2022 CCCC Program by National Council of Teachers of English

CCCC Virtual Annual Convention Conference on College Composition and Communication March 9–12, 2022

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“T h e o n ly r e a l a lt e r n a ti ve to w a r is r h e to r ic .”

WAYNE BOOTH

CMY

HERE’S TO THE 2022 CCCC! Norton is proud to be among you, and to contribute in some way to the power of words and rhetoric.

Browse Norton’s Composition books using the QR code.

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CCCC Virtual Annual Convention Conference on College Composition and Communication March 9–12, 2022

Table of Contents CCCC Officers, Executive Committee, Nominating Committee, and CCC Editorial Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Schedule at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Greetings from the 2022 Program Chair. . . . . . . . . . . . . . . . . . . . . . 4 Land Acknowledgment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 In Memoriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Standing Group and SIG Meeting Information . . . . . . . . . . . . . . . . 7 First Time at the Convention?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 General Convention Information . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 CCCC Action Hub . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 CCCC Lounge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2022 CCCC Convention-Related Award Recipients . . . . . . . . . . . 14 TYCA Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Special Events: Wednesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Research Network Forum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Special Events: Thursday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Opening General Session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2022 Exemplar Award Winner: Louise Wetherbee Phelps. . . . . . . 20 2022 Chair’s Address: Holly Hassel. . . . . . . . . . . . . . . . . . . . . . . . 22 Special Events: Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Keynote with Anita Hill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 CCCC Awards Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Special Events: Saturday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Teacher 2 Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Thank You to Our Gold and Bronze Sponsors! . . . . . . . . . . . . . . . 33 Workshops. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Live & Prerecorded Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 On-Demand Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Exhibitors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 Index of Participants. (to come; use ctrl+F to search the program)

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CCCC Officers

Chair: Holly Hassel, North Dakota State University, Fargo Associate Chair: Staci Perryman-Clark, Western Michigan University, Kalamazoo Assistant Chair: Frankie Condon, University of Waterloo, Ontario Immediate Past Chair: Julie Lindquist, Michigan State University, East Lansing Executive Secretary/Treasurer: Emily Kirkpatrick, NCTE Executive Director Secretary: David F. Green, Howard University, Washington, DC

Executive Committee

Steven Alvarez, St John’s University, Queens, NY Sonia Christine Arellano, University of Central Florida, Orlando Ronisha Browdy, North Carolina State University, Raleigh Antonio Byrd, University of Missouri-Kansas City Chen Chen, Winthrop University, SC José Manuel Cortez, University of Oregon Trace Daniels-Lerberg, University of Utah, Salt Lake City (Forum Editor) Darin Jensen, Des Moines Community College, IA (TETYC Editor) Sarah Z. Johnson, Madison Area Technical College, WI (TYCA Chair) Leigh Jonaitis, Bergen Community College, Paramus, NJ (TYCA Secretary) Travis Margoni, Yakima Valley Community College, WA Annie Mendenhall, Georgia Southern University, Statesboro Kendra L. Mitchell, Florida A&M University Casie Moreland, Western Oregon University, Monmouth (NTT Faculty Representative) Andrea Riley Mukavetz, Grand Valley State University Maria Novotny, University of Wisconsin-Milwaukee Timothy Oleksiak, University of Massachusetts Boston Steve Parks, University of Virginia, Charlottesville (SWR Editor) Mya Poe, Northeastern University, Boston, MA Malea Powell, Michigan State University, East Lansing (CCC Editor) Jaquetta Shade-Johnson, University of Missouri, Columbia Zhaozhe Wang, Purdue University, West Lafayette, IN (Graduate Student Representative) Jennifer Wingard, University of Houston, TX Tara K. Wood, University of Northern Colorado, Greeley Xiaoye You, Pennsylvania State University, University Park Shui-Yin Sharon Yam, University of Kentucky, KY Becky Shelton, Bluegrass Community and Technical College, KY (Parliamentarian)

Nominating Committee

Chair: RAsheda Young, Rutgers University and New York University Adam Hubrig, Sam Houston State University, TX Gavin P. Johnson, Christian Brothers University Lisa King, University of Tennessee-Knoxville Julie Lindquist, Michigan State University, East Lansing Federico Navarro, Universidad de O’Higgins, Chile Vershawn Ashanti Young, University of Waterloo, Ontario, Canada

CCC Editorial Board

Joyce Rain Anderson, Bridgewater State University Tamika Carey, University of Virginia Matt Cox, Eastern Carolina University Collin Craig, Hunter College CUNY Cristyn Elder, University of New Mexico Seth Kahn, Westchester University Vorris Nunley, University of California Riverside GPat Patterson, Kent State University - Tuscarawas Octavio Pimentel, Texas State University Gwendolyn Pough, Syracuse University Andrea Riley-Mukavetz, Grand Valley State University Raul Sanchez, University of Florida

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Schedule at a Glance Wednesday, March 9 11:00 a.m.–8:00 p.m. ET 11:00 a.m.–1:00 p.m. ET 1:00–5:00 p.m. ET 1:30–3:30 p.m. ET 4:00–6:00 p.m. ET 6:30–8:30 p.m. ET

Thursday, March 10

10:30 a.m.–11:15 a.m. ET 11:30 a.m.–1:00 p.m. ET 1:30–2:30 p.m. ET 2:30–3:00 p.m. ET 3:00–4:00 p.m. ET 4:00–4:30 p.m. ET 4:30–5:30 p.m. ET 5:30–6:00 p.m. ET 6:00–7:00 p.m. ET 7:15–8:15 p.m. ET

Friday, March 11

11:00 a.m.–12:00 p.m. ET 12:30–1:45 p.m. ET 2:30–3:30 p.m. ET 3:30–4:00 p.m. ET 4:00–5:00 p.m. ET 5:00–5:30 p.m. ET 5:30–6:30 p.m. ET 6:30–7:00 p.m. ET 6:45–7:45 p.m. ET 8:00–9:00 p.m. ET

Saturday, March 11

10:00–11:00 a.m. ET 11:00 a.m.–5:00 p.m. ET 11:00 a.m.–12:00 p.m. ET 12:00–12:30 p.m. ET 12:30–1:30 p.m. ET 1:30–2:00 p.m. ET 2:00–3:00 p.m. ET 3:30–4:30 p.m. ET 5:00–6:00 p.m. ET 6:30–7:30 p.m. ET

TYCA Conference Workshops Research Network Forum Workshops Workshops Workshops

Newcomers’ Coffee Hour Opening General Session A Sessions Online Exhibit Hall and Action Hub B Sessions Online Exhibit Hall and Action Hub C Sessions Online Exhibit Hall and Action Hub Virtual Concert Scholars for the Dream Reception

D Sessions Keynote with Anita Hill E Sessions Online Exhibit Hall and Action Hub F Sessions Online Exhibit Hall and Action Hub G Sessions Online Exhibit Hall and Action Hub Awards Presentation Anzalduá Awards Reception Online Exhibit Hall and Action Hub Teacher to Teacher H Sessions Online Exhibit Hall and Action Hub I Sessions Online Exhibit Hall and Action Hub J Sessions K Sessions L Sessions M Sessions

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Greetings from the 2022 PROGRAM CHAIR In the call for proposals for the 2022 CCCC Annual Convention, I began by asking us to consider why we are here. As I sit in my campus office, surrounded by brick walls, in an administrative space that reinforces work yet doesn’t stimulate writing and inspiration, I ask myself why I am here. How do I balance the often-thankless administrative tasks with writing the 2022 Program greeting that is designed to welcome participants and presenters into yet another virtual space? Do I address the elephant in the room, acknowledging how my hope to welcome us all back to an in-person experience was Staci Perryman-Clark 2022 Program Chair indeed altered by the lack of global progress in eradicating the COVID-19 pandemic? Greetings typically don’t begin with this kind of gloom; they are designed to excite people as they enter the convention space. Yet perhaps it would be tone deaf not to acknowledge how we have all been impacted by COVID-19. Some of us are still recovering from contracting the virus; others of us have experienced loss of family and friends from the virus, myself included. As we begin to enter yet another virtual space, I acknowledge the connections between public health and information literacy, diversity, equity, and inclusion. I acknowledge that indeed COVID-19 has shone a spotlight on many of the perils of higher education: It has exacerbated issues of access, privilege, power, and justice, and has required institutions and academic professions to respond in ways we haven’t responded before. But there is much promise in how we respond. The good news is that we are not charting new territory with a virtual conference experience. For the 2021 CCCC Annual Convention, Holly Hassel and the NCTE/CCCC team of staff and volunteers showed us that we can do a virtual conference and do it well. As we prepare to embark upon the journey of the 2022 Convention, I encourage us all to continue the tradition of doing virtual conferences and doing them well. As an organization of writing experts, teachers, and scholars, we know how to be nimble and how to adapt to new contexts and new challenges with new ideas; we know that flexibility and dexterity in writing entails what it really means to do rhetoric. We know what it means to assess our options, taking into account the lived experiences of members of our organization, what it means to approach people with empathy as we navigate stressful situations, and what it means to respect others and their lives so we can do whatever possible to protect their health and safety. And we also know what it means to balance safety and health with having a high-quality conference experience filled with purpose and integrity in pursuit of the advancement of our profession and our

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attendees’ and participants’ careers. Put more bluntly, we know how to walk and chew gum at the same time. Speaking of walking, I invite you to a space that encourages walkin the walk, as opposed to simply, in the words of my mentor Dr. Geneva Smitherman, “talkin that talk.” We know how to talk and walk, and that’s what we will do. In fact, this year’s theme, The Promises and Perils of Higher Education: Our Discipline’s Commitment to Diversity, Equity, and Linguistic Justice, encourages us to do both. Whether through live, prerecorded, or on-demand sessions, you will see a significant volume of sessions that consider how we walk the walk with our commitment to diversity, equity, and inclusion (DEI), while also talkin that talk about linguistic justice. In these virtual spaces, you will consider what promises and opportunities DEI work offers us to contribute to the mission of both our organization and higher education, and we will work together to identify and prevent any perils that may result in ignoring DEI work. We will see how traditionally white supremacist rules, values, and norms for writing are challenged in new ways, including writing in STEM and professional and technical writing fields. We will learn how no single genre of writing can afford to delegate the Students’ Right to Their Own Language (SRTOL) to genres where the inclusion of BIPOC languages and styles are most feasible and palatable to white audiences. Now is indeed the time to eliminate the celebration of code-switching as informed by conforming to white codes for assimilation and alleged survival. Now is the time because higher education institutions, most of which are grounded in white supremacist values of what education should look like, need BIPOC students more than BIPOC students need them. There is a reason why, while higher education enrollment is at historic declines, HBCU enrollments are bursting at the seams! While our Convention site is indeed a virtual space, you will still find many of the typical elements you would expect to see at a CCCC Convention, including a large array of virtual lounges for networking. In addition to networking lounges, I’ve noted a few highlights of the Convention below: • C’s the Day. Yes, C’s the Day is back in action and ready to give out those virtual sparkle pony equivalents. While it’s a fun game designed to reward and encourage networking, in all seriousness, C’s the Day enables many of us, especially those new to the discipline, to break out of our comfort zones. Whether or not this is your first CCCC Convention, I encourage you all to identify, meet, and chat with the scholars you’ve been reading about for the past few years. Really, we are human beings who are accessible. We’d love to listen and chat about your connections with our work. • Common Ground Conversations in the 4C Networking Lounge. Speaking of networking and chatting, we will continue last year’s Convention where participants can talk the talk in the Networking Lounge, a space facilitated and hosted by members of the Executive Committee. Discussions will include opportunities for our discipline and higher education to walk the walk. Specific

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topics for application include enrollment management, DEI, writing program administration, antiracist teaching, and linguistic justice. • Research Network Forum and Teacher2Teacher. More networking is in order. We are pleased to bring back both the Research Network Forum and Teacher2Teacher in virtual formats. Please review the program schedule to locate the networking lounges for both events. • The SJAC Committee (Social Justice and Activism at the Convention). Once again, SJAC will also host a wide array of conference activities and events within our designated lounges. • TYCA. Don’t forget to register for and attend the annual TYCA Conference on Wednesday, March 9. Similarly to the CCCC Convention theme, The Promises and Perils of Higher Education, TYCA’s theme, Recovery and Reinvention in Our Profession: Emerging from a Recent Time of Crisis, also asks participants and attendees to consider the future of our profession and its relationship to current crises in higher education and beyond. • Chair’s Address. We look forward to 2022 CCCC Chair Holly Hassel’s address, “Writing (Studies) and Reality: Taking Stock of Labor, Equity, and Access in the Field” on Thursday morning during our opening session. • Awards. A CCCC Convention would not be complete without the celebration of our award recipients. On Thursday evening, we will honor our CCCC Scholars for the Dream recipients. On Friday, we will honor a number of our esteemed colleagues, including the Gloria Anzaldúa Rhetorician Award recipients, at awards celebrations. • Land Acknowledgement and Indigenous Activities. On March 9 at 6:30 p.m. ET, the American Indian Caucus will deliver a critical workshop on how to make indigenous space in higher education. I strongly encourage you to attend this workshop, as the guidance informs many of the activities around the decolonial work of our field and the conference. As the 2022 Program Chair, I expect that every live session will include a land acknowledgement from the space you currently occupy, which for me is Western Michigan University. A model of my land acknowledgment from Western Michigan is included in the program, as well as additional resources on how to support indigenous organizations and design your own land acknowledgments. • Virtual Concert. Featured this year will be a live-streamed virtual concert on Thursday from 6:00 p.m. to 7:00 p.m., featuring Midwestern artists Tracee L. Perryman, PhD, Tawann Gaston, and a surprise special guest. This soulful musical performance will include selections that tie well with the conference theme for equity and justice. After celebrating our CCCC awards, please head on over to the virtual party as we celebrate through music and song.

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• Keynote. I am elated that Anita Hill will be our keynote speaker for the 2022 Convention! Be sure to tune in at 12:30 to 1:45 on Friday, March 11, as she shares insights from her most recent book, Believing: Our Thirty-Year Journey to End Gender Violence. In sum, despite the challenges we continue to face and the crises at home and abroad, we continue to express our commitment to our discipline and organization. I encourage you to join us for yet another virtual experience at CCCC 2022, and use this time and space to consider what we aspire CCCC to be as we contribute to the mission of access, equity, and inclusion in higher education. Staci Perryman-Clark 2022 CCCC Convention Program Chair

Land Acknowledgement from the 2022 CCCC Program Chair

We would like to recognize Western Michigan University is located on lands historically occupied by Ojibwe, Odawa, and Bodewadmi nations. Please take a moment to acknowledge and honor this ancestral land of the Three Fires Confederacy, the sacred lands of all indigenous peoples and their continued presence. For resources on developing your own land acknowledgement, please visit https://cccc.ncte.org/cccc/ land-acknowledgement.

In Memoriam

This memorial honors scholars who have passed away during the last year. The CCCC Lounge will be used to share memories and reflections (3:30–4:30 p.m. ET, Friday, March 11). Attendees are welcome to light a candle, burn sage, or practice another ritual to memorialize our dear colleagues. Lisa Ede Mike Rose

2022 CCCC Standing Group and SIG Business Meeting Information

The 2022 business meetings are being held outside of the 2022 CCCC Virtual Annual Convention platform. You can find a schedule of meetings and information on how to sign up to attend at https://cccc.ncte.org/cccc/2022-cccc-standing-group-and-sigbusiness-meeting-information/.

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First Time at the Convention? With pleasure, the CCCC Newcomers’ Orientation Committee welcomes all of you to the 2022 CCCC, but especially new members and first-time attendees. We have planned several events that we hope will help you get the most out of this conference. (These events and virtual locations are listed in the Special Events schedules in the program.) With the move to a virtual conference, our committee will host an Orientation Session one week prior to the start of the convention on Wednesday, March 2, at 4:00 p.m. ET. During this session, we will discuss how to navigate the virtual conference and its virtual program, how to participate in the conference’s many events, and how to meet others. We also look forward to meeting you at the Newcomers’ Coffee Hour on Thursday (Thursday, March 10, 10:30–11:15 a.m. ET), a congenial start to the first full day of activities, where you can begin the kinds of professional conversations that have made this conference one of the high points of the year for each of us. This year, we are also hosting a session called, “Career Quest: Navigating a Future in Composition, Rhetoric, and Writing,” (session F.4, Friday, March 11, 4:00–5:00 p.m. ET). This interactive session is designed for newcomers and early career attendees; its goal is to help participants develop a plan in which opportunities at the conference and within the organization can play an important part in their career development. Throughout the conference, the Newcomers’ Orientation Committee will maintain a Newcomers Welcome Booth located in the virtual Action Hub. There you will find information from the Digital Archive of Literary Narratives (DALN) where you can share your literacy story, a tip sheet for navigating the conference, a place to drop questions for members of the committee, hints on participating in Cs the Day (the conference’s interactive game), and more. One more thing: what would a conference be without a social gathering? Look for more info at the Newcomers Welcome Booth for our plan to get newcomers together for some fun and online conversation! We look forward to meeting you at one of the many events sponsored by this committee and hope you have a wonderful experience at 4Cs! With warm good wishes,

The CCCC Newcomers’ Orientation Committee Leslie Werden, Chair Michael Harker Mary Karcher

Ben McCorkle Sean Morey

Michael Rifenburg Christine Tulley

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General Convention Information LOGISTICS: HOURS, NAVIGATING THE PLATFORM What are the hours of the Convention?

Each area has different hours, but the lobby will be staffed during the following hours: Wednesday

10:30 a.m.–8:00 p.m. ET

Thursday

10:00 a.m.–8:30 p.m. ET

Friday

10:30 a.m.–9:00 p.m. ET

Saturday

10:30 a.m.–7:30 p.m. ET

What time zone are the hours? Times for all sessions are Eastern Time.

What are the different components of the virtual platform?

2022 CCCC Lobby: The lobby is the main entrance to the Convention platform. There is a chat at the bottom of the page for general questions. Webcast Auditorium: This is where Live and Prerecorded sessions are located. Exhibitor sessions are included in the webcast auditorium. On-Demand Sessions: These sessions are available any day, any time. On-Demand sessions include poster sessions, panels, roundtables, and more. When you click on “On-Demand sessions” in the navigation bar, a new window will open for you to browse these sessions. Action Hub: Here you will find a variety of special interest groups (see p. 12). Sponsor Hall: The exhibit booths of our Sponsors are here (see p. 238). Exhibit Hall: Find exhibit booths and NCTE Publications here (see p. 238). CCCC Lounge: Lounges are where you can have more casual conversations with other attendees. Research Network Forum and Teacher 2 Teacher Lounge: RNF will be held here on Wednesday, March 9, and Teacher 2 Teacher will be held here on Saturday, March 12. Convention Policies: https://cccc.ncte.org/wp-content/uploads/2021/02/ CCCC2022Policies.pdf CCCC CONVENTION, 2022 9

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How do I use the Schedule feature?

Can I remove a session I added? You may add these sessions to your schedule: Live, Prerecorded, or On-Demand. There are several search features to help you find what you’re looking for. If you are interested in seeing the entire list of sessions, simply click the search button. You can preview session content and add the session to your planner. Will I be on camera if I join a session as an attendee? The majority of the sessions will not have attendees on video or with audio. There are a few sessions that will use breakout rooms in which attendees can be on video and use audio. Of course, you always have the option to turn off your camera and/or mute your audio. Can I ask presenters questions during Live and Prerecorded sessions? Yes! We have a number of ways to engage with presenters and authors. During most sessions, attendees will be able to use both the text chat and the Live Q&A. The text chat allows you to share your questions or comments with presenters and attendees. The Live Q&A is seen only by presenters unless a presenter answers your question, at which point the question becomes public.

REGISTRATION RELATED

How do I log in to the Convention? Log in via the 2022 CCCC Virtual Annual Convention Platform. Select “Presenter/Attendee Login” and enter your email address and password. Your email address is the one you used to register for Convention. If you are having problems logging in, you can try to reset your password. If you still have problems, contact us immediately at CCCCevents@ncte.org. How early can I log in? You can log in by March 8 to use the schedule and bookmark the site. The lobby, lounges, and Exhibit Hall will open on Wednesday, March 9, at 10:30 a.m. ET. Please log in as soon as possible to ensure you have the best experience possible! Is there a cut-off date for registration? Registration for Convention is open until 11:59 p.m. ET on Thursday, March 31. Once a person registers, it takes approximately 30 minutes for that person to have access to the platform. What if I registered but can no longer attend the Convention? You will still have access to content until June 10, 2022. You can log in any day, any time, and as frequently as you’d like during this period. Can I share my login with a friend or colleague? No, your login is unique to you and cannot be shared. Can I register for one day only? No, CCCC does not offer one-day registration.

