.14 | Contract Grading as Inclusive Practice | | 4 |
| A.15 | Power, Class, and Access | | 8 |
| A.16 | Art-Making and the Teaching of Writing | | 9 |
| A.17 | Writing and Rhetoric in International Spaces | | 4 |
| A.18 | Composing around/through Health: Exploring Wellness, Illness, and Dis/ability in the Teaching and Practice of Writing | | 4 |
| A.19 | Complicating Ideas of and Approaches to “Teaching the Controversy” | | 5 |
| A.20 | The Commonplaces of Creative Writing | | 5 |
| A.21 | Feminist Challenges, Controversies, and Commonplaces: Unsettling Gender Expectations in the 19th and 20th | | 3 |
| A.22 | Increasing Undergraduate Involvement and Professionalization in Writing Center Studies: An Engaged Learning Experience | | 1 |
| A.24 | Challenging Community Commonplaces by Making | | 4 |
| A.26 | “The New Grading” and the Future of College | | 3 |
| A.27 | Taking Writing Knowledge outside the Classroom | | 3 |
| A.28 | Being Self-Reflexive through Virtual Commonplaces: Building Student Autonomy and Flexible Instructor | | 5 |
| A.29 | Four Teachers Teaching: Pedagogy in the ALP Classroom | | 4 |
| A.30 | Constructing Transnational Dwelling Places with Classical Chinese Topoi | | 2 |
| A.31 | Charting Uncommon Paths: When Teaching, Research, and Administration Aren’t Enough | | 3 |
| A.32 | Double-Tap to Like: Availability, Kairos, and Invention in the Instagram Classroom | | 3 |
| A.33 | (Re)Shaping Disciplinary Boundaries, Bodies, and Power | | 4 |
| A.34 | Disrupting Publishing Commonplaces: Creating the Next | | 10 |
| A.35 | Negotiating Disciplinary and Institutional Commonplaces | | 3 |
| A.36 | Knee-Jerk Reactions and Just Plain Jerks: Challenging | | 3 |
| A.37 | Beyond Matthew Desmond’s Evicted: Fighting for Social | | 9 |
| A.38 | Writing-Based Teaching as Commonplace | | 3 |
| A.39 | Transnational Spaces as a Pedagogical Practice to Redefine the Learning Commonplaces | | 3 |
| A.40 | Supporting Bilingual College Students’ Writing and Reading Development: Learning and Strategizing with Latinx Students | | 3 |
| A.41 | What Is STEM Writing? Challenging What We Know about Teaching STEM Writing | | 5 |
| A.42 | National Writing Study: What Do Undergraduate and Graduate Students, Alumni, and Instructors Think about the Role of Writing on Campus and in Their Profession? | | 3 |
| A.43 | Data, Dissertations, and Disciplinary Commonplaces in Quantitative Research | | 5 |
| AW.1 | Community Writing Mentoring Workshop | | 9 |
| AW.2 | Disrupting Institutional Commonplaces through L2, Antiracist, and Translingual Teaching Practices | | 2 |
| AW.3 | Breaking Commonplaces: Social Justice Perspectives on Rematerializing Pedagogy and Assessment | | 5 |
| AW.4 | Confessions of a B-Girl: Using the Body to Interrogate | | 1 |
| AW.5 | Open Educational Resources Boot Camp: How to Leverage Interdisciplinary Connections to Create More | | 4 |
| AW.6 | Understanding and Dismantling White Language | | 10 |
| AW.8 | Engaging Cultural Differences for Global Design | | 1 |
| AW.9 | Reconsidering Basic Writing in the Changing Landscape | | 15 |
| AW.11 | Transformative Leadership | | 8 |
| AW.12 | Teaching and Learning Access Advocacy: Creating | | 37 |
| AW.13 | Internships as a Commonplace for Learning: Pedagogies, Structures, and Best Practices | | 7 |
| B.1 | Spotlight Session: Livable Futures for Rhetorics | | 8 |
| B.2 | Storytelling in Queer Appalachia: Imagining and Writing | | 8 |
| B.3 | Centering Our Students’ Languages and Cultures: Snapshots of Translingual and Transdisciplinary | | 3 |
| B.4 | The Commonplace of Conversation: Interrogation of a Well-Worn Metaphor | | 3 |
| B.6 | Overcome Challenges: Preparing Graduate Student | | 4 |
| B.7 | Disney as a Teaching Machine, Writing Centers as a Leadership Machine: Disciplinary Ideologies and Local | | 2 |
| B.8 | Posthumanist Praxis: Challenging Stories of Pedagogy | | 2 |
| B.9 | A Fine Mesh: Using Code-Meshing to Spark and Support | | 3 |
| B.10 | Fieldwork Commonplaces: Embodied and Affective | | 5 |
| B.11 | Writing about Writing (WAW) in Scholarly and Pedagogical Spaces | | 2 |
| B.12 | Writing about Writing beyond First-Year Composition | | 6 |
| B.13 | Doing It Our Way: Writing about Writing, Student Access, and Academic Discourse Communities | | 5 |
| B.14 | Alternative Practices of Feedback | | 4 |
| B.15 | Teaching Writing in the Literature Classroom Today | | 7 |
| B.16 | Troubling Waters: Examining Racial Epithets, Linguicism, and Racialized Language Use in Academic and Public | | 6 |
| B.17 | Uncommon Pedagogical Strategies | | 4 |
| B.18 | Seek, Talk, and Walk This Way: Alternative Pedagogies | | 3 |
| B.19 | Open Access: From the Classroom to the Globe | | 6 |
| B.20 | Reimagining Basic Writing: Questioning Our | | 5 |
| B.21 | Advocating for Education: Learning from Student | | 4 |
| B.22 | Inventing and Mapping Commonplaces in Your Writing | | 3 |
| B.23 | Designing Ethical (and Doable) Research on Prison | | 2 |
| B.24 | Campus and Community: Developing Commonplaces | | 5 |
| B.25 | (Un)commonplaces: Writing, Study Abroad, and Critical | | 4 |
| B.26 | A Thirdspace for Commonplaces: The Writing Studio | | 2 |
| B.27 | Considering Student and Instructor Experiences across | | 4 |
| B.28 | Re-Thinking Audience in Multilingual, Translingual, and Digital Composition Pedagogy | | 3 |
| B.29 | Building Community/Building a Text: Reflections on the Collaborative Process of Creating an FYW Open Access | | 5 |
| B.30 | Reorienting Composition’s Ethical Compass? History, Identity, and the Perilous Promises of “Morality” | | 3 |
| B.32 | Writing with Recorded Voices and Soundwaves: Reconsidering Literacy through Podcast-Making | | 2 |
| B.33 | Designing Accessible Online Writing Experiences | | 4 |
| B.34 | “Other Duties as Assigned”: The Commonplace Labor | | 5 |
| B.35 | Disrupting Linear Commonplaces: Three Alternative | | 4 |
| B.36 | The (In)Visible Locations of Mentorship | | 5 |
| B.38 | Engaged Minds and Bodies as Commonplaces | | 2 |
| B.39 | Coming to, and from, Faith: Tracing the Emergent | | 4 |
| B.40 | Perceptions of Fluency: How One Word Shapes | | 4 |
| B.41 | Reflect, Engage, Emerge: Literacy Narrative as Inclusive | | 2 |
| B.42 | Disciplinary Reasoning Diagrams: A Visual Display of Common Patterns of Reasoning in Academic Fields | | 2 |
| B.43 | Tracing Transfer: Reports of Transfer in Multimodal, Multilingual, and Writing Center Contexts | | 3 |
| B.44 | Challenging Linguistic Imperialism in Justice-Oriented | | 5 |
| B.45 | Research in Common (Space): Conversations with Teachers Teaching Research | | 3 |
| B.47 | Questioning Access: (Dis)ability and Race on Campuses, at Conferences, and Elsewhere | | 4 |
| C.1 | Describing and Deconstructing Rhetoric of Health and Medicine’s Commonplaces | | 12 |
| C.2 | Supporting, Creating, Measuring: Naming and Reconsidering the Commonplaces of Writing Center | | 8 |
| C.3 | Not Common: Queer Approaches and Experiences in the Writing Classroom | | 2 |
| C.4 | Commonplace Books and the Formation of Research | | 3 |
| C.5 | Applying a Tourniquet to Hemorrhaging Shame: Rhetorics | | 5 |
