| A.1 | The State of the Art of Online Writing Instruction: A Decade of Research and Experience | | 7 |
| A.2 | Rhetoric, Conflict, and Social Change: Putting Culture | | 4 |
| A.3 | Vulnerability as Resource: Doing Hope through Translingual Literacies | | 5 |
| A.4 | Demystifying the Dissertation: A Critical Conversation with Graduate Students and Advisors | | 5 |
| A.5 | Trauma, Peace, and Mindfulness in the Writing | | 3 |
| A.6 | Evaluating Anew: Accessible Assessment across Writing | | 10 |
| A.7 | Revitalizing Placement Practices for Equity and Access | | 8 |
| A.8 | Secrets of the Creative Writing Scholar: Fiction, Nonfiction, and Poetry as Theoretical Methods | | 3 |
| A.9 | Analysis Visual Design: Practical Applications | | 2 |
| A.10 | Very Very Tired: Understanding the Great Disengagement | | 1 |
| A.11 | And We Are Not Saved: Racial Hope (and Despair) in Our | | 5 |
| A.12 | Antiracist Pedagogy as a Possible Solution to DFWI Rate | | 3 |
| A.14 | Digital Reading: Building Relationships between Students, Texts, Teachers, and Technologies | | 3 |
| A.15 | Calling Out to Call In: Doing Hope in the Writing Center | | 4 |
| A.17 | An Old Desperation? A New Hope? Redesigning | | 5 |
| A.18 | Hopeful Feminisms | | 8 |
| A.19 | Generating Engagement through Assessment: Finding | | 5 |
| A.20 | Contemplative Pedagogies, Wellness, and Empathy in Undergraduate Writing | | 1 |
| A.21 | Getting a Handle: Building Hope Kits As a Strategy for Interrupting Despair | | 3 |
| A.22 | Approaches to Genre and Professional Writing | | 2 |
| A.23 | Digital (counter)Stories and (counter)Rhetorics | | 2 |
| A.24 | Discord Servers and Writing Pedagogies for Dangerous | | 3 |
| A.25 | Can We Have a Deliberative Pedagogy? Conspiracies, Post-Truth, and Demagoguery in FYC | | 4 |
| A.26 | Collaboration, Community, and Curiosity: Partnerships | | 5 |
| A.27 | Critiquing Reality, Doing Hope: FYW, Its Programming, and Disciplinary Change | | 3 |
| A.28 | “Religion” in Comp/Rhet: The Pedagogical Usefulness of a Ubiquitous but Unstable Category | | 1 |
| A.29 | A Digital Mapping Project as a Counterstory | | 1 |
| A.30 | Remembering bell hooks: Teaching/Learning/Thinking/ | | 5 |
| A.31 | Voice and Expressive Pedagogies | | 5 |
| A.32 | Rhetorics of Trauma and Recovery | | 2 |
| A.33 | Shifting Expertise, Breaking Teacher Control, and Ungrading | | 3 |
| A.34 | Publishing in the NCTE-CCCC Studies in Writing and Rhetoric Series | | 4 |
| A.35 | The Importance of Mentoring for Graduate Students and Emerging Scholars | | 2 |
| A.36 | Writing, Affect, and Techniques of Relation in Composition Research and Pedagogy | | 5 |
| A.37 | WAC as Equitable Practice: Success beyond FYW | | 5 |
| A.38 | Getting STEAMed up not Steamrolled: Advocating for Writing as a Content Course through Integrated Learning | | 1 |
| A.39 | Hope through Care | | 5 |
| AW.1 | Hybrid Teaching and Learning: Workshop Sponsored by the Online Writing Instruction Standing Group | | 9 |
| AW.2 | Practicing Hope through Relational Listening as Professors and Administrators | | 3 |
| AW.3 | Where Do We Go Now? Doing Hope, Healing, and Recovery through Writing Assessment Designs | | 4 |
| AW.5 | Next Gen Reimagining Leadership Workshop: Institutional Change through Teaching, Administration, and Professionalism | | 4 |
| AW.6 | The Labor of ePortfolios: Demanding Equitable and Ethical Practices | | 3 |
| AW.7 | Instilling Hope, Empathy, and Self-Love: Compassionate | | 3 |
| AW.11 | Working with Undergraduate Researchers: Developing | | 7 |
| B.1 | Literacy, Prisons, and the Need to Move beyond Hope | | 5 |
| B.2 | Strategies for Teaching Empathic Relations | | 8 |
| B.3 | Listen, Memory: Metacognition As Community Action in the First-Year Writing Seminar | | 4 |
| B.4 | Information Access, Power, and Privilege: How | | 3 |
| B.5 | The Joy of Discovery: What Former Writing Center | | 3 |
| B.6 | The Ethics of Text Recycling: Professional and Instructional Practices | | 2 |
| B.7 | Transnational Asian American Feminists after Hope: Doing Anger, Rage, Dissent, and Despair | | 6 |
| B.8 | Rhetorics of Pain: Distress, Harm, and Healing in Academic and Everyday Life | | 8 |
| B.9 | Analyzing Professional and Technical Communication in Diverse Settings | | 2 |
| B.10 | Arab/Muslim Caucus Roundtable on Disrupting Silences | | 6 |
| B.11 | Artifacts of Research: The Politics and Design of Transcriptions, Citations, and Visual Abstracts | | 3 |
| B.12 | Antiracist Labor in the Context of Racist Legislation | | 2 |
| B.13 | Anxious Students and Uncertain Professors: Assessment | | 4 |
| B.14 | Future Theory/Method(ologies): Research Methods for Writers | | 4 |
| B.15 | Hope: Re-Vision and Resistance in First-Year | | 4 |
| B.16 | Career Options for Master’s Program Graduates: Expanding beyond Preparation for PhD Work | | 6 |
| B.17 | Beyond Hoping for Peaceful Transfers of Power: Overcoming Tumultuous Transitions and Transformations through Planning for Specialized | | 6 |
| B.18 | Food Justice Rhetoric and Literacies; Practicing Hope | | 1 |
| B.19 | Doing Hope via Deep Rhetoricity: Teaching Archival | | 4 |
| B.20 | Hopeful Collaborations: Examining Scenes of Transfer | | 4 |
| B.21 | Getting Students Back to Studenting: Emerging from Post-COVID in Appalachia | | 3 |
| B.22 | Approaches to Multilingual Student Writers and Writing | | 2 |
| B.23 | Equitable Considerations of Labor: Differential Impacts | | 4 |
| B.24 | Equity Focused Writing Instruction: Lessons from a Majority Hispanic Serving Institution | | 3 |
| B.25 | Critiquing Power Structures and Institutions | | 2 |
| B.26 | CRT Frameworks for Composition Pedagogy | | 2 |
| B.27 | Doing Hope across Disciplines: The Longevity | | 5 |
| B.28 | Carceral Contexts | | 3 |
| B.29 | Reshaping the Box: Breaking Unwritten Rules to Help | | 3 |
| B.30 | Something Is Rotten in the State of Texas: Finding | | 4 |
| B.31 | Rhetoric beyond Borders: A Hopeful Vision of Global | | 4 |
| B.32 | Righting Scholarship beyond Borders | | 3 |
| B.33 | Shifting Our Priorities toward Student Self-Sufficiency | | 4 |
| B.34 | The Emotional Work of Writing: Four Qualitative | | 5 |