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I have a question about becoming an NCTE and CCCC member. Visit NCTE Publications to learn more about the benefits of membership! After the Convention, see our website (www.ncte.org). Is there gamification? What is gamification? Gamification is when a game is added to a virtual event. During Convention, attendees earn points for completing different Cs the Day Event activities. The first participants to hit the top three scores will receive a Cs the Day prize package containing one of the coveted sparkleponies as well as a full, limited edition deck of Cs the Day cards. The top scorer will also receive a paid CCCC-NCTE membership and registration for CCCC 2023 in Chicago, courtesy of the CCCC Executive Committee! Find out how to earn points and submit your actions at https://cccc.ncte.org/cccc/ cs-the-day-gamification

TECHNICAL SUPPORT

If I have technical/logistical questions or issues during the conference, who should I contact? Questions can be asked through the “Live Support” live chat feature in the top left-hand corner of all platform pages. The platform host, Forj, will staff the Live Support live chat during Convention hours. If questions are submitted outside of Convention hours, your question will be added to a queue and answered when it is back online. How and when can I access sessions through June 10? Archived sessions will be accessed through the same platform and login process you use to attend the Convention. On-Demand sessions can be accessed beginning the first day of Convention. Live and Prerecorded sessions will be archived and available for viewing 72 hours after the session ends.

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CCCC Action Hub Within the Virtual Convention platform, find the “Action Hub” menu option at the top of the page. Thursday

2:30–3:00 p.m. ET; 4:00–4:30 p.m. ET; 5:30–6:00 p.m. ET

Friday

3:30–4:00 p.m. ET; 5:00–5:30 p.m. ET; 6:30–7:00 ET

Saturday

10:00–11:00 a.m. ET; 12:00–12:30 p.m. ET; 1:30–2:00 p.m. ET

Accessibility Booth The Committee on Disability Issues sponsors the Accessibility Booth for 4C22. The Accessibility Booth will house resources on accessibility, inclusive teaching, and disability studies within CCCC. Conference attendees are encouraged to stop by the booth to talk about all things access and/or disability related. Cs the Day Come explore the Council for Play and Games Studies! Cs the Day is the official conference game for the CCCC Annual Convention. At this booth, you can visit the home of the sparkle ponies and access print-and-play trading cards from 2020 and an exclusive limited edition set of 2021 cards. Rhetoric and Composition Journal Editors The Rhetoric and Composition Journal Editors represent leading journals in the field. We welcome prospective and current authors, future editors, and current and new subscribers to drop by to meet the editors and learn more about our journals. Social Justice at the Convention (SJAC) Committee The Social Justice at the Convention (SJAC) Committee is committed to the principles of diversity, inclusion, equity, and access in our profession and in the many communities that we inhabit. We promote and advance these principles through education and activism at our Annual Convention, opposing racism and promoting cultural change that will guarantee equal opportunities for all, regardless of race, gender, religion, sexuality, or national origin. Visit the SJAC booth to learn more about our programming and how you can get involved! The Digital Archive of Literacy Narratives (DALN) The Digital Archive of Literacy Narratives (DALN) invites all CCCC attendees to consider submitting stories about their experiences with literacy and learning to the ever-growing archive. For more information, visit our booth in the Action Hub Network, or visit the site directly at https://www.thedaln.org/.

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CCCC Lounge The 2022 CCCC Lounge will host a variety of networking activities for registered convention attendees. Wednesday, March 9 1:00–2:00 p.m. ET—Common Ground Conversations: CCCC and Public Activism 8:00–9:00 p.m. ET—Documentarian Meet & Greet

Thursday, March 10 2:00–3:00 p.m. ET—Common Ground Conversations: Higher Education Enrollment 2:30–4:30 p.m. ET—CCCC Nominating Committee Open Meeting 4:00–5:00 p.m. ET—Poetry Slam

8:30–9:30 p.m. ET—We Academics: Recovery Meeting Friday, March 11 11:00 a.m.–12:00 p.m. ET—Common Ground Conversation: Member Advocacy 2:00–3:00 p.m. ET—Common Ground Conversations: Racial Justice 3:30–4:30 p.m. ET—In Memoriam Event

8:30–9:30 p.m. ET—We Academics: Recovery Meeting Saturday, March 12 1:00–2:00 p.m. ET—Common Ground Conversations: DEI Initiatives on College Campuses

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2022 CCCC Convention-Related Award Recipients The following 2022 CCCC awards recipients are presenting on the 2022 virtual program. Session numbers are listed with each recipient.

Chairs’ Memorial Scholarship

Su Yin Khor, Pennsylvania State University, University Park, OD-317 Nkenna Onwuzuruoha, University of Utah, Salt Lake City, OD-304 Bibhushana Poudyal, University of Texas at El Paso, OD-306 Nisha Shanmugaraj, Carnegie Mellon University, Pittsburgh, PA, OD-327

Disability in College Composition Travel Awards

Kari Hanlin, Bowling Green State University, OH, OD-29 Millie Hizer, Indiana University, Bloomington, OD-203 Rachel Kurasz, Northern Illinois University, DeKalb, OD-155 Sherrel D. McLafferty, Bowling Green State University, OH, OD-29 Rachel Roy, University of New Hampshire, Durham, OD-211

Gloria Anzaldúa Rhetorician Award

Lea Colchado, University of Houston, TX, OD-263 Olivia Wood, CUNY Graduate Center, NY, C-6 Cody Januszko, Carnegie Mellon University, Pittsburgh, PA, OD-293

Scholars for the Dream

Kimberly Bain, Florida Atlantic University, OD-252 Steven Beardsley, University of California, San Diego, D-6 José Cano Jr., Texas Christian University, Fort Worth, OD-65 Jianfen Chen, Purdue University, West Lafayette, IN, OD-186 Janelle Chu Capwell, University of Arizona, Tucson, C-8 Raquel DeLeon, Texas Tech University, Lubbock, OD-265 Tabitha Espina, Northeastern University, Boston, MA, OD-317 Angel Evans, The Ohio State University, Columbus, OD-296 Wilfredo Flores, Michigan State University, East Lansing, OD-100 Asmita Ghimire, University of Minnesota Twin Cities, OD-344 Danie Jules Hallerman, Old Dominion University, Norfolk, VA, OD-47 Nabila Hijazi, Loyola University Maryland, Baltimore, B-5 Raphael Ivan Reyes Juarez, University of Texas at El Paso, OD-206 Suresh Lohani, University of Texas at El Paso, OD-256 Misa Kinno Lucyshyn, Columbia University, New York, NY, OD-286 Shyam B. Pandey, Purdue University, West Lafayette, IN, OD-208 Nupoor Ranade, George Mason University, Fairfax, VA, OD-124 Hanan Saadi, Texas A&M International University, Laredo, L-6 14

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Two-Year College English Association National Conference TYCA National 2022 seeks to continue this conversation in its theme of “Recovery and Reinvention in Our Profession: Emerging from a Recent Time of Crisis.” We ask participants to consider what it means to recover from a particularly challenging time in our collective consciousness—and how that has and will translate to the way we think about teaching. What have we salvaged from our experiences during these times that can be pedagogically useful? What untold narratives and histories pertaining to writing in two-year colleges and our students’ lives can be uncovered and mobilized to create more inclusive learning spaces that reflect our diverse student bodies? How can we as educators help ourselves and our students heal from our individual and collective traumas?

Recovery and Reinvention in Our Profession: Emerging from a Recent Time of Crisis Wednesday, March 9, 11:00 a.m.–8:45 p.m. ET (separate registration is required) Schedule: 11:00 a.m.–12:00 p.m. ET 12:15–1:15 p.m. ET 1:30–2:30 p.m. ET 2:45–3:45 p.m. ET 4:00–5:00 p.m. ET 5:15–6:15 p.m. ET 6:30–7:30 p.m. ET 7:45–8:45 p.m. ET

Opening Session Live Sessions Live Sessions Live Sessions Live Sessions Keynote Session featuring Tara Wstover, author of Educated Live Sessions Closing Session with facilitated discussion

See the full program at https://ncte.org/groups/tyca/2022-tyca-conference/.

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Special Events Wednesday Special Events 1:00–2:00 p.m. ET—Common Ground Conversations: CCCC and Public Activism in the CCCC Lounge 8:00–9:00 p.m. ET—Documentarian Meet & Greet in the CCCC Lounge 8:30–9:30 p.m. ET—CWPA CCCC Breakfast 2022—“Mentorship Exchange: Building Foundations”

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Research Network Forum Wednesday, March 9 1:00–5:00 p.m. ET Research Network Forum Lounge

The Research Network Forum is an opportunity for published researchers, new researchers, and graduate students to discuss their current research projects and receive responses from new and senior researchers. Co-Chairs: Rise P. Gorelick, New Jersey Institute of Technology, Newark Gina Merys, Saint Louis University, MO Carrie Wastal, University of California, San Diego Facilitators: Rosanne Carlo, College of Staten Island CUNY Kaitlin Clinnin, University of Nevada Las Vegas Sarah Hirsch, University of California Santa Barbara Jennifer Johnson, University of California Santa Barbara Swan Kim, Bronx Community College CUNY Neal Lerner, Northeastern University Michael Pemberton, Georgia Southern University Brad Peters, Northern Illinois University Becky Rickly, Texas Tech University

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Thursday Special Events Newcomers’ Coffee Hour Thursday, March 10, 10:30–11:15 a.m. ET Chair: Leslie Werden, Morningside College, Sioux City, IA The CCCC Newcomers’ Orientation Committee looks forward to meeting you at the Newcomers’ Coffee Hour, a congenial start to the first full day of activities, where you can begin the kinds of professional conversations that have made this conference one of the high points of the year for each of us. 2:00–3:00 p.m. ET—Common Ground Conversations: Higher Education Enrollment in the CCCC Lounge 2:30–4:30 p.m. ET—CCCC Nominating Committee Open Meeting in the CCCC Lounge 4:00–5:00 p.m. ET—Poetry Slam in the CCCC Lounge 6:00–7:00 p.m. ET—Join us for an evening of music and celebration with musician and songwriter Dr. Tracee Perryman, Chief Executive Officer, Center of Hope Family Services, the author of Elevating Futures: A Model for Empowering Elementary Student Success, published by Advantage/Forbes. 7:15–8:15 p.m. ET—Scholars for the Dream Reception in the Auditorium Come celebrate and network with the 2022 CCCC Scholars for the Dream recipients! 8:30–9:30 p.m. ET—We Academics: Recovery Meeting in the CCCC Lounge As an all-inclusive peer-led recovery digital meeting, “We Academics” encourages discussion of the intersectional experiences of being an academic in recovery, celebrating recovery from all addictions. “We Academics” is BIPOC, LGBTQ+, GNC/ Non-Binary, and Trans welcoming and friendly.

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Opening General Session Thursday, March 10 11:30 a.m.–1:00 p.m. ET Presiding: Staci Perryman-Clark, Program Chair/CCCC Associate Chair, Western Michigan University, Kalamazoo Greetings: Valerie Kinloch, NCTE President, University of Pittsburgh Sarah Z. Johnson, Madison Area Technical College, WI Recognition of the 2022 Scholars for the Dream Recipients Recognition of the 2022 Chairs’ Memorial Scholarship Recipients Presentation of the 2022 Exemplar Award: This award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession. Louise Wetherbee Phelps, recipient of the 2022 CCCC Exemplar Award, will speak.

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2022 CCCC Exemplar Award Winner Louise Wetherbee Phelps Dr. Phelps is Scholar-in-Residence in Rhetoric and Writing at Old Dominion University and Emeritus Professor of Writing and Rhetoric at Syracuse University. Her scholarship, which spans over three decades, constitutes groundbreaking and pioneering work in Rhetoric and Composition that has not only helped to shape the field, but to put it on the map. Phelps is exemplary in multiple senses of the word. Her contributions to the field have been numerous, foundational, and formational. The vastness of Phelps’ impact is reflected in a legacy of contributions to her fields of research, the development of the first independent PhD writing program, and her impact on fellow scholars and students, and NRC contributions, all of which have helped to build the field through her investment in pedagogy, community, and people. The letters of nomination supporting Phelps’ honor, emphasize her influence as a lifelong scholar and exemplary mentor, as well as a foundational thinker in the field. Her nominators write, “Phelps lives both definitions of exemplar. She uses her typicality to intervene, illuminate, and evince excellence and collegiality in ways that make her scholarship, mentoring, and presence astonishingly enduring. . . [s]he shows us that living means developing—being vibrant and alert, incisive and generous, and resilient and contributory. . . continually renewing one’s gravitas across an evolving career and using it to support and guide others.” When discussing her mentorship, one of her former students stated, “In all of my career, I’ve never had a mentor work more closely with me to shape me as a scholar and professional . . . . An exemplary teacher invests in the writer. The latter role requires more, and frankly, few are willing to invest that level of time and commitment in mentoring when other activity is more appealing. But those who do, like Louise, change the lives of those they mentor.” At a national level Dr. Phelps has led efforts to put the field on the map through coordinating the Visibility project, which gained recognition for Rhetoric and Composition/Writing Studies in educational and academic database codes so that the field would become legible in national statistics of higher education. With federal recognition from the U.S. Department of Education’s National Center for Education Statistics, we were able to gain a presence on the national and international stage. Rhetoric and Composition/Writing Studies finally had a home. Most recently Dr. Phelps’ efforts are visible at Old Dominion University in a program she has helped guide even in her retirement. Testimony to Phelps’ multigenerational influence is evidenced in her work as an engaged mentor who continues to train multiple generations of writing teachers, researchers, and scholars. She has further led the development of

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the CCCC Task Force on Cross-Generational Connections. In this fashion, she has worked tirelessly to bring together theory and practice and to advance shared matters of concern. In this way, her work has mattered much to the field and made her deeply deserving of the CCCC Exemplar Award. Today, Louise’s work on seniority, identity, and literacy offers a pathway for the future of the field. Such work, particularly her latest work on what she calls “slow composing,” which draws upon her commitment to caring in professional work and the ways we change together over time, speak of Phelps underscores for this committee the multigenerational contributions Phelps has made. The selection committee is excited to identify Louise Wetherbee Phelps as recipient of the 2022 Exemplar Award. The breadth and depth of Dr. Phelps’ scholarship, and programmatic contributions to the field, the legacy of her continued mentorship, and her ethic of ‘slow composing’ exemplify what the committee identified as a ‘lifespan literacy’ of service to the profession worthy of emulation.

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2022 Chair’s Address Holly Hassel

Writing (Studies) and Reality: Taking Stock of Labor, Equity, and Access in the Field

Holly Hassel

In her call for proposals for the 2022 CCCC Annual Convention, Associate Chair Staci Perryman-Clark asked, “As a discipline, how do we remain relevant? How do we use the work that we have done with access to make the case for postsecondary enrollment to prospective students? What does college writing instruction promise to do for students who have the choice to attend/not to attend college? And what are the perils of not making our case?” The 2022 Chair’s Address will take up these and other related questions in the context of a pandemic-affected higher education landscape.

To be relevant and effective going forward, our professional organizations must adapt to a materially different composition of the college teaching workforce, including the long-term labor trends of academic work. More recently, students’ education at all levels has been disrupted. Some students are choosing the workforce instead of postsecondary education; some would choose college but have been structurally excluded; some have attempted college but rigid and old ways of doing things have pushed them out. Within this context, we have an opportunity to rethink what we do as an organization (and more broadly, professional organizations related to writing studies/English studies) to better serve our least-supported students and teachers (graduate teaching assistants, contingent faculty, full-time lecturers and instructors working off the tenure track, writing center support staff, two-year college faculty, faculty at minority-serving institutions, and college reading and literacy instructors, as a start). In the 2022 Chair’s Address, I will provide an overview of the labor and teaching conditions of today’s college writing teacher: who teaches courses that support students’ literacy development in college. I will focus on how the pandemic has intensified trends that already existed in the labor of writing teachers and in students’ college enrollment. On the one hand, we could argue that the COVID-19 pandemic has disrupted everything we thought was true about higher education and the teaching of college writing. On the other hand, we could argue that it has only exacerbated inequities that were already evident in our institutions and classrooms—in the labor of postsecondary writing instruction and in college-going behaviors by students. The goal of the address will be to identify how our professional organizations can adapt

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to the changing landscape of higher education and how professionals in our field can be part of this vital work. Nearly everyone who stays in higher ed and gets a degree in English and its constituent fields will work in a position that emphasizes teaching—as Manzo and Mitchell reported in Inside Higher Ed in 2018, “In 2015, there were more than 3,000 four-year colleges and universities in the United States, and 115 of those have been designated as R1 institutions by the Carnegie Classification of Institutions of Higher Education. That means that only 4 percent of colleges and universities have a reward structure (tenure, promotion, and so on) in which research is more highly valued than teaching” (Manzo and Mitchell). Teaching-intensive work (particularly in college transition and the lower-division curriculum) is the norm and the future of a career in English studies. It is demanding, rewarding work and is poised to become more so in the future while also being the most devalued part of the academic job profile. Luckily, we can learn here from two-year colleges, who have always served student populations with extra-academic demands on their time, labor, and attention and barriers to higher education, and whose primary faculty responsibility has been teaching. However, the 2022 CCCC Chair’s Address is not another call to value TYC work (which has been persuasively made previously by John Lovas, Carolyn Calhoon-Dillahunt, and many others), though it is a recognition that such work is undervalued and understudied. I will draw from pedagogical and policy work of two-year college teacher-scholar-activists to offer strategies for college writing teachers and program administrators in the coming years. Even as we finish a third academic year of disruption, resulting in mental health crises, decreasing enrollment for our most vulnerable and marginalized students, and grief and loss of loved ones or planned futures, our students need to develop rhetorical awareness and information literacy; they need to be able to communicate and advocate in multiple settings (social media, electronic contexts, at city council and school board meetings, in newspapers), and they also need to be able to have a rhetorical flexibility and proficiency that will enable them to be retained to and graduate from college. As we look forward to how we will prepare our graduate students and new colleagues to teach in this extremely varied set of institutional contexts and to students whose needs will be more diverse than ever, we need strategies that allow our programs to both be of the system and to ask more of the systems they are part of. Whether it is reimagined policies in our departments and institutions; partnerships across and between two-year colleges and universities or high schools and college; more accessible and inviting professional opportunities in CCCC and beyond; or evidence-based initiatives that are built on data, stories, and counterstories, the current moment calls upon us to strengthen professional ties. The 2022 Chair’s Address will invite attendees to consider how they can sustainably and meaningfully contribute to that vital mission. With structured opportunities for interaction with other attendees, the Address will help member-attendees identify personal goals and develop

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strategies for equity and access work in their classrooms, programs, institutions, and professional organizations. Holly Hassel is Professor of English and Director of First-Year Writing at North Dakota State University in Fargo, ND. She graduated with her PhD from the University of Nebraska-Lincoln in 2002, and taught for 16 years at the University of Wisconsin–Marathon County, a two-year campus of the state-wide institution, University of Wisconsin colleges, until the institution was dissolved and resigned its accreditation in 2018. She is past editor of Teaching English in the Two-Year College (2016–2020). Since 1996, she has primarily taught first-year writing. Most recently, she is proud of her coauthored book with Dr. Cassandra Phillips (University of Wisconsin-Milwaukee @ Waukesha), Materiality and Writing Studies: Aligning Labor, Teaching, and Scholarship, appearing through the Studies in Writing and Rhetoric Series in 2022, and her coauthored textbook with Dr. Christie Launius (Kansas State University), Threshold Concepts in Women’s and Gender Studies: Ways of Seeing, Thinking, and Knowing (third edition, 2022), for making feminist knowledge transparent and accessible to new college students. She received the TYCA (Two-Year College English Association) Nell Ann Pickett Service Award in 2020. Holly Hassel CCCC Chair

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Friday Special Events 11:00 a.m.–12:00 p.m. ET—Common Ground Conversation: Member Advocacy in the CCCC Lounge 2:00–3:00 p.m. ET—Common Ground Conversations: Racial Justice in the CCCC Lounge 3:30–4:30 p.m. ET—In Memoriam Event in the CCCC Lounge This memorial honors scholars who have passed away during the last year. This event will be used to share memories and reflections. Attendees are welcome to light a candle, burn sage, or practice another ritual to memorialize our dear colleagues. 8:00–9:00 p.m. ET—Anzaldúa Award Reception in the Auditorium Come celebrate and network with the 2022 CCCC Gloria Anzaldúa Award recipients! 8:30–9:30 p.m. We Academics: Recovery Meeting in the CCCC Lounge “As an all-inclusive peer-led recovery digital meeting, “We Academics” encourages discussion of the intersectional experiences of being an academic in recovery, celebrating recovery from all addictions. “We Academics” is BIPOC, LGBTQ+, GNC/Non-Binary, and Trans welcoming and friendly.