| C.6 | Overcoming Institutional and Disciplinary Differences: Developing Campus-Wide Writing Programs | | 4 |
| C.7 | Commonplace as Conundrum: Two-Year College | | 2 |
| C.8 | Who We Are Is Where We Are: Teaching First-Year | | 2 |
| C.9 | Whose Dragon Is It Anyway? Improvisation Comedy and Tabletop RPG Skills in the Transfer-Attentive Writing | | 2 |
| C.10 | Commonplaces and Uncommon Places | | 4 |
| C.11 | Learning from Students: Autoethnography, Reflection, and Identity | | 5 |
| C.12 | Mindfulness and Writing Studies | | 7 |
| C.13 | Opportunities for Learning in Post-Truth Writing | | 4 |
| C.14 | Redefining the Commonplaces of Information Literacy | | 2 |
| C.15 | Composing across Contexts: Multimodality and Transfer | | 5 |
| C.16 | Unsettling the “Course” as a Commonplace: Exploring | | 3 |
| C.17 | Inclusive Course Design: Embedded Variation | | 3 |
| C.18 | Story Support at the Institutional Level | | 3 |
| C.19 | Disrupting the Commonplace Hierarchy of Mentorship | | 5 |
| C.20 | Using Labor-Based Contract Grading to Promote Equity | | 6 |
| C.21 | Uncovering How the Cage Was Built: Historicizing Our | | 3 |
| C.22 | Designing Unity: Challenging and Overcoming | | 3 |
| C.23 | Disrupting the Commonplaces That Animate Higher | | 5 |
| C.24 | Designing and Assessing Service-Learning Courses with Social Justice Perspectives | | 3 |
| C.25 | Toward a Feminist Commonplace: Literacies of Digital | | 1 |
| C.26 | Mending Ruptured Spaces: Beychella as the Entry Point | | 3 |
| C.27 | “Everything old is new again.” - Carole Bayer Sager and Peter Allen | | 5 |
| C.28 | The Classroom as a Common Place: Creating a Culture | | 2 |
| C.29 | Transfer as Commonplace | | 3 |
| C.30 | Access to Education and Commonplaces of Gender, Science, Religion, and Race in the US, 1873–1931 | | 2 |
| C.31 | Exploring Eco-Cognitive Approaches to Digital | | 4 |
| C.32 | Critical Making in Composition Studies | | 3 |
| C.33 | Publics, Resistance, and Expertise in Digital Spaces | | 3 |
| C.34 | Spotlight Session: Learning from Precarity: New | | 3 |
| C.35 | Creating Community: Faculty Collaboration in Teaching-Track Contexts | | 4 |
| C.36 | Building Homeplaces When the Commonplace Is Not | | 2 |
| C.37 | Affect and Labor: Moral Injury, Emotional Labor, and Self-Care in Composition | | 4 |
| C.38 | The Neoliberal University as Common Place: Mapping | | 2 |
| C.39 | Write What You Know: Three Provocations | | 3 |
| C.40 | Combatting Bullshit: Hate, White Supremacy, and Language | | 3 |
| C.42 | Workplace Spaces and Places: A Common Voice, Language, and Practice | | 3 |
| C.43 | Archival Commonplaces and Student Writers: The Student as Researcher and as Historical Subject | | 3 |
| C.44 | Researching Rhetorical Commonplaces in Health | | 5 |
| C.45 | Challenging Process: New Directions for Composing | | 5 |
| D.1 | Improving Outcomes: Promoting Fairness across Diverse | | 7 |
| D.2 | Coding as Common Ground: Making Adaptive Transfer | | 7 |
| D.3 | Commonplace Books Updated: Pedagogies for Cultivating an Inclusive Student Commons | | 4 |
| D.4 | Composing Emotions: Engaging Artifacts to Construct | | 3 |
| D.5 | Standing among Stories: Commonplaces and Crossroads | | 4 |
| D.6 | Writing Centers across Disciplinary and National Borders | | 5 |
| D.7 | International Research into Multilingual Writing: Challenging US-Centric Commonplaces through Cross-National Student and Faculty Perspectives | | 3 |
| D.9 | Embodied Pedagogy toward Embodied Writing: Alternative Epistemologies and Bodies as Commonplace | | 3 |
| D.10 | Understanding and Responding to Standardized English | | 4 |
| D.11 | Role-Playing Peer Review: Games and Gatekeepers | | 6 |
| D.12 | Teaching Social and Political Engagement through Social | | 5 |
| D.13 | Using Empathy in the Classroom to Foster Social Justice | | 4 |
| D.14 | Student Writer as Solicitor of Feedback: Shifting the Feedback Paradigm | | 4 |
| D.15 | Elevating English 101: Revising the University of Maryland’s FYW Curriculum toward Social Justice and Civic Engagement | | 7 |
| D.16 | Mapping the (Un)Common: An Interactive, Inclusive | | 4 |
| D.17 | Writing amid Difficult Emotions, Trauma, and a Noisy | | 4 |
| D.18 | Making Room at the Dual Enrollment Table: Coalition | | 3 |
| D.19 | Cultural Rhetorics in Six Flavors | | 6 |
| D.20 | Thinking Spatially: Geography, Place, and Carto-Composition | | 7 |
| D.21 | The Pedagogy of Commonplaces: Invention and Anamnesis in User Data and Consent in Data Protection | | 1 |
| D.22 | Compassionate Administration: Listening, Reflecting, and Responding to Disciplinary Faculty Commonplaces | | 2 |
| D.23 | Exploring Commonplaces in Scientific and Environmental | | 3 |
| D.24 | Community Writing as Community Building | | 4 |
| D.25 | #4C20 Human Library | | 5 |
| D.26 | Does Teaching Metacognition Lead to Metaliteracy? | | 2 |
| D.27 | Complicating Retention Commonplaces: A Conversation | | 8 |
| D.28 | Not as Common as We Think: Decoding the Assignment | | 3 |
| D.29 | (Re)Configuring First-Year Composition Courses as Common Places | | 1 |
| D.30 | Unsettling Commonplaces: Three Cases of Historical (Un) | | 3 |
| D.31 | Exhibitor Session: Between Drafts: Where the Magic | | 3 |
| D.32 | Programmed Literacies: Reconceptualizing | | 3 |
| D.33 | Constructing Ethos Online: Social Media, Social | | 5 |
| D.34 | Toiling Away (and Striking) in the Groves of Academe: Fighting the Commonplaces of Academic Labor in Composition in the Department, the University, and the Discipline | | 2 |
| D.35 | Black Feminism as Commonplace: A Social Justice | | 4 |
| D.36 | Should I Stay or Should I Go, Now? Rethinking | | 3 |
| D.37 | Issues in Teaching Conditions: From Instructor Training | | 4 |
| D.38 | Re-Orienting Graduate Programs toward Translingual | | 4 |
| D.39 | Reading as a Commonplace: Frameworks for Support | | 3 |
| D.41 | Researching Writing Commonplaces: Preparing Students | | 2 |
| D.42 | Spotlight Session: Reflective Writing and Programmatic | | 3 |
| D.43 | Research Methods as Contradictory Commonplaces | | 5 |
| D.44 | Supporting Faculty as Writers and Teachers: Why Not Both? | | 2 |
| E.2 | Data: Sharing and Analyzing Longitudinal Datasets about Student Writing Development | | 6 |
| E.3 | Understanding Meaningful Writing beyond College: Emerging Findings from the Wayfinding Project | | 4 |
| E.4 | Embracing the F-Word: Creating Learning Structures | | 4 |
| E.5 | Spotlight Session: Colonial Logics and Decolonial | | 3 |
| E.6 | Reconsidering the Graduate Teaching Practicum | | 2 |
| E.7 | Workshop Spaces as Common Places: The Advanced | | 3 |
| E.8 | Interrogating What We Preach and What We Practice: Guided Self-Study to Propel Inclusive Pedagogical | | 3 |
| E.9 | Inclusive Writing Conference Practices That | | 2 |
| E.11 | Responding to AB 705: Reimagining Curriculum in California Community Colleges | | 3 |
| E.12 | Valuing Linguistic Diversity | | 4 |
| E.13 | Teaching for Social Justice in an Age of Trump | | 4 |
| E.14 | Designing Inclusive Multimodal Studio Spaces | | 4 |
| E.15 | Writing Studies MA Programs: Looking Back to Look to the Future | | 3 |
| E.16 | Complex Commonplaces and Bodily Composition: Martial Arts Approaches to Pedagogical Problems | | 2 |
