| Toward Just Writing Futures: Embodied Standpoint Literacy as a Pedagogy of Possibility | | 1 |
| "Back to the Future": Common Texts in Uncommon Times | | 1 |
| "Did I Miss Anything Important?": Student Attendance Patterns in a First-Year Writing Course | | 1 |
| "Financial Responsibility as Feminist Disruption: Designing a Future-Oriented First-Year Writing Course" | | 0 |
| "The Training Wheels of Teaching: A Narrative Study on the Mentor’s Role as an Emotional and Pedagogical Anchor" | | 2 |
| "When We Fight We Win": Teachers Uniting for Change | | 6 |
| "Yes, We Did It": Empowering Students' Collective Sense of Agency through Refusal of GenAI | | 0 |
| (Re)Designing Critical Rhetorical Care in Institutional Landscapes | | 3 |
| (Re)Framing Our Problems: Orienting Towards Decolonial Futurities | | 0 |
| (Re)Shaping the Corequisite Model of FYC in Oklahoma's Shifting Sands | | 0 |
| (Re)Thinking Writing through Design Creative Processes Methodologies in the Age of AI | | 2 |
| “Addressing the Situation: Diversity, Technology, and Advocacy in 21st Century CCCC Chairs' Addresses” | | 0 |
| “An Unrehearsed Intellectual Adventure”: The Future of the Student Essay is Citing the Group Chat” | | 1 |
| “For Those Who Come After”: Storytelling to Combat Despair and Write Brighter Futures | | 0 |
| “How Do I Get an A?”: Design Thinking and Equitable Assessment in the Age of AI | | 0 |
| “I’m Not Against AI, But…”: Student AI Resistance, Data Feminism, and Technical & Professional Writing Futures | | 0 |
| “Ideas to Postpone the End of the World”: Imagination and Futurity in the Composition Classroom | | 0 |
| “If You Have a Hammer, You’re Going To Use It”: Student Analogies and the Ideological Rupture of GenAI in Higher Education | | 2 |
| “Images That Refuse Despair”: Protest Photography, Visual Activism, and Pedagogies of Futurity in the Writing Classroom | | 0 |
| “It Was Restriction on Restriction”: Prison Writing, Feminist Rhetorics, and Resisting Chaos Through Epistolary Persistence | | 2 |
| “Made It Out or Lifted Up?”: Racialized Geographic Narratives and Black Student Identity in Higher Education | | 0 |
| “Main Character Energy”: Rhetorical Roleplay in First-Year Composition | | 0 |
| “Maybe I Shouldn’t Have Done This Yet”: A Think-Aloud Study of AI-Assisted Writing | | 1 |
| “More Light”: Forging an Activist Praxis from Foundational History and Modern Demands at the Coppin State Writing Center | | 1 |
| “My Creativity Matters Here”: Student Engagement through Metawriting, Poetic Process Documents, and Linguistic Justice in First-Year Academic Writing | | 0 |
| “Our writing center is only sustainable if we set good boundaries”: The Current Realities and Possibly Sustainable Futures of Writing Center Directors of Color | | 1 |
| “Shadows of things that May be only?” Revising a Probable Future for Writing Programs through Design Thinking and Empathy-based Curriculum Redesign | | 1 |
| “Tell the Truth”: Baldwin and the Design of Democratic Writing Futures | | 0 |
| “The AI Essay Just Feels Like a Fairy Tale”: The Possibilities of Designing AI-Resistant Assignments through Narrative | | 1 |
| “There’s Sky and Sand Where Mountains Used to Be”: Dismantling the Despair of an Unsuccessful Course and Building a Resilient Future for Our Students | | 4 |
| “They Say” Before “I Say”: Steering Students Toward the Hard-but-Rewarding Work of Reading and Responding to Sources | | 1 |
| “Uncontaining” Writing: Imagining Writing Beyond Structural Designs | | 2 |
| “We’ve Got Your Back”: Contending with ICE at California Community Colleges | | 2 |
| “What Did We Want Them To Do?” Collaborative Curriculum Re-Design of a Basic Writing Assignment in First Year Writing | | 0 |
| “Why not?” Using Institutional Constraints to Rethink Assumptions about Graduate Teacher Training | | 2 |
| “Will AI steal my glory?”: Power relations perceived by writing instructors when grappling with AI | | 1 |
| “Writing the Self” After ChatGPT: Plausible and Creative Pedagogies for 21st Century Writing | | 4 |
| 2084: Arendtian Notes from Teaching a Future-Oriented First-Year Composition Textbook | | 1 |
| 7-Week Corequisite Writing Lab Model for Developmental Writing Courses | | 0 |
| A Call For and a Call Out: L2 Writing, Interdisciplinary Dialogue, and Designing More Plural Writing Futures | | 2 |
| A campus-engaged, inquiry-driven first-year writing model piloted at ULL in Spring 2027, designed to anchor instruction in work AI cannot perform for students. | | 1 |
| A Case Study using Institutional Logics as an approach for Writing Program Development | | 0 |
| A Conversation with the CCCC Special Committee on Generative AI in College Composition and Writing Studies | | 7 |
| A Future Tactic for the Field: Using Rhetorical Lineage to Trace the Public Making and Un-Making of La Vierge Noire (The Black Madonna) | | 0 |
| A Modest Map Articulating the Fundamentals of the Research-Writing Process | | 1 |
| A Much-Needed Boost(Camp): Integrating Faculty Across Ranks & Specialities into Gen. Ed. through P.D. & Scheduling | | 4 |
| A Playbook for Writing Teachers | | 18 |
| A Preferable Future: White Writing Teachers’ Responsibility for Anti-racism and Linguistic Justice | | 6 |
| A User Guide to Assignments: Using Technical Communication for Assignment Design | | 0 |
| A View from the U.S. Southeast: Community-Engaged Design in a Contingent-Faculty-Led Writing Program | | 1 |
| A Writing Center Journey: Collaborative GenAI Policy Co-Design toward Desirable Future(s). | | 1 |
| AAAC Business Meeting | | 3 |
| Aboard the Starship FYC: Four Temporal Orientations for World-Building in the Composition Classroom | | 4 |
| Addressing Linguistic Discrimination and Power: Fostering and Building Linguistic Awareness in First-Year Writing Courses | | 0 |
| Adopting a Restorative Justice Composition Pedagogy: An Analysis of Students’ Uptake Documents | | 0 |
| Aesthetics of Transgression: Body Politic | | 6 |
| Aesthetics of Transgression: Body Renovations | | 5 |
| Affectionate Mentorship: Empowering Undergraduate Academic Identities into Preferable Futures | | 3 |
| Afrocentric Pedagogies as Future Designs: Centering Global Black Rhetorics in Writing Studies | | 1 |
| After the Automated Mestiza: Designing Pedagogies for Just Writing Futures | | 1 |
| Against Cop Shit, Computationally: AI Detection and the Carceral Turn in Plagiarism Detection, Surveillance, and the Future of Trust | | 1 |
| Against the Default: Designing Futures beyond the Normative University | | 3 |
| Agentic AI, Moltbook, and the Future of Writing Pedagogy | | 3 |
| AI, Fake News, and a Crisis in Learning: Possibilities for Agency through Peer-to-Peer Web-Design Projects | | 0 |
| AI, Trauma, and the Composition Classroom: Reframing Plagiarism and Presence for an Ethical Future | | 0 |
| Algorithmic Adoxa and the Future of Rhetorical Invention: A Pedagogy of Friction | | 0 |
| Algorithmic Linguistic Colonialism and the Politics of Standard English in AI-Mediated Writing | | 1 |
| Alignment Over Assessment: How and Why We Decoupled Cross-Reading from Evaluative Practice | | 1 |
| Alphabet, Printing Press, Generative AI: Technical Change and Human Meaning | | 0 |
| Amplifying Multilingual Students’ Voices: Findings from Interview Study in a Metro Detroit Writing Center | | 0 |
| An AI Intensive: Designing an AI-Engaged Writing Program Sequence | | 4 |
| An Examination of the Role of Gen-AI in the Instructional Design Process by Graduate Teaching Assistants in Writing Communication Courses | | 1 |
| An Investigation of Multilingual Writers' Learning Transfer from DMC to Print-Based Writing | | 0 |
| An Invitation to Scaffolded and Recurring Office Hours for Promising but Struggling Multilinguals | | 1 |
| An Unlikely Location: Exploring Writing Futures through Appalachian Autoethnography | | 2 |
| Analog Advocacy Design as AI Resistance and Refusal | | 0 |
| Analog Composing Futures: Slowness, Materiality, and Reader Care in AI Contexts | | 3 |
| Analyzing Video Games, Twitch Streams, & YouTube Comments: The Rhetoric of Digital Spaces for a Preferable Feminist Future | | 1 |
| Angles on Mentorship: Compositional Approaches to Empowering Students with Postgraduate Applications | | 3 |
| Animated Documentary: Teaching, Theorizing, Composing | | 1 |
| Annotating across Future Boundaries: Exploring Expansively Framed Annotations | | 0 |
| Annual Meeting of the Creative Writing Standing Group | | 4 |
| Anticipating Inevitable Futures: Hopeful Glimmers of Resistance through Embodied Pedagogical Practices | | 4 |
| Antiracist Rhetorical Practices: Enacting the Preferable in the Face of the Preposterous | | 1 |
| Arab/Muslim Caucus Business Meeting | | 1 |
| Archipelagic Writing Pedagogy: Using Filipino “Kapwa” to Understand Transnational and Diasporic Identity in the Classroom | | 0 |
| Architecting Organizational Intelligence: Toward a Process Model for Context Engineering in Professional Communication | | 1 |
| Archival Futures: Becoming Otherwise Through Memory, Writing, and Place | | 3 |
| Archiving Your Syllabi and Assignments: How To Wrap Your Gift to the Future | | 5 |
| Are we participating yet? Centering community care in assessment design. | | 1 |
| Asian/Asian American Digital Rhetorics: Memory, Inheritance, and Multimodal Futures | | 7 |
| Asked You to Write It Down for Me: Integrating Core Knowledge and Critical Thinking Through ePortfolio in Engineering Writing | | 2 |
| Asylums, Winston Weathers, and Rebranding Crooked Writing | | 0 |
| Asynchronous Human Paper Review as Relational Writing Center Support in the AI Era | | 1 |
| At the Center of the Margins: Writing Centers and the Lived Realities of Two-Year College Writers | | 0 |
| Attentional Rhetoric: Composition Pedagogy and Reflective Judgment Under Conditions of Algorithmic Acceleration | | 0 |
| Attentive Ears: Composing, Researching, and Teaching through Listening to Sonic Rhetoric | | 4 |
| Attunement as Pedagogy in Interactive Environments | | 1 |
| B = f (P, S): Motivational Redesign and Online Writing Instruction | | 0 |
| Back Down Rememory Lane: How An HBCU Administrator (Tries to) Keep Her Charge in the Face of Familiar Hardships | | 1 |
| Back to the Future: Recall the Past/ Create the Future | | 2 |