| B.35 | The Rhetoric of Social Justice and Imagined Futures | | 3 |
| B.36 | Together in the (re)Making: Rethinking Key Terms and Practices through a Food Lens | | 3 |
| B.37 | Tras la Lucha Hay Esperanza: Counterstory and Testimonios by Female Latinas Moving from the Margins | | 2 |
| B.38 | Students’ Voices in Public Writing Pedagogy with Online Fandom Communities: Social Tension, Identity Conflicts, and Privacy Issues | | 1 |
| B.39 | Creating Opportunities to Do Hope by Way of Reflective | | 5 |
| C.1 | Disability Studies Standing Group Annual Meeting | | 2 |
| C.2 | The Legacies of American Slavery Project: Community | | 6 |
| C.3 | Answering the Call to Write: Celebrating John Trimbur’s | | 4 |
| C.4 | Flexibility, Hybridity, and the Living-with-COVID-19 WPA | | 6 |
| C.5 | Toward a Methodology of Self/Care in Teaching and Researching Antiracism, Antiblackness, and Social | | 3 |
| C.6 | Literacy Objects as Material Culture in Times of Despair | | 5 |
| C.7 | Multilingual Literacy Narratives | | 2 |
| C.8 | Multimodal Dispositions: Helping Students Develop | | 4 |
| C.10 | Blasting the Feedback Process: Cultivating Hope on the Edges of the Feedback Knowns | | 4 |
| C.11 | Avowing Antiracist Praxis in a Small Liberal Arts Writing | | 3 |
| C.12 | Archival Hope in the Greater Kansas City Public Sphere | | 2 |
| C.13 | Assessing Writing: Automation, Rubrics, and Student | | 3 |
| C.14 | Mindful Modes and Hopeful Reflections: Metacognition | | 5 |
| C.15 | The Artist/Scholar Life: Musicians, Writers, and Filmmakers Reflect on Creativity and Storytelling in Rhetoric and Composition | | 3 |
| C.16 | Countering Pedagogical Traditions | | 8 |
| C.17 | Feedback and Response Post(?) Pandemic: Perspectives | | 4 |
| C.18 | Making Hope: Handcrafted Rhetorics as a Way to Encourage Invention, Reuse, and Resistance in Composing Communities | | 7 |
| C.19 | Beyond CV Lines and the White Gaze of Academic | | 5 |
| C.20 | Imagining Better Futures: Critical Strategies and Frameworks for Institutional Change | | 3 |
| C.21 | Glimmers of Hope: Engaging Practices of Deep Listening, Reflection, and Discernment | | 3 |
| C.22 | Breaking and Building: The Cube’s Approach to Publishing, Praxis, and Process | | 3 |
| C.23 | Fugitive Justice: Photography, Self-Care, and Visual | | 3 |
| C.24 | Feminism, Affect, and the Geopolitics of Hope | | 3 |
| C.25 | Ethical Eating: Conflicts, Collaborations, and Commitments | | 4 |
| C.26 | Freedom, Hope, and Relationships: The Experiences of Three Scholars and Mentorship in Digital Spaces | | 3 |
| C.27 | Freewriting Set Free: Authorial Choices, Attention | | 1 |
| C.28 | Care/Mentorship/Support | | 2 |
| C.29 | Resilient Pedagogies in Times of Crisis: Innovative | | 3 |
| C.30 | Rethinking Assumptions: Student-Informed Hybrid | | 4 |
| C.31 | Rhetorical and Linguistic Practices in Inequitable | | 2 |
| C.32 | Running Up That Hill: Using Pop Culture to Teach for Social Change | | 4 |
| C.33 | Show Me Your Stories | | 3 |
| C.34 | The Hard and Messy Work of Hope: Transitioning to Guided Self-Placement in a Pandemic | | 5 |
| C.35 | Rhetoric in Early Engineering Education | | 7 |
| C.36 | “I Hope I Get In…”: Crafting Identities through Application Writing (A Demonstration and Dialogue) | | 2 |
| C.37 | Wishin’, and Hopin’, and WPAn’: Perspectives on WPA | | 5 |
| C.38 | Writing Self-Efficacy of Dual Credit FYC Students: Are We | | 1 |
| D.1 | Graduate Student Standing Group 2023 Meeting | | 3 |
| D.2 | The Open Movement: Faculty and Student Experiences | | 8 |
| D.3 | What We Know / What We Teach: On the Permeability of Our Professional Pursuits | | 5 |
| D.4 | Building a Community of Practice—and Hope—around | | 5 |
| D.5 | Toward a Research Ethics of Entanglement: Attuning | | 7 |
| D.6 | Moving Away from Monolingualism in Composition | | 4 |
| D.7 | Multilingual Writers, First-Year Writing, and Writing | | 3 |
| D.8 | “I Want Them to Want to Look at the Feedback:” | | 2 |
| D.9 | Prioritizing Access across Abilities and Embodiments | | 2 |
| D.10 | Breaking the Laws: Challenging Institutional Norms in the Writing Classroom | | 4 |
| D.11 | Broad Approaches to Vexing Problems: Critical | | 2 |
| D.12 | Medical Rhetoric and Health Disparities: A Course That | | 3 |
| D.13 | Beyond Reproductive Rights: Enacting a Justice-Oriented Approach in Scholarship on Reproduction | | 4 |
| D.14 | Reclaiming Scholarly Publishing: Embracing and Advancing the New Normal of Open-Access Publishing | | 4 |
| D.15 | Grading Contracts as Opportunity Structures: A Flex Model for Building Inclusive, Transparent, and Sustainable Assessment Practices across Contexts | | 5 |
| D.16 | Disability Studies and Practices of Care in the Composition Classroom | | 7 |
| D.17 | Focal Points for Better Futures | | 5 |
| D.18 | Making Labor-Based Grading Actionable: Creating | | 5 |
| D.19 | Articulating Pain in the First-Year Writing Classroom | | 3 |
| D.20 | Inclusive Linguistic Justice | | 4 |
| D.21 | Grad School Personal Statements for Equity and Access | | 3 |
| D.22 | Critical Responses to Online Learning Systems | | 2 |
| D.23 | Disciplinary Histories in Local Contexts | | 2 |
| D.24 | Cultivating Writing Program Identities in Tumultuous | | 3 |
| D.26 | From Individual to Institution: Supporting, Sustaining, and Growing Antiracist Language Pedagogy through Coalition | | 4 |
| D.27 | Drawing Upon History to Reconsider Contemporary | | 3 |
| D.28 | Cultivating Inclusive Classrooms: Critical Pedagogy and Support-Based Resources for Multilingual Language | | 1 |
| D.29 | Rethinking Grading | | 2 |
| D.30 | Promoting Psychological Capacities for Learning in Composition Courses: A Longitudinal Assessment and Experimental Design Project | | 2 |
| D.31 | Rhetorical Education | | 2 |
| D.32 | Service-Learning Instruction | | 2 |
| D.33 | Skepticism, Sensation, and Myth: Counterstories That | | 3 |
| D.34 | The Hope in Risk: (Re)Engaging Failure by Doing | | 4 |
| D.35 | Writing, Hope, and Disruption: Intersections of Writing, Agency, and Identity during Major Life Transitions | | 4 |