| E.17 | Creative and Innovative Student Design: Outcomes, Artifacts, and Alternatives | | 4 |
| E.18 | A New Commonplace? An Examination of the Two-Year | | 2 |
| E.19 | The Impact of Federal and State Education Policies | | 5 |
| E.20 | Not So Common Topics: Re-Marking Commonplaces of Genre, Civility, Space, and Process | | 5 |
| E.21 | From Metaphor to Material: Disrupting Commonplace | | 4 |
| E.23 | Complicit Commonplaces: How Assumptions about Bodies, Objects, and Spaces/Places Justify Non-Action | | 2 |
| E.24 | Common Mediations: What and How We Learn from Public Rhetoric | | 4 |
| E.25 | Being Culturally Competent: As Seen through the Lens of Intersectionality | | 2 |
| E.26 | Research Writing as a Commonplace in Feminist | | 4 |
| E.27 | A Poet, a Compositionist, and a Librarian Walk into a Class: An Evidence-Based Look at Critical Service-Learning | | 2 |
| E.28 | Reorganizing the Commonplace: Lessons Learned from Merging Two Institutions, Writing Programs, Cultures, and Faculty | | 2 |
| E.29 | Think-Tank for Newcomers—Developing Papers and Sessions for CCCC 2021 | | 1 |
| E.30 | Schooling Bodies, Controlling Access: Schools as Sites | | 3 |
| E.31 | Revisiting Commonplaces in Digital Rhetoric | | 2 |
| E.32 | Disability Commonplaces in Online Activism, Health | | 3 |
| E.33 | You Got the Tenure-Track Job: Here’s What to Worry | | 3 |
| E.34 | A Discussion of Three Digital Writing Commonplaces | | 3 |
| E.35 | Recreating the Commonplace of Community: Including | | 2 |
| E.36 | The Dissertation as (Fraught) Commonplace: Drawing | | 4 |
| E.37 | Challenging Commonplace Prescriptivism: Making | | 3 |
| E.38 | Literacy Case Studies: Athletes, Refugees, and International Students | | 4 |
| E.40 | Pedagogical Commonplaces as Sites for Crafting | | 3 |
| E.41 | Reexamining Data Commonplaces in Writing Research: What Are We Doing in a World of Data Scraping, Demographic Change, and Discordant Methodologies? | | 4 |
| E.42 | Theorizing Race, Oppression, and Inclusion in Institutions | | 4 |
| E.43 | Imitation, Cognition, and Writing: Insights from Research | | 5 |
| F.1 | A Critical Transition: Examining and Interrogating the Commonplaces at Work in High School to College | | 6 |
| F.2 | Reimagining the Cs: Disciplinary Concerns from the Field 101 B (Wisconsin Center) | | 4 |
| F.3 | Complicating Commonplaces of Digitalness in Gen Z Writers and Writing | | 4 |
| F.4 | Building on and Rethinking Our Roots | | 3 |
| F.5 | Agency and Authority in the Writing Conference 102 A (Wisconsin Center) | | 4 |
| F.6 | Unsettling Commonplaces: Embodying Narratives of Politics, Positionalities, and Pressures of Rhetoric and Composition | | 4 |
| F.7 | Exploring the Undercommons: Critical Interventions in Race, Writing, and Play | | 4 |
| F.8 | Decolonizing Commonplaces: Navigating the Future of Climate Change Policies and Transnational Disaster | | 5 |
| F.9 | The Unnoticed and the Everyday: Writing Practices for Invention and Engagement | | 3 |
| F.10 | Theorizing Genre in the First-Year Writing Classroom 103 A (Wisconsin Center) | | 4 |
| F.11 | Rethinking Community Engagement Commonplaces: Bridging Scholarly and Community Knowledges Online | | 2 |
| F.12 | Commonplaces in Policy Discourse | | 5 |
| F.13 | Dual Enrollment Composition: Complicating the Common/Places of First-Year Writing | | 4 |
| F.14 | Seeking Interdisciplinary Collaboration in the First-Year Writing Classroom | | 4 |
| F.15 | The Avengers and the End of Composition? The Sequel 201 A (Wisconsin Center) | | 7 |
| F.16 | Career Quest: Navigating a Future in Composition, Rhetoric, and Writing | | 9 |
| F.17 | Pedagogies of Mindfulness and Contemplation in First-Year Writing and Beyond | | 4 |
| F.18 | Places of Faith and “Religious Friction”: Engaging Student Beliefs in the First-Year Writing Classroom | | 3 |
| F.19 | Rewriting Access within Writing Studies: Philosophies and Particularities | | 6 |
| F.20 | Beyond Commonplace Race in the Composition | | 3 |
| F.21 | Rhetoric Reimagined in the First-Year Composition Classroom | | 3 |
| F.22 | Rethinking Archival Commonplaces in the Writing Classroom | | 3 |
| F.23 | Questioning the Commonplaces of Digital Aggression: New Approaches for Researching and Teaching | | 3 |
| F.24 | Reconsidering Commonplaces of Reading: A Social Approach Using Digital Annotation | | 3 |
| F.25 | Coding Rhetorics and Digital Composing | | 4 |
| F.26 | Reverberations: Emergent Commonplaces in Rhetorical Studies of Sound | | 5 |
| F.27 | Talking Back: Responding to Complicity with White (Language) Supremacy in Composition’s Professional | | 5 |
| F.28 | From Graduate School to (Early) Career: Mentoring and Professionalization of Graduate Students | | 4 |
| F.29 | Taking the Commonplace Out of the Common Place: How Do Former Directors Adapt Writing Center Culture in New | | 3 |
| F.30 | Marginalizing and Exclusionary Commonplaces in Academia, Rhet/Comp, CCCC: How We Survive and Thrive | | 8 |
| F.32 | Considering the Violence of Literacy | | 2 |
| F.33 | Dismantling the Standard(s): Acknowledging the Lack of Commonplaces in Academic Practices | | 5 |
| F.34 | Writing for Work: Pedagogical Places for Student Preparation | | 6 |
| F.35 | Resisting through Revision | | 4 |
| F.36 | The Commonplace as Civic Duty: The Implication and Impact of Military Service on Compositional Practices | | 4 |
| F.37 | Traversing Modernizing Propers: Into the Uncommon Places of Local Terms and Concepts in a Global Context | | 3 |
| F.38 | Commonplaces and Crossing Borders in Independent Writing Programs/Departments | | 4 |
| F.39 | The Politics of Disclosure in Teaching, Research, and Public Life | | 5 |
| F.41 | Violent Commonplaces and Sites, Theories, and Modes of Resistance | | 4 |
| F.42 | Using Commonplaces to Engage Student Thinking and Writing | | 4 |
| F.43 | Cultivating Cultures of Care in Academic Spaces Executive Ballroom D (Hyatt) | | 2 |
| F.44 | Placement and Grading from High School to College Manager’s Suite (Hyatt) | | 6 |
| F.45 | Visualization for Reflection and Play | | 5 |
| F.47 | Cultural Paradigms in Teaching Composition by Nonnative English-Speaking Writing Instructors | | 3 |
| F.48 | Expanding Prison Education and Academic Partnerships: Writing Center Collaboration with Incarcerated Students | | 3 |
| F.49 | Spotlight Session: Meditations on Hope, a Commonplace Regency Ballroom C (Hyatt) | | 6 |
| F.50 | Modeling Inclusivity in Archival Research and Pedagogy Regency Ballroom D (Hyatt) | | 4 |
| F.51 | Owning Our Misfit: Language, Activism, Organizing, and the Stories We Tell (and How We Tell Them) | | 3 |
| FSIG.1 | American Indian Caucus Business Meeting | | 1 |
| FSIG.2 | Asian/Asian American Caucus Meeting | | 2 |
| FSIG.3 | Special Interest Group for Undergraduate Research in Writing Studies | | 1 |
| FSIG.4 | Rhetoric and Religious Traditions Standing Group | | 1 |
| FSIG.5 | Non-Native English-Speaking Writing Instructors | | 2 |
| FSIG.6 | International Researchers Consortium Business | | 2 |
| FSIG.7 | Black Caucus Business Meeting | | 1 |
| FSIG.8 | LLW Standing Group Business Meeting | | 13 |
