| A1 | Strand: Feminism and Technology (See also B6 for continuation of Strand) | | 7 |
| A2 | The Worst Readers are Those Who Proceed Like Plundering Soldiers: Critical Reading, Nietzsche, and Hypertext as Tool | | 3 |
| A3 | Something Old, Something New: Lessons for Tomorrow from Yesterday's Media | | 3 |
| A4 | Agency, Desire, and Boundary Transgression: Building Community in the Multi-Verses of Internet FanFiction | | 3 |
| A5 | Theoretical Models of Digital Practice | | 4 |
| A6 | Netoric Live: Making a MOOve Toward Globalization: What To Do About Borders, Time Zones, and Language Difficulties (See also B8 for companion workshop) | | 3 |
| A7 | Assessment of Technological and Distance Education Learning Environments | | 1 |
| B1 | Field and Curricular Evolution within the Context of Technology | | 3 |
| B2 | EWAC Discourse Plazas: A Blooming Large Scale Initiative | | 3 |
| B3 | The Question of Gender in Technology-Inclusive Teaching | | 2 |
| B4 | Strand: Feminism and Technology (Continuedfrom At) | | 6 |
| B5 | Toxic Discourse, Toxic Design | | 3 |
| B6 | Netoric Live: Making a MOOve Toward Globalization: What To Do About Borders, Time Zones, and Language Difficulties (Continued/rom A6) | | 3 |
| C1 | Strand: Communicating Across the Curriculum | | 7 |
| C2 | Technical/Technological Career-Building | | 4 |
| C3 | Pushing the Limits of the Pedagogical Arts of the Contact Zone in the Wired Writing Classroom | | 3 |
| C4 | Revising Teacher Training and Student Mentoring for the Information Age | | 4 |
| C5 | Assessment and Reflection on Electronic Texts | | 4 |
| C6 | Conceptualizing Multi-Media and Web Design | | 3 |
| C7 | Global Learning Environments: Practical Problems and Suggestions for Solutions | | 3 |
| C8 | Everything You Always Wanted to Know about Getting Published (in Print and Online) but Was Afraid to Ask | | 10 |
| D1 | The Perfect Online Comp Course Management System | | 8 |
| D2 | Online Assessment and Reflective Practice | | 4 |
| D3 | The Cognitive Impacts of Electronic Composing Environments | | 4 |
| D4 | Writing across the Curriculum, and across the Globe | | 3 |
| D5 | Learning Environments in the Aid of Cognitive Development | | 3 |
| D6 | Theoretical Frameworks for Reading Computers and Writing | | 4 |
| D7 | Three Teachers and a Computer: Learning to Teach with Technology in a Large Composition Program | | 3 |
| E1 | The Contemporary Asynchronous Question: Rhetorics, Linguistics, and Pragmatics | | 4 |
| E2 | Authoring and Design in Student Electronic Composing | | 4 |
| E3 | Web Rhetoric: Affect and Effect | | 3 |
| E4 | Ubiquitous Computing and First Year Writing: The Benefits and Challenges of Teaching with Student-Owned Laptops and Wireless Networking | | 4 |
| E5 | On the Techno-Literary: Technology's Influence on the Literary Classroom | | 4 |
| E6 | The Rhetoric of CUI: MOOing, Gaming, and Semiotic Finger Painting in the Graphical User Interface | | 3 |
| E7 | Fostering Community in Online Writing Environments Elm Fork 1 | | 5 |
| F1 | At What Point Can We Say Hypertext is Commonplace? At What Point Can We Say Literacy Has Changed? | | 3 |
| F2 | Toward a Web Poetics: From Creative Practice to Theory | | 3 |
| F3 | What's Next for WAC: New Media Scholarship in the Digital Age | | 2 |
| F4 | The Contribution of New Technologies to Learning and Teaching: The Electronic Classroom and Library Instruction | | 5 |
| F5 | Technology as Cross-Cultural Agent | | 3 |
| F6 | Teaching within the Frame of the Web | | 5 |