| D.36 | Writing Bodies from the Margins: Religion, Sexuality, and Science in Desperate Times | | 3 |
| D.37 | Writing Center Desegregation: From Allies to Accomplices | | 6 |
| D.38 | Transnational Connections and Global Contexts | | 2 |
| D.39 | Doing Hope in UX Research through Testimonios | | 1 |
| E.1 | Literature and Composition, Reading and Writing toward | | 3 |
| E.2 | Student Workers of the World Unite: A Roundtable | | 8 |
| E.3 | Building Inclusion and Access into Classes from the Ground Up | | 2 |
| E.4 | Community Writing Showcase: Epistemologies for Enacting Hope | | 3 |
| E.5 | Literacy and Neocolonial Necropolitics | | 2 |
| E.6 | Multilingual and Translingual Literacy for Hope: Making | | 5 |
| E.7 | Digital Communities and Hyper-Local Giving in the Face of Isolation: The Buy Nothing Project through a Pandemic | | 1 |
| E.8 | Public Pedagogy As Empowerment: Applying Public | | 3 |
| E.9 | Counterstories, Storytelling, and Genres | | 2 |
| E.10 | Professional Development for Co-Requisite Writing | | 3 |
| E.11 | Designing Assignments and Aligning Grading Rubrics for Innovative Writing Assessments: Lessons for the FYW | | 3 |
| E.12 | Artificial Intelligence and Writing Studies | | 2 |
| E.13 | Creating Containers of Support and Hope through Mindfulness and Other Contemplative Pedagogies: Fostering Transfer in and beyond the Writing Classroom | | 3 |
| E.14 | Quick Fix or Long-Term Vision: Hoping for WAC in an Age of Austerity | | 3 |
| E.15 | Public Writing Research | | 2 |
| E.16 | Answerability in CCCC Statement Revision: The Work | | 4 |
| E.17 | Doing Virtue: “And now abideth faith, hope, charity,” | | 4 |
| E.18 | Mentorship and Institutional Support for Student Parents | | 3 |
| E.22 | Digital and Practical Storytelling: Teaching and Learning | | 3 |
| E.23 | Cultivating Science: Identity, Collaboration, Communication | | 3 |
| E.25 | From the Front Lines: Experiential Accounts of the 2020–2022 Job Market | | 6 |
| E.26 | Cross-Disciplinary Collaborations to Support Transfer | | 3 |
| E.27 | Disrupting Recycled Institutional Practices: Rethinking | | 2 |
| E.28 | Developments with Contract Grading | | 3 |
| E.29 | Rethinking Pedagogies in Multilingual and Multicultural | | 3 |
| E.30 | The Work of Doing Hope in Writing Across the Curriculum | | 1 |
| E.31 | Rhetorical Significance of Flags | | 2 |
| E.32 | Social Justice and Professional and Technical Writing: Classroom Application | | 2 |
| E.33 | So By Plagiarism You Mean…? Rethinking Plagiarism | | 4 |
| E.34 | The Impact of Online Learning Environments | | 3 |
| E.35 | Women’s Storytelling as a Way of “Doing Hope” | | 4 |
| E.36 | Busting Binaries in Mentorship with WPA-GO’s Breakfast | | 3 |
| E.37 | Why Have We Gathered Here? Tracking Differences | | 1 |
| E.38 | Turbulent Transnational Citizenship: How Taiwanese | | 1 |
| E.39 | Before Errors and Expectations: Non-Tenure Track | | 1 |
| F.1 | Lived Experiences of Disability and Access | | 4 |
| F.2 | Creative Composition: Narrative, Poetry, and Blended Scholarship in Academic Writing Contexts | | 2 |
| F.3 | Composing beyond the Known: Turning toward Hope in Our Writing Processes and Workflows | | 5 |
| F.4 | Disparate Measures for Desperate Times: Writing about Writing Pedagogies and the Post-Pandemic Turn | | 4 |
| F.5 | We Are All So Tired: Meditations on Hope and Laughter as Rhetoric in the End Times | | 5 |
| F.6 | Rewriting at the End of the World | | 5 |
| F.8 | Is There Any Hope? Stories of Contingent Women Writing Center Workers | | 3 |
| F.9 | Accolytes? Conscripts? Something Else? What Seven Years and Two Edited Collections Have Taught Us about TAships in Writing Studies | | 4 |
| F.10 | Accounting for Mobility: Methodological Approaches and Challenges to Examining Counter-Discourses | | 3 |
| F.11 | Activating Hope with Rhetorical Action: A Grassroots Antiracist Workshop, Humor and Disgust on TikTok, and Data Literacy through Digital Power Projects | | 3 |
| F.12 | Admitting Our Failures: Working toward Anti-Oppressive Educational Practices in Dual Enrollment | | 2 |
| F.13 | Against the Norm: Conflict, Hope, and Anarchy in the Writing Classroom | | 3 |
| F.14 | Doing Hope in Eco-Composition: Inscribing Local Resilience, One Student at a Time | | 10 |
| F.15 | Collaborative Teaching and New Approaches to STEM Learning | | 5 |
| F.16 | Advocacy Rhetorics in the Work of Reproductive Justice | | 4 |
| F.17 | Law and the Writing Classroom: Intersectional Accomplices for Cultural Competence and Social Justice | | 3 |
| F.18 | Reimagining Hybrid Instruction in a (Post)Pandemic Writing Program | | 3 |
| F.19 | Hope Is a QEP? A Roundtable on Institutional Change | | 7 |
| F.20 | Crawling into FYW | | 5 |
| F.21 | Accommodations and Equitably Accessing the Academy | | 3 |
| F.22 | Course Design: Archives, Artifacts, and Active Learning | | 2 |
| F.23 | Creating Communities of Practice through Peer Writing Tutor Development | | 3 |
| F.24 | Post-Quarantine: Collaboration Is Key | | 3 |
| F.25 | Practices of Inclusivity: Doing Hope in STEM Writing Classrooms | | 2 |
| F.26 | Effecting a Culture Shift in a Time of Turmoil: Five 2YC WPAs Offer Hope | | 5 |
| F.27 | Elevating Graduate Student Voices: Reconsidering Spaces of Professionalization | | 4 |
| F.28 | Grammar, Grammars, and the Teaching of Rhetorical Grammar | | 2 |
| F.30 | Reaching beyond the Academy to Change Public | | 5 |
| F.31 | Reaching for the Ineffable: Recovering HBCU Narratives of Pedagogy, Marginality, and Rhetoric | | 2 |
| F.32 | Race, Racism, and Rhetorics of Drug Addiction | | 3 |
| F.33 | Reconciling Structural Racism with “Free Will”: Antiracist Pedagogy and Incarcerated Students | | 1 |
| F.34 | Reclaiming Rhetorics | | 2 |
| F.35 | What the Hell Is Twi? Radical Hope for Multilingual Students in First-Year Writing | | 2 |
| F.36 | Writing with Monsters: College Composition Topic Approaches to Cultural Perceptions | | 5 |
| F.37 | The Writing Class in the Post-Truth Era: Methods to Help Students Discern | | 2 |
| F.38 | Unlearning What We Know | | 3 |
| F.39 | First-Year Writing and ESL Writing Integration: A Case Study | | 1 |