| FSIG.9 | Writing and STEM Standing Group Business Meeting | | 5 |
| FSIG.10 | Creating Commonplaces: Honoring Diverse Class | | 4 |
| FSIG.11 | Writing Across the Curriculum Standing Group | | 3 |
| FSIG.12 | Queer Caucus Business Meeting | | 2 |
| FSIG.13 | Internship SIG | | 1 |
| FSIG.15 | CCCC Jewish Caucus Open Forum | | 1 |
| FSIG.16 | Council for Play and Game Studies Standing Group | | 1 |
| FSIG.17 | Community Writing and Public Rhetorics | | 3 |
| FSIG.18 | Environmental Rhetoric and Advocacy SIG | | 4 |
| FSIG.19 | Handcrafted Rhetorics SIG | | 5 |
| FSIG.20 | Independent Scholar SIG | | 3 |
| FSIG.23 | Labor Caucus Business Meeting | | 1 |
| FSIG.25 | Solidarity against Precarity: The Promise and Perils of Graduate Student and Contingent Faculty Organizing | | 4 |
| FSIG.26 | We Don’t Know What We Don’t Know: Stumbling into the Common Spaces of Rhetoric and Composition | | 5 |
| FSIG.27 | Independent Writing Departments and Programs | | 1 |
| FSIG.28 | Writing Assessment SIG | | 1 |
| FSIG.31 | SIG for Senior, Late-Career, and Retired Professionals | | 1 |
| FSIG.33 | Master’s Degree Consortium of Writing Studies | | 2 |
| FSIG.35 | Writing about Writing Development Group | | 2 |
| FSIG.36 | SOUND SIG | | 2 |
| FSIG.37 | Non-Western/Global Rhetorics SIG | | 5 |
| FSIG.39 | Literacy Studies Special Interest Group | | 1 |
| FSIG.52 | Council on Basic Writing SIG: Collaboration, Community, Caucusing | | 3 |
| FSIG.54 | International Writing Centers Association Town Hall | | 2 |
| G.1 | Creating a Public, Community-Driven Writing Program | | 10 |
| G.2 | Mapping Implicit Structures for Support in Multiple | | 4 |
| G.3 | Reshaping Our Commonplace: A Data-Driven Inclusive | | 2 |
| G.4 | Who Are Our Students? Reclaiming Identities in the Humanistic Classroom | | 4 |
| G.5 | Becoming a Teacher-Scholar: Supporting Faculty as Writers | | 4 |
| G.6 | Contemplative Practices and Composition: Beyond the Commonplace | | 3 |
| G.7 | Octalog IV: The Politics of Rhetorical Studies in 2020 | | 11 |
| G.8 | Reclaiming Christian Commonplaces: How Digital | | 3 |
| G.9 | Sexual Rhetorics, Sex Work, and Queer Possibilities of Becoming: Toward a Civic Epistemological Perspective | | 3 |
| G.10 | Self, Community, or Mob: The Limits and Possibilities of Social Media Spaces | | 4 |
| G.11 | Dialogue across Difference: Training Students to Engage beyond Polemics through Interdisciplinarity and Collaboration | | 3 |
| G.12 | The Art of Evaluation: Poetry Dynamic Criteria Mapping in Practice | | 2 |
| G.13 | Creating a Conduit to the Academic Commonplace for First-Generation Students Enrolled in an Introductory | | 3 |
| G.14 | Two-Year College Tensions: Research, Curriculum, Self-Determination | | 6 |
| G.15 | Cultivating Conditions for Effective Online Writing | | 6 |
| G.16 | Responding to the Chair’s Call: Extending Conversations | | 1 |
| G.17 | Enhancing the Use of Peer Review in the Writing | | 4 |
| G.18 | Building a First-Year Composition Course in a Canadian | | 2 |
| G.19 | Institutional Ethnography: Uncovering 21st-Century | | 6 |
| G.20 | “Mental Brilliance Is Not Essential”: Acknowledging the Inherent Power of Spoken and Kinesthetic Language in the First-Year Writing Classroom | | 4 |
| G.21 | Do I Belong Here? Using Disruption to Break through Common Barriers in Corequisite Courses | | 3 |
| G.22 | Archives as Commonplaces: How We Listen to History | | 4 |
| G.23 | Storytelling in Motion: Rhetorical Approaches to Filmmaking in the Classroom and Communities | | 3 |
| G.24 | Emerging Commonplaces in Digital Literacies: Ethical | | 2 |
| G.25 | Selves and Competencies in Digital Composing | | 4 |
| G.26 | Composing Techno-Visual Commonplaces | | 1 |
| G.27 | What If Laboratory Research Were Commonplace? | | 5 |
| G.28 | Responding to Extra-Institutional Pressures on Writing | | 5 |
| G.29 | Publishing (as) Commonplaces: Editing, Revising, Circulating | | 5 |
| G.30 | Spotlight Session: Developing Racial Literacy: A Goal and a Practice for Literacy Educators | | 1 |
| G.31 | Resisting Normative Structures in Pedagogical | | 4 |
| G.32 | Reading Pedagogy Transformation? Making Visible | | 2 |
| G.33 | “The More You Read the Better You Write”: Exploring the Role of Reading in Writing Curriculum | | 4 |
| G.34 | Commonplaces and Public(s): Pedagogy for Professional | | 5 |
| G.35 | Developing Genre Knowledge: Adaptable, Evidence-Based “Small Practices” for FYW Courses | | 3 |
| G.36 | Using Research to Understand Students’ Composing | | 5 |
| G.37 | Commonplaces in Un/Common Spaces: The Kitchen as Cultural Text | | 2 |
| G.38 | Repurposing Failure: Interrogating the Commonplace of Failure from Research, Theory, Civic, and Programmatic | | 4 |
| G.39 | Commonplaces of Rhetoric and Education: On Learning, Teaching, Subject Matter, and Milieu | | 5 |
| G.40 | Birth, Death, Assault, and Control: Translating Rhetorical | | 3 |
| G.41 | Practicing Writing Offshore: The (Un)Commonplaces of Trauma, Precarity, Border/Lands, and Diasporic Lives | | 5 |
| G.42 | Investigating Classroom Commonplaces of Critical | | 4 |
| G.43 | Exclusionary Commonplaces as Sites for Understanding | | 4 |
| G.44 | The Liberating Limits of Mexican Commonplaces When | | 4 |
| G.45 | The Potential of Online Spaces and Digital Writing | | 4 |
| G.46 | Waking Up: Creative Nonfiction That Breaks Silences on Illness and Caregiving | | 3 |
| G.47 | They Said It: An Institutional Ethnography of Writing | | 4 |
| G.48 | Shifting Expectations: Exploring Methodological | | 4 |
| G.49 | The Precarious Professor and Community Partnership | | 5 |
| G.50 | Creative Writing and Composition Collaboration | | 4 |
| G.51 | Meaning Making and Inclusive Pedagogies through Reflection, Fragmentation, and Improvisation | | 4 |
| G.52 | Writing across Universities: Pedagogical Problems in Mentoring the First-Year Classroom | | 4 |
| G.53 | Continuing the Conversation: Building a Common Place | | 2 |
| H.1 | Challenging Commonplaces, Increasing Inclusion: Graduate Student Archival Work | | 5 |
| H.2 | Reconsidering Common Spaces: Making the Case for Hybrid Writing Instruction | | 3 |
| H.3 | Imagining Alternatives for Participation and Resilience: A Feminist Reflection within Commonplaces | | 3 |
| H.4 | Reinventing Commonplaces and Building Community | | 3 |
| H.5 | Considering Boundaries and Challenges in Student | | 5 |
| H.6 | Writing Centers as Praxical Crucibles | | 3 |
| H.7 | Interdisciplinary Theories Informing Composition and Rhetoric: Expanding Our Disciplinary Lenses | | 5 |
| H.8 | Disrupting the Commonplace of Home: Politics, Ethics, and Methods | | 3 |
| H.9 | Creating New Commonplaces for Community-Based Work: On Refiguring “Strategic Planning,” | | 1 |
| H.10 | Performing Bodies, Disrupting Commonplaces | | 4 |
| H.11 | Revisiting the Commonplaces of Service-Learning | | 1 |
| H.12 | Co-Wrecking Basic Writing: Imagining New FYC Models | | 2 |
| H.13 | Teaching Rhetorical Education in the Age of Trump: Student Right-Wing Activism and the Commonplace of Accountability in First-Year Composition | | 3 |
| H.14 | Constructing Writerly Identities: Basic Writing, Failure, and the Self | | 4 |