| Before the Prompt: Student AI Imaginaries and Designing Writing Futures | | 0 |
| Between Mechanical Delivery and Organic Negotiation: A Micro-Ethnographic Comparison of Human and AI Writing Conferences | | 2 |
| Beyond "Don't Cheat": A UX Framework for Ethical AI in the Writing Classroom | | 2 |
| Beyond AI Panic: Toward a Nuanced Writing Pedagogy | | 1 |
| Beyond Burnout: Workload, Mental Health, and Sustainable GTA Support in Writing Programs | | 0 |
| Beyond Metrics: Designing Adaptable, Equity-Driven Writing Center Assessment | | 0 |
| Beyond Preparation: Reimagining the Relationship Between Tutoring and Teaching Writing | | 1 |
| Beyond Rhetorical Futility: Mapping Preferable Futures through Community Partnerships in First-Year Writing | | 2 |
| Beyond Skepticism in First-Year Writing: Practical Activities for Teaching Knowing Subjects in a World in Flux | | 0 |
| Beyond the "Conformity Machine": Rhetorical Sensing as a Framework to Dismantle Social Thinking® Models in College-Readiness Programs | | 1 |
| Beyond the Academic Essay: Multimodal Composition Pedagogy as a Pathway for Reimagining Writing Transfer Across Contexts | | 1 |
| Beyond the Algorithm: A Pedagogical Framework for Human-Centered, AI-Mediated Composition for Multilingual Writers | | 0 |
| Beyond the Essay: From Crime Stories to Course Design—Themed Composition for Engaged Writing Futures | | 0 |
| Black Caucus Business Meeting | | 1 |
| Black Feminist Ethics of Care as a Design Justice Principle in Developing Gender-Based Violence Reporting Chatbots in the U.S.: A Case Study | | 0 |
| Brain-Friendly UX Design: Where Neurodiversity Meets Neuroversality in the Virtual Writing Class | | 0 |
| Building Infrastructure for Teaching and Learning Access in Writing Programs | | 3 |
| Building Liberatory Futures: Abolitionist Writing Pedagogy Against Carceral AI | | 0 |
| By Graduate Students for Graduate Students: A Roundtable on Approaches for Writing and Understanding the Dissertation | | 7 |
| Can Students Achieve a Writing-Transfer Mindset in a One-Year Writing Program? | | 0 |
| Carceral Temporality Loop: Designing Writing Futures Within Constrained Designs of Care | | 0 |
| Care, Hope, Action: Working Toward Preferable Futures in FYW through Curricular Design | | 0 |
| CCCC Intellectual Property in Composition Studies Standing Group Business Meeting | | 2 |
| Centering Crip Literate Activity and Practices for Student Success and Classroom Learning | | 1 |
| Centering Multilingual Identity in the University Composition Classroom | | 1 |
| Chafing Against Constraint: GTAs Reimagine Assignments Within the Context of an Existing Program | | 5 |
| Challenging the "Linguistic Normate": A Proposal for Radical Assessment Equity | | 1 |
| Challenging the Limits of Imaginability for STEM Students with Poetry and Storytelling | | 2 |
| Challenging Wikipedia’s Gendered Editing Culture through Feminist Writing Practices | | 0 |
| Changing the Conversation on AI Literacy: Faculty Perspectives on AI Integration in Writing Pedagogy and Implications for WPA Work | | 1 |
| Changing the Terms of the Conversation: Pluriversal Pedagogies to Foster Extant Futures | | 3 |
| Charting Indigenous Futurities in Rhetoric and Writing: Mo?olelo, Pilina, & Aloha ?Aina | | 4 |
| Chicago’s Pullman Porters and a Future of Writing Resistance | | 0 |
| Chronicling Chronic Pain Management: Physician Scribing Practices and Electronic Health Record Usability | | 0 |
| Clare Russell | | 0 |
| Clown in the Classroom: What a Collaborative First-Year Essay Writing Classroom Could Learn From the Art of Clowning | | 0 |
| Co-Designing Preferable Futures: A Student-Centered 5Cs Framework for Justice-Oriented FYC Pedagogy | | 1 |
| Co-Designs: Cultivating Responsible Writing Research among Humans and Plant Allies | | 5 |
| Code-meshing and Student Desire: a Qualitative Analysis of Student Reflection | | 1 |
| Code-Meshing: a Translingual Pedagogy as Transformative in Multicultural Contexts | | 1 |
| Cognition and Writing Business Meeting | | 5 |
| Cognitive Mapping as Rhetorical Techne: Inventing through Uncertainty | | 1 |
| Collaborative Daydreaming as Multimodal Writing | | 0 |
| Communal Composition: The Future of Working Together | | 0 |
| Communities of Kindness in First-Year-Writing | | 1 |
| Community Engagement: Making Educators’ Implicit Labor Explicit | | 2 |
| Community Writing and Public Rhetorics Special Interest Group | | 2 |
| Composing Ecologies: Place, Materiality, and the Design of Writing Futures | | 0 |
| Composing Futures Through Multimodal Instruction and Reflection in First-Year Writing | | 0 |
| Composing Preferable Futures: Designing Assignments that Engage Rhetorical Imagination | | 1 |
| Composing Queerness: Zine-Making as Community Counter-Storytelling | | 1 |
| Composing through Trauma in Prison Education: Reflections from a Community College Prison Program | | 0 |
| Conceptualizing AI beyond a Language Partner Metaphor: Authorship in Human–AI Collaboration | | 0 |
| Contingency and Community-Engaged Pedagogy: A Flexible First-Year Reading & Writing Course Design | | 0 |
| Continuing the Conversation: The Future of Unruly Archives | | 3 |
| Conversations Across Continents: Community-Based Linguistic Work and Global Dialogue in Academia | | 0 |
| Council on Basic Writing SIG | | 0 |
| Counterstories as Speculative Futurism: Engaging Students in Critical Fabulation, Decolonial Imagining, and Translanguaging | | 3 |
| Creating Readiness for Pluriversal Writing Futures in the Composition Classroom | | 0 |
| Creative Activist Approaches to Archival Research: Fostering a More Inclusive Future | | 5 |
| Creative Nonfiction at the Edge: Style and Voice in Research Writing, Essays, and Publishing - Creative Nonfiction Standing Group Annual Business Meeting | | 0 |
| Creative Writing Activities for Teaching the Composition Research Process | | 3 |
| Creative Writing from Our Collective Futures: A Reading | | 9 |
| Creatively Preserving Indigenous San Stories, Culture & History | | 1 |
| Crip Futurities and Kairotic Spaces: Disrupting Academic Ableism in Policy and Pedagogical Practice | | 5 |
| Cripping Digital Futures: Designing for Disability, Access, and GenAI in Writing Studies | | 7 |
| Critical AI Literacy and Speculative Invention in Advanced Writing | | 0 |
| Critical Language Awareness in the Age of GenAI: A Comparative Study of Diverse Students | | 0 |
| Critical Literacy as Resistance: A Chicana Framework for Centering Student Knowledge | | 0 |
| Critical Thinking has always been Deeply Relational: How the Trauma-Informed Writing Classroom Counters the Isolation, Ethical Disregard, and Inattention of AI | | 0 |
| Crookedly and Sideways: Reimagining Access through Kairos | | 2 |
| Cross Talk on Generative AI: Constraints, Possibilities, and Preferable Futures | | 7 |
| Crossing the Uncanny Valley: Dull Persuasion and a Recentering of Rhetorical Commitment | | 0 |
| Cultivating a Community of Collective Care: Designing Alternative Futures for WPAs | | 2 |
| Cultivating Critical Feminist Imaginaries from the Heart of Silicon Valley | | 0 |
| Cultivating the Imagination with a Poetics of English Language Teaching in L2 Writing Classrooms | | 0 |
| Culturally Sustaining Assessment and Composition Pedagogy | | 0 |
| Curio(u)s Composition: Confronting Climate Change and Messy Problems Through Cabinets of Curiosity | | 0 |
| Dare to be Amazed: Teaching toward Imaginative Futures | | 5 |
| Daydream Nation: Speculative Futurity for Writing in an Age of Automation | | 3 |
| Days of Future Past: Cultures of Use and the Struggle for Rhetorical Agency in GenAI Writing Futures | | 0 |
| Decomposing Compostion | | 1 |
| Deprogrammed: Designing Corequisite Writing Curricula for Consent Without a WPA | | 0 |
| Desert Abundance as a Model for Assignment Design | | 6 |
| Design as Hope: Mapping the Feminist Future | | 3 |
| Design as Symbolic Action: Visibility and Embodiment in Digital Writing Pedagogy | | 1 |
| Design Thinking for Pedagogy with AI-based Coding: A Design Jam for Imagining Future Possibilities | | 1 |
| Design Thinking for RhetComp Futures: A Spotlight on Milwaukee’s Local Innovation | | 3 |
| Designing a Future Beyond Crisis: A Future Workshop for Writing Teachers | | 1 |
| Designing a Student-Centered Future for the Composition Course | | 0 |
| Designing Accessible Writing Futures in the Writing Classroom | | 2 |
| Designing AI-Mediated Writing Environments That Support Analytical Reasoning | | 0 |
| Designing AI-Mediated Writing Futures: Authorship, Voice, and Rhetorical Judgment in the Writing Classroom | | 1 |
| Designing amid Complexity: Disrupting Continuity in Lifespan Writing Research | | 6 |
| Designing an Inclusive Future:Understanding International Composition Students’ Assumptions About Writing to Imagine More Caring Writing Classrooms | | 0 |
| Designing Asian/American Rhetorics: Writing Past, Present, and Future | | 7 |
| Designing Black Feminist Futures: Healing, Worldbuilding, Wellness, and Writing Beyond Survival | | 3 |
| Designing Collaborative (Writing) Futures: Cooking as Inquiry into Collaboration as Embodied and Emergent | | 1 |
| Designing Collaborative Writing Futures in Digital Learning Environments | | 0 |
| Designing Creative Writing Futures: Expanding Conversations from "Seeking Our Places" | | 2 |
| Designing Critical AI-Responsive Workplace Writing for Engineers | | 1 |
| Designing Disclosure: Faculty Mental Health and Writing Futures | | 0 |
| Designing Empathetic Writing and Teaching Futures through Mentorship and Collaboration | | 5 |
| Designing for Accessibility in Graphic Literature Course(s): OER Readings + Readings for Blind and Low-Vision Students | | 0 |
| Designing for Communities and Sustainability: Reciprocity, Technology, and Infrastructure in Technical Communication | | 3 |
| Designing for Recognition: Feedback and the Future of Creative Writing Pedagogy | | 0 |
| Designing for Speculative Praxis: Embodiment and Failure in First Year Writing | | 1 |
| Designing from the Archive: 40 Years of Imagining Preferable Futures in Computers and Writing | | 13 |
| Designing Futures Beyond Dismissal: Health Narratives, Equity, and Advocacy in Medical Education | | 7 |
| Designing Futures in Protest: Counter-Storytelling As Infrastructural Composing in Transnational Digital Activism | | 1 |