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Keynote with Anita Hill Friday, March 11, 12:30–1:45 p.m. ET Introduction: Staci Perryman-Clark, Program Chair/ CCCC Associate Chair, Western Michigan University, Kalamazoo CCCC is excited to introduce the 2022 CCCC Annual Convention keynote speaker, Anita Hill, who will discuss and share her book Believing: Our Thirty-Year Journey to End Gender Violence. Anita Hill is University Professor of Social Policy, Law, and Women’s, Gender and Sexuality Studies at Brandeis University. After the 1991 Senate confirmation hearings for U.S. Supreme Court nominee Clarence Thomas, Hill became a leading figure in the fight for women’s rights and against gender-based violence.

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CCCC Awards Presentation Friday, March 11, 6:45–7:45 p.m. ET Presiding: Holly Hassel, North Dakota State University, Fargo During this presentation we announce the recipients of the following 2022 CCCC Awards. Past CCCC Chairs, distinguished guests, and international participants will be recognized. Please take the time to come celebrate with your colleagues. • Research Initiative • Emergent Researcher Award • Outstanding Book Award • James Berlin Memorial Outstanding Dissertation Award • The Richard Braddock Award • The Mark Reynolds TETYC Best Article Award • Outstanding Dissertation Award in Technical Communication • Technical and Scientific Communication Awards • Writing Program Certificate of Excellence • Advancement of Knowledge Award • Research Impact Award • Luiz Antonio Marcuschi Travel Awards • Gloria Anzaldúa Rhetorician Award • Lavender Rhetorics Award for Excellence in Queer Scholarship • Stonewall Service Award • Disability in College Composition Travel Awards • Outstanding Teaching Award • TYCA Nell Ann Pickett Service Award

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Saturday Special Events 1:00–2:00 p.m. ET—Common Ground Conversations: DEI Initiatives on College Campuses in the CCCC Lounge

Teacher 2 Teacher Teacher 2 Teacher Lounge 11:00 a.m.–5:00 p.m. ET

Teacher to Teacher (T2T) offers CCCC Convention participants a dynamic professional development and networking opportunity. Designed as a series of practicebased conversations, T2T provides a space to celebrate and talk about our teaching. Open to all convention attendees, T2T participants will be invited to learn about a range of activities, assignments, and methods from more than 100 teacher-presenters. As well, we will provide an open period to discuss teaching issues and struggles at the end of each session. T2T presenters include full- and part-time faculty, graduate and undergraduate students, and aspiring educators as well as colleagues representing secondary, two-year, and four-year institutional homes. After a short welcome and introduction, attendees will hear from the Cs first-ever teaching excellence award winners and then select from nine breakout rooms during the first hour and then choose a second breakout room during the second hour. Each hour will have approximately three rapid 5-minute presentations followed by ample discussion time. Attendees are welcome to join at any part of the morning and afternoon sessions and may join the breakout rooms as their schedules allow. Please make sure you have the most recent update to Zoom in order to choose your own breakout room. Visit Teacher to Teacher for a complete list of breakout room topics and descriptions. https://cccc.ncte.org/wp-content/uploads/2022/02/2022_T2T_ScheduleMorningAfternoon.pdf Presenters: Natalia Andrievskikh, New York University Tina Arduini, Ferris State University Lisa Bailey, University of Illinois, Chicago Elizabeth Baxmeyer, California Northstate University College of Health Sciences Hannah Bellwoar, Juniata College Melissa Benbow, University of Delaware Mark Blaauw-Hara, University of Toronto, Mississauga Kitty Burroughs, Bowling Green State University Beth Buyserie, Utah State University Candace Chambers, Central Piedmont Community College David Coad, Santa Clara University Jennifer Courtney, Rowan University Kathleen Crosby, Elon University 28

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Jill Dahlman, California Northstate University College of Health Sciences Laura Decker, Nevada State College Lauren Esposito, Marywood University Laura Feibush, Juniata College Jordana Garbati, University of Toronto Gina Genova, University of California, Santa Barbara Shreelina Ghosh, Gannon University Charity Givens, Bowling Green State University Haley Hamilton, Kennesaw State University Sara Hillin, Lamar University, Peter Huk, University of California, Santa Barbara Noël Ingram, Boston College Jeffrey Jackson, SUNY Cortland Madhav Kafle, Rutgers University Jeanette Lehn, University of Pittsburgh Meng-Hsien (Neal) Liu, University of Illinois at Urbana Champaign Matt McCurrie, Columbia College Chicago Craig A. Meyer, Texas A&M University, Kingsville Anna Mills, City College of San Francisco Nomi Morris, University of California, Santa Barbara Kaustav Mukherjee, Gannon University Mallory Pladus, Immaculata University Margaret Poncin Reeves, DePaul University Yvette Regalado, Texas State University Nicole Rothenay, American Public University System Katherine Field Rothschild, Stanford University E. Shelley Reid, George Mason University Mysti Rudd, Texas A&M University at Qatar Kevin Rutherford, University of California, Santa Barbara Beth Saur, University of California, Santa Barbara Kerry Smith, James Madison University Ian Stark, Texas Tech University Sarah Swofford, University of South Carolina, Beaufort Dagmar Van Engen, Arizona State University Jonathan Vroom, University of Toronto, Mississauga Mohamed Yacoub, Florida International University Min Yang, Texas Tech University Crystal Zanders, University of Michigan Michele Zugnoni, Northwestern University

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Acknowledgments Online Coaches Heather Burke Lauren Brentnell Amy Cicchino William FitzGerald

Susanmarie Harrington Ashanka Kumari Heather Lettner-Rust

Timothy Oleksiak Laurie Pinkert Karen Rowan

Marilee Brooks-Gillies Ella Browning Yavanna Brownlee Heather Burke Jimmy Butts Carolyn Calhoon-Dillahunt Lillian Campbell Ellen Carillo LauraAnne Carroll-Adler Nikki Caswell Christina Cedillo Brent Chappelow Kate Chaterdon Anita Chaudhuri Charissa Che Polina Chemishanova Chen Chen Amy Cicchino Erica Cirillo-McCarthy Leticia Citizen Angela Clark-Oates Geoffrey Clegg Elisa Cogbill-Seiders Lauren Connolly Heather Connors S. Brook Corfman Erin Costello Wecker Sherri Craig Ginny Crisco Madeline Crozier Lance Cummings Jennifer Cunningham

Christine Curriarre Jennifer Daniel Trace Daniels-Leberg Gita DasBender Laura Davies Carleigh Davis Matthew Davis Chloe de los Reyes Nicole Decoteau Jane Denison-Furness Kevin DePew Susan DeRosa Rasha Diab Lisa Diehl Rachel Dortin Helen Doss Diane Dowdey Doug Downs Renee Drouin Suellynn Duffey William Duffy Patricia Dunn Sarah Dwyer Jeremiah Dyehouse Anthony Edgington Michael Edwards Jennifer Eidum Amanda Espinosa-Aguilar Jason Evans Jennifer Falcon Rob Faunce Sonia Feder-Lewis

Stage I Reviewers Whitney Jordan Adams G. Edzordzi Agbozo Nikki Agee Sara Alvarez Bhushan Aryal Khem Aryal Charlotte Asmuth Jacob Babb Michelle Bachelor Robinson Danielle Bacigalupo Lisa Bailey Kimberly Bain Suchismita Banerjee Sweta Baniya Will Banks Jason Barrett-Fox Lesley Bartlett Christopher Basgier Michael Baumann Estee Beck Nicholas Behm Patrick Berry Jana Bielecki Kristine Blair Bradley Bleck Lauren Bowen Phil Bratta Catherine Braun Michelle Brazier Martha Brenckle Lauren Brentnell 30

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Sergio Figueiredo Gracemarie Fillenwarth Elisa Findlay Jenn Fishman William FitzGerald Elizabeth Fleitz Wilfredo Flores Katherine S. Flowers Crystal Fodrey Jennifer Forsthoefel Amber Foster Bess Fox Mike Garcia Romeo Garcia Lauren Garskie Thomas Geary Jeffrey Gerding Joanne Giordano Caleb Gonzalez Tarez Samra Graban Jennifer Gray Mara Lee Grayson Morgan Gresham Charles Grimm Kailyn Hall Valerie Hanson Michael Harker Brian Harrell Susanmarie Harrington Becca Hayes Sharon Head Sara Heaser Marcela Hebbard Mary Hedengren Dorothy Heedt Sheri Henderson Kari Henry Hulett Deborah Holdstein Judy Holiday Analeigh Horton Jeffrey Howard Sherena Huntsman Les Hutchinson Campos Liz Hutter Elizabeth Imafuji Joyce Inman

Brad Jacobson Adrienne Jankens Amber Jensen Kristine Johnson Jennifer Johnson Gavin Johnson Sarah Z. Johnson Cynthia Johnson Madison Jones Rachael Jordan Jessica Jorgenson Borchert Rachel Jurasevich Seth Kahn Trent Kays Megan Keaton Sheila Kennedy Stephanie Kerschbaum Santosh Khadka Lisa King Jeffrey Klausman Sarah Klotz Addison Koneval Kathleen Kryger Ashanka Kumari Karen Kuralt Bonnie Kyburz Angela Laflen Kristin LaFollette Eileen Lagman Suzanne Lane Mary Langer Thompson Sara Large Jamee Larson Anna Larsson Mary Le Rouge Elizabeth Leahy Eric Leake Meridith Leo Roberto Leon Amy Leonard Trace Lerberg Steven Lessner Robert Leston Heather Lettner-Rust Carrie Leverenz

Lynn Lewis Weijia Li Kris Lowrey Brad Lucas Kimberli M. Lawson Stephanie Maenhardt Kelly Maguire Jennifer Mallette Aimee Mapes Travis Margoni Jenn Marlow Caitlin Martin Tina Matuchniak Richard Matzen Chris Mays Lynn McCool Deanna McGaugheySummers Alexis McGee Mary McGinnis Heather McGovern Megan McIntyre Cruz Medina Joyce Meier Philippe Meister Annie Mendenhall Meg Mikovits Elizabeth Miller Catrina Mitchum Marie Moeller Keely Mohon-Doyle Miriam Moore Jill Morris Jenna Morton-Aiken Melissa Murata Ryan Murphy Liliana Naydan Jane Nazzal Cynthia Nearman Michelle Niestepski Maria Novotny Adedoyin Ogunfeyimi Timothy Oleksiak Kat O’Meara Carolyn Ostrander Matthew Overstreet

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Jason Palmeri Mike Palmquist Jagadish Paudel Michael Pemberton Julie Perino Johanna Phelps Cassandra Phillips Laurie A. Pinkert Emily Plummer Catena Patricia Poblete Bibhushana Poudyal Melissa Poulsen Amanda Pratt Sarah Prielipp Jesse Priest Maria Prikhodko Paul Puccio Kainat Puetz Melody Pugh Amy Quan Shakil Rabbi Clancy Ratliff Dara Regaignon Lynn Reid Molly Rentscher Dahliani Reynolds Marsha Rhee Serena Richards Rebecca Rickly Michael Rifenburg Danielle Roach Sherry Robertson Heather Robinson Rochelle (Shelley) Rodrigo

Laura Rogers Kevin Roozen Heidi Rosenberg Lauren Rosenberg Angela Rounsaville Tiffany Rousculp Karen Rowan Hannah Rule Christina Saidy Fernando Sanchez Nick Sanders Susan Satterfield Dagmar Scharold Carl Schlachte Tricia Serviss Shyam Sharma Jessica Shumake Bryna Siegel Finer Katie Silvester John Silvestro Kaia Simon Ryan Skinnell Amanda Sladek Karyn Smith Robin Snead Vanessa Sohan Nancy Sommers Kayla Sparks Sarah Spring Michelle Sprouse Marjorie Stewart Jason Stuart Rachael Sullivan Xiao Tan Alexis Teagarden

Andrew Testa Christopher Thaiss Jason Tham Darci Thoune Christie Toth Karen Trujillo Tim Twohill Sandy Vandercook Jasmine Villa Marilyn Walker Clay Walker John Walter Zhaozhe Wang Nicole Warwick Megan Weaver Sara Webb-Sunderhaus Travis Webster Ben Wedge Kristen Weinzapfel Sara West Stephanie Wheeler Patricia Wilde Lydia Wilkes Concetta Williams Joel Williams Chelsea Willman Shane Wood Tara Wood Charles Woods Lacey Wootton Erin Workman Deb Young Qianqian Zhang-Wu Lena Ziegler

Janice Feimenheiere Seth Kahn Moline Tucker Mallamo Aja Martinez Peter Mortensen Ersula Ore

Lori Ostergaard Gpat Patterson Staci Perryman-Clark Margaret Price Ryan Skinnell Xiaoye You

Stage II Reviewers Will Banks Chris Besiger Tamika Carey Frankie Condon Collin Craig Beth Davila Jay Dolmage

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Thank You to Our Gold Sponsor!

Thank You to Our Bronze Sponsors!

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Wednesday, 11:00 a.m.–1:00 p.m. ET

Workshops Wednesday, March 9 All Workshops Are Live Sessions 11:00 a.m.–1:00 p.m. ET W-1

Antiracism and Social Justice

Council on Basic Writing Workshop: Keynote on The Craft of Counterstory Sponsored by the Council on Basic Writing

Counterstory is a writing and research method of Critical Race Theory, and as a narrative form, counterstory illuminates other(ed) perspectives about genre and dominant ideology, and functions as a method for social justice-oriented writers to intervene in and counter practices that dismiss or decenter racism and those whose lives are affected daily by it. Participants will learn about crafting counterstories in genres of dialogue, autobiography, and allegory, based on personal experience and supported by data and literatures on their chosen topics. Chair and Workshop Facilitators: Jack Morales, Community College of Allegheny County Lynn Reid, Fairleigh Dickinson University Speaker: Aja Martinez, University of North Texas Note: This workshop continues at 1:30 p.m. ET as W-1b.

W-2

Writing Programs

Behind the Scenes of WAC Program Development

Sponsored by the CCCC Writing Across the Curriculum Standing Group This workshop invites participants behind the scenes of multiple WAC programs. It opens with an overview of WAC program development, followed by three breakouts focused on different commonplace activities in WAC program administration, from WAC advisory boards to WAC communications and marketing to diversity and inclusion efforts. Workshop Facilitators: Christopher Basgier, Auburn University Michael Cripps, University of New England Heather Falconer, University of Maine Pamela Flash, University of Minnesota Crystal Fodrey, Moravian College Jeffrey Galin, Florida Atlantic University Amy Lannin, University of Missouri CCCC CONVENTION, 2022 35

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3/4/22 3:14 PM

Wednesday, 11:00 a.m.–1:00 p.m. ET

Meg Mikovits, Moravian College Kerri Morris, Governors State University Lee Nickoson, Bowling Green State University Laurie Pinkert, University of Central Florida Paula Rosinski, Elon University Erika Scheurer, University of St. Thomas Stacey Sheriff, Colby College

W-3

Approaches to Teaching and Learning

Transnational Writing Education and Social Justice: Finding Opportunities

Sponsored by the CCCC Transnational Composition Standing Group Led by international scholars, this workshop explores translingual and transnational pedagogies and programs that disrupt racial and linguistic privilege. Chairs and Leaders: Brooke Schreiber, Baruch College CUNY Joyce Walker, Illinois State University Xiaoye You, Pennsylvania State University Facilitators and Speakers: Nancy Boy Ayash, University of Washington, “Edible Literacies in Action: Foregrounding Translingual and Transnational Connections” Brandy Bippes, University of Utah, “Transnational COIL: Practices and Lessons for Collaborative Online Learning” Ming Fang, Florida International University, “Exploring First-Year Writing Curriculum Design in the Transnational Context” Jay Jordan, University of Utah, “Transnational COIL: Practices and Lessons for Collaborative Online Learning” Ligia Mihut, Barry University, “Language Ideologies in the Context of Experiential Learning: A Troubling Legacy and Current Practices”

W-4

Antiracism and Social Justice

Creole Composition: Learning with/from CaribbeanOrigin Students in US Composition Classrooms This is a workshop for US-based composition instructors to help them work with Caribbean-origin composition students and other diverse student groups. The presenters in the workshop are editors and authors of Creole Composition: Academic Writing and Rhetoric in the Anglophone Caribbean, which was the winner of the MLA’s Mina P. Shaughnessy Prize and the CCCC Outstanding Book Award. Workshop Facilitators: Clover Jones McKenzie, University of Technology, Jamaica

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3/4/22 3:14 PM

Wednesday, 11:00 a.m.–1:00 p.m. ET

Vivette Milson-Whyte, University of the West Indies Kendra Mitchell, Florida A&M University Raymond Oenbring, University of the Bahamas Heather Robinson, York College CUNY

W-5

Approaches to Teaching and Learning

(Re)Conceptualizing Online Writing Instruction: Designing and Teaching Online Academic Writing Courses for Multilingual Writers Sponsored by the CCCC Online Writing Instruction Standing Group

In this two-hour workshop, the facilitators will guide participants through an adaptable framework of three main categories for decision-making in (re)conceptualizing their online academic writing courses specifically for and/or including multilingual writers. Indeed, the framework could be adapted for any online writing course with an academic language writing focus. By the end of the workshop, participants will be better prepared to design and teach writing courses for multilingual writers in their contexts as specifically outlined in the CCCC Statement of Second Language Writing and Multilingual Writers, Parts 3 and 5. Participants will leave the workshop with the adaptable framework (and their initial work on it) to refer to iteratively as their online course design and teaching evolves over time. In addition, participants will leave with sample lessons and syllabi. This workshop would benefit all novice and experienced online writing instructors, as well as WPAs aiming to meet the needs of linguistically diverse learners in their writing programs. Workshop Facilitators: Jessie Borgman, The Online Writing Instruction Community Katie Silvester, University of Arizona Jennifer Slinkard, University of Arizona Tanya Tercero, University of Arizona

W-6

Approaches to Teaching and Learning

In Praise of Multimodality: Decolonizing Writing Decolonizing is an academic buzzword, but it has a specific purpose and meaning. In this workshop, attendees will learn the vocabulary and techniques required to facilitate multimodal writing and build skills surrounding social justice literacy. Speaker: Bunny McFadden, independent scholar

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3/4/22 3:14 PM

Wednesday, 11:00 a.m.–1:00 p.m. ET

W-7

Community, Civic, and Public Contexts of Writing

CCCC 2022 Edits Wikipedia!