| H.15 | Multimodal Design for Social Advocacy: (Un)Common | | 4 |
| H.16 | Humor and Pop Culture as Pedagogical Tools to Analyze | | 4 |
| H.17 | Rhetorical Practices for Understanding Our Students, Colleagues, and Campuses: Listening, Role-Play, and Dialogue | | 5 |
| H.18 | A Community Commonplace: Using Archives to Build | | 3 |
| H.19 | Making the Familiar Strange: What “Going on the Job | | 6 |
| H.20 | Accounting for Quality Teaching in a Data-Driven World: Student Success, Instructional Practice, and DFW Rates | | 2 |
| H.21 | Placement Ideologies and Enacted Reform | | 3 |
| H.22 | A Trans-Atlantic History | | 1 |
| H.23 | The Diversity of Online Writing Instruction Students: Challenging the Commonplaces about Online Student | | 3 |
| H.24 | Changing Writing, Identities, and Resistance on Social | | 3 |
| H.25 | Improving Graduate Writing Education Programmatically | | 5 |
| H.27 | Disrupting Commonplaces: Whiteness, Mental Health, and Career Trajectories | | 2 |
| H.28 | Shared Governance and Other Networks | | 6 |
| H.29 | Your Subjectivity Is Showing: The Emerging Need for Radical Mentorship | | 1 |
| H.30 | : Spotlight Session/Workshop: A Storytelling Approach to Contending with Trauma in Racialized Encounters | | 5 |
| H.32 | (e)Race(ing) Barriers: From Literacy Segregation to Literacy Autonomy in Writing Studies | | 4 |
| H.33 | Transnational and Multilingual (?) Students Who Bring | | 4 |
| H.34 | Creating Commonplaces: Suggestions for Institutional | | 4 |
| H.35 | Common Ground for Writing Studies through Validity | | 3 |
| H.36 | Giving Feedback and Teaching about Audience: Research | | 2 |
| H.37 | Reexamining WAC Theory for Inclusion, Diversity, and Equity: Administration, Programming, and Epistemology | | 4 |
| H.38 | Rhetorical Commonplaces: Exclusion and Inclusion in a Mediated World | | 5 |
| H.39 | Academic Ableism: Interrogating Common Tropes of Ability on Campus | | 4 |
| H.40 | Voices of the South American Diaspora: Filmmaking, Ethics, and Shaping Identities through Heritage | | 3 |
| H.41 | Compose Thyself! | | 3 |
| H.42 | How Commonplaces Move Rhetorically | | 4 |
| H.43 | Tracing Minoritized Rhetorical Traditions and Unsettling | | 4 |
| H.44 | Cultivating Composition: Revisiting the Commonplaces | | 2 |
| H.45 | Justice, Identity, and Inclusivity in Writing Classroom | | 4 |
| H.46 | Information Literacy and the One-Shot Session: Making a More Capacious Commonplace for First-Year | | 3 |
| H.47 | Major Commonplaces: English Departments and Clubs at Two- and Four-Year Colleges | | 4 |
| H.48 | When We Said “No”: Stories of Self-Care and Resistance | | 4 |
| H.49 | “What If I Don’t Go to a College When I Leave Here?”: Critical Approaches to Creating Productive Goals for College Courses Taught at Juvenile Detention Centers | | 2 |
| H.50 | Writing Creatively with New Spaces, Places, and Objects | | 4 |
| H.51 | “You Think This Class Pays the Bills?”: Investigating | | 2 |
| H.52 | Questioning Commonplaces: Seeking Justice through Genre and Discourse Analysis | | 4 |
| H.53 | A Program without a Program: Sustaining a Cohesive | | 5 |
| I.1 | Remembering the Commonplace Contributions of Charles R. Cooper (1934–2017): Points of Departure | | 5 |
| I.2 | When First-Gen Students Become Faculty: Recasting Commonplaces about College Literacies | | 4 |
| I.3 | Critical Roles: Play in the Writing Center | | 3 |
| I.4 | Truth and Dare in the Third Culture Space of Writing Classrooms | | 3 |
| I.5 | Ethos, Identity, and Emotion in the Writing Center 102 A (Wisconsin Center) | | 5 |
| I.6 | Using Berthoff’s “Forming” Approach to Writing for Its Radically Liberatory Ends | | 2 |
| I.7 | Finding Common Ground with Students: Expertise as Performance and Process | | 2 |
| I.8 | Culture: Appreciation, Appropriation, and Liminality 102 D (Wisconsin Center) | | 1 |
| I.9 | Places as Commonplaces: Public Spaces Enacting Cultural, Religious, and Scientific Paradigms | | 3 |
| I.10 | Teaching Community-Engaged Writing Class Design and Assessment | | 3 |
| I.12 | From Receiver to Actor: Achieving Agency, Access, and Equity in the Developmental Writing Classroom | | 4 |
| I.13 | The Challenges and Opportunities of Disrupting Developmental Writing Commonplaces in Two-Year | | 3 |
| I.14 | Multimodal Aftermath: Digging Deeper into Multimodal Assessment and Design | | 3 |
| I.15 | Information and Intellectual Property Literacy in an Age of Bots | | 6 |
| I.16 | What We Can Use from Sound and Song: Sonic | | 5 |
| I.17 | Further Understanding Multimodality: Creative and Complex Approaches to Multimodal Projects | | 5 |
| I.18 | Becoming Strategic, Self-Regulated Writers: A Research-Based Approach for Basic Writing | | 4 |
| I.19 | Inclusivity, Not Exclusivity: Transparent Conversations about Shifting Commonplaces in Hiring and Professional | | 6 |
| I.20 | Standing by Students: Finding Uncommon Ground in Writing Programs | | 3 |
| I.21 | Neoliberal Commonplaces in the American University: Planning, Branding, and Publics | | 3 |
| I.22 | Reconsidering Commonplaces: Correcting the Historical Record of College Composition | | 4 |
| I.23 | The Commonplaces of Gaming: In the Classroom, Community, and Its Rules | | 3 |
| I.24 | Writing on the Move: Unsettling Commonplaces through Transliteracies | | 3 |
| I.25 | Digital Rhetorics and Resistant Pedagogies: Open-Access Journals, Inclusivity, and Justice | | 3 |
| I.26 | Interactive Autoethnographies: Challenging Exclusion and Inaccessibility through Theater, Multilingual | | 4 |
| I.27 | Moving On: Navigating from FYW Commonplaces into New Spaces for Teaching Writing | | 3 |
| I.28 | Transnational and Feminist Perspectives on Writing Program Administration | | 4 |
| I.29 | The Weight of Carrying Disclosures and Emotional Labor: Contingent Laborers’ Mental Health in Rhetoric-Composition | | 3 |
| I.30 | The Promise of Shared Commonplaces across English Education and Writing Studies: Rethinking Composing | | 3 |
| I.31 | Civic Engagement through Rhetorical Education MacArthur Room (Hilton) | | 4 |
| I.32 | Second Language Learners in First-Year Comp Courses: Pedagogical Methods for Teaching a Linguistically | | 5 |
| I.33 | Writing Pedagogy and Literacy | | 3 |
| I.35 | Western Constructs in Non-Western Environments Wright Ballroom B (Hilton) | | 4 |
| I.37 | Disseminating Writing: Open-Access Bibliographies, Book Series, and Everyday Print Documents | | 4 |
| I.38 | Engaging Critique: Problematizing Embodied | | 4 |
| I.39 | Uncommon Genealogies across the Classroom, the Workshop, and the International Community | | 4 |
| I.40 | A Safe Space for Whom? | | 1 |
| I.41 | Appealing to the Field to Make “Comparative” | | 3 |
| I.42 | Black Voice, Indigenous Composition, and Chicanx/ Latinx sCHOLARship: Composing Our Commonplaces | | 4 |
| I.43 | Revisiting Disciplinary Figures, Revising Commonplaces Executive Ballroom B (Hyatt) | | 3 |
| I.44 | Reflections on Privilege, Responsibility, and Ethos in Our Classrooms and Profession | | 4 |
| I.45 | Complicating Commonplaces of Literacy Instruction, Research, and Teacher Identities | | 3 |