| Designing GenAI Writing Futures: Ten In-Class Activities for Critical Digital Literacy in First-Year Composition | | 0 |
| Designing Graduate Futures: Disciplinary Desire and Imaginaries in RCLW | | 0 |
| Designing Healing Futures Through Justice Oriented Literacy: Black Feminist Worldmaking, Speculative Pedagogy, and Writing as Liberation | | 1 |
| Designing Humanizing Futures: Lessons from Transnational Multilingual Communities | | 4 |
| Designing Ignatian AI Futures: Discernment, Justice, and Writing Pedagogy in the Age of Generative AI | | 9 |
| Designing Imaginative Multimodal Approaches for Writing and Social Justice Pedagogy | | 1 |
| Designing Inclusive Writing Futures: Empowering Student Agency through Genre Pedagogy in an Argentine university context | | 2 |
| Designing Information Literacies for Uncertain Futures | | 5 |
| Designing Linguistic Justice: Generative AI and Multilingual Rhetorical Agency | | 0 |
| Designing Living Knowledge: Systematic Reviews and Writing Futures in the AI Era | | 1 |
| Designing MA / MFA Futures: Cultivating Slow Thinking Through Digital Gardens | | 5 |
| Designing Multimodal Feedback for Compositional Aims | | 5 |
| Designing Multimodal Writing Futures: Early Lessons from a Cross-Disciplinary Faculty Learning Community | | 1 |
| Designing Narratives for Independent Writing Program Futures: The Stories We Tell About Who We Are, Why We Matter, and Where We are Going | | 5 |
| Designing Participation: Technical Communication and the Futures It Inherited | | 0 |
| Designing Pedagogies of the Future: With or Without Templates? | | 0 |
| Designing Possible & Preferable Futures of Writing through Multimodal Translingual Pedagogical Framework: Student Agency and Choice for Crafting Stories | | 0 |
| Designing Preferable Futures for Multilingual Writing: Race-Conscious Pedagogies in L2 Composition Classrooms | | 1 |
| Designing Preferable Futures for Transnational Graduate Writing Instructors: A Collaborative Autoethnography from Multiple U.S. Institutions | | 4 |
| Designing Preferable Futures Through Dialogue: One-on-One Instructor-Student Conferences as Sites for Evaluating AI-Generated Writing Feedback | | 0 |
| Designing Preferable GenAI Futures: Multimodal UX Composition, Ethics of Care, and Digital Rhetoric | | 2 |
| Designing Preferable GenAI Futures: Multimodal UX Composition, Ethics of Care, and Digital Rhetoric | | 1 |
| Designing Queer Futures In Classrooms and Communities | | 6 |
| Designing Rhetorical Futures: Multimodal Assignments and Authentic Agency in First Year Writing | | 3 |
| Designing Rhetorical Futures: Participation, Advocacy, and Community Engagement in Secondary and Higher Education | | 2 |
| Designing Rigorous Futures: A Design Thinking Approach to Collaboration, Slowness, and Equity in Dual Enrollment | | 1 |
| Designing Scientific Writing Futures: A Comparative Content Analysis of YouTube and TikTok Videos | | 0 |
| Designing Student AI Literacy through CopyLeaks Reports | | 0 |
| Designing Supportive Futures for International Students in Technical and Professional Communication (TPC) Programs | | 2 |
| Designing Survivable Futures: Photovoice, Rhetorical Agency, and Multimodal Writing in Domestic Violence Narratives | | 1 |
| Designing sustainable and meaningful communities: Graduate school friends explore life as NTT faculty | | 2 |
| Designing Teaching Practica Otherwise: Feral Pedagogies for Preposterous Futures in the Deep South and Texas | | 2 |
| Designing the Field’s Probable Future: The Epistemic Contributions of African Writing Research to Transnational Writing Studies | | 1 |
| Designing the Future of TA-ships: Integrating Writing Center Theory into TA Training | | 2 |
| Designing the Future With The Past: GenAI Refusal Through Zines | | 1 |
| Designing the Human Future of the Essay | | 1 |
| Designing Translingual AI Futures: Multilingual Rhetorical Identity and Ethical Communication Design | | 1 |
| Designing Trust: Community-Engaged Writing Futures in First-Year Composition Courses | | 0 |
| Designing WAC Programs That Listen to Students and Center Neurodiversity | | 6 |
| Designing Writing Future with Eyes, Brains, and Hearts: Transnational Writing Instructors’ Pedagogy and Mentoring in Practice | | 3 |
| Designing Writing Futures for Student Persistence | | 6 |
| Designing Writing Futures in Constrained Spaces: Negotiating Constraints in Pedagogical Design for Incarcerated Students | | 3 |
| Designing Writing Futures in Engineering: Understanding Engineering Faculty Perspectives and Pedagogical Practices around Writing in the Age of GenAI | | 1 |
| Designing Writing Futures in Transnational Contexts: Mobility, Uptake, and Literate Labor | | 4 |
| Designing Writing Futures Requires Supporting Reading in the Present: The Case for Basic Literacy Programming in Higher Education | | 3 |
| Designing Writing Futures through Collaborative Undergraduate Research | | 5 |
| Designing Writing Futures Through Question-Based Pedagogy and Collaborative Assessment in First-Year Writing | | 0 |
| Designing Writing Futures through Wellbeing, Care, and Resilience | | 2 |
| Designing Writing Futures: Instructor (Dis)Trust and GenAI's Inauthentic Outputs | | 0 |
| Designing Writing Futures: Multimodal Process-Retrospective Inquiry for Studying Transfer in Digital Composing | | 1 |
| Digital Documentarian Practices & Archives: the Future of Conference Documentarians from CCCC to CCW | | 4 |
| Disability Studies Standing Group Annual Meeting | | 1 |
| Disrupting Designs: Worlding and Entangling with Mushrooms for Writing Futures | | 3 |
| Disrupting Environmental Rhetoric: Designing Place-Based Futures beyond Crisis | | 5 |
| Disrupting inevitability rhetorics and absurd futures through feminist collective agency | | 3 |
| Distributed Futures and Virtual Play: The Writing Process of Role-Playing Games in Minecraft | | 2 |
| Draw-a-Writer: What Student Drawings Reveal about the Futures of Writing Instruction | | 1 |
| Drawing the Magic Circle: AI Futures in Graduate Writing Studies Programs | | 3 |
| Dual Credit English: the New Frontier of Basic Writing | | 0 |
| Dual Enrollment Collective Business Meeting | | 11 |
| Dual Enrollment: Existential Threat or Generational Opportunity for College Writing Instruction? | | 8 |
| Eating as Counterpublic Literacy: Queer Food Communities and Community Writing Futures | | 1 |
| Editors SIG Business Meeting | | 4 |
| Editors’ Roundtable: “Editors Want You Cited”: Negotiating Different Author-Editor Desires in Publishing | | 12 |
| Embodied Impacts of Emotions and Neurodivergence in College Student AI Use throughout the Writing Process | | 0 |
| Embracing Purposeful Inefficiency in Composition Classrooms to Promote Critical Thinking and Thriving Classroom Communities | | 1 |
| Emotions in Teaching Writing: Looking Back to Looking Forward to the Futures | | 1 |
| Empathy and Healing in Sistah Mentoring in Rhetoric and Composition Programs | | 0 |
| Enduring Legacy in Troubled Times: Leveraging Coalitions to Sustain Writing Across the Curriculum in 2027 | | 4 |
| Entangled Futures: A Posthuman Engagement with Modern Writing Ecologies | | 2 |
| Enthymematic Microcosms: Vico, Sensus Communis, and the Small Forms That Design Shared Futures | | 0 |
| Environmental Rhetoric & Advocacy Standing Group Meeting | | 1 |
| Envisioning Emancipatory Futures for Feminist Approaches to Writing Studies: Perspectives from Graduate Student Administrators | | 3 |
| Ephemeral Futures: Academic Freedom, Composition, and the Future of the University | | 5 |
| Evaluating Writing Holistically: The Future of Assessment Design and Human-AI Collaboration for Multilingual Composition | | 1 |
| Exceeding Reductive Literacy Narratives: What Persistence Illuminates for Future Possibilities | | 3 |
| Existing in the Liminal: Place-Based Pedagogy and Border Thinking as a Theoretical Framework for Composition at HBCUs and HSIs | | 0 |
| Experiencing Writing: Why Framing Writing as Experiential Learning Helps Us Craft Our Future in the Age of GenAI | | 2 |
| Expertise development in action: A case study of L2 writing teacher training practicum | | 1 |
| Exploring AI & Writing Curricula: First-Year, Advanced, and Graduate Writing Curricula | | 3 |
| Exploring the Past to Imagine the Future: Writing Tiny Teaching Stories | | 2 |
| Exploring the Relationship between Student AI Use and Student Reading | | 0 |
| Eyes on the Global Future: Focusing on Themes Related to the Global Migration of Immigrants and Refugees in a New York City English Language Classro | | 0 |
| Fabulating the Environmental Villain: African Cultural Rhetorics and Community Literacies of Ecological Justice in the #StopGalamseyNow Movement | | 0 |
| Faculty “on Visa”: A Narrative Inquiry into Immigrant Writing Instructors’ Belonging in US College Composition | | 0 |
| Failing Our Disabled Students Better: Designing Writing Futures with Crip Failure Literacy | | 1 |
| Feedback, Agency, and Writing Futures: Multilingual Students' Feedback Experiences in Developmental Writing | | 0 |
| Feminist Caucus Open Meeting | | 5 |
| Feminist Gathering at the Kitchen Table: Toward Everyday Design, Slow Work, and Embodied Futures Beyond Crises | | 3 |
| Feminist Hashtag Activism: Reframing Rape and Sexual Violence Discourse in South Asia | | 0 |
| Fifty Years of Writing Across the Curriculum and Collaborative Pedagogy at Beaver College/Arcadia University | | 7 |
| Finding Your Footing: Curating Accessible Practices as a New Writing Instructor | | 1 |
| Flexible Futures: Using Accountability and Flexibility as a Framework to Build Accessible and Inclusive Pedagogies | | 0 |
| Fostering Critical AI Literacy in Two-Year and Four-Year Contexts: A Pedagogical Model Designed to Promote Equitable Futures | | 4 |
| Frankenstein Papers: Helping Students Visualize the Writing Process and Revision | | 1 |
| Free(ing) Time: Challenges to Dominant Work Logics and Temporalities | | 3 |
| Freeclimbing: Designing Robust Writing Futures in Unique or Under Resourced University Structures | | 2 |
| Freedom from Convention(s) and “Conditioning”: FYW Students Reimagining Their Relationship to Writing through Private Freewriting | | 1 |
| Freewriting Futures: Beyond Crisis to Possibilities | | 0 |