Sponsored by the CCCC Wikipedia Initiative (CCCCWI) Committee This workshop proceeds from the conviction that it matters to edit Wikipedia, especially for scholars committed to social justice. Join members of the CCCC Wikipedia Initiative Committee to edit Wikipedia for knowledge equity and improve articles on key topics in composition and rhetoric. Workshop Facilitators: Dylan Dryer, University of Maine Tarez Graban, Florida State University Melanie Kill, University of Maryland Alexander Lockett Matthew Vetter, Indiana University of Pennsylvania Theory and Research Methodologies

W-22 Committed to an Inclusive Discipline: Broadening CCCC Conversation with International Researchers and Contexts Through a series of discussions, 31 international colleagues and workshop registrants meet to engage in the discipline of writing research and development within an inclusive international framework. Participants choose among each other’s texts to read in advance and to discuss in small groups during the workshop, enabling deep, sustained international exchange. This workshop requires advance reading of a selection among draft texts provided by workshop leaders; please contact intlresearchersconsortium@ gmail.com as soon as you decide to join the workshop so that we can provide you with the materials and instructions. Standing Group Chairs and Workshop Facilitators: Tiane Donahue, Dartmouth University/University of Lille Co-Chairs: Steffen Guenzel, University of Central Florida Amy Zenger, American University of Beirut Speakers: Nova Ariani, Universitas Negeri Malang, “Indonesian Doctoral Students’ Academic Literacies and EAP Writing Experience: Implications for Studying Overseas” Graciela Arizmendi González, Universidad Nacional Autónoma de México, FES Acatlán, “Reading/Writing Gaps and Connections Identified in Postgraduates in an EFL Context” Angela Hakim, King’s College London, “Implementing DisciplineSpecific Academic Writing Courses in English Medium Instructional Contexts” 38

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3/4/22 3:14 PM

Wednesday, 11:00 a.m.–1:00 p.m. ET

Helen Hint, University of Tartu, “How to Determine Estonian Writing Structures at the Macro-, Meso-, and Micro-level” Amy Hodges, University of Texas at Arlington, “Reading/Writing Gaps and Connections Identified in Postgraduates in an EFL Context” Olena Horner, University of Minnesota, “Conceptual Framework for Understanding the Climate for L2 (English) Academic Writing on University Campuses in Germany: A Cultural Approach” Jay Jordan, University of Utah, “Accounting for Transfer during and after an International Student Bridge Program” Julie Kolgjini, RIT, “Dismantling Linguistic Invisiblization: The (re)surfacing of marginalized varieties in translanguaging” Adrienne Lamberti, University of Northern Iowa, “Critical Academic Studies as an Opportunity for Justice: Crisis Communications in Higher Education” Djuddah Leijen, University of Tartu, “How to Determine Estonian Writing Structures at the Macro-, Meso-, and Micro-level” Tetyana Müller-Lyaskovets, Technische Universität, Dortmund, Germany, “Conceptual Framework for Understanding the Climate for L2 (English) Academic Writing on University Campuses in Germany: A Cultural Approach” Theron Müller, University of Toyama, “Graphically Representing Text Trajectories: Examining Processes of Production, Evaluation, and Revision” Neslihan Onder-Ozdemir, Bursa UludaÄŸ University, “How Academic Reading and Writing Could Be Embraced to Motivate Students to Be Active Learners during the COVID-19 Pandemic” Tamer Osman, Chinese Academy of Social Sciences, “The Challenges That the Chinese Postgraduate Researchers Encounter When Writing Their Research Papers” Zsuzsanna Palmer, Grand Valley State University, “Global Promotional Genre Systems in Higher Education: A Longitudinal Multimodal Analysis” Avasha Rambiritch, University of Pretoria, “Advancing Multilingualism in the Writing Centre” Natalia V. Smirnova, HSE University, Open University, “Exploration of the Geopolitical Dimension of Citation Practices of Russian Experienced Scholars” Meni Syrou, TU Dortmund University, “Conceptual Framework for Understanding the Climate for L2 (English) Academic Writing on University Campuses in Germany: A Cultural Approach” Massimo Verzella, Penn State Erie, The Behrend College, “Pragmatic Strategies Used in ELF Interactions between Proficient and Emergent Speakers of English” Xiqiao Wang, University of Pittsburgh, “Using Mobile Ethnography to Map the Literacy Trajectories of Migrant/Left-Behind Children in China” CCCC CONVENTION, 2022 39

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3/4/22 3:14 PM

Wednesday, 1:30–3:30 p.m. ET

Ke Xu, University of Pittsburgh, “Using Mobile Ethnography to Map the Literacy Trajectories of Migrant/Left-Behind Children in China”

1:30–3:30 p.m. ET W-1b Council on Basic Writing Workshop: Keynote on The Craft of Counterstory (Part 2) Critical Race Theory and Antiracism Work in Basic Writing: Perspectives on Research, Pedagogy, and Writing Program Administration Part 2 of workshop W-1 offers three roundtables on basic writing (BW) syllabi as survivor narratives of critical consciousness, the pedagogy of play, and teaching/learning at the intersections of trauma-informed pedagogy and antiracism. This session centers BIPOC theory and practice as we critically interrogate the work of BW. Chairs and Workshop Facilitators: Jack Morales, Community College of Allegheny County Lynn Reid, Fairleigh Dickinson University Workshop Facilitators and Speakers: Andrew Anastasia, Harper College Susan Bernstein, Queens College CUNY Erika Johnson, Utah Valley University Jan Rieman, University of North Carolina, Charlotte RAsheda Young, Rutgers University

W-8

Writing Programs

We Are All Writers and Teachers: Working with Faculty Writers to Build Sustainable Support Systems Participants will develop strategies for working with faculty writers, framing faculty writing initiatives as an opportunity for faculty to build support systems and to discover new ways to write collaboratively with others. Workshop facilitators will offer insights based on their experiences meant to help workshop participants to plan faculty writing initiatives for their institutions. Speakers: Jacob Babb, Indiana University Southeast Lars Soderlund, Western Oregon University Christine Tulley, University of Findlay Jaclyn Wells, University of Alabama at Birmingham Jennifer Wells, New College of Florida

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3/4/22 3:14 PM

Wednesday, 1:30–3:30 p.m. ET

W-9

Inclusion and Access

Demystifying the Dissertation: A Critical Conversation with Graduate Students and Advisors We invite graduate students and advisors across institutions to critically examine the dissertation genre as an access point into the field. This workshop demystifies the dissertation genre by asking participants to collaboratively map its tensions across stakeholders; analyze a variety of examples; and negotiate possible innovations for current dissertation projects (as writers or advisors). Speakers: Dana Comi, Auburn University at Montgomery Charlesia McKinney, Middle Tennessee State University Alisa Russell, Wake Forest University Creative Writing and Publishing

W-10 Writing Creative Nonfiction: A Day of Writing and Ideas for Teaching Sponsored by the CCCC Creative Nonfiction Standing Group

In this workshop, participants explore creative nonfiction by writing to choices among prompts, sharing what they’d like to share, listening to others, discussing teaching approaches, experiences, and challenges, and convivially networking with other writers and teachers of creative nonfiction, both established and new. Speakers: Melissa Goldthwaite, Saint Joseph’s University, “When the Sugar Isn’t Sweet: Exploring Parlance, Idiom, and Slang” Ann Green, Saint Joseph’s University, “Three Questions for Writing about Race, Class, and Gender” Doug Hesse, University of Denver, “Writers Teaching Writers” Libby Jones, Berea College, “Unpacking the Invisible Knapsack” Erin Pushman, Limestone University, “Borrowing Forms to Tell the Truth: Hybrid Writing in Creative Nonfiction” Jenny Spinner, Saint Joseph’s University, “Familect: Writing about Family Language” Christy Zink, George Washington University, “Rewriting the Body: Personal Narrative and Metaphor”

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3/4/22 3:14 PM

Wednesday, 1:30–3:30 p.m. ET

Approaches to Teaching and Learning

W-11 Introduction to Linguistics for Teachers and Students in Support of CLA Pedagogy Sponsored by the CCCC Language, Linguistics, and Writing Standing Group This workshop provides an accessible and practical introduction to linguistic knowledge and activities in support of critical language awareness (CLA) pedagogy for writing teachers and students. Speakers: Laura Aull, University of Michigan Whitney Gegg-Harrison, University of Rochester Craig Hancock, University at Albany SUNY Cornelia Paraskevas, Western Oregon University Shawna Shapiro, Middlebury College Antiracism and Social Justice

W-12 Building Brave Spaces by Centering a Coalition of Feminist Leadership: Responding to Trauma through Diverse, Inclusive, and Equitable Feminist Practices Through a coalition of leadership that features BIPOC and un(der) represented scholars, august feminist respondents, and emerging scholars, the workshop provides practical and concrete ways of creating brave and open spaces to ensure trauma-informed centering that is not based on white-supremacist practices. Chair: Kate Pantelides, Middle Tennessee State University Speakers: Joyce Rain Anderson, Bridgewater State University, “Infusing Indigenous Knowledges” Sonia Arellano, University of Central Florida, “Tactile Rhetoric and Quilting Methods” Sweta Baniya, Virginia Tech, “Transnational Feminist Practices of Coping, Managing, and Resisting the Global Pandemic” Karma Chavez, University of Texas Genevieve Garcia de Mueller, Syracuse University Mays Imad, Pima Community College, “Trauma-Informed Pedagogy and Marginalized Student Experiences” Keshia Mcclantoc, University of Nebraska-Lincoln, “Pedagogies of Rural Consciousness” Lou Maraj, University of British Columbia, “Autoethnographic Orientations Workshop”

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3/4/22 3:14 PM

Wednesday, 1:30–3:30 p.m. ET

Margaret Price, The Ohio State University, “Accountability: A Topos, a Practice, a Form of Hope” Sherry Rankins-Robertson, University of Central Florida Respondents: Cheryl Glenn, Pennsylvania State University Gesa Kirsch, Soka University of America Shirley Logan, University of Maryland Andrea Lunsford, Stanford University Beverly Moss, The Ohio State University Lana Oweidat, Goucher College Krista Ratcliffe, Arizona State University Eileen Schell, Syracuse University Kathleen Yancey, Florida State University Workshop Facilitators: Kayla Bruce, Olivet Nazarene University Rachel Daugherty, Texas Woman’s University Rachelle Joplin, University of Houston Karen Tellez-Trujillo, Cal Poly Pomona Patricia Wilde, Washington State University Tri-Cities Workshop Facilitators and Speakers: Angela Clark-Oates Aurora Matzke, Azusa Pacific University Note: This workshop continues during the 4:00–6:00 p.m. ET session time. Institutions: Labor Issues, Professional Lives, and Survival

W-13 Composition and Its Work: The Perils of Violence and the Possibilities of Hope This workshop asks, “How can we reduce violence in composition, in our disciplinary home, and in our pedagogical practices?” It answers with a series of breakout sessions and activity tables designed to engage participants in identifying violence(s); strategizing responses; applying both processes to specific sites; and, finally, devising resourcement practices to support this ongoing work. Workshop Facilitators: Kerry Banazek, New Mexico State University Eric Camarillo, Harrisburg Area Community College Joshua Daniel, Oklahoma State University Kristie Fleckenstein, Florida State University Scott Gage, Texas A & M University–San Antonio Eric House, New Mexico State University Elizabeth Chilbert Powers, University of Maine at Augusta Kellie Sharp-Hoskins, New Mexico State University

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3/4/22 3:14 PM

Wednesday, 1:30–3:30 p.m. ET

Antiracism and Social Justice

W-14 Usin They Own Language, Disruptin White Language Supremacy and Servin Black Linguistic Justice Realness “In the spirit of inclusivity” this workshop really addresses how antiracist writing instructors and co-conspirators can practice diversity in teaching, learning, and indeed how we can “really practice diversity as opposed to simply teaching about it.” Speakers: Isabel Baca, The University of Texas at El Paso Qwo-Li Driskill, Oregon State University David Green, Howard University Austin Jackson, Brown University Kim Brian Lovejoy, Indiana University Rashidah Muhammad, Governors State University Elaine Richardson, The Ohio State University Denise Troutman, Michigan State University Bonnie Williams, California State University, Fullerton Inclusion and Access

W-25 Creating Cultures of Access across Contexts We will share knowledge about how to create intersectional and inclusive cultures of access across academic and institutional contexts. Chairs and Speakers: Annika Konrad, Dartmouth College Molly Ubbesen, University of Minnesota-Rochester Speakers: Margaret Fink, University of Illinois at Chicago Rachel Herzl-Betz, Nevada State College Elisabeth Miller, University of Nevada, Reno Jenni Moody, Mount Mary University Sushil Oswal, University of Washington Brenna Swift, University of Wisconsin-Madison Muffy Walter, Washburn University Roundtable Leaders: Elizabeth Brewer, Central Connecticut State University Chad Iwertz Duffy, Bowling Green State University Kathleen Hunzer, University of Wisconsin-River Falls Valerie Ross, University of Pennsylvania Anne-Marie Womack, Tulane University Workshop Facilitators: Robert Bruss, Marquette University Mary Clinkenbeard, Southern University and A&M College Leigh Elion, Oxford College of Emory University Mary Glavan, Tulane University Allison Hitt, Ball State University

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3/4/22 3:14 PM

Wednesday, 4:00–6:00 p.m. ET

Loretta Huizar, California State University, Northridge Molly Kessler, University of Minnesota Tracy Ann Morse, East Carolina University

4:00–6:00 p.m. ET Antiracism and Social Justice

W-12b Building Brave Spaces by Centering a Coalition of Feminist Leadership: Responding to Trauma through Diverse, Inclusive, and Equitable Feminist Practices (Part 2) Through a coalition of leadership that features BIPOC and un(der) represented scholars, august feminist respondents, and emerging scholars, the workshop provides practical and concrete ways of creating brave and open spaces to ensure trauma-informed centering that is not based on white-supremacist practices. Chair: Kate Pantelides, Middle Tennessee State University Speakers: Joyce Rain Anderson, Bridgewater State University, “Infusing Indigenous Knowledges” Sonia Arellano, University of Central Florida, “Tactile Rhetoric and Quilting Methods” Sweta Baniya, Virginia Tech, “Transnational Feminist Practices of Coping, Managing, and Resisting the Global Pandemic” Karma Chavez, University of Texas Genevieve Garcia de Mueller, Syracuse University Mays Imad, Pima Community College, “Trauma-Informed Pedagogy and Marginalized Student Experiences” Keshia Mcclantoc, University of Nebraska-Lincoln, “Pedagogies of Rural Consciousness” Lou Maraj, University of British Columbia, “Autoethnographic Orientations Workshop” Margaret Price, The Ohio State University, “Accountability: A Topos, a Practice, a Form of Hope” Sherry Rankins-Robertson, University of Central Florida Respondents: Cheryl Glenn, Pennsylvania State University Gesa Kirsch, Soka University of America Shirley Logan, University of Maryland Andrea Lunsford, Stanford University Beverly Moss, The Ohio State University Lana Oweidat, Goucher College Krista Ratcliffe, Arizona State University Eileen Schell, Syracuse University Kathleen Yancey, Florida State University

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3/4/22 3:14 PM

Wednesday, 4:00–6:00 p.m. ET

Workshop Facilitators: Kayla Bruce, Olivet Nazarene University Rachel Daugherty, Texas Woman’s University Rachelle Joplin, University of Houston Karen Tellez-Trujillo, Cal Poly Pomona Patricia Wilde, Washington State University Tri-Cities Workshop Facilitators and Speakers: Angela Clark-Oates Aurora Matzke, Azusa Pacific University Theory and Research Methodologies

W-15 Qualitative Research Network The Qualitative Research Network (QRN), which meets annually at the CCCC Annual Convention, is offered for new and experienced qualitative researchers. The QRN provides mentoring and support to qualitative researchers at all levels of experience and those working in diverse areas of study within the college composition and communication community. Speaker: Will Banks, East Carolina University Institutions: Labor Issues, Professional Lives, and Survival

W-16 Writing Welcome: Recruitment as Intentional Invitation to Inclusive Spaces in Graduate Education Sponsored by the CCCC Master’s Degree Consortium of Writing Studies Specialists

This workshop considers ways to be both inviting and transparent about our programs in recruitment efforts with particular attention to diversity and inclusivity initiatives. Facilitators will guide participants in reflecting on, planning, and producing strategies for recruitment for their programs. Speaker: Jen Almjeld, James Madison University Facilitators and Speakers: Andrew Fiss, Michigan Technological University Laura Kasson Fiss, Michigan Technological University Kailyn Shartel Hall, Purdue University Eric Leake, Texas State University Matthew Moberly, California State University, Stanislaus Group Leader: Karen Kuralt, University of Arkansas at Little Rock

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3/4/22 3:14 PM

Wednesday, 4:00–6:00 p.m. ET

Antiracism and Social Justice

W-17 Linguistic Justice and Critical Approaches in Second Language Writing Sponsored by the CCCC Second Language Writing Standing Group

This workshop explores the lens of criticality for important work in Second Language Writing toward the shared goal of linguistic justice in composition. A keynote, multiple roundtables, and a respondent offer applied critical approaches from theory, to classroom practices, through to teacher training and administration, and beyond academia. Standing Group Chair: Sarah Snyder, Arizona Western College Speakers: Rebecca Lorimer Leonard, University of Massachusetts Amherst Shawna Shapiro, Middlebury College Roundtable Leaders: Emma Britton, University of Massachusetts Amherst Analeigh Horton, University of Arizona Alan Kohler, University of Arizona Rachael Shapiro, Rowan University Zhaozhe Wang, University of Toronto Missy Watson, City College of New York Qianqian Zhang-Wu, Northeastern University Workshop Facilitator: Jeroen Gevers, University of Arizona Antiracism and Social Justice

W-18 From Outcomes to Goals: Creating Antiracist FYC Programs and Course Goals in Local Contexts The FYC “Goals Statement” (a revision of the WPA Outcomes Statement) provides an approach for creating antiracist course goals for locally diverse students along common languaging dimensions. This workshop guides participants to employ the revision to do antiracist work in their local writing programs and classrooms through meaningful, if hard, conversations. Speakers: Melvin Beavers, University of Arkansas at Little Rock Beth Brunk-Chavez, The University of Texas at El Paso Neisha-Anne Greene, American University Asao Inoue, Arizona State University Iris Ruiz, University of California, Merced Tanita Saenkhum, University of Tennessee, Knoxville Vershawn Ashanti Young, University of Waterloo

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3/4/22 3:14 PM

Wednesday, 4:00–6:00 p.m. ET

Community, Civic, and Public Contexts of Writing

W-19 Teaching Writing with Your Local Archives: Designing Archival Writing Courses to Improve Student Access, Citizenship, and Representation Learn to find and work with local archives to empower all your students as writers and citizens of your institutions and communities. This workshop includes archival and course-planning activities focusing on both institutional and community ethnographies and increased access and representation for diverse students. Participants critically engage with pedagogical scenarios using local archives. Workshop Facilitators and Speakers: Heidi Nobles, University of Virginia, “History and Culture of Writing at UVA: A Case Study in Discovering Who and What Belongs” Vanessa Rouillon, James Madison University, “‘This Paper Is Like a Joint . . . It Needs to Be Passed Around!’: Student Underground Writing in Campus Newspapers” Community, Civic, and Public Contexts of Writing

W-20 Interest-Driven Public Writing Pedagogy with Reddit: Classroom Reconceptualized as a Workshop to Support Student Writing for Concrete Authentic Audiences This workshop introduces online interest-driven sites as a site of public writing pedagogy, and invites participants to reenvision how to tap into students’ personal interests to teach public writing with and in interestdriven sites like Reddit. Participants will develop an initial, experimental public writing project with Reddit that could be implemented in their own contexts. Speaker: Eva Jin, Arizona State University Professional and Technical Writing

W-21 Engaging Cultural Differences for Empowering Design This workshop asks participants to reconsider commonly held design beliefs and routine design practices with a lens of cultural differences. Illustrated with design case studies, it introduces strategies and techniques to create empowering design in a globalized world at a divisive time. The first 25 participants will be admitted from the waiting room 10 minutes before the session begins. Please arrive early. To reserve a spot, please sign up at this google form (https://bit.ly/3Mb78pq) by March 8. Speaker: Huatong Sun, University of Washington, Tacoma 48

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3/4/22 3:14 PM

Wednesday, 6:30–8:30 p.m. ET

6:30–8:30 p.m. ET Community, Civic, and Public Contexts of Writing

W-23 Writing toward Belonging: Crafting Prison Pedagogies and Partnerships That Bridge the Educational Divide Sponsored by the CCCC Prison Writing and Pedagogy Collective

This workshop will host a panel discussion with Chicago-based members of the Education Justice Project on how writing programs might build more meaningful pathways between postsecondary education, prisoner reentry, and communities most affected by incarceration. The panel will be followed by working groups sharing research and pedagogical best practices in prison contexts. Standing Group Chairs: Elizabeth Catchings, University of Denver, “Digitizing the Carceral Divide: Harnessing the COVID Moment to Expand Synchronous and Asynchronous Writing Community in Prison” Alexandra Cavallaro, California State University, San Bernardino, “Archives Inside/Out: Teaching and Learning with Prison Archives” Respondent: David Todd, Education Justice Project, University of Illinois Roundtable Leaders: Patrick Berry, Syracuse University, “Writings from the Inside during the Time of COVID” Melanie Burdick, Washburn University, “College Student Identity and Supporting a Prison to School Pipeline” Kathie Klarreich, Exchange for Change, “Writings from the Inside during the Time of COVID” Laura Rogers, Albany College of Pharmacy and Health Sciences, “I Just Want to Be Heard: Twenty-Five Years of a Creative Writing Workshop” Workshop Facilitator and Speaker: Tobi Jacobi, Colorado State University Catherine Koehler, University of California, Merced, “Critical Prison Literacy through Community Engaged Writing Projects” Professional and Technical Writing

W-26 Access and Equity . . . Structures and Pedagogies: A Comprehensive Workshop Exploring Internships in English and Writing Studies in a Post-COVID-19 World This workshop will explore the complexities of college internships and work-based learning, including internship program structures; pedagogy; outreach, access, and equity; best practices for student support and mentoring; and research, scholarship, theory, and practice for faculty working with student interns.