| FSIG.1 | CCCC 2023 Council for Play and Game Studies | | 2 |
| FSIG.2 | Studio PLUS | | 2 |
| FSIG.3 | Writing about Writing | | 1 |
| FSIG.4 | Writing with Current, Former, and Future Members of the Military | | 1 |
| FSIG.5 | Writing and STEM | | 1 |
| FSIG.6 | Writing Assessment | | 10 |
| FSIG.7 | Internship | | 1 |
| FSIG.8 | Rhetoric and Religious Traditions | | 5 |
| FSIG.9 | Dissertation | | 3 |
| FSIG.10 | Teaching Adult Writers in Diverse Contexts | | 1 |
| FSIG.12 | Sound | | 2 |
| FSIG.13 | Writing and Rhetorics of Code (SIGWROC)—Doing | | 5 |
| FSIG.14 | 4C Untenured and Alternative-Academic | | 4 |
| FSIG.15 | Non-Native English Speaking Writing Instructors | | 1 |
| FSIG.16 | English Education/Composition Studies Connections | | 1 |
| FSIG.17 | Feminist Caucus | | 3 |
| FSIG.18 | Independent Scholar | | 3 |
| FSIG.20 | Senior, Late-Career, and Retired Professionals in RCWS | | 1 |
| FSIG.21 | A New Hope: Rhetorical Grammar as Tool for Inclusivity and Linguistic Justice in the Writing | | 2 |
| FSIG.23 | Language, Linguistics, and Writing | | 2 |
| FSIG.24 | International Researchers’ Consortium | | 9 |
| FSIG.25 | Jewish Caucus | | 1 |
| FSIG.26 | A Conversation with the Task Force to Develop | | 6 |
| FSIG.29 | Undergraduate Research Standing Group Business | | 2 |
| G.2 | The Energy of Recollection: Generating Hope through Narrative | | 5 |
| G.3 | A Statewide Community of Practice on Placement into First-Year Writing: Doing Hope across Alaska through Collaborative Research | | 5 |
| G.4 | Collaborative, Intersectional, Disability Studies and Knowledge-Making from the Ground Up: A Student-Faculty Roundtable | | 6 |
| G.5 | Looking at Language with Hope: Revising Our Language | | 3 |
| G.6 | Making a Way for Hope: A Rural College’s Adaptive | | 3 |
| G.7 | Malleable Spaces: Diversity, Accessibility, and Meaning-Making in Learning Environments | | 3 |
| G.8 | Medical Rhetoric Roundtable: Doing Hope in Health and Medicine—Action and Intervention | | 10 |
| G.9 | Agency, Ethics, and Boundaries: Adapting Disciplinarity | | 3 |
| G.11 | Collaborative and Empathetic Methods and Methodologies That Provide Hope through Action | | 3 |
| G.12 | African Student Advocacy for the Writing Classroom | | 3 |
| G.13 | Community Storytelling | | 2 |
| G.14 | Radical Pedagogy | | 5 |
| G.15 | Composition Pedagogy Goes to High School: Trouble | | 3 |
| G.16 | Composition and Rhetoric in Contentious Times: Cautious Optimism through Collective Reflection | | 5 |
| G.17 | Lessons Learned and Hopeful Ways Forward for Online, Hybrid, and In-Person First-Year Writing Instruction and Writing Program Decision Making | | 3 |
| G.18 | Metacognition, Universal Design, and Neurodiversity | | 2 |
| G.19 | Empowering Our Neurodiverse Students: New Pathways | | 3 |
| G.20 | Post-Truth Rhetoric in Desperate Times | | 4 |
| G.21 | Disrupting Writing Normativities and Enacting | | 5 |
| G.22 | Empirical and Theoretical Approaches to the Study of Writing | | 2 |
| G.23 | Please, Mind Me | | 3 |
| G.24 | Embracing Class in Sites of Writing: Perspectives in Working Class Pedagogy and Praxis | | 4 |
| G.25 | Embodied Representation: Bringing Low-Income, First-Generation Histories to the Classroom | | 2 |
| G.26 | Ways of Knowing and Doing (Hope) in Digital Rhetoric | | 3 |
| G.27 | Feminist Pedagogies: Care, Resilience, and Vulnerabilities in the Writing Classroom | | 3 |
| G.28 | Unsettling as a Method/ological Intervention into Archival | | 8 |
| G.29 | Radical Joy: Making Space in the First-Year International | | 3 |
| G.30 | Reading across Educational, International, and Personal | | 2 |
| G.31 | Recirculating Rhetorical Memories across Publics and Places | | 4 |
| G.32 | Teaching and Learning about Privacy and Surveillance: Doing Hope through the Digital Rhetorical Privacy | | 3 |
| G.33 | Reconsidering Contexts of Textual Production and Distribution | | 3 |
| G.34 | Reframing via the Popular Science Article Genre: Pedagogical Takeaways from Recent Publications about Psilocybin Mushrooms | | 2 |
| G.35 | Writing All Day Every Day: Exploring What Professionals | | 2 |
| G.36 | Who Are Our Students, and What Do They Hope For? | | 4 |
| G.37 | Theories and Methods for Social Justice Pedagogies | | 2 |
| G.38 | Translating Identities | | 2 |
| G.39 | Hope Is a Fickle Thing | | 6 |
| H.1 | Locating Empathy in Structures of Writing | | 5 |
| H.2 | Complicating Rhetorics of Consensus and Hope in Scientific Discourse | | 3 |
| H.4 | Re-Visioning Access and Inclusion: Toward an Intersectional Disability Pedagogy | | 6 |
| H.5 | Maintaining Hope as Rhetoric: Pedagogical Journeys into Online Classrooms amid the Pandemic and Personal Tragedies | | 3 |
| H.6 | Making Academia Accessible through Linguistic Justice | | 3 |
| H.7 | Mercantile Identity in the Creative Writing Classroom | | 1 |
| H.8 | Reimagining Resistance | | 2 |
| H.9 | Collaboration, Teamwork, and Peer Review | | 3 |
| H.10 | Finding Hope through Grant Writing | | 2 |
| H.11 | Common Readings, Uncommon Readers | | 4 |
| H.12 | Rhetorical Listening for Thesis Statements and Civic | | 3 |
| H.13 | Institutional Considerations in Antiracist Writing Program | | 3 |
| H.14 | Radical Trust and Self-Efficacy: Cultivating Hope through Reflective Self-Placement | | 5 |
| H.16 | Hopeful Revisions of Labor-Based Grading Practices | | 5 |
| H.17 | Let the Negotiations Begin | | 2 |
| H.18 | Military Literacies | | 2 |
| H.19 | Postdoc Positions and Future Possibilities for New PhDs | | 5 |
| H.20 | Hope Is Giving Yourself Permission: Celebrating the Confluence of Student Identities in Your Pedagogy | | 3 |
| H.21 | Sharing and Preserving Historical and Creative | | 2 |
| H.22 | Decriminalizing Plagiarism: Teaching Citations as Effective (and Affective) Pedagogy | | 2 |
| H.23 | Encompassing Collaboration in a Post-Pandemic World: Meeting Our Students’ Needs | | 3 |
| H.24 | Finding Hope in Hopelessness | | 3 |
| H.25 | Finding Hope in Rhetorical Constructions of Motherhood | | 3 |
| H.26 | Finding Hope: The Need for Post-COVID Connection and Community | | 2 |