| I.46 | Building New Models for Feedback on Student Writing Manager’s Suite (Hyatt) | | 5 |
| I.47 | Toward Collaborative Inclusion: Working with Undergraduates to Shape the Future Field | | 4 |
| I.48 | Socially Just Writing Administration: Supporting Diverse Student Populations | | 5 |
| I.49 | Community-Based Strategies for the Commonplace Classroom | | 4 |
| I.50 | Storying (Un)Commonplaces of Environmental Rhetoric in Writing Classrooms, in Youth Climate Activism, and in Climate Surveillance | | 4 |
| I.51 | We Belong Together: Creative Writing Departmental Partnerships | | 3 |
| I.52 | Making Undergraduate Research Commonplace in Composition and Rhetoric: Challenges and Opportunities | | 3 |
| I.54 | Writing Works: The Common Place between Writing Studies, Student Values, and Workplace Practices | | 2 |
| J.1 | Revealing Values and Commonplaces around Digital | | 9 |
| J.2 | Fictional Commonplaces: What Fiction Can Teach | | 4 |
| J.3 | Why Aren’t My Students Reading? A Case Study in Rhetorical Ecologies | | 4 |
| J.4 | Creating Commonplaces through Campus Readings: Fostering the Culture of Writing on SLAC Campuses by Engaging Campus Reads | | 4 |
| J.5 | Context Matters: Learning from International Programs | | 5 |
| J.6 | The Pleasures of Writing: Participate in CCCC as a Writer | | 2 |
| J.8 | Speaking out of Church Basements: Reflecting on the Rhetoric of Institutionalized Narratives of Recovery in Order to Reimagine More Inclusive Community Stories | | 4 |
| J.9 | Of the Public, for the Public: Advocacy, Community, and Writing Information Literacy | | 3 |
| J.10 | Preserving Local Stories through Community | | 4 |
| J.11 | Recovering and Reclaiming Asian/Asian American | | 4 |
| J.12 | Expanding the Commonplace: Connecting First-Year | | 2 |
| J.13 | Find and Replace: Revisiting the Commonplaces of Composing Technologies in First-Year Writing | | 4 |
| J.14 | Critically Engaging Acceleration Initiatives and Corequisite Support | | 1 |
| J.15 | Commonplaces about Change: Using Disciplinary | | 4 |
| J.16 | Primary Research in the Composition Classroom | | 4 |
| J.17 | The Functions of Composition Textbooks | | 4 |
| J.18 | Faith, Doubt, and Spaces Between: Encountering Local | | 3 |
| J.19 | Preparing Doctoral Students for (Un)Common Jobs off | | 6 |
| J.20 | The Imagined Student: Three Programs Striving for Inclusivity at Iowa | | 2 |
| J.21 | Emotional Labour in Writing Pedagogy: Creating Inclusive | | 2 |
| J.22 | Complicating Commonplaces: Continuing to Reclaim | | 4 |
| J.23 | Objective, Beautiful, and Accessible: Challenging | | 2 |
| J.24 | #Digital Commonplaces: Collision as Commentary | | 4 |
| J.25 | Expanding Commonplaces in Online Writing Instruction: Considering Student Backgrounds to Achieve Inclusivity | | 2 |
| J.26 | #TeachersAreIrreplaceable: Valuing Teaching Demands | | 3 |
| J.27 | Working Conditions Are Learning Conditions: Graduate | | 3 |
| J.28 | Non-Tenure-Track and/or Tenure-Free Faculty: Promises | | 4 |
| J.29 | If We Build It, They Will Come: Constructing Common | | 5 |
| J.30 | Reimagining and Remixing the Traditional FYC Reader: OER as a New Commonplace | | 4 |
| J.31 | Uncommon Places, Common Concerns: Teaching Writing | | 3 |
| J.32 | (Dis)-Attention(s) in Literacy Studies: Challenging | | 2 |
| J.33 | Writing in Class and in Groups: Exploring Genre, Access, and Commonplaces | | 4 |
| J.35 | Diverse and Common Places: Issues of Inclusion in Professional and Technical Writing | | 4 |
| J.36 | Writing in the Commonplace Panopticons of Education: Students Finding the Felt Sense of Composing with Unfamiliar Tools under the Gaze of Others | | 2 |
| J.37 | Examining Terror and Trauma in Rhetorical Space(s) | | 3 |
| J.38 | Capitalizing on Microcommonplaces: Manipulation, Suspicion, and Subversion in the Era of Post-Conflict | | 4 |
| J.39 | Intersectional Emotion and Commonplaces of Evidence | | 1 |
| J.40 | Understanding Language Guardianship: A Theoretical | | 5 |
| J.41 | Appealing to the Field to Make “Comparative” a Commonplace, Part Two | | 4 |
| J.42 | Spotlight Session: Making Places Common: Sites of Public Memory and Rhetorical Invention | | 2 |
| J.43 | Classroom Affect: Peer Review, Assessment, and Pedagogical Identity | | 3 |
| J.44 | Flawed Material Worlds: Food, Time, and the Pleasure in Production | | 4 |
| J.45 | Composing Game Spaces: Minecraft across the Writing | | 4 |
| J.46 | Alternative Pedagogical Strategies That Lead to Deeper | | 4 |
| J.47 | Urgency of the (Un)Commonplace: Approaches to Equitable and Inclusive Composition Teacher Training | | 5 |
| J.48 | Programming Sustainable and Equitable Campus and Community Partnerships | | 5 |
| J.49 | Teaching Health and Medical Writing Today: Envisioning | | 6 |
| J.50 | Prison Archives and Public Memory: Disrupting the Commonplaces of Incarceration | | 4 |
| J.51 | Throw a Punch/Write a Poem: Composing Embodied | | 1 |
| J.54 | Rhetorics of Healthcare: Technical Tools, Decision | | 4 |
| K.1 | Archives as Sites of Commonplace Research and Knowledge: Helping Writers Challenge, Expand, and Collaborate within Their Boundaries | | 7 |
| K.2 | Uncommon Places: The Recording Studio as Compositional Space | | 3 |
| K.3 | More Than Persistence: Failure as a Disciplinary Value in Teaching Writing | | 3 |
| K.4 | Critical Considerations of Visibility in Composition | | 5 |
| K.5 | Navigating Critical and Political Discourse(s) in the Classroom | | 6 |
| K.6 | More Than Replication: Reimagining Spaces Using an Affordance-Forward Approach to Design in Online Writing | | 3 |
| K.7 | Queering Accountability: An Abolitionist Approach to Prison Literacies | | 3 |
| K.8 | From the Classroom to the Streets: Student Advocacy for LGBT Rights, Public Education, and Immigrant Rights | | 4 |
| K.9 | Let’s Talk: Engaging Controversies in Community Writing | | 3 |
| K.10 | Thinking about Feeling: The Role of Emotion in Reflective | | 4 |
| K.11 | Creating a Common Place between L2 Writing Courses | | 3 |
| K.12 | Complicating Assessment | | 5 |
| K.14 | Empowering First-Year Writers | | 4 |
| K.17 | Integration or Division of Labor: The Impact of FYC | | 3 |
| K.18 | Lessons from the Intertwining of Rhetorical Education | | 3 |
| K.19 | The Legal Writing Parlor: Constructing a Commonplace, an Engaged Learning Experience | | 5 |
| K.20 | “But Why Does It Work?”: Moving beyond Questions of Efficacy to Theoretical Constructs in TFT | | 4 |
| K.21 | Learning from History: Racial Exclusion in Composition | | 4 |
| K.22 | Viral Knowledge-Making: Circulation, Identities, and Digital Commonplaces | | 4 |
| K.23 | Teaching (Digital) Ethics in Shared and Streamed | | 4 |
| K.24 | “Every Picture Tells a Story, Don’t It?” The Clarity and Complexity of Data as Evidence in Writing Program | | 3 |
| K.25 | Shared Governance as a Rhetorical Commonplace: Interrogating and Communicating the Value of Shared | | 4 |
| K.26 | Complicating Career Paths in and out of Rhetoric and Composition | | 5 |
| K.27 | Interjecting and Intersecting: Writing Center and Writing | | 3 |
| K.28 | Decolonizing the Grading Rubric: How to Value | | 2 |
| K.29 | Spotlight Session: The Lure of the Lore of Diversity | | 4 |