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3/4/22 3:14 PM

Wednesday, 6:30–8:30 p.m. ET

Workshop Facilitators and Speakers: Chen Chen, Winthrop University Lauren Ingraham, University of Tennessee at Chattanooga Angela Jones, Western Kentucky University Tiffany Kinney, Colorado Mesa University Lisa Knapp, Grand Valley State University Dauvan Mulally, Grand Valley State University Cynthia Nahrold, University of Arkansas, Little Rock Lara Smith-Sitton, Kennesaw State University Antiracism and Social Justice

W-27 Making Indigenous Space in Higher Education

Sponsored by the CCCC American Indian Caucus Special Interest Group Responding to the 2022 CCCC call for proposals, we will examine the concepts, strategies, and challenges of making Indigenous space in academia. Speakers: Melissa Borgia-Askey Kathryn Pewenofkit Briner, Florida Atlantic University/Comanche Nation Yavanna Brownlee, University of Northern Colorado Ezekiel Choffel, Syracuse University David Grant, University of Northern Iowa Catheryn Jennings, Hamline University Andrea Riley Mukavetz, Grand Valley State University Julianne Newmark, University of New Mexico Sarah Prielipp, University of Alaska Anchorage Luhui Whitebear, Oregon State University Lydia Wilkes, Auburn University Community, Civic, and Public Contexts of Writing

W-28 Community Writing Mentorship Workshop Sponsored by the Coalition for Community Writing

This workshop offers mentoring and feedback to attendees at any level of experience with community-based writing research, scholarship, organizing, and teaching. Led by a diverse group of prominent scholars with deep experience with community projects who have published books and articles in community writing or are journal editors themselves. Workshop Facilitators: Damián Baca, University of Arizona Sherri Craig, Virginia Tech Ellen Cushman, Northeastern University Romeo García, University of Utah Megan Faver Hartline, University of Tennessee-Chattanooga Veronica House, University of Colorado Boulder

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3/4/22 3:14 PM

Wednesday, 6:30–8:30 p.m. ET

Adam Hubrig, Sam Houston State University Charisse Iglesias, University of Arizona Paula Mathieu, Boston College Beverly Moss, The Ohio State University Jessica Restaino, Montclair State University Sherita Roundtree, Towson University Iris Ruiz, University of California, Merced Rachael Shah, University of Nebraska, Lincoln Don Unger, University of Mississippi

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3/4/22 3:14 PM

Thursday, 1:30–2:30 p.m. ET

Thursday, March 10 A Sessions: 1:30–2:30 p.m. ET A-1

Antiracism and Social Justice

Grappling with Antiracism in the Writing Classroom: From Theory to Practice, a Case Study Live In this panel, presenters discuss their attempts to enact insights from a faculty learning community exploring antiracist writing assessment and pedagogy. While the emphasis is on individual ways participants moved from theory to practice, presenters also discuss their challenges implementing antiracist theory within social and institutional structures that impede much of this work. Speakers: Rebecca Gerdes-McClain, Columbus State University Leslie Haines, Columbus State University Clayton O’Dell, Columbus State University Carolina Pelaez-Morales, Columbus State University Crystal Woods, Columbus State University

A-2

Antiracism and Social Justice

Promises and Perils of Allyship in Linguistic Justice Research: Problematizing the Positioning of Outgroup Scholars Live The presenters in this panel undertake teaching and research on the concerns of ethnic/racial groups other than their own, motivated by a commitment to linguistic justice. They make their practices and identity positionings transparent in an effort to invite a critical assessment of their motivations and outcomes, and to generate conversations on the limitations and possibilities of allyship. Speakers: Shannon McClellan Brooks, The Pennsylvania State University, “Allyship as a Developmental Process with a Blind Korean Scholar” Suresh Canagarajah, The Pennsylvania State University, “Alliance Building of a Postcolonial Asian Scholar with African American FirstYear Students”

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3/4/22 3:14 PM

Thursday, 1:30–2:30 p.m. ET

Lyana Sun Han Chang, The Pennsylvania State University, “Intersectional and Ethical Allyship in Working with Immigrants with Undocumented Status” Kim Hansen, The Pennsylvania State University, “Teacher/Researcher Development in Solidarity with Lusophone African ESL Students” Respondent: David Green, Howard University

A-3

Approaches to Teaching and Learning

The Ethics and Problematics of Reusing Your Own Writing: Findings and Recommendations from the Text Recycling Research Project Live This session reviews findings from the NSF-funded Text Recycling Research Project and discusses guidelines and instructional materials based on those findings. Chair: Chris Anson, North Carolina State University Speakers: Susanne Hall, Caltech, “Recycling Research Project Documents: Best Practices, Educational Materials, and Model Policies” Cary Moskovitz, Duke University, “Current Findings from the Text Recycling Research Project” Michael Pemberton, Georgia Southern University, “Developing TR Policies for Teachers and Students”

A-4

The Art of Evaluation: Poetry Dynamic Criteria Mapping in Practice Live Engaged Learning Experience

Participants in this session will learn about and practice Poetry Dynamic Criteria Mapping (PDCM), a new method for evaluating poetry. The group will read, discuss, and evaluate three brief poems and attempt to persuade each other of the virtues and vices of these verses. Participants will get hands-on experience with this approach to discovering, negotiating, and publicizing poetic values. Speakers: Bob Broad, Illinois State University, “What Writing Studies Can Contribute to Poetry’s Quest for Evaluative Self-Knowledge” Michael Theune, Illinois Wesleyan University, “What Poetry Knows and Doesn’t Know about How Verse Gets Valued”

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3/4/22 3:14 PM

Thursday, 1:30–2:30 p.m. ET

A-5

Inclusion and Access

Shining a Light on Academic Assumptions: Building an Inclusive Syllabus for Your Writing Classroom Live Engaged Learning Experience

In this session, we will welcome colleagues into the practice of examining syllabus language for underlying assumptions that create exclusive learning spaces—even despite our best intentions. Incorporating various NCTE/CCCC position statements on inclusion and diversity in order to support engaging best practices, this will be a space of openness, courage, and vulnerability as facilitators welcome all ideas about what might best serve students of postsecondary writing. Speakers: Juliette Kitchens, Nova Southeastern University Claire Lutkewitte, Nova Southeastern University Molly Scanlon, Nova Southeastern University

A-6

Language, Literacy, and Culture

Language Awareness as Language Justice: Critical Language Awareness in Writing Studies Live Drawing from pedagogical and empirical studies in a range of settings, this panel examines the justice potential of a Critical Language Awareness approach to writing research, teaching, and assessment. Speakers: Laura Aull, University of Michigan Rebecca Lorimer Leonard, University of Massachusetts Amherst Andrea Lunsford, Stanford University Esther Milu, University of Central Florida Shawna Shapiro, Middlebury College

A-7

Inclusion and Access

Questioning as Antiracist Praxis for WPAs Live

Sponsored by the CCCC Untenured and Alternative-Academic WPA Standing Group Five untenured WPAs and a respondent discuss how antiracist questioning guides their work toward equitable and inclusive praxis. Standing Committee Chair: Stacy Kastner, University of Pennsylvania Speakers: Amy Colombo, University of North Carolina, Charlottte, “How Do Our Assessment Practices Impact BIPOC Students?” Amilia Evans, Virginia Tech, “A Reimagining of Diversity, Equity, and Inclusion Discourse in Higher Education”

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3/4/22 3:14 PM

Thursday, 1:30–2:30 p.m. ET

Angela Mitchell, University of North Carolina, Charlotte, “How Do Our Assessment Practices Impact BIPOC Students?” Talisha Haltiwanger Morrison, University of Oklahoma, “So, How Do We Do This, the Antiracism, Like for Real, from the Center?” Sarah Polo, Cottey College, “How Can We Effectively Develop and Revise First-Year Writing Curriculum to More Fully Embrace Antiracism and Promote Global Awareness?” Iris Ruiz, University of California, Merced

A-8

Inclusivity, Accessibility, and the Dissertation: Imagining a More Diverse Future for Rhetoric and Composition Scholars Prerecorded/Scheduled Reimagining the dissertation warrants a discussion about how and why we conduct research, what kinds of dissertation projects we can produce, and where we can find support. This panel will advance this conversation, emphasizing the need to expand the purpose, form, and labor conditions of the dissertation. Speakers: Whitney James, University of Notre Dame Danny Rodriguez, Messiah University Kayla Sparks, Texas Christian University

A-9

Inclusion and Access

Transitions and Expectations: Negotiating “CollegeLevel” Literacies across Borders Live

Sponsored by the CCCC Untenured and Alternative-Academic WPA Standing Group Working from transnational perspectives and diverse research orientations, this session qualitatively investigates transitional experiences of underrepresented student writers at the nexus of high school and college education in Chile and the US, focusing on conceptualizations and enactments of “college-level” literacies, to inform pursuits of increased access and equity in literacy education. Speakers: Ana Cortes Lagos, Syracuse University Federico Navarro, Universidad de O’Higgins Brice Nordquist, Syracuse University Natalia Avila Reyes, Pontificia Universidad Católica de Chile

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3/4/22 3:14 PM

Thursday, 1:30–2:30 p.m. ET

A-10

From Talking to Acting: Ohio’s Commitment to Diversity, Equity, and Linguistic Justice Prerecorded/Scheduled Faculty who want to enact antiracist pedagogy often face challenges at the state, program, and course levels as they address learning outcomes. Our panel explores how the absence of DEI in outcomes statements complicates the work of adopting antiracist pedagogies. Speakers: Deborah Bertsch, Columbus State Community College, “Program Redesign: Enacting Antiracist Teaching and Learning” Jennifer Cunningham, Kent State University Crystal Danley, Columbus State Community College, “Program Redesign: Enacting Antiracist Teaching and Learning” Debra Knutson, Shawnee State University, “Statewide Learning Outcomes Redesign: Enacting Antiracist Teaching and Learning” Brenda Refaei, University of Cincinnati Blue Ash College, “Course Redesign: Enacting Antiracist Teaching and Learning”

A-11

Exhibitor Session: The Sky’s the Limit with the Gale College Collection! Prerecorded/Scheduled Join our English product team as we walk you through the Gale College Collection, an online library within MindTap. This resource provides 24/7 access to full-text books, academic journals, and periodical articles in the humanities and social sciences. Take your learners from overwhelmed to optimistic in just a few clicks! Presenters: Matt Filimonov (Cengage) Danielle Klahr (Cengage)

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3/4/22 3:14 PM

Thursday, 3:00–4:00 p.m. ET

Thursday, March 10 B Sessions: 3:00–4:00 p.m. ET B-2

Community, Civic, and Public Contexts of Writing

Writing Natures Examines and Explores How We Mediate the Natural World through Multiple Media and How We Might Make Better Use of Those Media for a Better World Live Composition has long written about nature, including how we define nature, relate to nature, be better stewards of nature, highlight our worst social inequities, and write to positively affect our environments. Writing about nature is a social justice issue as it engages that with which we all find ourselves. This panel will examine the weird/wonderful, awesome, and awful practices of writing natures. Speakers: Casey Boyle, The University of Texas at Austin, “On the Subject of Landscapes” Madison Jones, University of Rhode Island, “Ecocomposing with Rhetorical Poetics” Donnie Sackey, The University of Texas at Austin, “Documenting Environmental Justice” Melissa Yang, Emory University, “Composing Murmurations”

B-3

Antiracism and Social Justice

Disrupting Language Ideologies: Strategies for Centering Linguistic Justice and Inquiry in Literacy Education Live Engaged Learning Experience

This ELE session creates space for attendees to theorize how language ideologies and linguistic justice work in practice, and to imagine how we might intervene. Participants will engage with emerging theories and pedagogies, and articulate their own goals for teaching. The facilitators will present their own experiences, facilitate free writing and discussion, and share access copies. Speakers: Katherine S. Flowers, University of Massachusetts Lowell Yu-Kyung Kang, Gonzaga University

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3/4/22 3:14 PM

Thursday, 3:00–4:00 p.m. ET

B-4

Approaches to Teaching and Learning

Linguistic Justice in Praxis: Critical Language Awareness for Preservice Teachers Live Engaged Learning Experience

This engaged learning session encourages attendees to examine their linguistic histories and biases in pursuit of antiracist writing pedagogy and linguistic justice. Attendees gain first-hand experience with a critical language reflection activity and then envision how to incorporate similar activities and pedagogical practices into their higher education writing courses. Speakers: Tamar Bernfeld, University of Iowa Tasha Lindo, University of Iowa Raquel Wood, University of Iowa

B-5

Antiracism and Social Justice

Arab/Muslim Standing Group Roundtable on Challenging Oppressive Systems Live Sponsored by the CCCC Arab/Muslim Standing Group

This roundtable fosters discussions pertaining to Arab/Muslim rhetorics, ethical engagement, Islamophobia, racism, and discrimination. This roundtable opens up possible opportunities for scholarly and pedagogical conversations with the audience. Standing Committee Chairs and Speakers: Tamara Issak, St. John’s University Lana Oweidat, Goucher College Speakers: Mais Al-Khateeb, California State University, Los Angeles Kefaya Diab Kimberly Harper, North Carolina A&T State University Nabila Hijazi, University of Maryland, College Park Mohamed Yacoub, Florida International University Soha Youssef, Thomas Jefferson University Respondent: Rasha Diab, The University of Texas at Austin

B-6

Antiracism and Social Justice

Enacting Diversity, Equity, and Linguistic Justice: An A/AAPI Session on Teaching, Research, and Beyond Live

Sponsored by the Asian/Asian American Caucus Special Interest Group This session aims at sharing antiracist frameworks, pedagogy, and administrative approaches to achieve social justice for the Asian/Asian American and Pacific Islander community.

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3/4/22 3:14 PM

Thursday, 3:00–4:00 p.m. ET

Speakers: Priyanka Ganguly, Virginia Tech Terese Monberg, Michigan State University Jennifer Sano-Franchini, Virginia Tech Xiaobo Wang, Sam Houston State University Liping Yang, Georgia State University K. Hyoejin Yoon, West Chester University

B-7

Writing Programs

Writing Programs @ 2YCs: Where We Are and Where We Oughta Be Live Drawing upon their experience running writing programs, editing journals, and forging inter-institutional partnerships (two-year to fouryear, statewide, college-to-K12), eight 2YC faculty debate the shape and function of 2YC writing programs in the discipline and profession while showing that such programs are highly generative sites for research into obstacles to equity and flexible praxis. Chair and Speaker: Jeffrey Klausman, Whatcom Community College Speakers: Steven Accardi, College of DuPage Annie Del Principe, Kingsborough Community College CUNY Jillian Grauman, College of DuPage Brett Griffiths, Macomb Community College Darin Jensen, Salt Lake Community College Sarah Snyder, Arizona Western College Dominique Zino, LaGuardia Community College CUNY

B-8

Embodied Exclusions: Institutional Access and the Commitments of Belonging Prerecorded/Scheduled Situating race, gender, and other embodied experiences within discourses such as white supremacy makes visible the structural barriers that exist and carry over to higher education institutions that are often framed as tools for access and equity. In unpacking commitments of belonging, the panel identifies interventions to challenge institutional discourses and reimagine access. Speakers: Stephanie Larson, Carnegie Mellon University, “The Violence of ‘Here’: The Labor of Rape Culture in Higher Education” Jennifer LeMesurier, Colgate University Jessica Restaino, Montclair State University, “Labor, Deliver, Heal: Obstetrics, Trauma, and the Rhetorics of Co-Ethnography” Morris Young, University of Wisconsin-Madison, “Discourses of Exclusion and Anti-Asian Rhetoric” Respondent: Jay Dolmage, University of Waterloo

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3/4/22 3:14 PM

Thursday, 3:00–4:00 p.m. ET

B-9

Theory and Research Methodologies

Decolonizing Rhetoric and Writing: Asian and Asian American Perspectives Prerecorded/Scheduled Exploring agency amidst global hegemony of Western epistemology and English language, this panel advances a decolonial approach in rhetoric and writing from the perspective of Asian American scholars. Building on Indigenous and Latinx scholars’ critique of colonial/imperial matrices of power, we report empirical studies and share implications for our discipline’s reckoning with social justice. Speakers: Shyam Sharma, Stony Brook University Huatong Sun, University of Washington Tacoma Xiaoye You, Pennsylvania State University

B-10

Creative Writing and Publishing

The Transformative and Political Potential of Creative Writing Live Sponsored by the Creative Writing Standing Group at CCCC

In this roundtable, we will explore the relationship between creative writing, composition studies, and social justice. Standing Group Chair and Leader: Maryam Alikhani, County College of Morris Speakers: Khem Aryal, Arkansas State University Michael Baumann, Marian University Libby Falk Jones, Berea College Erika Luckert, University of Nebraska-Lincoln Jonathan Udelson, Shenandoah University Stacey Waite, University of Nebraska–Lincoln Respondent: Michael Baumann, Marian University

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3/4/22 3:14 PM

Thursday, 4:30–5:30 p.m. ET

Thursday, March 10 C Sessions: 4:30–5:30 p.m. ET C-1

Language, Literacy, and Culture

Combatting Linguistic Racism: Praxis for Equity and Justice for Multilingual Writers Live This panel offers examples of and reflections on their work to promote equity and justice for multilingual students in a writing classroom, writing centers, and in the scholarly publication and editorial process. Speakers: Hidy Basta, Seattle University, “Beyond Welcoming Acceptance: Reenvisioning Consultants’ Education and Writing Center Practices toward Social Justice for Multilingual Writers” Norah Fahim, Stanford University, “‘How’ in Linguistic Justice: Reflections from Novice Editors” Jennifer Johnson, Stanford University, “‘How’ in Linguistic Justice: Reflections from Novice Editors” Sharada Krishnamurthy, Rowan University, “Valuing Language Diversity through Translingual Reading Groups in the Writing Center” Eunjeong Lee, University of Houston, “‘How’ in Linguistic Justice: Reflections from Novice Editors” Donna Mehalchick-Opal, Rowan University, “Valuing Language Diversity through Translingual Reading Groups in the Writing Center” Brooke Schreiber, Baruch College CUNY, “‘How’ in Linguistic Justice: Reflections from Novice Editors” Kaia Simon, University of Wisconsin, Eau Claire, “Developing Audience Awareness and Brokering Social Justice in First-Year Writing Classrooms” Respondent: Shawna Shapiro, Middlebury College

C-2

Antiracism and Social Justice

Building a Campus-Wide Coalition for Linguistic Justice: Reflections from an Antiracist WAC Workshop Series Live This panel flips the script of linguistic justice beyond FYC by narrating the exigency, implementation, and lessons learned from facilitating an antiracist WAC workshop series focused on dismantling linguistic racism in academic writing. Unique to this panel is how it centers graduate students as experts capable of leading linguistic justice action across campus. CCCC CONVENTION, 2022 61

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3/4/22 3:14 PM

Thursday, 4:30–5:30 p.m. ET

Chairs and Speakers: Gitte Frandsen, University of WisconsinMilwaukee Maria Novotny, University of Wisconsin-Milwaukee Anis Rahman, University of Wisconsin-Milwaukee Chloe Smith, University of Wisconsin-Milwaukee Madison Williams, University of Wisconsin-Milwaukee Chair and Respondent: Rachel Bloom-Pojar, University of WisconsinMilwaukee

C-3

Antiracism and Social Justice

Walking a Scholarly Path during the Time of the Seventh Fire: The Promise and Peril of Indigenous Rhetorics Let Loose in the Discipline Live The American Indian Caucus meeting held in Denver in 2001 was a turning point for Indigenous rhetorics’ scholarship and its visibility in CCCC. Between the Convention and local Denver March Powwow, we formed a network of scholarly relations that has now created a field full of both disciplinary and interdisciplinary possibilities and structures. This panel traces the impacts of that network. Chair and Respondent: Andrea Riley Mukavetz, Grand Valley State University Speakers: Kimberli Lee, Northeastern State University, “Making Space for Relational Realities: Working with Indigenous Graduate Students in Academia” Malea Powell, Michigan State University, “Since Denver March: The Promise and Perils of Indigenous Visibility in the Discipline” Kimberly Wieser, University of Oklahoma, “American Indian and Indigenous Rhetorics: A Digital Annotated Bibliography”

C-4

Writing Programs

Preserving Self and Center: Equitable Writing Center Assessment That Rejects Absurdity Live Engaged Learning Experience

Working in unsustainable conditions during a pandemic has heightened the need for radical reframing of oppressive institutional practices. This engaged session focuses on developing equitable administrative and assessment practices for writing centers and programs. Participants will leave with strategies that draw from ethical care practices as a means of preserving both the self and center. Speakers: Celeste Del Russo, Rowan University Amanda Fields, Central Connecticut State University Elizabeth Leahy, University of Tennessee at Chattanooga Erica Cirillo McCarthy, Middle Tennessee State University 62