| H.27 | Grounding Relationality in the Writing Classroom | | 3 |
| H.28 | Practical Applications of Professional and Technical | | 2 |
| H.29 | Re-Envisioning Witte and Peirce’s Semiotics through a Contemporary Field Theory of Composition | | 3 |
| H.30 | Reading and Writing Pedagogy at Access-Oriented | | 3 |
| H.31 | Reckoning Pasts to Reimagine Disciplinary Futures: Black Feminist Methodologies, Sexual Violence | | 3 |
| H.32 | The Struggles and the Silences: Performing Hope in Sonic Practices | | 2 |
| H.33 | Reconsidering Research-Based Practices in Online | | 4 |
| H.34 | Co-Creating Shared-Vocabulary Across Communities: A Research Method for Building Sustainable and Nuanced | | 1 |
| H.35 | What Happens Next? Hopeful Writing Program | | 6 |
| H.36 | “Keying In” to the Margins: Launching an Interactive | | 4 |
| H.37 | Third Spaces: The Rhetoric of Reform, Perception, and Environment | | 2 |
| H.38 | Writing Diversity and Resistance at HSIs | | 3 |
| I.1 | American Indian Caucus Business Meeting | | 1 |
| I.2 | Composing Public Memory | | 2 |
| I.3 | Collective Hope: Pedagogies of Community | | 6 |
| I.4 | Hope in Community Literacy, Classroom Community, and Coalitional Knowledge Building: Esperanza y Comunidad | | 2 |
| I.6 | Making Global Rhetorics Central to the Classroom in Difficult Times | | 3 |
| I.7 | Master’s Degree Consortium of Writing Studies Specialists Annual Business Meeting | | 2 |
| I.9 | Collaborations and Connections: Thematic Writing, Gamification, and Student Anxiety | | 4 |
| I.10 | Come Play with Us, CCCC! Play Pedagogies and Play(ing) in the Classroom | | 3 |
| I.11 | Composting, Cookbooks, and Climate Change, Oh My! | | 3 |
| I.12 | Collaborative Writing in Community-Engaged Courses: Finding Hope in Writing Together | | 2 |
| I.13 | Inclusive Practices for Fostering Transfer | | 3 |
| I.14 | Re-Envisioning GenAdmin: How the Pandemic Shifted WPAs’ Perspectives and Priorities | | 4 |
| I.15 | How the Pandemic Shaped Pedagogy in Professional and Technical Communication: Explorations | | 3 |
| I.16 | The Transformative Power of Stories in Critical Composition Pedagogies | | 5 |
| I.17 | Creative Writing as Doing Hope: Self-Inquiry, Pedagogy, and Sharing Narratives | | 8 |
| I.18 | Millennial Protest Rhetorics: How Amazon Unions, Black Lives Matter, and #OKBoomer Countered a Generation’s | | 3 |
| I.19 | Practicing Unlearning, Doing Hope, and Imagining New Futures: Graduate Courses as Spaces to Further | | 6 |
| I.20 | Hoping This Works: Assessing Learning in STEM Writing and Reading Instruction | | 4 |
| I.21 | Feminist Strategies for Hope across Time and Space | | 4 |
| I.23 | Engaging Immigrant Voices in Classroom and Community | | 2 |
| I.24 | Embracing Food as Hope: Unlearning the Binary between Home and Academic Discourses in the Writing | | 3 |
| I.25 | Curriculuming for Hope: Modifications for a More Equitable Future | | 3 |
| I.27 | GTA Training and Linguistic Justice across the Curriculum | | 4 |
| I.28 | Love & Protect Letter Writing Workshop | | 2 |
| I.29 | Re-Humanizing the Classroom: (hopefully) Inclusive Pedagogy across Delivery Modalities | | 3 |
| I.30 | Reading the Room: Understanding Reading Struggle and Reading Choice | | 2 |
| I.31 | Reconceptualizing Composition I: Inclusion of Project-Based Learning and Collaboration to Enhance Student | | 5 |
| I.32 | Hope in Storytelling: Writing Center Research toward Linguistic Justice | | 8 |
| I.33 | An Experiment in Antiracist Pedagogy and Practice in the College Composition Classroom: What’s Food Got | | 1 |
| I.34 | Reimagining Agency: Land Ecologies and the Power of Refusal | | 4 |
| I.35 | WAC/WID/WEC: A Multidimensional Approach to Sustaining a Culture of Writing on Campus | | 3 |
| I.36 | Writing for New Publics in New Spaces: Bringing Students Into College Classrooms and Helping Them Out | | 3 |
| I.37 | Toward an Antiracist Writing Program: The Pace of Change and the Need for It | | 3 |
| I.38 | Using Data in Writing Program Assessment and Research | | 3 |
| I.39 | Black Technical and Professional Communication: A New Body of Scholarship | | 4 |
| J.1 | Code-Meshing: The Confluence of Identity, Voice, and Epistemology in Academic Writing | | 3 |
| J.2 | Multimodal Texts and Interdiscursivity: Social Media and Video Games in First-Year Writing | | 4 |
| J.3 | Uncommon Agency: Finding Motivation in All the Wrong | | 3 |
| J.4 | “Don’t Say Gay”: Disclosure, Identity Affirmation, and Trauma in Desperate Times | | 3 |
| J.5 | A Fully NTTF Program at an R2 Institution: Doing Hope in Desperate Academic Times | | 5 |
| J.6 | New Interrogations of Genders | | 2 |
| J.7 | Online Social Movements | | 2 |
| J.8 | Overcoming Obstacles to Academic Labor Solidarity | | 6 |
| J.9 | A Contradiction of Terms of Service: Accessibility as Federal Policy, Moral Imperative, and Moving Target | | 1 |
| J.10 | #HumanizeArgumentation: A Possible Future for First-Year Composition | | 2 |
| J.11 | Challenging Binaries across Institutional Contexts | | 3 |
| J.12 | A Language of Labor? Attention to Language in Alternative Approaches to Grading | | 6 |
| J.13 | Contingent Faculty Concerns and Solutions: Coming | | 3 |
| J.14 | Hope for Reimagined Graduate Education: A Community | | 8 |
| J.15 | Changing from the Ground Up: Fostering Antiracist | | 6 |
| J.16 | (Re)Making Sense: Composition and Rhetoric at the End | | 5 |
| J.17 | Centering Neurodiversity in First-Year Writing and WAC | | 3 |
| J.19 | (Re)Writing Our Histories, (Re)Building Our Worlds: Doing Hope in the Archives | | 5 |
| J.20 | Innovative Uses of Professional and Technical Writing | | 3 |
| J.21 | Correcting the Narrative: Reflections on a Community | | 3 |
| J.22 | A Place-First Approach to Locative Writing Pedagogies | | 1 |
| J.23 | Introduction to Open Fuego and Basic Coding—Learn | | 1 |
| J.24 | Experiments in Vulnerability: Counterstory, Embodiment, Hope | | 4 |
| J.25 | Computing between Languages and Mathematics: Technical and Professional Writing of Grace Murray | | 1 |
| J.26 | Doing Hope through Teaching and Designing Games for Social Change | | 3 |
| J.27 | Doing Hope by Design: Cultivating an Institutional | | 3 |