| F7 | Studies in Cyberculture and Radical Pedagogy: | | 5 |
| G1 | MOO Research Forum: Educational Applications of MOOs (See also H1 for continuation of forum) | | 6 |
| G2 | Digitally Transforming Discourse Communities into Literacies | | 3 |
| G3 | Not Drowning, Just Waving: First-Year Instructors Submerged in Technology West Fork J | | 3 |
| G4 | Community-Based Research and Writing: Moving the Classroom into the Community and the Community into the Classroom | | 2 |
| G5 | Reflective Technocriticism: Questioning Technology in the Classroom | | 4 |
| G6 | Solving Real World Problems with Technology | | 6 |
| G7 | Building a Wildlife Preserve: Administering a Complex Lab when Violence is Not an Option | | 6 |
| H1 | MOO Research Forum (Continued from Gl) | | 8 |
| H2 | TechWAC: Building Electronic Ties across the Curriculum | | 2 |
| H3 | Teaching Ourselves: Professional Development through Web Databases | | 4 |
| H4 | Hypertext from a Distance: New Ways of Writing, New Ways of Talking in Freshman English | | 3 |
| H5 | Strand: Queer Studies: Building the QueerMOOnity at LinguaMOO (See 15 for the continuation of this Strand) | | 5 |
| H6 | rHeTML: Theorizing Online Structure and Design | | 3 |
| H7 | Electronic Portfolios in Literacy Teaching | | 3 |
| I1 | A Formal Debate: Can Online Instruction be as Effective as Face-to-Face? | | 23 |
| J1 | Issues in Online Tutoring and Service Learning | | 3 |
| J2 | The Kairos of the C& W Discipline | | 4 |
| J3 | A Communication Department Approach to Implementing Technology in a Community College Environment; or, The Blind Leading the Blind | | 4 |
| J4 | Vision and Revisions: Teaching Your Texts Differently in the Computer Classroom | | 4 |
| J5 | Expansion of the English Studies and the Future of Intellectual Property | | 3 |
| J6 | Electronic Writing Collaborations between Fifth, Eighth, and Tenth Grade Students and College Students | | 5 |
| J7 | Cybermentoring Online | | 4 |
| KEY1 | Keynote (title not printed) | Keynote | 1 |
| KEY2 | Keynote (title not printed) | Keynote | 1 |
| SE1 | Cw2K Town Hall Meeting 1 | Special Event | 14 |
| SE2 | Cw2K Town Hall Meeting 2 | Special Event | 5 |
| TAD-P1 | K-12 Technology Options, Gaps, and Metaphors: Enlarging Conversations about Theory and Practice in Teacher Education Classrooms | Teachers & Administrators Day | 3 |
| TAD-P2 | What Teachers Should Know about Technology and Writing Education: Drawing on Research to Inform Classroom Practice | Teachers & Administrators Day | 3 |
| TAD-P3 | Pedagogy, Practice, and the Technology of Writing: Effective K -16 Computer-Mediated Teacher and Student Training Strategies | Teachers & Administrators Day | 4 |
| TAD-P4 | Computers in K-16 Classes | Teachers & Administrators Day | 4 |
| TAD-P5 | Technology Literacy in America, 1978-2000: Tracing the Paths of the Technology-Literacy Linkage | Teachers & Administrators Day | 2 |
| TAD-P6 | Theories of Literacy in the Hands of Technology | Teachers & Administrators Day | 4 |
| TAD-P7 | Access and the Digital Divide | Teachers & Administrators Day | 3 |
| TAD-P8 | Technology Autobiographies and the Co- Construction of Electronically-Enhanced Literacy Classes | Teachers & Administrators Day | 3 |
| TAD-W1 | Teachers Who Publish: Producing Real Books with Students Using the Internet | Teachers & Administrators Day | 1 |
| TAD-W2 | High Schools on the Internet Made Easy | Teachers & Administrators Day | 1 |
| TAD-W3 | Multi-Media Mania and Web Page Wizards | Teachers & Administrators Day | 2 |