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3/4/22 3:14 PM

Thursday, 4:30–5:30 p.m. ET

C-5

Inclusion and Access

Taking Off Our Masks: Fostering Vulnerability and Working toward Access through Critical Collaborative Reflection Live Drawing on disability studies, this interactive session engages participants in exploring the possibilities of collaborative critical reflection for intervening in institutional dynamics that limit access, cocreating more inclusive professional spaces. Speakers: Kathleen Dillon, University of Nebraska-Lincoln Nicole Green, University of Nebraska-Lincoln Debbie Minter, University of Nebraska-Lincoln

C-6

Institutions: Labor Issues, Professional Lives, and Survival

Practicing Queer Rhetorics: Working toward Queer Liberation in the Here and Now Live Sponsored by the CCCC Queer Caucus

This panel of queer graduate students and junior scholars invites participants to adopt the configuration of queer rhetoric as queer action via varying subjective and inquisitive entry points. Together, panelists work to envision and enact an equitable world for queer and trans folks within and beyond the academy. Committee Chair: Wilfredo Flores, Michigan State University Speakers: Andrew Harnish, University of Pittsburgh-Bradford Neal Liu, University of Illinois at Urbana-Champaign Dannea Nelson, Weber State University Olivia Wood, CUNY Graduate Center/John Jay College of Criminal Justice Respondent: Gavin Johnson, Christian Brothers University

C-7

Professional and Technical Writing

Do Tell: Teaching Doctors to Listen to Elderly African American Patients Prerecorded/Scheduled This panel will present initial findings from an NIH study designed to train medical students to better listen to and hear what African American patients have to say about the challenges of managing their chronic health conditions. In the interviews, patients expressed the ways they felt disempowered and revealed what would give them more agency in their communication with their doctors. Speakers: KM Begian-Lewis, Wayne State University Carly Braxton, Wayne State University Richard Marback, Wayne State University CCCC CONVENTION, 2022 63

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3/4/22 3:14 PM

Thursday, 4:30–5:30 p.m. ET

C-8

Language, Literacy, and Culture

Constructing a Disability Literacies Framework across Spaces, Identities, and Texts Prerecorded/Scheduled This panel argues that through disability literacies, the composition classroom and writing programs can be a site where disabled identities come into being. Speakers: Dev Bose, University of Arizona Janelle Chu Capwell, University of Arizona Adam Hubrig, Sam Houston State University Kathleen Kryger University of Arizona Ruth Osorio, Old Dominion University Manako Yabe, University of Tsukuba Griffin Zimmerman, University of Arizona

C-9

Theory and Research Methodologies

The Emotional Work of Writing: Four Qualitative Investigations of Advanced Writers Prerecorded/ Scheduled Four qualitative studies demonstrate the roles emotions play in the composing experiences of advanced writers and suggest implications for professional development and mentorship. Roundtable Leaders: Marcus Meade, University of Missouri-Kansas City, “Writing While Worried: The Emotional Impact of Precarity on NTT Writers” Shari Stenberg, University of Nebraska-Lincoln, “‘Everyone Thinks It’s Just Me’: Exploring the Emotional Dimensions of Seeking Publication”

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3/4/22 3:14 PM

Friday, 11:00 a.m.–12:00 p.m. ET

Friday, March 11 D Sessions: 11:00 a.m.–12:00 p.m. ET D-1

Language, Literacy, and Culture

Voices from the Margins: How Rhetoric Has Shaped the Black Experience from Clinics to the Stoop to the University Live This panel will include a pedagogic discussion of language’s effect on the rhetoric on the Black experience in public spaces in the Bronx, women’s health clinics since the 19th century, and Beyoncé albums today. The conversation about historic, visual, and social rhetorics each explain why a more nuanced understanding of cultural literacies is vital for social justice endeavors in academia. Chair: Kelly Kinney, University of Wyoming Speakers: Nicole Foss, University of Wyoming Leighkaren Labay, University of Wyoming Andrew Meyer, University of Wyoming

D-2

Antiracism and Social Justica

Trickster’s Tools and Teaching Traditionally: Writing Instruction as a Subversive Act for Indigenous Scholars Live The use and instruction of Standard English has been critiqued as inherently compromised, serving to perpetuate traditional hierarchies and biases. However, Indigenous epistemologies, particularly those related to the trickster archetype, may propose an alternative but authentic understanding of how the tools of colonial practice may themselves be appropriated and subverted. Speaker: Wallace Cleaves, University of California, Riverside

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3/4/22 3:14 PM

Friday, 11:00 a.m.–12:00 p.m. ET

D-3

Writing Programs

Designing New Approaches to Teaching with Undergraduate Research Journals and Publications Live Engaged Learning Experience

The session invites participants to collaborate with publishers of undergraduate writing studies scholarship—Jump+, Xchanges, and Young Scholars in Writing—and one of the creators of Written Communication in the Classroom to imagine the potential uses of published undergraduate scholarship in our teaching to expand the number of students who benefit from undergraduate research as a practice. Speaker: Gabriel Cutrufello, York College of Pennsylvania Roundtable Leaders: Emily Cope, York College of Pennsylvania Justin Hodgson, Indiana University, Bloomington Julianne Newmark, University of New Mexico Workshop Facilitators: Kira Dreher, Carnegie Mellon University in Qatar Al Harahap, University of Oklahoma Kim Fahle Peck, York College of Pennsylvania

D-4

Writing Programs

Critical Reflection(s), Critical Relationship(s): Advancing Language Justice through Responsive and Accountable Coalition Live Engaged Learning Experience

This session invites participants to practice relationship-building and criticality in navigating institutional partnerships and coalitional work in advancing linguistic justice. Speakers: Stephanie Aguilar-Smith, University of North Texas Floyd Pouncil, Michigan State University Grace Pregent, Michigan State University Nick Sanders, Michigan State University Trixie Smith, Michigan State University

D-5

Antiracism and Social Justice

Decolonial Possibilities in Higher Education Live Sponsored by the CCCC American Indian Caucus

This panel offers analyses from across Turtle Island to identify potential decolonial openings in departments, mentoring practices, and classrooms in order to assist audience members with ideas for implementation within their own institutional contexts.

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3/4/22 3:14 PM

Friday, 11:00 a.m.–12:00 p.m. ET

Chair: Lisa King, University of Tennessee, Knoxville Speakers: Yavanna Brownlee, University of Northern Colorado, “Constellating Decolonial Practices to Negotiate Equity in the Classroom” Catheryn Jennings, Hamline University, “Gathering Stories, Learning Apart: Indigenous-Informed Community Methodology for Pedagogical Methods” Sarah Prielipp, University of Alaska, Anchorage, “Decolonizing Our Program, One Step at a Time” Cindy Tekobbe, University of Alabama, “Engaging Injustice: Decolonizing Pedagogy and Indigenous Mentoring”

D-6

Writing Programs

Committing to Abolition: A Revised Curriculum for a First-Year Writing Course Live Speakers discuss the efforts of a writing program curriculum workgroup formed to honor a commitment to develop an entry-level course focused on increasing student awareness of anti-Blackness and systemic racism both within and beyond the university campus. The selected texts written by male, female, feminist, queer, and transgender Black authors both model inclusivity and promote community. Speakers: Steven Beardsley, University of California, San Diego Melinda Guillen, University of California, San Diego Jennifer Marchisotto, University of California, San Diego Laurie Nies, University of California, San Diego Carrie Wastal, University of California, San Diego

D-7

Inclusion and Access

Teacher-Scholar Approaches to Equity: Using Research to Teach for Institutional Change Live This roundtable session assists attendees in better understanding and supporting underrepresented student populations: transfer, first-generation college, and racially minoritized students. We discuss findings from original research as well as pedagogical implications, arguing that firstyear writing instructors must use our positionality to better support and retain these student populations. Chair: Aubrey Schiavone, University of Denver Speakers: Russell Brakefield, University of Denver April Chapman-Ludwig, University of Denver Robert Gilmor, University of Denver

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3/4/22 3:14 PM

Friday, 11:00 a.m.–12:00 p.m. ET

D-8

Professional and Technical Writing

Pluralistic Visions of STEM in the Writing Classroom Prerecorded/Scheduled Sponsored by the CCCC Writing and STEM Standing Group

A pluralistic vision of science and technology: Honoring not only the diversity of students’ identities and lived experiences, but also diverse cultural understandings of STEM itself by rethinking what counts as STEM, what STEM writing courses entail, and where STEM learning takes place. Chair and Roundtable Leader: Elizabeth Pitts, University of Pittsburgh Roundtable Leaders: Sarah Austin, United States Air Force Academy Prep School Jameta Barlow, The George Washington University Robby Nadler, University of California, Santa Barbara Sidouane Patcha-Lum, Virginia Polytechnic Institute and State University

D-9

Antiracism and Social Justice

Sonic Approaches to Inclusivity and Social Justice Prerecorded/Scheduled This roundtable offers concrete strategies and practices for sonic approaches to writing and rhetoric that promote antiracist, linguistically diverse, and inclusive pedagogies and research practices. Roundtable Leaders: Earl Brooks, University of Maryland Baltimore County Steph Ceraso, University of Virginia Eric Detweiler, Middle Tennessee State University Casey O’Ceallaigh, University of Wisconsin-Milwaukee Joel Overall, Belmont University Jonathan Stone, University of Utah Cecilia Valenzuela, University of Texas at Austin

D-10 Exhibitor Session: APA Style in the Classroom: An Overview of Products and Resources Prerecorded/Scheduled This session describes what APA Style is and what it is used for; presents books, digital products, and free online resources for learning, teaching, and mastering APA Style; and provides answers to frequently asked style questions. Presenter: Chelsea Lee (American Psychological Association)

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3/4/22 3:14 PM

Friday, 2:30–3:30 p.m. ET

Friday, March 11 E Sessions: 2:30–3:30 p.m. ET E-1

Antiracism and Social Justice

Moving from Inclusion to Empowerment: Black Activist Composition Pedagogies Live Meaningful work in composition classrooms requires a central and complex grappling with individual and collective racial identities. This panel explores four avenues for practicing Black activist pedagogy in the composition classroom with the aim of encouraging writing teachers to move beyond inclusion to empowerment. Speakers: D’Angelo Bridges, Pennsylvania State University Brandon Erby, University of Kentucky Sarah Rude Walker, Spelman College

E-2

Approaches to Teaching and Learning

99 Contemplative Writing Acts and Grading Ain’t One Live Engaged Learning Experience

Participants will explore the integration of contemplative practice into a variety of writing courses through active participation in meditation, visualization, reading, and writing exercises. We will highlight the role of trauma-informed contemplative practice in helping students engage with the challenging feelings that often accompany critical pedagogy and discussions of privilege and power. Speaker: Carrie Ann Johnson, Iowa State University Roundtable Leaders: Rachel Morgan, University of Northern Iowa Deb Dimond Young, University of Northern Iowa

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3/4/22 3:14 PM

Friday, 2:30–3:30 p.m. ET

E-3

Inclusion and Access

Role-Playing Peer Review: Games and Gatekeepers Live Sponsored by the Council for Play and Game Studies

This session explores gatekeeping and power structures in peer review through live action role-playing. Participants enact the roles of students and teachers with specific behaviors, identities, and goals. We challenge the idea that peer review is accessible to every student and discuss inclusive approaches to peer review. Speakers: Dylan Altman, California State University, Northridge & Oxnard College Sarah Dwyer, Texas A&M University Emma Kostopolus, Valdosta State University Sara Lovett, The University of Washington Sheila McQuaid, Kent State University Lauren Woolbright, Alma College

E-4

First-Year Writing

#HumanizeArgumentation: A Possible Future for First-Year Composition Live Engaged Learning Experience

In this engaged learning session, two teacher-scholars will discuss the affordances of an empathy-oriented FYC curriculum that centralizes listening. Through conversation and role-play, participants will learn concrete ways to implement this equitable and antiracist approach. Roundtable Leaders: Emily Johnston, University of California, San Diego Allison Tharp, Virginia Commonwealth University

E-5

Theory and Research Methodologies

Getting Published in Studies in Writing and Rhetoric: Advice from the SWR Editor, a Board Member, an Author, and a Graduate Student Live Sponsored by the Studies in Writing and Rhetoric Series

This panel will provide an overview of the series as well as advice on how to develop, submit, and write a manuscript for the series. As has been tradition, the final speaker will be a graduate student speaking on “The Book the Field Needs.” After the panel, the SWR Editor and Board members will be available to discuss potential book projects for the series.

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3/4/22 3:14 PM

Friday, 2:30–3:30 p.m. ET

Speakers: D’Angelo Bridges, Pennsylvania State University Steve Parks, University of Virginia James Sanchez, Middlebury College Catherine Vieira, University of Wisconsin-Madison

E-6

Professional and Technical Writing

Participatory Science in Postsecondary Pedagogy: Toward a More Equitable STEM Writing Classroom Live This panel explores participatory approaches to STEM as means for more socially just and equitable postsecondary writing pedagogies. Chair: Kate Maddalena, University of Toronto Mississauga Speakers: Risa Gorelick, New Jersey Institute of Technology Megan Mericle, University of Illinois at Urbana-Champaign Caitlin Ray, University of Louisville

E-7

Antiracism and Social Justice

Resisting the Language of Erasure: Imagining Indigenous Futures through Rhetorical and Linguistic Justice Live Rooted in decolonial/anticolonial activism, this panel imagines Indigenous futures and justice in higher education through Indigenous languages and rhetorics. Chair: Andrés López, Carleton University, “Educación Bilingüe: Implementing Maya Languages through Indigenous Uk’u’x” Speakers: Qwo-Li Driskill, Oregon State University, “Imagining Justice through Indigenous Language Revitalization” Luhui Whitebear, Oregon State University, “Speaking the Language of the Lands: Whose Ancestors Hear You?”

E-9

Theory and Research Methodologies

Ethics, Equity, and Big Data in Composition: Openings Prerecorded/Scheduled Speakers discuss opportunities and complications in using big data approaches to make the case for composition’s value while advancing equity and diversity. Chairs and Respondents: Amanda Licastro, University of Pennsylvania Benjamin Miller, University of Pittsburgh Roundtable Leaders: Duncan Buell, University of South Carolina Andrew Kulak, Virginia Tech Kathryn Lambrecht, Arizona State University Kyle McIntosh, University of Tampa David Reamer, University of Tampa CCCC CONVENTION, 2022 71

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3/4/22 3:14 PM

Friday, 4:00–5:00 p.m. ET

Friday, March 11 F Sessions: 4:00–5:00 p.m. ET F-1

Antiracism and Social Justice

Antiracism and Linguistic Justice in First-Year Writing: A Reckoning and a Launch Point for Promoting Antiracist Pedagogy Internally and across Campus Live The first-year writing program at a diverse urban R1 university has an obligation and unique opportunities to promote antiracist pedagogy for instructors and across the campus. This presentation will share the program’s yearlong efforts to conduct workshops to raise awareness of antiracist pedagogy in FYW, which were then broadcast to the campus at large to span multiple other disciplines. Speakers: Mark Bennett, University of Illinois at Chicago Margena Christian, University of Illinois at Chicago Robin Gayle, University of Illinois at Chicago Sarah Primeau, University of Illinois Chicago

F-2

Community, Civic, and Public Contexts of Writing

Tiny Teaching Stories Live

In this interactive session, you will write and share “tiny teaching stories” (in the vein of the NY Times “tiny love stories” series): 100-word narratives that capture something interesting or memorable about your experiences teaching. Too often in the crush of a busy semester, we forget about the pleasures of writing. Let’s see what happens when we write and share our writing in community. Speakers: Chris Anson, North Carolina State University Nancy Sommers, Harvard Graduate School of Education

F-3

Professional and Technical Writing

Creating and Sustaining an Antiracist Pedagogy Group in Technical and Professional Communication Live This roundtable presents perspectives on a grassroots, antiracist pedagogy group in technical and professional communication at a major Midwestern research university, comprised of graduate students, lecturers, and faculty. We invite attendees to cultivate their own antiracist teaching practices and

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3/4/22 3:14 PM

Friday, 4:00–5:00 p.m. ET

leave with resources for creating an open, sustainable space for antiracist pedagogy. Speakers: Jennifer Bay, Purdue University Tracy Clark, Purdue University Garrett Ivn Coln, Purdue University Eliza Gellis, Purdue University Maryam Ghafoor, Purdue University Ryan Murphy, Purdue University

F-4

Institutions: Labor Issues, Professional Lives, and Survival

Career Quest: Navigating a Future in Composition, Rhetoric, and Writing Studies Live Sponsored by the CCCC Newcomers Committee

This interactive session is designed to help newcomers and early career attendees plan opportunities for career development. Committee Chair: Sharon Mitchler, Centralia College Roundtable Leaders: Anne Ruggles Gere, University of Michigan, “Facilitator 7: Teaching at a Research University” Asao Inoue, Arizona State University, “Facilitator 4: Turning Social Commitments into Action” Libby Jones, Berea College, “Facilitator 6: Teaching at a Small Four-Year College” Aja Martinez, University of North Texas, “Facilitator 8: Teaching Writing as a Generalist or Literature Professor” Malea Powell, Michigan State University, “Facilitator 2: Campus and Organizational Leadership” Duane Roen, Arizona State University, “Facilitator 1: Writing Program Administration” Jenny Spinner, Saint Joseph’s University, “Facilitator 3: Writing Center Administration”

F-5

Theory and Research Methodologies

Why Research Here? An Octalog Interrogating the Locations of College Writing Research and Their Significance Live Panelists interrogate the locatedness of writing research to displace assumptions about place and research informed by those assumptions. Four presenters share 5-minute provocations problematizing locations of writing; four respondents offer remarks to propel discussion with the audience about where, how, and why our research choices may be maintaining aspects of the status quo we seek to change.

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3/4/22 3:14 PM

Friday, 4:00–5:00 p.m. ET

Respondents: Jill Gladstein, University of California, San Diego Michelle LaFrance, George Mason University Karen Lunsford, University of California, Santa Barbara Derek Mueller, Virginia Tech Roundtable Leaders: Jenn Fishman, Marquette University Amy Kimme Hea, University of Arizona, “Velocities of Research: Quandaries of Speed in Writing Studies” Sandra Jamieson, Drew University, “Sometimes We Need to Be Here and There: A Call for Local and Translocal Research” Trish Serviss, University of California, Davis, “The Pedagogical Imperative”

F-6

First-Year Writing

Making Up the Rules: Dynamic Rubrics and StudentCentered Assessment Live Engaged Learning Experience

Can we design rubrics that are dynamic and help students achieve their learning goals? In this session we’ll discuss block-based rubrics, game theory, and the interactive pedagogies dynamic rubrics can enable. Participants will play with dynamic block-based rubrics and design their own in this engaged learning session. Speakers: Becky Hallman Martini, University of Georgia Annelise Norman, University of Georgia Workshop Facilitators: Savannah Jensen, University of Georgia Joshua King, University of Georgia

F-7

Professional and Technical Writing

From Charity to Justice: Pursuing Social Justice Objectives through Service-Learning Projects in the Professional Writing Classroom Live Engaged Learning Experience

In keeping with the call to educate students in the pursuit of social justice, this engaged learning session responds to the work of Jones (2017) and creates an active space for professional writing educators to share past experiences, discuss best practices, and set future goals toward centering social justice initiatives in their service-learning courses. Chair and Leader: Renea Frey, Xavier University Speaker: Jeffrey Gerding, Xavier University

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3/4/22 3:14 PM

Friday, 4:00–5:00 p.m. ET

F-8

Language, Literacy, and Culture

Incorporating Appalachian Identity into Teaching and Writing: A Roundtable Discussion Live

Sponsored by the CCCC Appalachian Rhetorics and Literacies Standing Group Appalachian scholars struggle with apparent conflicts between the social justice-minded aspirations that bring them into the academy and the material conditions of the region they love so deeply. As Kim Donehower states, desiring advanced literacy and education can be alienating for Appalachians, resulting in complex identity negotiation around our ultimate aims as teachers and scholars. Roundtable Leaders: Brooke Boling, University of Cincinnati Chelsea Ensley, University of Cincinnati Amanda Hayes, Kent State University Tuscarawas Amanda Tennant, West Liberty University Marti Williams, Virginia Tech

F-9

Institutions: Labor Issues, Professional Lives, and Survival

Creative-Critical Scholarship and/as Survival in the Academy Live Featuring speakers from a range of institutions and career positionalities, this unroundtable purposefully disrupts the usual conference mode by offering “nontraditional” embodied performance and/or media pieces as an opening for discussion of creative-critical scholarship and/as survival in the academy. Roundtable Leaders: Trisha Campbell, Arizona Western College Steven Hammer, St. Joseph’s University Ames Hawkins, Columbia College Chicago Ruby Nancy, University of Minnesota Duluth Jana Rosinski, Syracuse University