| Freshmen Need Field Trips, Too: Ecocomposition and the Value of Place-Based Learning for the FYW Classroom | | 1 |
| From “Protest” to “Event”: The Devolution of a Campus Protest Policy, 1968 - 2026 | | 0 |
| From Access Fatigue to Relational Contracts: Redesigning Graduate Writing Assessment for Translingual Equity | | 0 |
| From AI Reliance to Student Agency: Reimagining Peer Review through Question-Based Pedagogy | | 3 |
| From AI Tools to Hybrid Workflows in the Professional Writing Classroom | | 0 |
| From Bad Bunny to Khalil Fong—What Translingual Musicians Teach Us about Language Difference, Translingual Fluency, and the Power of Transcultural Artisanship | | 0 |
| From Cheat Code to Flourishing Mechanism: an Arete-Based Approach to GenAI in Corequisite Composition | | 0 |
| From Doctoral Training to Faculty Life: Transferring Rhetorical Knowledge Across Institutional Contexts | | 4 |
| From FYC to TPC: Workplace Interviews as a Curricular Bridge | | 1 |
| From Independent to Embedded: Designing Writing Program Futures through Archival Memory and Faculty Sensemaking | | 1 |
| From Linguistic Surveillance to Multimodal Resistance in Composition Classrooms | | 0 |
| From Mutual Aid to Multimedia Storytelling: Composing beyond Crisis on Syracuse’s South Side | | 0 |
| From Performance to Obligation: A Care Ethics Approach to AI in the Writing Classroom | | 0 |
| From Plausible to Preferable: Cultivating Equity, Justice, and Accessibility in First-Year Composition Classrooms | | 4 |
| From Preposterous to Possible Science Writer Futures: Autoethnographic Reflections of a Latina in STEM on Becoming an Escritora | | 0 |
| From Preposterous to Preferable to Perverse: Considering a Future Preparing FYW TAs from Outside English Departments | | 3 |
| From Probable to Preferable: Creative Writing as Meaning-Making, Agency, and Pedagogical Design | | 5 |
| From Probable to Preferable: Reimagining Chairs’ Addresses as Epideictic Design | | 0 |
| From Reading to Writing: Teaching Voice Through Literary Narrative | | 0 |
| From Siloed to Solidarity: Addressing GenAI Teacher-Tutor-Student Gaps Across Institutional Writing Contexts | | 2 |
| From Surveillance to Agency: Designing Preferable Futures for AI Literacy in Developmental Writing | | 0 |
| From the Barbershop to the Classroom: Embodied Singing Practices as a Preposterous Future for Writing Studies | | 1 |
| From the Descendants of those who Dreamed: Embracing Ancestral Knowledge and Perseverance to Actualize Preposterous Writing Futures | | 5 |
| From the Lab to the Public Sphere: Examining the Interplay of Ethics, Deliberation, and Culture in Scientific Narrative and Storytelling | | 2 |
| From Tools to Trajectories: Platformization and the Making of Probable Writing Futures | | 1 |
| FSW Futures: Showcasing Student Writing at a Technology-Focused University | | 2 |
| Fuckin' and Fightin': Genres of Agitation in a World Turned Upside Down | | 3 |
| Fugitive Legibility: Tracing Disappearances Across Writing & Rhetoric | | 2 |
| Furnishing the Collective Mind: Grant Writing, Organizational Memory, and Joseph Priestley’s "Recollection" | | 1 |
| Future Designs: Localized User Research and Anticipatory UX | | 2 |
| Future Tense: Corpo-Realities and Speculative Somatics as Writing Praxis | | 0 |
| Futures Beyond Algorithmic Extraction: Human-Centered and Community-Driven Technological Approaches in the Writing Classroom | | 0 |
| Futures of Writing through Embodied Rhetoric, the Influx of Gen AI, and WAC/WID Assessments: Perspectives from a Jesuit University in Silicon Valley | | 0 |
| Futuring Session 1: Composing Tomorrow | | 6 |
| Futuring Session 2: What Should Technical Communication Become? | | 6 |
| Futuring Session 3: Designing Rhetoric & Writing for Tomorrow’s Publics | | 6 |
| Futuring Session 4: Just Futures for Literacy, Language and the Body | | 5 |
| FYW Faculty as Architects: Rhetorically Constructing Institutional Identity through Collective Care | | 3 |
| Gen AI Pedagogies: An Engaged Learning Experience Supporting Critical, Responsible, and Grounded Practice | | 6 |
| GenAI and Writing Placement Futures: Imagining What’s Possible, Resisting What’s Probable, Expanding What’s Plausible (For Now) | | 13 |
| GenAI Killjoys: Refusing Our Way to a Preposterously Human Future through Pedagogy, Research, and Policy | | 5 |
| GenAI, Language Diversity, and Student Writing: Results from a Longitudinal Study, Year 2 | | 5 |
| Generative AI and the Reshaping of Translingual Writing: Linguistic Standardization and Multilingual Composition | | 0 |
| Genre Dreaming: Aspirational Uptake and the Future Writing Lives of Transnational Faculty | | 1 |
| Ghostwriter’s Gambit: Designing Writing Futures Through Procedural Rhetoric and Refusal | | 0 |
| Glocalizing Mobile Health: Third-Space Design for Datafied Writing Futures | | 0 |
| Graduate Student Instructors’ Affects, Assessment, and the Future of WPE | | 1 |
| Group Chats, Playlists, Draft Picks: Reimagining the Annotated Bibliography | | 0 |
| Growing Sideways: Administrative Labor and Rhizomatic Growth | | 2 |
| GSTs’ Clarity about GenAI Tools Through AI Policy Statements and Strategic Activities in the FYC Classroom | | 0 |
| Guiding the Preposterous: Reimagining Access Infrastructures and Conferencing Futures | | 1 |
| Hallucinations and Humanizers: Neuroqueer Considerations for the AI-Aware Writing Classroom | | 0 |
| Handcrafted Rhetorics SIG | | 1 |
| Hate, Pessimism, Play: Pedagogical Reflections to Design Writing Futures | | 2 |
| Hidden Futures: Student Perceptions of Nonhuman Rhetoric in Ambient Rhetorical Environments | | 0 |
| Holding Space: Creating Opportunities for Indigenous Ways of Knowing in the Classroom | | 4 |
| How Conference Chairs Design Writing Futures: Social Justice, Accountability, Equity, and Inclusion | | 3 |
| How Empirical, Long-Term Research on Writing Matters for our Shared Future: Three Book Projects on GenAI, Migration, and Peace | | 8 |
| How Insights from the Humanities on Humanness Equip Academic Writers as Discerning AI Users | | 0 |
| How Poets Engage in Composition-Based SoTL | | 0 |
| How to Be Reasonable in an Age of Unreason: (Re)Learning Argumentation from the UC Berkeley Rhetoric Department (1965-1995) | | 0 |
| How to Rage Against the [Language] Machine: Resisting Fatalism by Integrating Linguistically-Informed Critical AI Literacy into the Writing Classroom | | 3 |
| Human Love / AI Hate: Sustainable Affects for Useful Digital Rhetorics in a Time of Data Centers | | 1 |
| Identities in Online Health Communities: Imagining Futures for Validating Experiences of Pain | | 4 |
| If AI Changes the Speed of Writing, What Happens to the Time We Spend Thinking? or, How I Used AI to Write This Paper | | 0 |
| Imagining a Future for High-Achieving Students in Extra-Curricular Spaces | | 1 |
| Imagining a More Justice and Equitable Mentoring System: Supporting Early-Career Faculty and Students of Color Success in Predominately White Institutions | | 3 |
| Imagining an AI-Responsive, Yet Human-Centered Future for Process Pedagogy | | 3 |
| Imagining Attentional Futures: Music Meditations and Listening in the Composition Classroom | | 0 |
| Imagining Future Initiatives for Intergenerational Collaboration to Build Disciplinary, Professional, Community, and Political Partnerships | | 12 |
| Imagining Methodologies Toward Inclusive Writing Futures: Disability, Access, and the Teaching of Writing | | 2 |
| Imagining Our YouTube Futures: Practitioner, Pedagogical, and Political Takes on the Platform | | 3 |
| Imagining Potential Writing Futures through Indigenous Fund Development Practices and Community-Controlled Funding Opportunities | | 0 |
| Imagining Safer Futures: Case Studies of Disaster Approaches from 1910s Michigan and 2020s Japan | | 2 |
| Improving Course Outcomes and Campus Culture: A Writing Fellows Case Study with Writing Center, Faculty, and Student Perspectives | | 2 |
| Incoming Student Perceptions of GenAI and Writing: An Empirical Study | | 3 |
| Independent Writing Programs and Departments Affiliate (IWDPA) Standing Group Business Meeting | | 0 |
| Indigenous Futures to Disrupt Colonial Spaces: Storying Our Work in Native Rhetorics | | 3 |
| Integrating GenAI into Structured Authoring: Explainability, Ethics, and Pedagogy | | 2 |
| Intentional Reading Instruction in Changing Literacy Environments | | 4 |
| International Graduate Teaching Assistants’ Possible Futures: Struggles and Survival Strategies in the US Academic Context | | 3 |
| International Researchers Consortium Business Meeting | | 3 |
| Internet Slang, Meme Literacies, and the Future of FYW | | 1 |
| Intertextuality Prime and the Futures Cone: Designing Writing Beyond Algorithmic Determinism | | 1 |
| Invented and Constrained: How STEM Genres Racialize Multilingual Graduate Writers | | 1 |
| Inviting Disability in the Dreamscape: New Directions for Writing through Critical Access Literacies | | 1 |
| Is AI a Tool or an Agent? Extending Where We Are: AI and Writing | | 1 |
| It or them? Renaming and Reclaiming AI Composition in Tech-Bro Times through Pronouns, Prosthetics, and Play | | 2 |
| It Starts With Faculty: Human Persistence Beyond the AI Crisis | | 2 |
| IWCA Sponsored Research Panel | | 7 |
| James Baldwin Revisitied: Coping with Challenge in Life and Syntax | | 1 |
| Joyful Making as Maintenance: Fiber Arts, Third Places, and the Rhetoric of Slow Futures | | 0 |
| Juicing Affect: Gender, Caste, and Labor in Transnational Circulation and Algorithmic Publics | | 5 |
| Just Contingencies: Structuring Rhetorical Agency for Non-Tenure Track Instructors | | 2 |
| Keeping Writing Programs in Business: Confronting Hard Conversations, Prioritizing Best Practices | | 2 |
| Kites in Prison: Medical Care Request Forms as Sites of Equity Work | | 0 |
| Language Beyond 'Aina: Educational Strategies for Preserving Native Hawaiian Language at Home and in Diasporic Communities | | 0 |
| Learning Outcomes in the FYW Syllabus Project: Present Patterns and Future Probables | | 1 |
| Learning to Teach (with) Rhetorical Listening | | 0 |
| Learning to Write with GenAI: Fostering Genre Awareness and Critical Thinking Abilities through Scaffolded Prompting | | 1 |
| Life as a Sphincter: Counterfactual Futures and the Crip Technoscience of Comics | | 0 |