| J.28 | Re-imagining Writing Fellow and Faculty Partnerships | | 2 |
| J.29 | Strengthening Writing Pedagogy through Partnerships | | 5 |
| J.30 | Student Agency and in Self-Placement and Beyond | | 5 |
| J.31 | Unsettling as a Pedagogical Imperative: Archival | | 6 |
| J.32 | Teach Me How to Read | | 4 |
| J.33 | What Students Hope for from Writing: From FYW to the PhD | | 3 |
| J.34 | Theory vs Practice: Identifying and Addressing Tensions | | 3 |
| J.35 | Uses of Multimodal Applications for Learning | | 2 |
| J.36 | Troublemakers in Transdisciplinary Coding Communities | | 4 |
| J.38 | Your Story, Your Way | | 3 |
| K.1 | Doing Hope through Active Learning, Classroom | | 4 |
| K.2 | CCCC Latinx Caucus Annual Meeting | | 2 |
| K.4 | Doing Comp Differently: An Invitation to Reimagine the First-Year Writing Classroom, Curriculum, and Graduate | | 3 |
| K.5 | Infrastructures and/as Writing: Methodological | | 7 |
| K.6 | No Graduate Students Left Behind | | 3 |
| K.7 | Optimism in the Classroom | | 2 |
| K.9 | Hope from the Center: The Art of Rebuilding a Writing | | 1 |
| K.10 | Chicago Style: The Hopeful Legacy of Joseph M. Williams | | 4 |
| K.11 | Challenging Institutions and Institutional Challenges | | 2 |
| K.12 | Civic Storytelling | | 2 |
| K.13 | Innovations in Creative Writing Studies: Methods, Methodologies, Practices | | 3 |
| K.14 | Literacies of Decolonizing: Strategies of Marginalized | | 3 |
| K.15 | Doing Faculty Development in Desperate Times: Supporting Our Colleagues as Writers and Teachers | | 3 |
| K.16 | Equitable Hiring: Reflective Practices for Inclusivity | | 6 |
| K.17 | Hope as Action: Stories from Untenured WPAs | | 8 |
| K.20 | “‘If There Is Shouting after You Keep Going’: The Hope | | 4 |
| K.21 | Pedagogies of the Flesh: Orienting Abstract Theories into Corporeal Experiences in Writing Classrooms | | 5 |
| K.22 | Seeing Accents: Impact of Linguistic Racism and Racial | | 1 |
| K.23 | Juntos at the Table | | 4 |
| K.24 | Challenging the Hegemonic Materials and Practices of Writing Centers | | 6 |
| K.25 | Exploring the Hakawati Tradition and Genres of Storytelling in Composition Course to Empower | | 2 |
| K.26 | Hope for (more Accessible Models of) Online Writing | | 3 |
| K.27 | Healing as a Collective | | 4 |
| K.28 | Storying Methodologies: Counterstories, Countermemory, Testimonios, Autoethnography | | 3 |
| K.29 | Student Agency and Academic Success: Results from a Study of Directed Self-Placement | | 3 |
| K.30 | Student Writing Proficiencies in Technical and Professional Writing | | 2 |
| K.31 | Supporting Students By Really Listening to Their | | 3 |
| K.33 | Think-Tank for Newcomers—Developing Papers and Sessions for CCCC 2024 | | 1 |
| K.34 | Islamic Rhetorics in Transnational and Translingual | | 3 |
| K.35 | Expanding Understandings of Translingual Practice | | 2 |
| K.36 | Writing Wellness, Doing Hope | | 4 |
| K.37 | A Pedagogical Approach to Restoring Trust and Hope in STEM Writing | | 1 |
| K.38 | Transforming Writing Pedagogy and Student Engagement | | 2 |
| K.39 | Composing Writing Center Justice: Building Community | | 7 |
| L.2 | Second Language (L2) Writers and Writing Output: Comparing Digital Multimodal Composing and Traditional Essay Writing | | 1 |
| L.3 | Inclusive Teaching Strategies | | 2 |
| L.4 | It’s in the Syllabus! (Mis)alignments between Student | | 1 |
| L.6 | No “or” Exists. There Is Only “and”: Online Research | | 3 |
| L.7 | Organizing for Social Justice: Unionization and Institutional Investment among Writing Educators | | 2 |
| L.8 | Pedagogical Experiences and Identities as Resources for Hope: Implications for Our Students and Ourselves | | 5 |
| L.10 | Classroom Policy and Teacher Education | | 3 |
| L.11 | Pandemic Pedagogies or, How We Managed to Survive | | 3 |
| L.12 | Finding Strength in Vulnerability: NNESWI’ Feedback | | 3 |
| L.13 | Innovative Teaching Methods in Information Literacy | | 4 |
| L.14 | Light as a Feather: Hopeful Collaboration and Playful | | 4 |
| L.15 | How We Keep Hope Alive: HYPE Media and Reimagining | | 12 |
| L.16 | Change and Then Hope: A Pandemic-Accelerated Shift to Institutional ePortfolios with Reflective Self-Assessment | | 7 |
| L.17 | Labor-Based Hope: Three Counternarratives on Complicating Antiracist Grading Practices | | 3 |
| L.18 | Pedagogies of Flesh: Embodied, Lived Experience as Feminist Practices for Teaching and Researching | | 4 |
| L.19 | Hope and Misalignments: The Essential Irony of Service | | 6 |
| L.20 | It’s All Technicalities | | 2 |
| L.21 | Justice Pedagogy Enacted | | 3 |
| L.22 | Somatic Literacies: Bodies of Knowledge in Composition | | 1 |
| L.23 | Just Literacies in Vulnerable Times | | 3 |
| L.24 | Humanizing Higher Education: Doing Hope through Narrative, Counter-Story, and Lived Experience | | 3 |
| L.25 | Historical Perspectives and Contemporary Composition | | 3 |
| L.26 | Humanizing Composition: Identities, Compassion, and Engagement | | 4 |
| L.27 | High Impact Practices: Providing New Hope and Opportunities for Graduate and Undergraduate Teaching | | 5 |
| L.28 | Storying Selves in Interview Contexts: Reflection and Rhetorical Agency | | 3 |
| L.29 | HBCUs and Historically Black Community Activisms | | 3 |
| L.30 | “The Truth Is No Longer Enough”: Student-Activist | | 1 |
| L.31 | Surfacing Multilingual Students’ Classroom Experiences: A Faculty and Undergraduate, Multilingual Student Team | | 6 |
| L.32 | Teaching Assistants Need Assistance | | 8 |
| L.33 | Unlearning Problematic Beliefs to Improve the Teaching | | 3 |
| L.34 | Threshold Communities: Giving a Sh*t about and Sharing | | 3 |
| L.35 | Visual Archives: Medieval Manuscripts, Maps, and Multimodality | | 4 |
| L.36 | Wandering/Pulling: Rhetorical Tensions while Walking a Dog | | 1 |
| L.38 | Writing Center Praxis for Evolving Writing Centers | | 5 |
| L.39 | Working In Progress: Our Chance to Create a New Model | | 1 |
| M.2 | Narrative World-Making and Institutional Transformation | | 5 |
| M.3 | Information, Technology, and Hope: Pedagogical | | 5 |
| M.5 | Navigating Online Learning Environments | | 4 |