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3/4/22 3:14 PM

Friday, 5:30–6:30 p.m. ET

Friday, March 11 G Sessions: 5:30–6:30 p.m. ET G-1

Institutions: Labor Issues, Professional Lives, and Survival

Increasing Equity, Access, and Care in Scholarly Publishing: An “Ask Me Anything” Live Using an Ask Me Anything format, this roundtable addresses equity in academic publication. Participants will share their stories as editors and researchers. Next, the audience is invited to describe their experiences and concerns, ask questions, and participate in shared problem solving. Takeaways include practical models for changed editorial practice centered in equity-based frameworks. Chair and Respondent: Ruth Osorio, Old Dominion University Roundtable Leaders: Anicca Cox, Methodist University Amy Lynch-Biniek, Kutztown University Don Unger, University of Mississippi

G-2

Writing Programs

Antiracist Writing Programs Live In her call, Staci M. Perryman-Clark asks, “How do we really practice diversity as opposed to simply teaching about it?” This panel answers that question for a variety of writing programs and offers perspectives on how to build antiracist programs and departments by reimagining curricula, professional development, placement, assessment, and pedagogy. Chair: Megan McIntyre, Sonoma State University Roundtable Leaders: Melissa Dennihy, Queensborough Community College Mara Lee Grayson, California State University, Dominguez Hills Ashanka Kumari, Texas A&M University-Commerce Dan Martin, Central Washington University Kelly Moreland, Minnesota State University Kate Pantelides, Middle Tennessee State University Erica Stone, Middle Tennessee State University

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3/4/22 3:14 PM

Friday, 5:30–6:30 p.m. ET

G-3

Antiracism and Social Justice

Changing the University One Counterstory at a Time Live Our collective experience as BIPOC graduate students is that our epistemologies, languages, discourses, and identities are regularly policed in the classrooms we inhabit in service of forcing us to “fit” and preserve the university as a white supremacist and Eurocentric space. The speakers in this roundtable share counterstories that narrate not only their struggles but also their resistance. Chairs: Frances Condon, University of Waterloo Asao Inoue, Arizona State University Vershawn Ashanti Young, University of Waterloo Roundtable Leaders: Sadia Afrin, University of Waterloo Maab Alkurdi, University of Waterloo Mohsina Shafqat Ali, University of Waterloo Stephanie Samboo, University of Waterloo

G-4

Community, Civic, and Public Contexts of Writing

Graduate Students as Community Researchers and Partners: Issues of Networking, Liminality, and Social Justice Live This roundtable explores how graduate students, while in the liminal space of graduate school, can approach community-based research and engage equity. The session will begin with four student perspectives, including how these researchers developed, maintained, and negotiated research opportunities and relationships. Breakout groups will further discuss these areas and pedagogical implications. Chair: Michele Simmons, Miami University of Ohio Roundtable Leaders: Lydia Allison, Miami University of Ohio Salma Kalim, Miami University of Ohio Christopher Maggio, Miami University of Ohio Megan Schoettler, Miami University of Ohio

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3/4/22 3:14 PM

Friday, 5:30–6:30 p.m. ET

G-5

Antiracism and Social Justice

Resistant Remembrance: Composing Collective Memory about COVID-19 Live Our engaged learning experience offers one interactive case study in “resistant remembrance.” While we focus on the ways compositionists can take up resistant remembrance in relation to COVID-19 archives and memorials, we also invite participants to consider how they can extend the practice in relation to many pressing and intersecting social justice issues in their own classrooms and communities. Speakers: Katherine DeLuca, University of Massachusetts Dartmouth Lauren Obermark, University of Missouri, St. Louis

G-7

Theory and Research Methodologies

Diversity and Social Justice: A Content Analysis of College Composition and Communication from 2011 to 2020 Live Sponsored by the NCTE-ELATE Commission on the History of English Education

We conducted a content analysis of College Composition and Communication from 2011 to 2020 to determine the topics being studied, theoretical perspectives being used, and the degree to which its research is collaborative. As a part of that analysis, this presentation will illuminate how—and to what degree—topics like diversity and social justice have been taken up by scholars in the field. Speakers: Jason Grant, George Mason University Jonathan Marine, George Mason University Paul Rogers, George Mason University

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3/4/22 3:14 PM

Friday, 5:30–6:30 p.m. ET

G-8

Community, Civic, and Public Contexts of Writing

Knowledge Equity and the Promise of Public Scholarship on Wikipedia Prerecorded/Scheduled Sponsored by the CCCC Wikipedia Initiative Committee

Contributing to Wikipedia is an act of public pedagogy. Join members of the CCCC Wikipedia Initiative Committee as we discuss our profession’s assumptions about knowledge equity and public scholarship as manifested in our relationship to Wikipedia. Chair and Roundtable Leader: Tarez Graban, Florida State University Roundtable Leaders: Dana Comi, Auburn University at Montgomery, “Locating, Learning, and Creating Wikipedia Meta-Genres” Dylan Dryer, University of Maine, “Those Who Fail to Learn from the ‘View History’ Page Are Doomed to Reversion” Melanie Kill, University of Maryland, “Teaching Knowledge Equity in Public” Matthew Vetter, Indiana University of Pennsylvania, “Understanding Motivations for Disciplinary Editing”

G-9

Institutions: Labor Issues, Professional Lives, and Survival

Dismantling Architectures of Power: On Collaboration and Implementation in Labor and Assessment Schemas Prerecorded/Scheduled This session explores active programmatic citizenry to develop and scale labor and assessment practices across faculty lines, writing classes, and departments. Roundtable Leaders: Dana Jaye Cadman, Pace University Tina Gonzalez, Pace University Alysa Hantgan, Pace University Vyshali Manivannan, Pace University Robert Mundy, Pace University Jacob Suskewicz, Pace University

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3/4/22 3:14 PM

Saturday, 11:00 a.m.–12:00 p.m. ET

Saturday, March 12 H Sessions: 11:00 a.m.–12:00 p.m. ET H-1

Language, Literacy, and Culture

Belonging in Academia: A Pedagogical Approach to World Englishes Live Through a pedagogical approach to World Englishes, our research creates inclusive curriculum and materials for composition, professionalization, and technical writing instructors. Speakers: Abby Breyer, University of Kansas Jasmine Holthaus, University of Kansas Faith Scheidemantle, University of Kansas Zachary Smith, University of Kansas

H-2

Antiracism and Social Justice

Antiracist Pedagogies, Linguistic Justice, and the Fight against White Language Supremacy Live The purpose of this panel is to address ways that we can engage in social justice through antiracist actions and fighting against “White Language Supremacy.” Specifically, we will discuss the variety of American English dialects and what linguists have to say about linguistic equality, how to bring linguistic equality into the classroom, and ways to make grading an act of linguistic justice. Speakers: Levi Bradley, Northwest Missouri State University, “Linguistic Diversity and the Functions of Language in America” Heather Hill, Northwest Missouri State University, “Antiracist Writing Assessment and the Fight for Linguistic Justice” Gage Zeit-Thornton, Northwest Missouri State University, “Linguistic Equality and the Use of Grading Contracts in High-School Classrooms”

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3/4/22 3:14 PM

Saturday, 11:00 a.m.–12:00 p.m. ET

H-4

Institutions: Labor Issues, Professional Lives, and Survival

Between Silence and Survivance: A Hyperlocal Case Study of Graduate Student Activism against Faculty Retrenchments in an Age of Austerity Live Within the pervasive neoliberalization of higher education, this roundtable offers a case study from four graduate students in fighting against retrenchments and advocating for their programs, faculty, and futures. This multimedia and interactive roundtable highlights strategies for straddling the line between silence and survivance in labor activism amidst such dramatic austerity measures. Speakers: Brianna Doyle, Indiana University of Pennsylvania Megan Heise, Indiana University of Pennsylvania Kevin Lamkins, Indiana University of Pennsylvania Oksana Moroz, Indiana University of Pennsylvania

H-5

Histories of Rhetoric

Strange Loops: The Negative Politics of Field Identity Live After a five-year dig in the Lucille M. Schultz Archive of 19th-Century Composition Materials, we describe various “strange loops” in which presumably antique texts prefigure current pedagogical concerns. Five 10-minute talks will prompt 25 minutes of audience reflection on archival methods and historically informed teaching. Speaker: Christopher Carter, University of Cincinnati Roundtable Leaders: Russel Durst, University of Cincinnati Daniel Floyd, University of Cincinnati Rhiannon Scharnhorst, University of Cincinnati Kathleen Spada, University of Cincinnati

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3/4/22 3:14 PM

Saturday, 11:00 a.m.–12:00 p.m. ET

H-6

Community, Civic, and Public Contexts of Writing

Ethics Sentinels: Social Justice and Defense against Conflict in Military Writing Centers Live The simultaneous call for increased ethical responsibility in the Department of Defense, shift to outcomes-based education, and pressure to improve communication through standardized practices while playing a limited role in curriculum and faculty development seem irreconcilable to accepted writing center pedagogies, praxis, and the realities of communication and social justice in the 21st century. Chair and Leader: Jeffrey Turner, National Defense University Roundtable Leaders: Brandy Lyn Brown, Marine Corps University Aileen Houston, Naval Postgraduate School Abram Trosky, US Army War College Meg Varney, Air University Elizabeth Woodworth, Air War College

H-7

Inclusion and Access

Scholarly Editing as Inclusive and Accountable Live Building on our field’s calls for inclusivity and accountability, we share our varied experiences as editors (e.g., of professional journals, of inclusive collections, in relation to undergraduate research, in administrative capacities) and dialogue with attendees to consider how the editing of academic writing relates to such sustainable, structural, and shared professional goals. Chair and Roundtable Leader: Nancy Myers, University of North Carolina, Greensboro, “Inclusivity from Contributors to Content to Form” Speaker: Heather Adams, University of North Carolina, Greensboro, “Inclusivity from Contributors to Content to Form” Roundtable Leaders: Lynée Lewis Gaillet, Georgia State University, “Collaborative Editing as Heuristic” Letizia Guglielmo, Kennesaw State University, “Editing as Collaborative Mentoring: Multivocal Inclusivity and the Perils of Exposure” Alexandra Hidalgo, Michigan State University, “Want to Diversify Your Publication’s Content? Hire a Diverse Editorial Staff” Samantha J. Rae, Georgia State University, “Joining the Field: Supporting Undergraduate Researchers through Editing” Sarah Singer, University of Central Florida, “Joining the Field: Supporting Undergraduate Researchers through Editing”

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3/4/22 3:14 PM

Saturday, 11:00 a.m.–12:00 p.m. ET

H-8

Writing Programs

Redefining Gatekeeping and Access: A Discussion on Corequisite Courses in First-Year Composition Live For this roundtable session, the presenters will discuss recent initiatives taken at their university in relation to access and engagement in corequisite courses, then invite attendees to discuss, in both small- and largegroup settings, larger questions concerning corequisites at their own institutions and on a national scale. Roundtable Leaders: Elizabeth Anderson, University of Toledo Sheri Benton, University of Toledo Tyler Branson, University of Toledo Anthony Edgington, University of Toledo Olivia Manias, University of Toledo Suzanne Smith, University of Toledo

H-9

Writing Programs

Antiracism and the PWI Writing Program: Professionalization and Strategies Supporting Minoritized Students Prerecorded/Scheduled At their predominantly white institutions (PWIs), the presenters examine the professionalization of their first-year writing programs regarding diversity, (in)equity, and the (de)valuing of English varieties. Speakers focus on values statements, learning outcomes, pedagogy, and professional development. Participants receive practical suggestions for antiracist writing program work at PWIs. Speakers: Amanda Connelly, Monmouth University, “Activities and Strategies to Support Students” Lynn Kraemer-Siracusa, Monmouth University, “Composing an EquityDriven FYC Classroom” Patrick Love, Monmouth University, “Top-Down Antiracism: WPAs, Risks, and Benefits” Linda Sacks, Monmouth University, “Composing an Equity-Driven FYC Classroom” Katelyn Snyder, Monmouth University, “Activities and Strategies to Support Students” Elizabeth Threadgill, Utica College, “Top-Down Antiracism: WPAs, Risks, and Benefits” Sarah Van Clef, Monmouth University, “Activities and Strategies to Support Students” Courtney Werner, Monmouth University, “Top-Down Antiracism: WPAs, Risks, and Benefits”

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3/4/22 3:14 PM

Saturday, 11:00 a.m.–12:00 p.m. ET

Antiracism and Social Justice

H-10 The Labor of Undoing: The Perils of Grading Contracts and the Promises of Alternative Assessment Live This session explores grading contracts and various adaptions that are designed specifically as antiracist interventions. How might they undo (rather than repeat) meritocratic educational environments? In order to create an interactive space for critical dialogue, each panelist will introduce a frame for conversation about alternative assessment: responsiveness, affect, and institutional change. Committee Chair: Virginia Schwarz, San Francisco State University Speakers: Antonio Byrd, University of Missouri, Kansas City Gavin Johnson, Christian Brothers University Ashanka Kumari, Texas A&M University-Commerce

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3/4/22 3:14 PM

Saturday, 12:30–1:30 p.m. ET

Saturday, March 12 I Sessions: 12:30–1:30 p.m. ET I-1

Institutions: Labor Issues, Professional Lives, and Survival

Mutuality and Equity through Intergenerational Exchange Live The CCCC Standing Group for Senior, Late-Career, and Retired Professionals (SGSLR) in RCWS has assembled an interactive roundtable panel to address broad notions of intergenerational exchange, mutuality, and equity from several positions across time and perspective. Committee Chair: Joel Wingard, Moravian University Speakers: Geoffrey Clegg, Midwestern State University Chloe de los Reyes, Crafton Hills College Cristyn Elder, University of New Mexico Cinthia Gannett, Fairfield University Carol Haviland, California State University, San Bernardino Christina LaVecchia, Neumann University Shirley Rose, Arizona State University Trixie Smith, Michigan State University

I-2

Institutions: Labor Issues, Professional Lives, and Survival

Navigating the Tenure Track as a Junior WPA: The Promise and Perils of Balancing Work and Life Live Three junior WPAs offer narratives of their early years on the tenure track as they must navigate WPA work, teaching, research, and life. We will give particular focus on the nuances of balancing competing responsibilities as marginalized professionals without the security of tenure. Roundtable Leaders: Joshua Barsczewski, Muhlenberg College Florianne Jimenez, University of Massachusetts Boston Kelin Loe, Texas A&M University-Commerce

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3/4/22 3:14 PM

Saturday, 12:30–1:30 p.m. ET

I-3

Writing Programs

Directed-Self Placement across Contexts: Designing, Implementing, and Assessing DSP Processes Live Presenters from diverse institutional types will offer insights from designing, implementing, and assessing directed-self placement processes for first-year writing. The roundtable will emphasize the importance of collaboration across functional units, coordination, and data collection, as well as meeting the needs of students in the local context. Chair and Roundtable Leader: Lisa Arnold, North Dakota State University Speaker: Holly Hassel, North Dakota State University Roundtable Leaders: Joanne Giordano, Salt Lake Community College Taija Noel, Red Lake Tribal College Cassandra Phillips, University of Wisconsin-Milwaukee at Waukesha

I-4

Antiracism and Social Justice

The White Supremacy of Academic Scholarship: A Data Analysis of Composition/Rhetoric Top Journals and the Denial of Equity Live Panel will provide results from a research project documenting the publication practices of ten primary journals in our field. Using over 70,000 data points on who was published, cited, and included on journal editorial boards, the panel will showcase the systemic exclusion of scholars of color and the impoverishment of composition/rhetoric research. Chair: Steve Parks, University of Virginia Speaker: Sweta Baniya, Virginia Tech Roundtable Leaders: Laura Gonzales, University of Florida Chris Lindgren, Virginia Tech

I-5

Professional and Technical Writing

Invitations to Science: Using STEM Writing Pedagogy to Advance Representation in STEM Fields Live This interactive roundtable offers a series of approaches for writing instructors to consider in their efforts to create more inclusive STEM learning spaces, from precollege to postgraduate settings. Participants frame critical questions about how writing pedagogy can be used to encourage diversity in STEM, offering findings and strategies to help guide equity-based classroom interventions.

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3/4/22 3:14 PM

Saturday, 12:30–1:30 p.m. ET

Speaker: Heather Falconer, University of Maine Roundtable Leaders: Amy Flick, University of Pittsburgh Ryan McCarty, University of Michigan Jennifer Mallette, Boise State University Gia Mukherjee, Vidyasagar University Abby Rabinowitz, New York University Gwendolynne Reid, Oxford College of Emory University Susan Schrack Wood, York College of Pennsylvania

I-6

Writing Programs

From Administrative Allies to Accomplices: Strategies for Navigating Risk while Advocating for Inclusive Practice as a Non-Tenured WPA Live Engaged Learning Experience

This session is for WPAs who need support advocating for diversity, equity, and inclusion at their institutions without the security of tenure. Participants will discuss how contexts, positionality, and privileges impact the strategies and concrete actions used in their social justice work, but also how they are accountable for those actions when representing their programs. Speakers: Amy Cicchino, Auburn University Amy Hodges, The University of Texas at Arlington Megan Mize, Old Dominion University Amanda Sladek, University of Nebraska-Kearney Sarah Snyder, Arizona Western College

I-7

Approaches to Teaching and Learning

Why Am I Here? How Dissertation Writing Groups Can Provide Place and Community Live Engaged Learning Experience

Participants will learn how to structure productive peer communities during the dissertation process, identify methods that empower graduate students to claim their identities as scholarly writers, and explore the inherent dialectic between peer and advisor feedback in the development of writing identity. Speakers: Stacy Dean, Saint Mary’s University of Minnesota Sonia Feder-Lewis, Saint Mary’s University of Minnesota

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3/4/22 3:14 PM

Saturday, 12:30–1:30 p.m. ET

I-8

Community, Civic, and Public Contexts of Writing

Kicks, Zines, and Panderos: Teaching the Object of Rhetorical Histories Live This interactive panel models pedagogies in which students produce rhetorical histories via subcultural objects: sneakers, DIY publications, and drums. We call for a consideration of not only who we invite into our community, but also what we invite, the objects that, in their circulation, can produce, contest, or revise disciplinary spaces and other locations of exclusion and injustice. Speakers: Julia Charles, University of Colorado Charles Lesh, Auburn University Jason Luther Karrieann M. Soto Vega, University of Kentucky

I-9

Institutions: Labor Issues, Professional Lives, and Survival

“I’m (not) fine”: Writing Teacher Mental Health Prerecorded/Scheduled The main goal of this roundtable is to create a safe space where panelists (a faculty and two graduate students) and attendees reflect individually and collectively on the systemic silence around and erasure of writing teacher mental health narratives across the spectrum of our teaching body (tenuretrack, teaching-track, adjuncts, and graduate students) and on possible pathways of hope and action. Speakers: Maria Assif, University of Toronto Scarborough Nicole Birch-Bayley, University of Toronto Julie Prior, University of Toronto

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3/4/22 3:14 PM

Saturday, 12:30–1:30 p.m. ET

I-10

Inclusion and Access

One Step Forward and Two Steps Back: Accessibility and Conflicting Implications of Remote Learning Triage during COVID-19 Live This roundtable foregrounds equity and access issues activated by the COVID-19 pandemic. The focus is on the state of accessibility in remote, asynchronous, and hybrid teaching in the COVID-19 online environment. The speakers discuss how they adapted to the altered learning environments and advocate for students whose accessibility needs were almost forgotten in the transition to remote learning. Chair and Roundtable Leader: Cassie Miura, University of Washington Roundtable Leaders: Cat Mahaffey, University of North Carolina, Charlotte Sushil Oswal, University of Washington Michelle Stuckey, Arizona State University Ashley Walden, University of North Carolina, Charlotte Joanna Whetstone, Lakeland Community College

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3/4/22 3:14 PM

Saturday, 2:00–3:00 p.m. ET

Saturday, March 12 J Sessions: 2:00–3:00 p.m. ET J-1

Theory and Research Methodologies

TYC Scholarship: A Study in Its Absence in the Field, a Commitment from Studies in Writing and Rhetoric Live Sponsored by the Studies in Writing and Rhetoric Series