| Limited Time, Meaningful Relationships: Cultivating Communities in the First-Year Writing (FYW) Classroom | | 2 |
| Linguistics, Language, and Writing (LLW) Standing Group Business Meeting | | 1 |
| Listening for Belonging: Narrative Storytelling in First-Year Writing | | 0 |
| Listening to the Land: Oral Histories and Hemispheric Feminist Thought | | 0 |
| Literacy Studies SIG | | 0 |
| Living Otherwise: Marginalized Writing Instructors and the Practices That Sustain Them | | 1 |
| Localization Beyond Translation: Design Thinking for Global Audiences | | 0 |
| Locating First-Year STEM Students’ Learning Epistemologies Across Big and Small Narratives | | 0 |
| Loneliness and Love: Designing Rhetorical Futures in a First-Year Writing Course | | 0 |
| Looking Ahead and Across (the University) to Successful Writing Center Campus Collaborations | | 5 |
| Looking Back to Look Ahead: Student perceptions of Their Writing and Learning after Taking a FYW Course That Used Alternate and Traditional Grading Approaches | | 0 |
| Looking Back, Looking Forward: Designing Culturally Sustaining Writing Futures in the Age of AI. | | 1 |
| Lost in Translation? Multilingual Writers, Feedback Interpretation, and the Limits of Current Feedback Pedagogy | | 1 |
| Love in the Time of Dating Apps: Identity Construction and Acts of Care in Digital Spaces | | 2 |
| Love, Sex & Death: Designing the Future of Composition Studies | | 5 |
| Makerspaces of Words: Writing Pedagogy in the Age of Generative AI | | 1 |
| Making Agency Visible: Facework in Multisource Writing Feedback | | 0 |
| Making it Work and Working to Make It: Equity, Literacy, and Leadership in GenAI Writing Futures | | 3 |
| Making Meaning in a Culture of Climate Change: Using Multimodal Writing to Create Critical Empathy and Agency across Cultures | | 0 |
| Mapping the Midwest: Exploring the Rhetorical Dimensions of Regional Spaces in a Multimodal Classroom Exercise | | 0 |
| Meaningful Writing in the TYC: A Preferable Future Orientation | | 0 |
| Measuring Whose Failure? Writing Program Assessment, Equity Gaps, and Preferable Futures for Underrepresented Students | | 3 |
| Media Literacy as Multimodal Composition Pedagogy in FYC | | 4 |
| Mediating Health, Risk, and Environmental Communication through AR Experiences | | 2 |
| Medical Rhetoric Roundtable: Designing Health Futures in Rhetorics of Health and Medicine | | 14 |
| Meeting Multilingual Writers Otherwise: Decolonial and Critical Literacy Perspectives and Pedagogies for Reading, Writing, and AI Toward preferable futures | | 0 |
| Meeting the Moment: Cross-Campus Collaboration between Student Support Systems | | 2 |
| Meeting Them Where They Are: Designing First-Year Developmental Writing Futures | | 0 |
| Methodological Matters: Reflecting on Research Method Narratives from and for Emerging Scholars | | 9 |
| Micro-Rhetorical Analysis of Transnational Documents and News Reports of Two Pandemics: Ebola 2014 and COVID-19 | | 1 |
| Missing Emails, Overlooked Meetings, and Late Grading, Oh My!: Guiding GTAs Through Professional Expectations for Meaningful Futures | | 2 |
| More than messy gluesticks and scissors: Zines as vehicle for making visible process and re-making academic thinking & writing in the age of Generative AI | | 2 |
| Mothers in Rhetoric and Composition SIG | | 0 |
| Multimodal Transfer Pedagogy: Practical Approaches to Digital Futures | | 6 |
| Multimodal, Critical and Multiperspectival Approaches to Reading: Envisioning Plural, Equitable and Inclusive Futures | | 1 |
| Multiplicities of Asian + America: Cultural Inheritor, Transnational Adoptee, and International Student Literacies | | 3 |
| Mutinous Pasts and Collaborative Futures in Improvisational Minecraft Storytelling | | 2 |
| Narrative Writing and Reflective Assessment: Revisiting the Past to Design a More Just Future | | 9 |
| National Archive of Composition and Rhetoric Special Interest Group | | 4 |
| Navigating Structure and Agency in GTA Preparation at a Public Liberal Arts Institution | | 0 |
| Navigating the Wicked and Precarious: NTT WPAs in Transition Between Probable and Preferable Futures | | 5 |
| Negotiating Constructions of “Authenticity” in Online Reviews of Korean Restaurants: Possibilities for Re-imagining Public Writing | | 0 |
| Negotiating Discourse: What Do Writing Centers Tell Students to Expect? | | 2 |
| Nepali Small Enterprises: Writing and Digital Platform Economies | | 2 |
| New Possibilities for Revision in the Classroom | | 2 |
| No Fun: Can Punk Literacy Narratives Imagine Composition Futures? | | 3 |
| No One Wrote This: Fugitive Literacies in Black Quiltmakers’ Collective Compositions | | 0 |
| No Words: Revising Outcomes and Standards when Vocabulary Is Gone | | 9 |
| Non-Native English Speaking Writing Instructors’ Expertise and Emotion in Shaping Pedagogical Futures | | 5 |
| Not Its Own City: Designing Community in First-Year Writing on an Isolated Campus | | 4 |
| NSFW: Never Settle for Wackness | | 7 |
| OER and Beyond: The Democratic Creation, Ongoing Assessment, and Ethical Futures of a College Writing Reader | | 7 |
| Off the Record: Black Feminist/Womanist Rhetorical Closed Practice for Future Survival | | 0 |
| On Being Black African Immigrant Teacher: Rethinking Representation at the Intersection of Language, Race, and Inclusivity | | 1 |
| Once Upon a Time, There Was a Pen and a Paper: Using Storytelling to Teach the Writing Process | | 2 |
| Only One Earth—Longitude and the Lattice Lines of Globalization: a Multimodal Digital Exhibit | | 1 |
| Opting Out of AI and Opting in to a Brighter Future: Subverting AI Empire-Building and Inevitability Rhetorics in the Writing Classroom | | 0 |
| Our Own Standards: The Intracommunal Assessment and Evaluation of Adult Indigenous Language Texts | | 0 |
| Our Transness is Cis Peoples' Problem: Rejecting Cis Futures For Trans Bodies | | 3 |
| Overlooked in Critical AI Literacy: How Composition Teachers and Teacher Trainers Can Address the Politics of AI’s ‘Default’ Language and Knowledge Reproduction | | 2 |
| Pandemic PhDs and the Possible Futures of Composition | | 2 |
| Passing Notes and Playing with Possibilities: A Practical Guide for Survivance in Reimagined Futures | | 1 |
| Patience vs. Prompt: Literacy Trauma, Embodied Voice, and the Writing Center's Future After AI | | 3 |
| Pause Before Send: Ethical Skepticism and Attention-Restoring Pedagogies for Designing More Humane Writing Futures | | 0 |
| Perils and Promises of Vulnerability: Using the Difficulty in Designing, Writing, and Futuring | | 1 |
| Persisting beyond Crisis: Addressing Academic Freedom and Responsibility in and through Global Rhetorical Concepts, Methods, Pedagogies | | 7 |
| Pettiness, Ratchedness, and Wreck: A Black Feminist Exploration of Black Femme Use of Digital Spaces | | 2 |
| Piloting a GenAI Labor-Based Grading Contract in an Undergraduate Asynchronous Online Composition Course: An Autoethnography | | 0 |
| Pixelated Narratives: Reclaiming Information Control in the Total Noise | | 1 |
| Place Based Writing in the Sonoran Desert "Exploring Tucson: Land as Living Teacher" | | 0 |
| Place, Community, and the Slow Work of Environmental Composition | | 1 |
| Plausible Futures for FYC, WAC, and Writing Centers: Responding to Existential Exigencies | | 3 |
| Playing for Change: Active Rhetorical Agency and Multimodal Design in FYW | | 2 |
| Pluralistic Negotiations of FYW Pedagogy in the GenAI Era of “Textocalypse” | | 7 |
| Podcasts and Prisoners: Tactics for Designing Possible Futures | | 0 |
| Poesis of Human Writing in the Age of AI | | 0 |
| Poetic (Im)possibilities and Imagining Otherwise Futures in Poetic Literacy and Literally | | 0 |
| Policies, Practices, and Pathways Forward: Writing-Intensive Courses In the Age of AI | | 2 |
| Politics of the Imaginable and Claiming Justice-Oriented Futures for Language, Attendance, and Workshop in Writing Classrooms | | 3 |
| Polylogical Discourse in First Year Writing: Liberation, Unsettling, and Resisting Empirical Materialism | | 3 |
| Possible, Probable, Preferable: AI Literacy in FYC, Writing Center, and Non-Traditional Writing Classes | | 2 |
| Poster Presentation: Is AI a Tool or an Agent? | | 1 |
| Practicing Citational Curiosity: Cultivating Pluriversal Imagination and Decolonial Relationality in Students as Knowledge Producers | | 0 |
| Praxis across Custody Levels: Navigating Carceral Contexts for Community Literacy | | 2 |
| Praying for Preferable, Pushing for Possible, Preparing for Preposterous: Two-Year Institution Educator-Caregiver Roles as Embodied Rhetoric | | 2 |
| Preferable future of the Writing Center: Reconceptualizing its value from the learning-support system to a resource for students to improve job-related skills | | 2 |
| Preferable Future: Merging Funds of Identity and Writing About Writing in FYC | | 1 |
| Preferable Futures of Civic Engagement in First-Year Writing: Insights from Students, Instructors, and Community Partners | | 1 |
| Preferable, Plausible Futures: Literacy Justice and the Future of Reading, Writing, and Hope | | 0 |
| Prefigurative Practices and the Design of Academic Futures: Possibilities for Whom? | | 2 |
| Preposterous Futures at the Border: Crip Time, Linguistic Legitimacy, and Translingual Persistence in Writing Studies | | 3 |
| Preposterously Queer Futures for Technical and Professional Communication | | 3 |
| Present Continuous Pedagogies of Queer Joy | | 0 |
| Probable Futures and Durability in TPC | | 3 |
| Process-Writing in the Age of AI | | 3 |
| Processing History: What Can Historical Word Processing Technologies Teach Us about Composition’s Present and Future? | | 3 |
| Professional and Technical Writing Instructors Are Not Reliable AI Detectors: Detection Rates and Attested Strategies from a Mixed-Methods Research Project | | 1 |
| Professional Communication in Divided Communities: What Goes Unspoken in Post-Troubles Northern Ireland Workplaces (and What We Can Learn from it) | | 0 |
| Programmatic, Algorithmic, Ecological: Composing Wicked Problems with and through Genre | | 3 |
| Projecting Thin Futures: Rhetorical Merit and Bariatric Surgery | | 0 |
| Promoting Perceptivity for Prosperity: Feeling out Futures through Filipino Rhetoric | | 0 |