| K.30 | Let’s Get Critical (Critical): Reenvisioning Our Roles as Scholar–Activists/Organizers | | 2 |
| K.31 | “Racism Isn’t the Shark in the Ocean; It’s the Water”: Stumbling through Antiracist Language Pedagogies and Practices | | 4 |
| K.32 | Global English: Borders, Policy, and Translation | | 3 |
| K.33 | Reclaiming and Rediscovering Relationships to Food and Family through Communal Experiences | | 3 |
| K.34 | Challenging Commonplace Assumptions in Writing | | 4 |
| K.35 | Reconceptualizing Racial Inclusion in Pedagogical | | 3 |
| K.36 | Love, Vulnerability, and Anger in Rhetoric and Composition Pedagogy and Theory | | 4 |
| K.37 | “Going against the Norm”: Fighting to Include Writing at an HBCU | | 1 |
| K.38 | We Are Not the WAC Missionaries: WAC Programs | | 3 |
| K.39 | It’s Intense: Perspectives on Writing Across Curricula | | 5 |
| L.1 | Uncommon Ground: A/Typical Practices and Values in Composing New A/Topias | | 5 |
| L.2 | Common Practice Does Not Make Commonplace: A Critical Analysis of Feedback Form, Function, and Force | | 2 |
| L.3 | Revisiting Commonplaces in Composition Pedagogy | | 3 |
| L.4 | Starting on the Career Arc: Teacher Training and Early | | 6 |
| L.5 | Reflecting on Neurodiversity and Disability/Studies | | 5 |
| L.6 | The Ethics of Inclusion: Reading Silence in the Diversity | | 2 |
| L.9 | Resist! An Intersectional Trialogue | | 4 |
| L.10 | Disrupting Digital Commonplaces: Engaging Student | | 4 |
| L.11 | Let’s Play! Games in the Writing Classroom | | 4 |
| L.12 | Strategies for Increasing Student Engagement and Community in Online Writing Instruction | | 4 |
| L.13 | Reflecting on Literacy: Enhancing Student Learning | | 5 |
| L.14 | Emerging Pedagogy: Graduate Teaching Assistant | | 5 |
| L.15 | Spotlight Session: Challenging White Privilege through Code-Meshing and Translingualism | | 5 |
| L.16 | When the Common Place of First-Year Composition in General Education Becomes Less Obvious, What Do We | | 7 |
| L.17 | Something to Say: Invention, Self-Authorship, and the First-Year Veteran Transition | | 3 |
| L.18 | Expanding the Commonplaces of Historical Studies of Rhetoric: Including the Marginalized | | 5 |
| L.19 | Considering Positionality as a Commonplace in Personal, Academic, Transnational, and Community Research | | 5 |
| L.20 | Building Relationships to Teach Writing in the Disciplines | | 5 |
| L.21 | Intentional WAC: Report One Year into the Sustainable | | 9 |
| L.22 | What They Do in the Shadows: Audience, Interpretation, and Identity in Internet Memes | | 3 |
| L.23 | Using Digital Technologies to Disrupt—or Not— Classroom Practices | | 4 |
| L.24 | (Dis)organized Labor: Graduate Students Negotiate Labor | | 4 |
| L.25 | “Living Out Our Truths”: Navigating Commonplaces of Displacement, Mental Health, and Precarity as Graduate | | 3 |
| L.26 | Complaints and Desire: Feminist Approaches to the Profession | | 4 |
| L.27 | Unmoored Commonplaces: Reflecting on Our Values | | 4 |
| L.28 | The Commonplaces of Access and Accessibility in Our | | 4 |
| L.29 | Flash Tutoring, Time, and Access: Examining Ecology of Mind in the Writing Center | | 4 |
| L.30 | Translating Commonplaces: Reflecting on Our Academic | | 3 |
| L.31 | Developing New Commonplaces for the Twenty-First Century Writing Self: How Writers Cope with Standardization, Workplace Surveillance, and Toxic | | 2 |
| L.32 | Embracing Places Uncommon: Language, Access, Power, and Inclusivity | | 4 |
| L.33 | Intersecting the Commonplaces of Writing across | | 3 |
| L.34 | Identity Commonplaces among Institutions, Teachers, and Learners | | 4 |
| L.36 | Moving among and within Identity Commonplaces in the Writing Classroom | | 5 |
| L.37 | Critical Attention to Commonplace Patterns of Teaching: Reconsidering Language, Knowledge, and Power | | 3 |
| L.38 | Change My Mind: Commonplaces, Collaboration, and Open Textbook Creation in a Second-Year Writing in the Disciplines Course | | 2 |
| L.39 | Three Approaches to Digitality: Curriculum, Pedagogy, and Online Writing Centers | | 2 |
| M.1 | Strategies for Research Collaborations with Undergraduates: Considerations and Constraints | | 6 |
| M.2 | Student Dispositions as (Dis/En)Abling Fictions | | 3 |
| M.3 | Spotlight Session: Unpacking Paradoxes: Examining | | 3 |
| M.4 | Letting Go and Leaning In: Reimagining Writing Programs | | 4 |
| M.5 | Turning Outward: Community Engagement, Partnerships, and Internships | | 6 |
| M.6 | Working toward a Commonplace at the High School-to-College Transition | | 4 |
| M.7 | Ruptured Hopes: Interrogating Reciprocity in Community | | 3 |
| M.9 | Across Disciplines and Places: Site-Based Writing | | 3 |
| M.10 | The Universal First-Year Writing Requirement: Rethinking | | 4 |
| M.11 | Exploring Reading and Writing Connections: Purpose, Plagiarism, and Mimesis | | 3 |
| M.12 | Using Digital and Multimodal Composing to Foster | | 5 |
| M.13 | Building Students’ Writing Studies Disciplinary | | 4 |
| M.14 | Supporting Multilingual Writers in the Composition | | 3 |
| M.15 | What Life Writing Helps Us Learn from Others | | 3 |
| M.16 | Critical Reflections on Critical Pedagogies: Pushing | | 1 |
| M.17 | Connecting, Composing, and Cultivating Commonplaces-of-Emotion in First-Year Writing Courses | | 3 |
| M.18 | How Women Writers Have Challenged Stylistic | | 3 |
| M.19 | Poetics, Praxis, and Social Justice: Reconfiguring | | 3 |
| M.21 | Uncommon Modalities: Telling Feminist Histories since | | 5 |
| M.22 | Situating a “New” Kairos in Online Communications: Analyzing the Opportune Moment in Digital Network | | 3 |
| M.23 | Toward Greater Inclusivity in Digital Projects and Online | | 6 |
| M.24 | Disrupting Academic Commonplaces: Narratives of Exclusionary Professional Practice | | 4 |
| M.25 | The Limits of Authority in Writing Program Administration | | 3 |
| M.27 | Building Productive Dispositions toward Assessment | | 3 |
| M.29 | Making Matters: Multimodal, Multilingual, and Multigenre | | 3 |
| M.30 | Composition as Social Justice: Action Planning for Inclusive Writing Pedagogies across Contexts | | 3 |
| M.31 | Reconsidering Language Commonplaces in Rural | | 2 |
| M.32 | Identity and Language: Attending to Students’ Knowledge | | 3 |
| M.33 | Exploring the Boundaries of Reflection as a Concept and Practice | | 3 |
| M.34 | Diverse Methodologies to Compose Stories of Community | | 5 |
| M.36 | Resisting Commonplaces, Shifting Positionalities | | 4 |
| M.37 | Imagined Communities: Understanding Graduate | | 3 |
| M.38 | Master’s Program as Uncommonplace: Navigating | | 3 |
| M.39 | Using Assessment to Challenge Commonplaces | | 4 |
| MW.1 | Behind the Scenes of WAC Program Development | | 15 |
| MW.2 | Mind Mapping across Cultural Rhetorics: Innovating | | 10 |
| MW.3 | Let’s Start a Google Doc: Commonplaces, Coauthorship, and Composition Studies | | 8 |
| MW.4 | Why Is It So Hard to Listen to Our Students? A Workshop | | 2 |
| MW.5 | Hybrid Teaching and Learning | | 8 |
| MW.6 | CCCC Edits Wikipedia! | | 5 |
| MW.7 | Engaging the Global: Constructing Commonplaces | | 24 |
| MW.8 | Commonplaces in Creative Writing and Composition: Reimagining Sites of Craft, Pedagogy, Identity, and Community | | 8 |