| M.6 | On the Job Market? Ideas and Advice for Rhet/Comp Job | | 2 |
| M.7 | Our Hopes for Hybrid Learning: Technology, Access, and Labor in the Writing Classroom | | 1 |
| M.8 | Pedagogical Futures for First-Year Writing | | 6 |
| M.9 | Considering Matthew Shepard: The Rhetoric of Song in Post-COVID America | | 1 |
| M.10 | Considering Religion in First-Year Composition | | 3 |
| M.11 | Doing Difference Differently: A Trans-situational Method | | 2 |
| M.12 | Handle with Care: Trauma-Informed Approaches to the First-Year Writing Classroom | | 3 |
| M.13 | Learning from Our Students: Rethinking Academic | | 2 |
| M.14 | Historical Models for Contemporary Resistance | | 2 |
| M.15 | Coordinating the Curriculum: Fostering Faculty Buy-in Without Giving In | | 3 |
| M.16 | Pedagogical Methods to Promote Social Justice in the Professional and Technical Writing Classroom | | 3 |
| M.17 | First-Year Writing Students’ Source Evaluation Practices: How Do We Foster Critical, Rhetorical Intertextuality? | | 4 |
| M.18 | New Directions in TFT Research During and Post-pandemic | | 4 |
| M.19 | Existing Strengths in L2 Learners: Case Studies | | 5 |
| M.20 | Learningful Unlearning: Implementing Antiracist WAC | | 3 |
| M.21 | Let’s Collab | | 4 |
| M.22 | Innovative Uses of Professional Writing for Social and Economic Justice | | 2 |
| M.23 | Inviting Alternative Perspectives: Emerging Scholars and Multidisciplinary Approaches to Teaching and Learning | | 3 |
| M.24 | Intersectional Stories of Hope | | 2 |
| M.25 | Doing Hope during COVID-19 | | 3 |
| M.26 | Exploring Public Health Discourse | | 5 |
| M.27 | Historical and Ethnoreligious Rhetorical Practices | | 2 |
| M.28 | Storying, Storytelling, and Counterstory in the Writing | | 2 |
| M.29 | Higher Self-Efficacies for Healthier Writing Lives | | 2 |
| M.30 | Supporting Multimodal Composition | | 2 |
| M.31 | Take it Outside | | 3 |
| M.32 | Teaching Engaging Practices: Games, Music, and Multimodal Pedagogy | | 2 |
| M.33 | “Hope That Has Lost Its Bearings”: Making Space for Lament in Writing, Teaching, and Professional Life | | 4 |
| M.34 | Supporting Pacific Island Students in Advanced | | 4 |
| M.35 | Writing Campus Communities, Disrupting Campus | | 2 |
| M.36 | Using Oral History to Re-examine the Borders between College and Community at an MSI | | 4 |
| MW.1 | Listening to Enhance Soundwriting | | 2 |
| MW.2 | Purposeful Practices of Hope: Critical Emotional Studies | | 4 |
| MW.3 | Using Place to Enhance Writing Pedagogy | | 5 |
| MW.4 | Hope, Rethreaded: Strengthening Prison-Based | | 7 |
| MW.5 | Council on Basic Writing | | 17 |
| MW.6 | Doing Hope for Native Americans in the Academy: Recruiting and Retaining Indigenous Students and Faculty | | 6 |
| MW.7 | Archiving for Life: Anticipating Histories to Preserve the Past and Craft Hopeful Futures | | 9 |
| MW.8 | Never Enough Time: Staying Current by Indexing for CompPile | | 7 |
| MW.9 | Developing Hopeful and Labor-Conscious Strategic Plans | | 3 |
| OD.1 | “A story that demands to be told”: Teaching Embodiment | | 1 |
| OD.2 | A Pedagogical Approach to Restoring Trust and Hope in STEM Writing | | 3 |
| OD.3 | Access Denied and Access Imagined: A Counterstory of Basic Writing | | 1 |
| OD.4 | Along the Tightrope: Performativity, Carceral Complicity, and Prison Correspondence in the Time of Pandemic | | 1 |
| OD.5 | Antiracism and Social Justice through Multimedia | | 1 |
| OD.7 | Assessment in Backward Planning for Teaching and Learning First-Year Writing in US Higher Education | | 1 |
| OD.8 | Audacious/Persistent Hope: Intersections in Language | | 1 |
| OD.10 | Being a Social Justice/Antiracist Composition Educator | | 1 |
| OD.11 | Feather Bricks Newsletter and Getting Write with Teaching Fellows at North Park University Writing | | 7 |
| OD.12 | Building Bridges and Changing the Story: Recognizing | | 1 |
| OD.13 | Building Inclusive Independent Writing Programs | | 2 |
| OD.14 | “But it’s in our mission statement!”: Examining | | 1 |
| OD.15 | Carnival Dialogism: An Autoethnographic Narrative | | 1 |
| OD.16 | Chasing a More Peaceable Classroom in FYC: Doing | | 1 |
| OD.17 | Composing Writing Center Justice: Building Community | | 1 |
| OD.18 | Composition, Value, and the Political Economy of Micro-Writing | | 1 |
| OD.19 | Connecting Business Writing to NASA’s Technology | | 1 |
| OD.20 | Connecting the Local with the Global: Teaching Civic | | 3 |
| OD.21 | Courage and Hope through Graduate Student Labor | | 4 |
| OD.22 | Creating Communities of Practice through Peer Writing | | 1 |
| OD.23 | Crises of Love, Crises of Grief: Exploring the Uses of Autotheory in Composition Studies | | 1 |
| OD.24 | Decolonial Potentials in Community-Engaged Academic | | 2 |
| OD.27 | Doing Hope from Multiple Perspectives: Exploring | | 3 |
| OD.28 | Doing Hope with Real Social Justice Work: A Method for Facilitating Community Partnerships in Technical and Professional Writing Courses | | 1 |
| OD.29 | Doing Hope: Reflecting on the Pandemic, Examining | | 1 |
| OD.30 | Embracing the Hope Already Present: Amplifying Open | | 4 |
| OD.31 | Embracing Vulnerability: Personal Narratives as Methods | | 1 |
| OD.32 | Empathizing with the Community through Multimodal | | 2 |
| OD.33 | Expanding the Story: Racialization and the Outer Limits | | 1 |
| OD.34 | Exploring the Efficacy of Undergraduate STEM | | 3 |
| OD.35 | Failing Sideways: Queer Possibilities for Writing | | 3 |
| OD.36 | Feeling, Fortitude, and Feminist Transfer: Re-Writing | | 1 |
| OD.37 | Feminism, Affect, and the Geopolitics of Hope | | 1 |
| OD.38 | Feminist Design and Rhetorical Practices: Doing Less | | 2 |
| OD.39 | Feminist Ecologies of Hope: Collective Writing, Mentoring, and Making Voices Heard | | 1 |
| OD.40 | Findings and Implications for NCTE from a Multi-Site, Interdisciplinary Survey of College Instructors Who Teach | | 3 |
| OD.41 | First-Year Students’ Stories of Selecting Support within | | 1 |
| OD.42 | Fostering Global First-Gen Futures through International | | 4 |
| OD.44 | Grant Writing as Hope: Reciprocal Online Service | | 1 |