| Queer and Transgender Fugitive Knowledge: Underground Networks and the Dying Gasp of State Censorship | | 3 |
| Queer Caucus Business Meeting | | 2 |
| Queer Futures, Queer Im/Possibilities: Archiving Corporeal, Abject Rhetorics in HIV & AIDS Zines | | 0 |
| Queering Labor and Laboring Queer: Merging Queer and Labor Studies for the Future of our Field | | 4 |
| Queering Theories of Critical Multimodal Composing: A Scavenger Methodology and Its Implications for Research and Pedagogy | | 0 |
| Racializing the “Intelligence” of Artificial Intelligence: An Antiracist Assessment Perspective | | 0 |
| Re-Booting Rhetorical Listening for the Precarious Present: Leaning into the Messiness of Uncertain Futures | | 3 |
| Re-Designing GAI Approaches: A Mixed Methods Approach to Inform Writing Futures | | 2 |
| Re-sourcing a Legislative Mandate as Temporal Opportunity for Writing Pedagogy | | 0 |
| Re-Visioning the Future for Integrating Service-Learning into Required Writing Courses: Student Perceptions, Program Support, and Institutional Commitment | | 0 |
| Reading Futures: Student Practices and Perceptions in GenAI-Mediated Reading and Research | | 1 |
| Reading the Room: Addressing Neurodiversity through Multimodal Reading Techniques | | 0 |
| Reading the World Critically: Using Advertisement Analysis to Teach Multimodal Literacy | | 0 |
| Reassessing Business Writing and Communication Pedagogy in the Age of GenAI: A Qualitative Study of Employers’ Perspectives | | 0 |
| Reclaiming Cross-Cultural Composition: Visions of Possibility for the First-Year Writing Classroom | | 4 |
| Recognizing Differences in Online Queer Canon | | 0 |
| Reconceptualizing Literacy’s Potential Through Engaging in Rhetorical Reconstruction to Create an Opportunity for Change | | 0 |
| Reconsidering the Futures of Computer Assisted Instruction Writing Applications with Generative Artificial Intelligence | | 1 |
| Recursive Reflective Mo'olelo: Toward a Hawaiian Diasporic Writing Pedagogy | | 0 |
| Redefining and Reimagining Literacy Labor for Equitable Work Realities | | 2 |
| Redesigning and Rethinking Accessibility in First-Year Composition: a Critical Access Approach to Composing Syllabi Access Statements | | 0 |
| Redesigning Doctoral Futures in Rhetoric and Composition | | 9 |
| Reframing Conversations Around GenAI, Writing Instruction, and Policy | | 0 |
| Reframing the Labors and Language of Preferable Futures Across Institutional and Cultural Contexts | | 4 |
| Refusing Epistemic Injustice: Reporting Student Survey Results About Their Attitudes, Concerns, and Perspectives on genAI and LLMs | | 1 |
| Refusing Predetermined Futures: Queer & Crip Approaches to Threshold Concepts and Course Design & Assessment | | 1 |
| Rehearsing, Remixing, Redesigning: Transnational Language Ideologies and their Future(s) | | 5 |
| Reimaging a Future with Found Treasure: The National Census of Writing as a Site for Inquiry and Creativity | | 2 |
| Reimagining Ethnic Inclusivity: A Case Study of Bhutanese Refugees in the U.S. | | 1 |
| Reimagining Multilingual Writers Beyond Deficit: Toward Linguistically Just Writing Pedagogies in U.S. Composition Classrooms | | 0 |
| Reimagining Public Trust and Democratic Futures Through Presidential Inaugural Speech | | 0 |
| Reimagining Rhetorical Agency in First-Year Writing in the Age of Generative Artificial Intelligence (Gen AI) | | 0 |
| Reimagining Writing Futures in the Age of Generative AI through Graduate Students’ Perspectives | | 19 |
| Reimagining Writing Futures: Taking Stock of AI Policy, Praxis, and Perspectives | | 2 |
| Reimagining Writing Support in Algerian Higher Education: Student Experiences with Emerging Writing Center Initiatives | | 1 |
| Rejecting Inevitability: Imagining New Trajectories for a Technical Writing Program in the Age of AI | | 6 |
| Relational Crises in the FYW Classroom: Slowing Down to Meet an Urgent Moment | | 0 |
| Religious Reading Limitations in Technical and Research Writing Courses | | 0 |
| Remembering the Past to Design More Just Writing Futures: Historicizing Antecedents to GenAI Refusal | | 3 |
| Repertoires of Resistance: Tracing Rhetorics, Mobilities, and Design Practices of Palestinian Entrepreneur Majd Mashharawi | | 0 |
| Rereading Space: Carcerality, Censorship, and Queer Transgression | | 5 |
| Researching Real and Imagined Futures in Writing Studies: Qualitative Mixed Methods to Capture Complex Data about Writers, Tutors, and Administrators | | 2 |
| Resilience Through Community Building in the Face of Disruption | | 8 |
| Resilient Writing Programs: Responding to Political and Cultural Shifts | | 3 |
| Resisting AI Futures in Writing Centers: An Ethical Framework for Refusal | | 0 |
| Resisting Reactive Curricular Change and Trusting Ourselves to Build the Future | | 0 |
| Resisting the Rhetoric of Restraint: Shaping and Negotiating Possibilities Across Legal, Literary, and Educational Spaces | | 4 |
| Responding Slowly to “Move Fast and Break Things”: Counteracting the Dominant Frame of Our Time by Emphasizing Intentionality, Contemplation, and Reflection | | 3 |
| Responding to Generative AI's Disruption of the Revision Process: Rethinking Approaches to Feedback to Improve Student Engagement | | 1 |
| Responsible and Ethical AI Pedagogies in First Year Writing Classrooms | | 1 |
| Restrained GenAI Tools, Empowered Writers: Teaching and Writing with myProse | | 4 |
| Restructuring Your Program and Highlighting Your Values: Working with the WPA Statement on the Five Knowledge Domains of First-Year Composition | | 1 |
| Rethinking Rhetorical Delivery in the Age of Generative AI: The Sadharanikaran Model of Communication | | 1 |
| Rethinking Workplace Literacy as Communities Literacies for Shared Futures | | 3 |
| Rethinking Writing in Nepal’s Higher Secondary English Curriculum: Designing a Multimodal Perspective | | 1 |
| Revising Forward: Classifying Revisions by Rhetorical Function and Temporality | | 3 |
| Revising the Machine Work: LLM Revision as a Futuristic Translingual Practice in First-Year Composition | | 1 |
| Revising with AI: Engagement Patterns and Cognitive Demands Across L1 and L2 Undergraduates | | 0 |
| Rhetoric and/as Academic Leadership: Four Case Studies | | 1 |
| Rhetoric in a Republic: "Democracy Talk" and Designing Democracy into Writing & Rhetoric Instruction | | 0 |
| Rhetorical Agency in Writing Center Consultations: Examining A Multilingual Writer as an Active Participant: A Case Study | | 0 |
| Rhetorical Folding: New Materialism in Crafting Communications | | 0 |
| Rhetorics of Display: Engaging Students in the Museum's Civic and Ethical Praxis | | 1 |
| Rhetorics of Reconciliation and Irreconcilability—and their Pedagogical Possibilities | | 3 |
| Risky Pedagogies and Plausible Futures | | 4 |
| Rubrics as Writing Futures: Reimagining Assessment Across the Curriculum | | 0 |
| Saving My Teaching Soul: Learning Communities as Professional Renewal for Contingent FYW Faculty | | 1 |
| Saving the World Right Outside One’s Door: Public-Facing Environmental Writing’s Turn toward Imag[in]ing Possibilities for Accessible, Reciprocal Eco Futures | | 0 |
| Scaling Contact: Designing Large-Format Composition Courses without Abandoning Writing Pedagogy | | 4 |
| Scavenging, Dwelling, Making: Recovering Pasts, Cultivating Methodological Futures | | 4 |
| Scholars for the Dream Travel Award Winners’ Special Interest Group | | 3 |
| Second Language Writing Standing Group Annual Business Meeting | | 4 |
| Secrets of a Successful Labor Researcher: Designing the Future of Writing-Centered Research as Labor Organizing | | 3 |
| Securing a Future for Reading in the Age of AI: A Reading Across the Disciplines Curriculum | | 2 |
| Seeing Our Whiteness: Acknowledging Racialized Expectations in Basic Writing Courses and Designing Curriculum for a More Socially Just Future | | 1 |
| Seizing the Moment: Opportunities to Inspire and Foster Disruptive Agency on Campus | | 3 |
| Self-assessment of EFL Writing through an Analytic Scoring Scale. | | 2 |
| Self-Designed Futures: Investigating Students’ FYW Placement Choices | | 1 |
| Sensemaking for Feminist Futures | | 0 |
| Shaping a Teaching Future: Dissonance, Revision, and Teaching Change | | 1 |
| SIG for Writing Analytics | | 1 |
| Silenced Before They Speak: Gendered and Intersectional Barriers to Authorial Identity Amongst Graduate Literary Writers | | 0 |
| Slow Futures: Ungrading, Writing, and Resisting the Culture of Speed | | 1 |
| So We Assign the Reading... Now What? Ableist Assumptions and Reading in First-Year Writing | | 1 |
| So We Assign the Reading... Now What? Ableist Assumptions and Reading in First-Year Writing | | 0 |
| Social Media by Design: Analyzing Digital Spaces for Just and Compensatory Writing Futures | | 2 |
| Sock Puppet Synthesis: Collaborative, Multimodal Approaches to Teaching Synthesis Writing | | 0 |
| Sound Publishing: Practical Perspectives from a Growing Sonic Rhetorical Field | | 8 |
| Sound Studies and Writing Collective Business Meeting | | 2 |
| Special interest group meeting request. Standing Group for Online Writing Instruction. Thursday meeting preference. | | 1 |
| Staying with the (Techno) Trouble: Feminist Orientations to Teaching and Time | | 4 |
| Stealing Away from Despair: Queer Rhetorical Persistence and the Design of Livable Writing Futures | | 0 |
| Stepping Away from Traditional Writing Pedagogies, Rattling the Privileged Writing and Pedagogies Structure | | 1 |
| Still ...We Write: Reimagining Writing Through Black Girls Literacies | | 0 |
| Still Sounding Like Ourselves: Voice, Ethics, and Generative AI in Writing | | 0 |
| Still We Rise: Maya Angelou’s Poetic Activism Through Original Digital Erasure Poetry | | 1 |
| Stitching to Learn: Embroidery as a Mode of Thinking | | 1 |
| Stochastic Style: A Storytelling Session on LLM Mimesis and Novelty in Technical Communication | | 4 |
| Stop Policing, Start Teaching: A Two-Track Approach to AI and Writing | | 1 |
| Storying AI: Imagining a Future for the Academy | | 4 |
| Student Beliefs and Positioning: An Inquiry Into Institutional Rhetoric | | 1 |
| Student Retention and Success in Online Writing Courses: Empirical Data and Pedagogical and Programmatic Responses | | 0 |
| Student Voices Shaping Equitable Writing Futures: Insights on Linguistic Justice in First-Year Writing | | 0 |