| MW.9 | Plagiarism as Educational Opportunity: Transforming | | 4 |
| MW.10 | An Uncommon Commonplace: How to Navigate Targeted | | 5 |
| MW.11 | Resources, Practices, and Models for Teaching STEM | | 4 |
| MW.12 | Where Inside and Outside Meet: Naming Our | | 13 |
| MW.13 | Beyond the Classroom: Challenging the Commonplaces | | 8 |
| N.1 | Sonic Encounters with Creative-Critical Scholarship, Memoir, and Pedagogy | | 5 |
| N.2 | If We Build It, Who Will Come? Interrogating the (Un)common “Place” of Faculty Development | | 6 |
| N.3 | Equity, Diversity, and Inclusion: Interrogating Our | | 4 |
| N.4 | Integrating Numeracy and Literacy in Writing and STEM | | 4 |
| N.5 | Curriculum, Affect, and Democracy | | 5 |
| N.6 | Commonplace Books and Uncommon Reflections: Reviving a Forgotten Genre | | 2 |
| N.7 | Experts, Novices, and the Promise of Public Knowledge | | 4 |
| N.8 | Privileging Participants: Developing Community | | 4 |
| N.9 | Situated Community Commonplaces: The Implications of Social Justice for the Language We Use | | 3 |
| N.10 | A Collaborative Approach to Overcoming the Critical | | 3 |
| N.11 | Questioning Inclusion in the Commonplace of Composition | | 5 |
| N.12 | Engineering Writing, Writing by Engineering Students | | 5 |
| N.13 | Theorizing the Impact of Multimodality and Technology in the Classroom | | 3 |
| N.14 | Classroom Practices, Student Engagement, and Diverse | | 5 |
| N.15 | Inclusive Approaches to Teaching and Researching STEM | | 5 |
| N.16 | Time to Teach Them: The Commonplace(s) of Basic | | 2 |
| N.17 | Cultivating Culturally Responsive English Composition Curriculum at the Two-Year College | | 1 |
| N.18 | Stories That Won’t Stay Still: Archival Inquiry and the Circulation of History | | 5 |
| N.20 | Rethinking Our Commonplaces: Learning from First-Generation Students in Writing Programs | | 6 |
| N.21 | Taking Pride in Activist Archives: Performances, Sounds, Texts | | 4 |
| N.22 | Shifting Big Data Commonplaces: Text Mining | | 4 |
| N.23 | TechnoMaterial Environments: Distributed Agency, Information Flows, and Technological Consumption | | 4 |
| N.24 | Fostering Fair-Minded Practices in Our Commonplaces | | 4 |
| N.25 | Troubling Unexamined Notions of Time in Writing Lives | | 3 |
| N.26 | Inclusion and Exclusion in Attitudes and Policies | | 5 |
| N.27 | Roll for Support: A Roleplaying Game about Academic | | 2 |
| N.28 | Reflective Writing: A Tool for Learning, Discovery, and Debating | | 4 |
| N.29 | Mapping What Matters: Discovering Commonplaces in the Writing Classroom | | 2 |
| N.30 | Pedagogical Commonplaces: What Makes a Major | | 2 |
| N.32 | Faculty Places and Common Challenges | | 3 |
| N.33 | Whose Experience? Whose Knowledge? Resituating | | 4 |
| N.35 | Metalepsis, Zombies, and Video Games: Defining | | 5 |
| N.36 | Activist Practices as Curricular Commonplaces | | 4 |
| N.37 | Building an Inclusive Culture of Assessment: A Collaborative Model | | 2 |
| N.38 | Inscribing Inclusivity: Reexamining the Commonplaces of Writing Center Rhetoric | | 3 |
| N.39 | Stories That Stand Between: Examining Land as Common/Relation-Places | | 4 |
| SW.2 | Collecting and Documenting Place-Based “Living | | 3 |
| SW.3 | Handcrafted Rhetorics: DIY and the Public Power of Made Things | | 5 |
| SW.4 | Avoiding Placement “Commonplaces”: The Nuts and Bolts of Implementing Directed Self-Placement | | 4 |
| SW.5 | Turning Theory into Practice: Pedagogies for Engaging | | 5 |
| SW.6 | Training Academic Labor Activists | | 6 |
| SW.7 | Job and Professionalization Workshop: There Are | | 4 |
| SW.8 | Hosting Diversity and Inclusion through Accessible | | 4 |
| SW.9 | Made Not Only in Words (or Images or Sound or Video | | 5 |
| SW.11 | Taking Action for Antiracist Workplaces: Developing | | 13 |
| TSIG.1 | Appalachian Rhetorics and Literacies Standing Group | | 1 |
| TSIG.2 | Transnational Composition Standing Group Annual | | 1 |
| TSIG.3 | Writing through the Lifespan Special Interest Group | | 3 |
| TSIG.5 | The Second Language Writing Standing Group | | 3 |
| TSIG.6 | Medical Rhetoric Standing Group Business Meeting | | 1 |
| TSIG.7 | Disability Studies Standing Group | | 2 |
| TSIG.9 | Writing with Current, Former, and Future Members of the Military Business Meeting | | 2 |
| TSIG.11 | Teaching at the Intersection of Cognition and Writing | | 3 |
| TSIG.12 | Martial Arts and Composition Rhetoric SIG | | 7 |
| TSIG.13 | Teaching Adult Writers in Diverse Contexts SIG | | 2 |
| TSIG.14 | English Education/Composition Studies SIG | | 2 |
| TSIG.15 | Teaching in Prison: Pedagogy, Research, and Literacies | | 2 |
| TSIG.16 | CCCC Latinx Caucus Business Meeting | | 2 |
| TSIG.17 | Studio PLUS | | 2 |
| TSIG.18 | Zen and the Art of English Teacher Maintenance | | 1 |
| TSIG.19 | Challenging Grammar’s Commonplace: Approaches to Inclusive Grammar(s) in the Writing Classroom | | 2 |
| TSIG.20 | Teaching for Transfer (TFT) SIG | | 1 |
| TSIG.21 | Legal Writing and Rhetoric Special Interest Group | | 3 |
| TSIG.22 | Dual Enrollment Special Interest Group | | 2 |
| TSIG.23 | Intersectional Approaches to First-Year Composition | | 2 |
| TSIG.24 | Special Interest Group on the Writing and Rhetorics of Code | | 3 |
| TSIG.25 | National Archives of Composition and Rhetoric SIG | | 2 |
| TSIG.26 | Weaving Memoir and History: Creative Nonfiction | | 1 |
| TSIG.27 | Rhetoric’s Histories: Traditions, Theories, Pedagogies, and Practices | | 8 |
| TSIG.28 | Non-Traditional Relationship Structures Special | | 2 |
| TSIG.29 | Minority-Serving Institutions Special Interest Group | | 2 |
| TSIG.30 | Arab/Muslim SIG | | 2 |
| TSIG.31 | Creative Writing Standing Group Business Meeting: Walker Room (Hilton) | | 2 |
| TSIG.32 | CCCC Standing Group on Online Writing Instruction: Considering Commonplaces Online | | 1 |
| TSIG.33 | Untenured and Alternative-Academic WPA Standing | | 1 |
| TSIG.35 | Connecting Coalitions, Arts, and Pedagogies of Human | | 2 |
| TSIG.36 | The Role of Reading in Composition Studies | | 3 |
| TSIG.38 | Workplace Writing Special Interest Group | | 2 |
| TSIG.39 | Kenneth Burke Society at CCCC | | 1 |
| TSIG.40 | Annual Business Meeting of Working-Class Culture and Pedagogy Standing Group | | 2 |
| W.1 | Getting to Yes, and Maybe, and No: Feminist Strategies | | 6 |
| W.2 | Building Coalition across Commonplaces | | 5 |
| W.3 | Writing Creative Nonfiction: Finding the Extraordinary in the Ordinary | | 12 |
| W.4 | Dual Enrollment Composition: Complicating the Commonplace of First-Year Writing | | 6 |
| W.5 | Response as a Place for Writerly Common Ground: Refining Our Practices to Include Students into Academic | | 7 |
| W.6 | Trauma, Adversity, and Resilience as Commonplace in Writing Studies: Strategies for Teaching and Learning | | 8 |
| W.7 | Probing Commonplaces in International Writing Research | | 9 |
| W.8 | Reimagining Commonplaces through Twine Design | | 1 |
| W.10 | Real Talk: Using Personal Narratives and Embodied | | 10 |
| W.11 | The Almanac of Garden-Based Writing: Using Seasonal, Local, Public Writing to Promote Social Justice | | 6 |