| OD.46 | Hope amidst the Climate Crises: AREPR and Innovative | | 1 |
| OD.47 | Hope Is Inclusive Action: Methods for Disability Inclusion | | 4 |
| OD.48 | Hope in Storytelling: Writing Center Research toward | | 3 |
| OD.49 | Hope on the Horizon: Empowering Composition Students | | 2 |
| OD.50 | “Hope That Has Lost Its Bearings”: Making Space for Lament in Writing, Teaching, and Professional Life | | 1 |
| OD.52 | Implications of Looking/Seeing: Visual Rhetoric in the College Writing Classroom | | 1 |
| OD.53 | In the Name of Peace: Cultivating Civic Hope in a Post-Military Democracy | | 1 |
| OD.54 | Infrastructures and/as Writing: Methodological | | 1 |
| OD.56 | Jesus, Take the Keyboard: Spirituality, Music, and the Writing Classroom | | 1 |
| OD.57 | Latinx Linguistic Justice | | 5 |
| OD.58 | Learning from Chief White Eagle and Susette La Flesche | | 1 |
| OD.59 | Learning Together: Collaborative Contract Building in Writing Courses | | 1 |
| OD.60 | Looking for Hope in Multimodal Maps: Exploring Points | | 1 |
| OD.61 | Meaningful Research Writing in the First-Year Writing | | 4 |
| OD.62 | Multimodal Pedagogy for an Antiracist Classroom: New Assignments in First-Year Writing | | 4 |
| OD.64 | Peer Review with Google Docs in a Technical and Professional Communication Class: How to Comment | | 1 |
| OD.67 | Practices of Inclusivity: Doing Hope in STEM Writing | | 1 |
| OD.68 | Reading across Borders: Experimenting with Cross-Cultural Text Negotiation | | 1 |
| OD.69 | Remember “Voice?” Recasting Voice for Electracy | | 4 |
| OD.71 | Research Processes of First-Year Writing Students | | 1 |
| OD.73 | Service Learning as Volunteerism, Activism, and Community Engagement? Or, Service Learning as a Re-imagined Practice of Care | | 1 |
| OD.74 | Sharing Place, Space, and Geographic Literacies in the Multinational Online Writing Classroom | | 1 |
| OD.75 | Social Emotional Learning: Empowering Multilingual | | 2 |
| OD.76 | Strategies for Hope: Teaching and Administrating | | 3 |
| OD.77 | Student Stories of Writing Development and Secondary | | 1 |
| OD.79 | Subtractive Schooling: Providing and Examining Hope for Cultural Ethnic Students | | 1 |
| OD.80 | Take Back the Write: Technology, Feedback, and System | | 3 |
| OD.81 | Telling Our (Counter) Stories: A Collaboration between Baltimore City College and University of Maryland, Baltimore County, Writing Students | | 2 |
| OD.82 | The Basic Needs of Writers: Using Self-Determination | | 1 |
| OD.83 | The False Hope of Universal Design for Learning | | 4 |
| OD.85 | The Hope in Play: Making Space for Play Pedagogy in the College Composition Classroom | | 1 |
| OD.87 | The Power of Stories in Activist and Justice-Oriented | | 1 |
| OD.88 | Towards a New Pedagogy of Transfer: Supporting | | 1 |
| OD.89 | Transformative L2 Writing Teacher Identity at the Nexus | | 1 |
| OD.90 | Translanguaging in Academia to Sustain Multilingual | | 1 |
| OD.92 | Using Data to Identify and Address Inequities in Teaching | | 2 |
| OD.93 | We Are Not Okay: Managing Faculty Burnout and Seeking | | 4 |
| OD.96 | Collaboration, Community, and Curiosity: Partnerships | | 1 |
| OD.97 | New Directions in TFT Research During and Post-Pandemic | | 1 |
| OD.98 | RuPedagogies of Realness, The Roundtable Edition! | | 9 |
| OD.99 | Leveraging the Power of Rhetoric and Social Networking | | 1 |
| OD.100 | Senator Wendy Davis and the Rhetoric of Reproductive | | 1 |
| OD.101 | Creating Community through Coalitional Knowledge | | 1 |
| OD.102 | Embracing Neurodiversity in the First-Year Writing | | 1 |
| SW.1 | Building Student Resilience in Writing Courses | | 5 |
| SW.2 | Circulating Stories: A Workswap and Ideas Exchange | | 3 |
| SW.4 | Community Writing Mentorship Workshop | | 12 |
| SW.5 | Handcrafted Rhetorics: DIY and the Public Power of Made | | 7 |
| SW.6 | Text, Power, Telling: A Writing Workshop for Sexual | | 2 |
| SW.8 | Writing Creative Nonfiction: A Day of Writing and Ideas | | 8 |
| SW.9 | Dual Enrollment Composition: Building Our Story | | 7 |
| SW.10 | Designing Access Guides: Enacting Transformative | | 5 |
| SW.12 | Even Job Seekers (Re)Invent the University: Understanding Teaching-Intensive Positions and Institutions as Hopeful Career Pathways | | 1 |
| SW.13 | Supporting Multilingual Writers in Diverse Literacy | | 16 |
| SW.14 | Transnational Writing Education: What Transnational | | 14 |
| SW.15 | Playing for Hope: Interactive Narratives in the Classroom | | 3 |
| TSIG.2 | Teaching for Transfer | | 2 |
| TSIG.3 | The Role of Reading in Composition Studies | | 4 |
| TSIG.4 | Community Writing and Public Rhetorics | | 4 |
| TSIG.5 | Environmental Rhetoric and Advocacy | | 1 |
| TSIG.6 | Handcrafted Rhetorics | | 3 |
| TSIG.7 | Medical Rhetoric | | 1 |
| TSIG.8 | Prison Literacies and Pedagogy | | 2 |
| TSIG.9 | Creative Nonfiction | | 1 |
| TSIG.10 | Creative Writing | | 2 |
| TSIG.11 | Dual Enrollment Collective | | 2 |
| TSIG.12 | National Archive of Composition and Rhetoric | | 5 |
| TSIG.13 | Rhetoric’s Histories, Theories, Pedagogies, and Practices | | 7 |
| TSIG.16 | Working Class Culture and Pedagogy | | 1 |
| TSIG.17 | Mothers in Rhetoric and Composition | | 1 |
| TSIG.18 | Transnational Writing Group | | 1 |
| TSIG.19 | Writing through the Lifespan | | 4 |
| TSIG.20 | Legal Writing and Rhetoric | | 3 |
| TSIG.21 | Workplace Writing | | 1 |
| TSIG.23 | Cognition and Writing | | 4 |
| TSIG.24 | Second Language Writing | | 4 |
| TSIG.25 | NCTE/CCCC Black Caucus | | 2 |
| TSIG.26 | Online Writing Instruction | | 1 |
| TSIG.27 | Labor Caucus Annual Meeting | | 1 |
| TSIG.28 | Appalachian Studies Standing Group | | 1 |
| W.1 | Troubling “Presence”: (Re)Making, Thinking, Doing | | 22 |
| W.2 | Mining Ubuntu: Reconstituting Community to Foster | | 3 |
| W.3 | Sharing Space as Professionals and Colleagues: Making | | 6 |
| W.4 | Community-Centered Approaches to Accessible | | 6 |
| W.5 | “With Our Hearts in Our Hands and Our Hands in the Soil”: Food Justice and Community Writing in Theory | | 8 |
| W.6 | Doing Hope through International Writing Research | | 10 |