| Students’ Right to Their Own Process: Resisting Neuronormative Hegemony through Transneuro Pedagogy | | 0 |
| Students’ Right to Think: Book Censorship, Carceral Studies, and Writing Beyond Confinement | | 2 |
| Style as Disciplinary Worldmaking: Writing Possibility in Rhetoric and Composition | | 1 |
| Supporting Student Agency in Genre Futures | | 2 |
| Supporting the Teaching and Learning of Writing Across the Curriculum in the Age of LMS’s and Generative AI: A Preferable Future For WAC Workshops | | 3 |
| Surveillance, Survival, Storying: Designing Toward a Preferable Feminist Pedagogical Approach Against Plausible Institutional Pressures for AI Use | | 2 |
| Sylheti Nagri and Family Language Policy: Script, Identity, and Multilingual Literacy across Generations | | 1 |
| Taking Stock and Visioning Possibilities: Designing Sustainable Futures in an R1 First-Year Writing Program | | 5 |
| Taking Stock: Longitudinal Research into Student Perceptions and Uses of AI for Writing | | 1 |
| Talk More, Fear Less: Recorded Speaking Boosts Confidence and Fluency | | 1 |
| Teaching Coalitional Leadership in the Undergraduate Rhetoric and Writing Major | | 0 |
| Teaching Critical Grantwriting (Results from a Cross-Institutional Study) | | 3 |
| Teaching Deep Source Engagement in the Age of Gen AI | | 3 |
| Teaching Digital Media Science Literacy in Rhetoric and Writing Courses | | 0 |
| Teaching for Transfer (TFT) Standing Group | | 1 |
| Teaching in Prison: Pedagogy, Research and Literacies Collective Special Interest Group Meeting | | 1 |
| Teaching Literature in First-Year Composition to Cultivate Cultural Competency, Critical Thinking, and Civic Awareness | | 0 |
| Teaching Preposterous Things | | 5 |
| Teaching Public Femininity: Multimodal Pedagogies, Digital Publics, and The Real Housewives | | 1 |
| Teaching Rhetorical Analysis in Uncertain Times: Helping Students Read the World Critically | | 2 |
| Teaching Students to Sense Their Way Into Writing: A Museum-Based Framework for Composition | | 0 |
| Teaching the AI Conflicts: Assignment Designs for the Unsettled Middle | | 2 |
| Teaching Through Tagging: Three Writing Analytics Tools for Writing Research and Pedagogy | | 2 |
| Teaching Under DEI Restrictions: Reimagining First-Year Writing Futures Through Countermemory and Visual Methodologies | | 1 |
| Teaching with a Writing Platform in the Age of AI: How Teachers of Writing in Secondary and Higher Education Spaces Might Reimagine Adolescent Writerly Identity | | 0 |
| Teaching with Care: bell hooks’s Love Ethic and the HBCU First-Year Writing Classroom | | 1 |
| Teaching with Compassion for a Preferable Future: Crafting Somatic and Mindful Pedagogies to Cultivate Empathetic and Just Spaces in First-Year Writing | | 2 |
| Teaching Writing for Peace: Socially Responsive Literacy Practices in an EFL Extension Program for Vulnerable Communities in Colombia | | 2 |
| Teaching Writing in the Health Professions: Inspiration and Transformation | | 3 |
| Teaching Writing in, through, and for Polycrisis | | 0 |
| Teaching Writing With (Not Through) AI: Building a Toolkit for Instructors | | 1 |
| Text and Context: Student and Faculty Views on Writing with AI | | 0 |
| The Broken Transaction: Mimesis, Affect, and Designing Assessment Futures Beyond AI Suspicion | | 2 |
| The Democratic Literacy Oral History Project: Toward a Rhetorical History Pedagogy | | 1 |
| The Dialogic Classroom: Designing Civic Writing Futures through Rhetorical Listening | | 6 |
| The Dual Role of Writing Center Tutor and FYC Instructor: Attitudes Toward and Practices for Transfer | | 1 |
| The End(s) of Literacy and First-Year Writing Futures: Generative Revision, Programmatic Design, and Student Success at Scale | | 0 |
| The Future in Features: Using Writing Analytics to Study Genre and Linguistic Features in Composition | | 4 |
| The Future Is Material: The Value of Materiality in the Digital Age | | 5 |
| The Future is Now: Wins, Failures, and Stalemates in Black Political Rhetoric (1950-?) | | 3 |
| The future is the multiverse: Playful (un)writing as hopeful pedagogy | | 2 |
| The Future of Education: Leading with Empathy, Trauma-Informed Pedagogy, and Mindfulness in Online Educational Spaces | | 3 |
| The Future of Feedback in First-Year Writing: Using Canvas "Comments" to Support Student Agency in the Revision Process | | 0 |
| The Future of Feedback: Reimagining Responses to Student Writing for the College Composition Classroom | | 3 |
| The Future of Writing Instruction is Nonviolent | | 2 |
| The Future of Writing Studies Is Both/And: Workforce Readiness & Liberal Education | | 0 |
| The Future That Already Happened: Catastrophe, Counterproductivity, and Writing Futures We Couldn’t Prevent | | 0 |
| The Futures Instructors Build and the Ones They Won't: Generative AI Across California's Three Public Higher Education Segments | | 2 |
| The Illusory Woman: Medical Histories and the Preposterous | | 1 |
| The Intentional FYW Writer: How Intentionality Framework Creates Rhetorically-Conscious Writers | | 0 |
| The Language of Ubuntu in Creating Change: Students' Writing as a Tool for Solving Complex Societal Problems | | 1 |
| The Middle is Messy: Re-Building Writing Pedagogies As the Water Rushes In | | 2 |
| The NNESWIs Standing Group Business Meeting Proposal | | 2 |
| The Octaeteris as Chronotope: Stories from Living Where We Work | | 3 |
| The Past and Possible Futures of Multimodal Composition | | 6 |
| The Potential Power of Zines in Composition | | 0 |
| The Power of Thematic-Based Writing Courses | | 0 |
| The Preposterous (and Preferable) Future: FYC as Makerspace | | 1 |
| The Preposterous Classroom: Queer Re-Individuation Against Algorithmic Erasure | | 0 |
| The Problem of Rhetorical Interpretability: Developing AI Literacy through Algorithmic Art | | 0 |
| The Public Future of Writing Studies: Reclaiming the Human in Material Rhetoric | | 2 |
| The Resurgence of Current-Traditional Rhetoric? The Detection Turn, Retrograde Motion, and One Possibility for Naming What's New | | 0 |
| The Rhetoric of Choice: Weaponizing the Language of Feminism in the Tradwife Movement | | 1 |
| The Rhetoric of the Hills: "Hillbilly Liminality" as a Space of Cultural Resistance | | 0 |
| The Role of Reading in Composition Studies | | 1 |
| The Self is Academic: How Using Protest Music as a Non-Traditional Text Encourages Critical Thinking in the Age of Generative AI | | 0 |
| The Usual Suspects: Research Results About Instructors’ and Students’ Perspective of GenAI Use in Online Writing Courses | | 12 |
| The Value of Rhetorical Theory Courses for Creative Writers: Student Perspectives, Course Design, and Faculty Insights | | 5 |
| The Voice, the Body, and the Technologies of Writing: Authorship in the Writing Classroom | | 0 |
| The Writing Center as Restorative Space: Embodied Tutoring in the Age of the Attention Economy | | 0 |
| Their Voices. Their Stories. Their Words: Mapping Futures through UC Riverside’s Mentorship Program | | 2 |
| Think-Tank for Newcomers—Developing Papers and Sessions for CCCC 2028 | | 0 |
| Three Happenings: PUNK Pedagogy Against AI SLOP | | 2 |
| Thus Spoke Data: on the Need to Engage with Data’s Developmental in Writing Pedagogies | | 0 |
| Touching All Bases: A Practical Model for Enacting Empathy in the Writing Classroom | | 2 |
| Toward a Critical Assessment Orientation | | 0 |
| Toward a Future Free of Moral Injury: The Psychic Costs of WPA Labor | | 0 |
| Toward a Writing Ecology in the Age of AI: Negotiating Authority, Integrity, and Literacy Across Students, Instructors, and Writing Tutors | | 2 |
| Toward Slow and Unstable Mastery in Composition | | 3 |
| Towards a Care-Centered Rhetorical Load Sharing Framework in AI-Assisted Writing | | 1 |
| Towards Centering Writing Research: Reimagining the focus on College Writing Classes | | 0 |
| Towards Mutual Humanization: Designing a Transnational Writing Future | | 2 |
| Tracing Rhetorical Historiographies: Passion at Work | | 0 |
| Tracing What Has Been, Imagining What Could Be: Breast Cancer Survivorship and Bodies in Professional Spaces | | 0 |
| Tracking Writing Labor to Resist Digital Enclosure: A Preferable Future for Personal Data | | 0 |
| Trained for It: The Recognition Trap in Engaged Research | | 0 |
| Transcendent Nourishment: Food Histories, Embodied Memories, and Cultural Foodways | | 3 |
| Transformative Humanities: Reimagining Graduate Education as Collective Survivance | | 6 |
| Transforming a Plausible Future to a Prosperous Future by Teaching GenAI Literacy Skills Through the Framework of Rhetoric in the College Composition Classroom | | 0 |
| Translingual Ethos: Rethinking Rhetorical Credibility Across Multilingual Writing Futures | | 1 |
| Transnational Composition Standing Group Business Meeting | | 0 |
| Transness beyond Crisis | | 3 |
| Trust, Visibility, and Collaboration: Designing Futures for Writing Center-Faculty Relationships | | 0 |
| Two Decades Post-Rural Literacies: Looking Back and Forward to Projected, Possible, and Preferred Futures | | 7 |
| Ujamaa, Ubuntu, Sankofa: Global Black Rhetorical Discourses on John Mahama's UN Address on Reparative Justice | | 0 |
| UnBlooming Bloom: A Posthuman Recursive Model of Cognitive Agency in AI-Mediated Writing Classrooms | | 0 |
| Undergraduate Research as Relationship: Mentorship, Storying, and Knowledge-Making in Writing Studies | | 12 |
| Undergraduate Research Standing Group: Open Business Meeting | | 5 |
| Understanding AI Before It Becomes Praxis | | 3 |
| Understanding Definitions, Operationalization, and Experiences of Equity, Diversity, and Inclusion (EDI) in a First-Year Writing Course in Canada | | 1 |
| Universal Design for Writing Center Tutors, Too: Creating Accessible Peer-to-Peer Training Guides | | 0 |
| Unraveling Rhetorics of Cultural Unbelonging: Authoring “Belonging” in Literacy Narratives | | 4 |
| Untenured and Alternative-Academic WPA Standing Group: Business Meeting | | 4 |
| Updates from the Modern Language Association Task Force on AI in Research and Teaching | | 4 |
| Upon Further Reflection...What Students Learned About Myside Bias from a Collaborative Information Literacy Intervention in Two Writing Courses | | 3 |
