| A.1 | The Politics of Digital Literacy: Cases for Institutional Critique | Panel | 4 |
| A.2 | From Kolb, to Computers in Writing, to Differentiated Classrooms: The Paths We Take in New Writing and Computer Technologies | Panel | 3 |
| A.3 | 1010101 Reading – Writing – Seeing – Being1010101: New Media and the Composition of Knowledge Moderator Joyce R. Walker | Panel | 4 |
| A.4 | Literate Computers | Panel | 3 |
| A.5 | Reflection, Rhetoric, and Research: Molding and Managing Multiplicities of Modern Minds and Media | Panel | 5 |
| A.6 | Proteus: A Technology-Enhanced Universal Design Approach to Writing Instruction | Panel | 6 |
| A.7 | Preparing Educators for Online Writing Instruction: Principles and Processes | Panel | 3 |
| B.1 | Beyond CIWIC: Possibilities and Pedagogical Interventions One Year Later | Panel | 5 |
| B.2 | Writing Research in Digital Spaces: Issues, Challenges, and Possibilities | Panel | 9 |
| B.3 | Bridging Textual Divides | Panel | 3 |
| B.4 | Hackers, Schmoozers, and Wonder: Rhetoric, Technology, and Aesthetics in New Media Spaces | Panel | 3 |
| B.5 | Self Representation and Agency in a Web of Commercialization | Panel | 5 |
| B.6 | Leveling the Proverbial Playing Field: Enfranchising the Basic Writer with Technology | Panel | 3 |
| B.7 | Criterion: Automated Scoring Technologies and the Future of Writing Instruction | Panel | 5 |
| C.1 | Trading Spaces: The Wireless Laptop Pilot Program at University of Alabama | Panel | 5 |
| C.2 | Where Do We Go from Here? Developing Wikis for the Classroom and the Academy | Panel | 3 |
| C.3 | Technology and Written Response | Panel | 3 |
| C.4 | Copy-Right Anxiety: File Distribution and Intellectual Property | Panel | 5 |
| C.5 | The Future of Composition | Panel | 2 |
| C.6 | Peer Review Re-Viewed: What Eye-Tracking Technology Shows Us about Peer Review | Panel | 3 |
| C.7 | Community Building through Weblogs | Panel | 3 |
| C.8 | Technology, Teaching and Culture | Panel | 3 |
| D.1 | Multimedia Composing | Panel | 3 |
| D.2 | Assessing Students’ New Media Compositions | Panel | 4 |
| D.3 | Digital Multiculturalism | Panel | 3 |
| D.4 | Writing Business Texts with Speech Recognition Software: The adaptation to the Visibility of ‘the Text Produced so Far’ | Panel | 3 |
| D.5 | Games | Panel | 3 |
| D.6 | Contextualizing Digital Rhetoric | Panel | 3 |
| E.1 | Arrangement, Delivery, and Website Use: Concerns for Gender, the Environment, and Disabled Users | Panel | 4 |
| E.2 | From Screen to Text: Computer Programming and Composition | Panel | 3 |
| E.3 | New Approaches to Delivery Composition Instruction | Panel | 2 |
| E.4 | Networked Pedagogies: Opensourcing the Writing Classroom | Panel | 4 |
| E.5 | Remediating the Rhetorical Tradition: The Role of Blogs in Graduate Education | Panel | 7 |
| E.6 | Databases and Collaborative Spaces for First Year Composition | Panel | 4 |
| F.1 | New Media and Technologies of Multimedia Production | Panel | 3 |
| F.2 | Rhetoric, Writing and Hypertext | Panel | 3 |
| F.3 | New Writing Stimulates Innovative Pedagogical and Research Practices in the Computer Mediated Classroom | Panel | 5 |
| F.4 | Techno-Utopian Classrooms?: Exploring the Social and Pedagogical Impact of Blackboard | Panel | 4 |
| F.5 | Materializing Resistance: Digital Rhetoric as a Civic Technology | Panel | 4 |
| F.6 | Arguments on the Web | Panel | 2 |
| G.1 | Breaking the lines of a conventional argument: Hypertext | Panel | 4 |
| G.2 | Literate Connections: Gaming and 21st Century Literacies | Panel | 3 |
| G.3 | Online Learning and Pedagogy of Virtual Classrooms | Panel | 1 |
| G.4 | Topics in Pedagogy, sources, and stances | Panel | 4 |
| G.5 | Teaching Visual Literacy | Panel | 4 |
| G.6 | Topics in Professional’s Technical Writing | Panel | 2 |
| G.7 | Mediating Composition Instruction Through Multimodality | Panel | 5 |
| G.8 | Diversity in the Digital Classroom | Panel | 3 |
| H.1 | Training Teachers for the Digital Classroom | Panel | 3 |
| H.2 | EndNote as Knowledge-Builder: the Bridge Between TAC and WAC | Panel | 4 |
| H.3 | Slaying the “Blind Giant”: Two Perspectives of Computer-Assisted Revision | Panel | 3 |
| H.4 | The Portraits of Composition Research Study: How College and University Writing Gets Taught in the Early 21st Century | Panel | 3 |
| H.5 | Good Buttons Make Good Boundaries: the Challenge of Designing an Effective Graphical-User Interface | Panel | 3 |
| H.6 | Navigating Digital Portfolio Territory: Lessons from Driving Blind | Panel | 3 |
| H.7 | Opening the Digital Gates: History, Culture, and Gender in Distance Learning Courses | Panel | 3 |
| H.8 | Rhetoric and Media | Panel | 2 |
| I.1 | Hardlines on Hardware | Panel | 4 |
| I.2 | Style and Genre in Digital Text | Panel | 3 |
| I.3 | Topics in Multimedia | Panel | 3 |
| I.4 | Technology in Interdisciplinary Studies | Panel | 1 |
| I.5 | Virtual Environments as Social Spaces | Panel | 3 |
| I.6 | Research in Computers and Writing | Panel | 3 |
| I.7 | New Technologies/New Literacies/New Communities: How An Interactive Course Website Has Reframed the Study of Literacy and Discourse Communities in First-Year Writing | Panel | 3 |
| J.1 | Technology and Delivery | Panel | 2 |
| J.2 | Integration or Afterthought? Accessibility After a Decade of the Web | Panel | 4 |
| Town Hall I | Open Source Opens Thinking | Town Hall | 8 |
| Town Hall II | Composition Beyond Words | Town Hall | 6 |
| Town Hall III | Budgets and Bricolage: Making Do with What We’ve Got (But Holding Out for More) | Town Hall | 5 |
| W1 | Building and Programming in MOOspace | Workshop | 4 |
| W2 | Design and Assessment of Digital Media Assignments | Workshop | 2 |
| W3 | Using Video to Teach Writing | Workshop | 1 |
| W4 | Reading Images | Workshop | 2 |
| W5 | Using Drupal to Create Virtual Classroom Communities | Workshop | 5 |