| Utopias R Us: Fomenting Optimism and Agency in the First-Year Composition Classroom | | 1 |
| Viche in Motion: Rural–Urban trajectories, Politics and aesthetics of an Ancestral Afro-Pacific tradition in Colombia. A documentary film approach | | 0 |
| Virtual Realities: Care and Community in Synchronous Online Writing Instruction | | 4 |
| Vovototo Composing, Multimodality, and Rhetorical Resourcefulness of First-Year Writers | | 1 |
| Vulnerable Bodies, Vulnerable Positions: Imagining Possibility through the Embodiment of Caregiving, Medical Evidence, and Pain | | 6 |
| WAC’s Preferable Futures in the Age of AI: Rhetorical-Ethical, Multimodal, and Transferable | | 1 |
| Wagering on a Future Story: Springing an Oasis in a Food Desert | | 1 |
| Wandering into the In-Between: Flâneuse Pedagogy, Third Space, and Intellectual Fun in an AI-Saturated World | | 1 |
| We Asked Students, Not ChatGPT: Honest Conversations about AI Use in First-Year Writing Classrooms | | 2 |
| We BEEN knowin’: Afrofuturism that produces Linguistic Justice | | 0 |
| We Made This: Relational Futures in Rhetoric, Design, and Theory | | 2 |
| What About Whimsy? The Importance of Fostering Student Learning Through Silly Research Topics | | 0 |
| What DFW Rates Can’t Tell Us: Retention as First-Year Writing Programs’ Wicked Problem | | 3 |
| What Do You See? Ekphrastic Pedagogy for Design Literacy and Hope in the Age of AI | | 0 |
| What Kind of Pie Are We Making? Craft Expertise and Teaching Writing Transfer | | 2 |
| What Kind of World Are We Teaching Toward?: Privilege, Positionality, and Writing Instructor Responsibility to Raciolinguistic Justice | | 0 |
| What We Owe to Each Other After the Zombies: Simulation and Civic Writing in the Community College Composition Classroom | | 1 |
| What’s Old is New Again: Ungrading in the Composition Classroom and Beyond | | 0 |
| When AI Becomes "It": Dialogic Ethics and the Question of Encounter in AI-Mediated Writing | | 1 |
| When AI Writes Empire: Reproducing Colonial Legacies through Standardized Writing Practices and the Erasure of Multicultural Rhetorics | | 0 |
| When Histories and Futures Collide: Institutional Racism and Who Is Entitled to a Liberal Arts Education | | 1 |
| When the “Native Speaker” Is Not You: A Multilingual TA Designing Writing Futures from the Margins | | 0 |
| When Translation Becomes Infrastructure: Nigerian Feminist Storytelling and the Futures of Multilingual Public Writing | | 0 |
| When Writing Becomes Output: The Challenge of TA Preparation | | 0 |
| Where Our Eyes Go: Reclaiming Attention in Writing Studies | | 4 |
| Who Designs? A Rhetorical Analysis of How AI Design Tools Position Human Users | | 0 |
| Who Do They Think We Are? Designing Writing Center Futures from Institutional Perceptions | | 2 |
| Who Gets to Speak About AI in Writing Education? A Critical Discourse Analysis of AI Policy Documents (2023–2025) | | 0 |
| Who Owns Writing? Intellectual Property, Authorship, and Privacy in Contemporary Writing Environments | | 5 |
| Whose Body Designs the Future?: Embodied Intersectionality as a Pedagogical Methodology in Teaching Professional Communication and Information Design | | 0 |
| Whose Knowledge is Legitimate? Unpacking Pedagogies of Power and its Abuses | | 3 |
| Whose Multilingualism Counts? Designing More Just Futures for Writing Studies | | 0 |
| Whose Words Are They Anyway? Intellectual Property, AI, and Multilingual Writers | | 0 |
| Wicked Problems: A Framework for Student-Generated Social Justice Pedagogies | | 1 |
| Working Backwards: Visualizing Speculative Fiction | | 0 |
| Working Class Presence: Possible Futures in the Academy | | 4 |
| Workplace Writing & Learning for Better Futures? | | 5 |
| WPA Work in Appalachia: How Appalachian Culture and Identity Inform Writing Program Administration | | 3 |
| Write On! At MSU: Navigating Complexities of Designing Justice through a Prison-Writing Project | | 3 |
| Write to the End: Scaffolding Backwards Design Support for Thesis/Dissertation Completion | | 1 |
| Writerly Identity as a Teaching For Transfer (TFT) Reflective Practice | | 6 |
| Writing + Archives: Collecting, Collaborating, and Composing with Teachers, Students, and Librarians | | 2 |
| Writing About Writing Standing Group Business Meeting | | 1 |
| Writing and STEM Standing Group Business Meeting | | 4 |
| Writing as Thinking: Designing Human-Centered Composition Futures in the Age of Generative AI | | 0 |
| Writing Assessment SIG Annual Meeting | | 3 |
| Writing Beyond Compliance: Speculative Futures for Composition Classrooms | | 4 |
| Writing Beyond Procedure: Genre, Embodied Instruction, and Preferable Futures for Technical Communication | | 0 |
| Writing Center Pedagogy and OCD: Towards a More Flexible Future | | 0 |
| Writing Centers as Reciprocal Infrastructure: Limited-Term Labor and Professional Futures | | 1 |
| Writing Common Futures/Future Writing Commons | | 7 |
| Writing for Change: Reflective Journal Writing and Personal Transformation in Prison Education Programs for Incarcerated Students | | 0 |
| Writing for Stability, Strength, and Power: Developing Gen Z Writers Using the NASM Optimum Performance Training (OPT) Model | | 1 |
| Writing Futures Beyond the Abstract: Implementing Law into the First-Year Composition Classroom | | 5 |
| Writing Futures Within and Beyond Platformization | | 3 |
| Writing Games as Agency: An Analogue, Gamified Approach to Teaching Genre in the FYW Classroom | | 0 |
| Writing in the Age of Generative AI: A Course Model for Critical AI Literacy in First-Year Writing | | 0 |
| Writing Otherwise: Storytelling, STEM, and Alternative Futures | | 0 |
| Writing Polytechnic Futures, Navigating Polytechnic Demands | | 2 |
| Writing Slow and Unfamiliar: Teaching with Historical Literacy Tools in the Age of AI | | 0 |
| Writing the Impossible into Being: Linguistic Justice, Counternarrative, and Preposterous Futures | | 4 |
| Writing the World: Designing Writing Futures Through Place-Based Education | | 4 |
| Writing Through the Lifespan Standing Group | | 4 |
| Writing Toward a Possible World: Designing for Speculative Futures | | 0 |
| Writing under Surveillance: Language Ideology and the Future of Writing Instruction | | 0 |
| Writing with Ke Kai: Attunement, Correspondence, and Reciprocity | | 0 |
| Writing With Machines: Toward a Renewed Relevance of Elbowian Loop Writing and Aarsethian Cybertextuality in AI-Assisted First-Year Writing | | 0 |
| Writing with Obsessive Compulsive Disorder (OCD): The Embodied Markers of Rhetorical Styles of Writing | | 0 |
| Writing With Others (Even When We Don’t Want to) | | 3 |
| Writing with What We Have: Texas Classrooms and Communities as Makerspaces | | 4 |
| Written, Enacted, Assessed: A Genre Approach to AI Governance in Design Education | | 0 |
| X Marks Change: Strategic Outreach in Two Community Service Storytelling Labs | | 4 |
| You’re Traumatized, but What am I? Dealing with Grief, Trauma, and Decision Making in Changing Institutions Mid-career | | 2 |
| Zinemaking As a Culturally Responsive Literacy Practice | | 2 |
| Zooming Out: Distant Views of Writing Process | | 1 |
| Designing Humane Writing Futures: WAW as Relational, Reflective, and Justice-Oriented Pedagogy | | 4 |
| Notes Toward a Usable Future | | 4 |
| Exploring the Spatiality of Contradictions | | 3 |
| Exceeding Our Grasp: Designing Rhetorical Grammar Pedagogy as a Meaning-making Tool for Resilience, Hope, and Liberation in the Writing Classroom | | 0 |
| QRN | Qualitative Research Network (QRN) | | 2 |
| RNF | Research Network Forum (RNF) | | 11 |
| T2T | Teacher to Teacher | | 0 |
| W.1 | CCCC 2027 Feminist Workshop—Joy and Resistance: The Futures of Joy and Kill-Joy Enactments | | 22 |
| W.2 | Cooking Up Possible Futures: Crafting the Cookbook You Need | | 3 |
| W.3 | CPGS Game Jam: Designing Possible Futures through Game Design Constraints | | 6 |
| W.4 | Design (International) Writing Futures | | 36 |
| W.5 | Design Creative Nonfiction Writing Exercises for the Future—A Workshop by the Creative Nonfiction Writing Standing Group | | 10 |
| W.6 | Designing Abolitionist Writing Futures | | 9 |
| W.7 | Designing Just Futures via Community-Engaged, Food Justice Writing Classes | | 6 |
| W.8 | Designing Multilingual and Justice-Oriented Writing Futures: NNESWI Perspectives on Translingualism, Care, and Globalized Writing Education | | 7 |
| W.9 | Designing Responsible GenAI-Aware Writing Classrooms | | 5 |
| W.10 | Designing Undergraduate Research Futures: Scaffolding Pathways from Inquiry to Publication and Community | | 12 |
| W.11 | Designing Writing Futures through Friction and G.R.I.T: Building Trust through the LMS | | 2 |
| W.12 | Designing Writing Futures through Linguistic Justice: Practical Strategies for Supporting Multilingual Writers | | 7 |
| W.13 | Faculty Against the Machine: How to Organize for Agency and Change | | 9 |
| W.14 | Fortifying Feedback as Community Building | | 2 |
| W.15 | Freedom Dreaming Writing Program Futures: Pre-Mortems and Pre-Victorems | | 2 |
| W.16 | From Draft to Publication: A Hands-on, How-to Workshop on Publishing in Peer-Reviewed Journals | | 6 |
| W.17 | From Graduate Student Well-being to Faculty Sustainability: Reflection and Resistance in Writing Studies | | 15 |
| W.18 | Handcrafted Rhetorics: DIY and the Public Power of Made Things | | 4 |
| W.19 | How to Design and Lead People-Powered Issue Campaigns for Preferable Futures | | 2 |
| W.20 | Student Experiences in Basic Writing: Strategies for Access, Inclusion, and Welcoming | | 0 |
| W.21 | The Future Is “Just Teaching”: Imagining and Pursuing Unconstrained Ideals | | 10 |
| W.22 | The Future Is Multilingual: Building the Community Language Archive in Writing Classrooms | | 3 |
| W.23 | Using Human-Centered Design to Imagine a Just Future: Solving Wicked Problems Together | | 0 |
| W.24 | Visible Thinking Moves for Writing Assessment in AI-Assisted Composing | | 0 |
| W.25 | When Anything Is Possible: Classroom Creation of Video Games as a Method of Analyzing Systems and Empowering Students | | 1 |
| W.26 | Working with Frameworks: Program-Level Tools for GenAI Literacy Integration and Resistance in Writing | | 8 |
| W.27 | Writing in Fragments: Zine-Making, Montage, and Collage as Praxis in College Writing | | 1 |