Two-year/community colleges are a vital component of composition and rhetoric’s scholarly and pedagogical community. This Studies in Writing and Rhetoric (SWR)-sponsored panel discusses the underrepresentation and marginalization of TYC-research in the field’s scholarly publication and its impact on faculty/student development. It will also highlight efforts by SWR to address this absence. Chair and Leader: Steve Parks, University of Virginia Speakers: Joanne Castillo, University of Utah, “Community College Research Matters Because Community College Students Matter” Kelly Corbray, University of Utah, “Community College Research Matters Because Community College Students Matter” Claudia Sauz Mendoza, University of Utah, “Community College Research Matters Because Community College Students Matter” Nathan Overturf-Lacy, Salt Lake Community College, “Community College Research Matters Because Community College Students Matter” Christine Toth, University of Utah, “Community College Research Matters Because Community College Students Matter” Roundtable Leaders: Joanne Giordano, Salt Lake Community College, “A Charge to Reform: An Update on the Studies in Writing and Rhetoric TYC Committee” Holly Hassel, North Dakota State University, “The Marginalization of Two-Year/Community College Research in Our Field’s Scholarship” Cassandra Phillips, University of Wisconsin-Milwaukee at Waukesha Tiffany Rousculp, Salt Lake Community College, “A Summation and a Dialogue”

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3/4/22 3:14 PM

Saturday, 2:00–3:00 p.m. ET

J-2

Community, Civic, and Public Contexts of Writing

Studying, Teaching, and Enacting Grassroots Activisms: A Roundtable Discussion Live Roundtable participants share the affordances, limitations, and possibilities for studying, teaching, and engaging in grassroots activisms. Chairs and Roundtable Leaders: Julie Bates, Millikin University Sarah Warren-Riley, University of Texas Rio Grande Valley Respondents: Lisa Phillips, Texas Tech University Luhui Whitebear, Oregon State University Roundtable Leaders: Joe Cirio, Stockton University April Conway, University of Michigan Michael Knievel, University of Wyoming Randall Monty, University of Texas Rio Grande Valley Monica Reyes, DePaul University Erica Stone, Middle Tennessee State University Kalie Wertz, Temple University

J-3

Institutions: Labor Issues, Professional Lives, and Survival

I’m Doing My Best Practices: Challenges and Innovations in Graduate Teacher Training Live This roundtable will explore the challenges and innovations required when mentors attempt to implement teacher training “best practices” in local contexts. Chair and Leader: Kailyn Shartel Hall, Purdue University Roundtable Leaders: Linda Haynes, Purdue University Ti Macklin, Boise State University Margaret Weaver, Missouri State Univerisity Marisa Yerace, Purdue University

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3/4/22 3:14 PM

Saturday, 2:00–3:00 p.m. ET

J-4

Antiracism and Social Justice

Perspectives on Coalition Building: Conversations on Antiracist Work as Non-Black POC Teachers, Scholars, and Co-Conspirators Live Sponsored by the NCTE/CCCC Black Caucus

This roundtable explores the many experiences, needs, and tensions occluded by “POC,” and asks how individuals of different marginalized backgrounds might pursue mutually accountable coalitions. Roundtable Leaders: Jo Hsu, The University of Texas at Austin Mudiwa Pettus, Medgar Evers College CUNY Shakil Rabbi, Bowie State University Speakers: Jose Cortez, University of Oregon Victor Del Hierro, University of Florida Romeo García, University of Utah David Green, Howard University Cana Uluak Itchuaqiyaq, Virginia Polytechnic University

J-5

Approaches to Teaching and Learning

Story as Access: Creating Storied Assignments and Invitational Classrooms Live Engaged Learning Experience

This session considers how storytelling creates access and equity in the writing classroom. We will identify challenges related to story assignment scope and objectives, student vulnerabilities and process, and ethical assessment. We will brainstorm solutions and use these categories to generate new terms and frameworks for outlining the basic components and structures of a storied assignment. Speakers: Rachel Jackson, University of Oklahoma Kassia Shaw, University of Wisconsin-Madison

J-6

Approaches to Teaching and Learning

Design Your Content: How to Effectively Plan and Develop Online Courses with Intention for Diverse Learners Live Engaged Learning Experience

Come as you are to learn about effective online course development and how to envision in-person curricula in the online format through guided activities. All levels are welcome as we offer engaging activities to

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3/4/22 3:14 PM

Saturday, 2:00–3:00 p.m. ET

envision how course materials can be reimagined for an online setting, inspired by User/Learner Experience Design and Design Thinking. Plus, practical tools and tips you can use right away! Speakers: Jessica Harnisch, Arizona State University Sean Tingle, Arizona State University

J-7

First-Year Writing

Defining and Promoting Antiracist Genre Justice in FYW Classrooms Live Engaged Learning Experience

To center minoritized genres in first-year writing, participants will collaboratively define antiracist genre justice and recommend teaching resources needed. Speakers: Gwen Gorzelsky, Colorado State University Carol Hayes, George Washington University Workshop Facilitator: Joe Paszek, University of Detroit Mercy

J-8

Inclusion and Access

Stakeholders Considered, Addressing Inequity through Labor-Based Grading Practices Live In an interactive, collaborative roundtable, panelists share their experiences introducing labor-based grading within academic and professional writing programs at a Big Ten university. Topics include methodological foundations; the collaborative inception of developing its praxis; and exploring and implementing labor-based grading changes at student, instructor, and programmatic levels. Chair: Jessica Enoch, University of Maryland Speaker: Britt Starr, University of Maryland Roundtable Leaders: Catherine Bayly, University of Maryland Elizabeth Catchmark, University of Maryland Sarah Dammeyer, University of Maryland Alysia Sawchyn, University of Maryland Alexis Walston, University of Maryland

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3/4/22 3:14 PM

Saturday, 2:00–3:00 p.m. ET

J-9

Theory and Research Methodologies

Storytelling in Queer Appalachia: Imagining and Writing the Unspeakable Other Prerecorded/Scheduled Through a series of short talks, storytelling, readings, and discussion, this roundtable interrogates constraining assumptions and reductive stigmas about LGBTQ folx in Appalachia, exploring what it might mean to live, embody, experience, teach, and perform queerness in Appalachia. Chair: Rachael Ryerson, Eastern Illinois University Roundtable Leaders: Hillery Glasby, Michigan State University Kim Gunter, Marshall University Lydia McDermott, Whitman College Respondent: Amanda Hayes, Kent State University Tuscarawas

J-10

Histories of Rhetoric

Transforming the National Archives on Composition and Rhetoric: New Modalities, New Sites, New Users, New Uses Live Calling on the conference theme of the promise and perils of higher education, this roundtable initiates conversations about creating, curating, hosting, using, and sharing the complex, polyphonic, and diverse histories of rhetoric-composition in the US. The aim of the roundtable is to encourage a think tank on the renewal of the National Archives of Rhetoric and Composition for the 21st century. Speaker: Alexis Ramsey, Eckerd College Roundtable Leaders: John Brereton, University of Massachusetts Cinthia Gannett, Fairfield University Neal Lerner, Northeastern University Corey McCullough, Fort Lewis College Kyle Oddis, Northeastern University Robert Schwegler, University of Rhode Island Katherine Tirabassi, Keene State College

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3/4/22 3:14 PM

Saturday, 3:30–4:30 p.m. ET

Saturday, March 12 K Sessions: 3:30–4:30 p.m. ET K-1

Community, Civic, and Public Contexts of Writing

Social Justice and Storytelling: East African Refugees; Ethiopian, Ghanaian, and Nigerian Public Health Care Workers; and Journalism in South Africa Live We explore storytelling for social justice through case studies of teaching East African refugees autobiographical writing; creative writing by health care workers in Ghana, Ethiopia, and Nigeria; and US journalism students in South Africa. We consider how we can create flexible and creative spaces for unheard and sometimes unarticulated stories in writing and journalism classrooms. Chair: Lucia Dura, The University of Texas at El Paso Speakers: Leonora Anyango-Kivuva, Community College of Allegheny County Shenid Bhayroo, Saint Joseph’s University Ann Green, Saint Joseph’s University

K-2

Antiracism and Social Justice

Fighting Racism with Mindfulness in FYC: Combining Contemplative Writing Pedagogies and Antiracist Writing Assessment as Invitation and Subversion Live This presentation forwards a pedagogy that combines contemplative writing pedagogies with antiracist writing assessment and offers actionable FYC pedagogical strategies that invite students into a supported and growth-oriented cointerrogation of the capitalist-hetero-patriarchal inequities that underwrite many of the oldest and most reproduced conventions and practices of postsecondary education. Speaker: Nadia Zamin, Fairfield University

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3/4/22 3:14 PM

Saturday, 3:30–4:30 p.m. ET

K-3

Writing Programs

Not Simply Teaching about Them: Creating Antiracist Writing Programs and Departments Live This panel will discuss how three Latina faculty from two different Hispanic Serving Institutions have worked to implement antiracist pedagogies that meet the needs of their uniquely diverse student populations. Speakers: Sonya Barrera Eddy, Texas A&M–San Antonio Consuelo Salas, San Diego State University Lizbett Tinoco, Texas A&M–San Antonio

K-4

Inclusion and Access

Rhetoric, Academic Policies, and Linguistic Justice Live This interactive panel, presented by rhet/comp scholars with significant administrative experience, explores inclusion and access implications of three types of institutional policies (bereavement, medical withdrawal, and faculty impact statements), all of which were significant during the 2020–21 academic year. The session will include time for discussion/ crowdsourcing among colleagues. Speakers: Melody Bowdon, University of Central Florida Julie Jung, Illinois State University J. Blake Scott, University of Central Florida

K-5

Information Literacy and Technology

Problem-Solving Hybrids: Developing Teaching Resources for Equitable and Inclusive Hybrid Composition Courses Live Engaged Learning Experience

Presenters briefly report on a study of writing faculty experiences with hybrid courses, including transitions between asynchronous and synchronous components, integration of pedagogies that enhance student engagement, and use of technologies that support these goals. Participants will share ideas and develop teaching resources that support equitable and inclusive approaches to hybrid courses. Chair: Brian Fitzpatrick, George Mason University Roundtable Leaders: Ariel Goldenthal, George Mason University Jessica Matthews, George Mason University Workshop Facilitators: Lourdes Fernandez, George Mason University Sheri Sorvillo, George Mason University Speaker: Courtney Adams Wooten, George Mason University 96

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3/4/22 3:14 PM

Saturday, 3:30–4:30 p.m. ET

K-6

Writing Programs

Moments of Opportunity in the Pandemic: A Kairotic Approach to Writing Program Administration and Curricular Transformation Live Engaged Learning Experience

This panel explores how WPAs can seize opportune moments to work toward more equitable writing programs through curricular transformation. Speakers: Logan Bearden, Eastern Michigan University Laura Kovick, Eastern Michigan University Meghan Phelps, Eastern Michigan University

K-7

Translanguaging Justice: Literacies for Writing and Writing Studies Live -- NOTE: This session is at 6:30 pm ET This panel engages issues of linguistic justice, translingualism, FYW, and writing/literacy studies. Speakers: Morgan Banville, East Carolina University, “Surveilling Language Structures: Disrupting Hegemonic Ideologies in the College Classroom” Jeremy Carnes, University of Central Florida, “Writing History and the Future: Indigenous Theories of Land and Temporality in Writing Studies” Michael Kennedy, University of South Carolina, “The Limits, Locales, and Lacunae of (Il)Literacy” Shakil Rabbi, Virginia Polytechnic and State University, “Translingual Competence and Writing Knowledge: Comparing Experienced and First-Year Rhetors on Ideas of Audience, Collaboration, and Visual Composition” Jason Sugg, East Carolina University, “Surveilling Language Structures: Disrupting Hegemonic Ideologies in the College Classroom”

K-8

Approaches to Teaching and Learning

Reexamining Multimodal Writing for Multilingual Students in Post-Secondary Context: A Literature Review Live This presentation seeks to analyze how different configurations of multimodal writing projects could contribute to multilingual students’ writing development. I will draw on Matsuda and Silva’s (2019) framework of writing to synthesize previous research findings about multimodal writing in an L2 context. Speaker: Xiao Tan, Arizona State University

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3/4/22 3:14 PM

Saturday, 3:30–4:30 p.m. ET

K-9

Institutions: Labor Issues, Professional Lives, and Survival

Collaborating for Change: Perspectives on Building an Inclusive Department Prerecorded/Scheduled In this session, we describe and analyze the processes and procedures that we have developed as we shape a new department of Writing, Rhetoric, and Pedagogy. Participants will leave with strategies for centering equity work across all aspects of a department. Chair and Roundtable Leader: Heidi Estrem, Boise State University, “Reconsidering Labor Challenges in First-Year Writing” Roundtable Leaders: Jill Heney, Boise State University, “Building a Story Lab to Explore ‘Why Are We Here?’” Tiffany Hitesman, Boise State University, “Building a Story Lab to Explore ‘Why Are We Here?’” Sherena Huntsman, Boise State University, “Supporting New Faculty through Transitional Growth” Melissa Keith, Boist State University, “Reconsidering Institutional Affiliations through Values-Based Decision Making” Roger Munger, Boise State University, “Aligning Workload with Resources”

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3/4/22 3:14 PM

Saturday, 5:00–6:00 p.m. ET

Saturday, March 12 L Sessions: 5:00–6:00 p.m. ET L-1

Writing Programs

“Welcome to the Writing Center”: Encouraging Inclusivity in the Writing Center Live Results of the Former Writing Center Directors Survey can assist current directors in establishing and maintaining writing centers that resist “violent assimilation strategies,” “rhetorics of racism,” and all institutional practices that marginalize students outside the dominant culture. Roundtable Leaders: Kathleen Shine Cain, Merrimack College Pamela Childers, McCallie School Leigh Ryan, University of Maryland

L-2

Histories of Rhetoric

Activities, Technologies, and Advocacy: Developing Curricula in Histories of Writing Live Engaged Learning Experience

This session features group problem-solving to develop assignments, courses, and curricula featuring histories of writing. Writing began in Babylonia, China, and Central America, which supports expanding our focus beyond alphabetic script. Teaching histories of writing highlights cross-cultural and pan-historical effects of writing on individuals, societies, and technologies. Speakers: David Grant, University of Northern Iowa Jordynn Jack, University of North Carolina, Chapel Hill Timothy Mayers, Millersville University

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3/4/22 3:14 PM

Saturday, 5:00–6:00 p.m. ET

L-3

Information Literacy and Technology

Pride in the Public: Queer Digital Literacies as Disruption(s) of Narrative Boundaries Live This interactive roundtable explores the resistive and disruptive agency of queer digital writing in relation to literacy, identity formation, and pedagogy. Chair: Trent Kays, Augusta University Speaker: Keshia Mcclantoc, University of Nebraska-Lincoln, “Queer Ecologies and Disruptions in the #CottageCore Tik Tok Community” Roundtable Leaders: Abbie Levesque DeCamp, Northeastern University, “‘Sounds Gay, I’m In’: Queer Memes as Community Writing” Erin Green, University of Maryland, “Tuning In: Articulating a Black Queer Literacy via Podcasts and Social Media”

L-4

Antiracism and Social Justice

Decolonizing Gender: Confronting the Gender Binary, Examining the Continuum, and Exploring Intersectionality in the Classroom Live Engaged Learning Experience

Given the dire need for the protection and inclusion of nonbinary and transgender individuals in our continued efforts toward gender parity, this interactive session engages with counterstories and Anzaldúa’s conocimento to explore how critical, intersectional, and feminist perspectives can promote the status of nonbinary and transgender identities in our profession and the classroom. Speaker: Jennifer Killam, Broward College Roundtable Leaders: Sophie Escalante, University of South Florida Anastasia Khawaja, University of South Florida

L-5

Writing Programs

Inclusive Mentoring: Self-Directed and Strengths-Based Methods for Supporting Graduate Teaching Assistants Live Engaged Learning Experience

This session will explore inclusive methods for mentoring graduate teaching assistants (GTAs) based on intentional change theory and strength-based feedback research. Participants will create self-directed learning plans for developing teaching skills, explore mentoring case studies, and roleplay delivering and receiving strength-based feedback. Speakers: Abram Anders, Iowa State University Amy Walton, Iowa State University 100

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Saturday, 5:00–6:00 p.m. ET

L-6

We Want to Do More Than Just Survive: Challenging Institutional Practices around Gendered Labor and Belonging Live An increasingly long history of scholarship and research on higher education’s labor practices points to the many and varied ways that institutions continue to deny access and opportunity to women students and instructors, particularly women of color. Presenters in this session explore issues related to belonging and burnout in order to challenge ongoing “push out” practices that continue to deny equal opportunity to women students and faculty. Speakers: Jessica Jorgenson Borchert, Pittsburg State University, “Finding the Academic in Academic Mama: Finding Structure for Writing as a Process during the COVID-19 Pandemic” Samah Elbelazi, University of Utah, “Do Muslim Female Students/ Faculties Belong Here? The Rhetoric of Survivals” Alex Hanson, Syracuse University, “Finding Ways to Fit: A Look at the Invisible Labor Single Moms Do to Belong in Academia” C.C. Hendricks, University of New Hampshire Manchester, “Beyond Burnout: What Pandemic Life Can Teach Us about Gendered and Student Labor in Rhetoric and Composition” Hanan Saadi, Texas A&M International University, “Do Muslim Female Students/Faculties Belong Here? The Rhetoric of Survivals”

L-7

Language, Literacy, and Culture

Multilingual Writers’ Literacy Practices and the Promises and Perils of Translingual Pedagogy Live Three speakers will share their ethnographic accounts of multilingual writers’ literacy practices, acknowledging their bodily, material, and translingual affordances, and share innovations of a translingual pedagogy, highlighting responsibility. A respondent will critically engage with these accounts in light of his decades of scholarly and programmatic work on second language writing. Chair and Respondent: Tony Silva, Purdue Speakers: Hadi Banat, University of Massachusetts Boston Zhaozhe Wang, University of Toronto Qianqian Zhang-Wu, Northeastern University

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3/4/22 3:14 PM

Saturday, 5:00–6:00 p.m. ET

L-8

Antiracism and Social Justice

Decentering Whiteness in English: Racial Justice and Curricular Reform Prerecorded/Scheduled In this roundtable, three English departments at Jesuit institutions discuss curriculum changes, including a one-credit course on inequality, a cultural rhetorics unit in FYW, an antiracist FYW reader, and a revision to the major requirements. They explore how decentering whiteness can and cannot address structural racism to better serve our communities. Chair: Asao Inoue, Arizona State University Respondent: Ann Green, Saint Joseph’s University Roundtable Leaders: Lillian Campbell, Marquette University Renea Frey, Xavier University Jenna Green, Marquette University Aisha Lockridge, Saint Joseph’s University Jenny Spinner, St. Joseph’s University

L-9

Approaches to Teaching and Learning

Making Graduate Pedagogy Visible Prerecorded/ Scheduled This roundtable defines and complicates understandings of graduate pedagogy by focusing on course design, advising, modeling, and inclusive culture building. Chair and Roundtable Leader: Laura Micciche, University of Cincinnati Respondent: Genevieve Garcia de Mueller, Syracuse University Roundtable Leaders: Kevin DePew, Old Dominion University Laura Micciche, University of Cincinnati Beverly Moss, The Ohio State University Jennifer Sano-Franchini, Virginia Tech

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Saturday, 6:30-7:30 p.m. ET

Saturday, March 12 M Sessions: 6:30–7:30 p.m. ET M-1

First-Year Writing

Who’s In? Who’s Out? Addressing Dual Enrollment’s Equity Problems Live Engaged Learning Experience

Extending conversations of equity, this session invites participants to utilize antiracist and anti-oppressive principles to interrogate the racial, ethnic, and socioeconomic disparities that plague dual-enrollment programs, particularly as they relate to first-year writing. We aim to discuss placement, pedagogy, curriculum, teacher training, coalition building, and writing support beyond FYW. Speaker: Patricia Portanova, Northern Essex Community College

M-2

Inclusion and Access

Trauma Porn and Emotional Labor: Issues with WellIntentioned but Misdirected Antiracist Pedagogy and How to Correct It Live Engaged Learning Experience

This session seeks to provide attendees with an understanding of effective antiracist pedagogies and the opportunity for self-reflection. Working in groups, attendees will practice implementing antiracist pedagogical practices by responding to excerpts of sample student papers. Attendees will leave with an understanding of antiracist practices they can implement in their own classrooms. Speakers: Carli Alvarez, Southern Illinois University Mary Sosa, California State University, Fresno

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3/4/22 3:14 PM

Saturday, 6:30-7:30 p.m. ET

M-3

Approaches to Teaching and Learning

Culturally Relevant Student Response: Theory, Research, and Practice for the 21st Century Live This interactive panel presents two approaches to culturally relevant teaching: question-based response and slow peer review. Both pedagogies seek to open space for empathetic engagement with the lived experiences that students bring to the classroom community and the writing process. Speakers: Shannon Baker, California State University, San Marcos, “The Power of the Peer Response in the Pandemic: What Is QPB Research Suggesting?” Dawn Formo, California State University, San Marcos, “Toward an Antiracist, Race-Conscious Feedback Approach” Cyndi Headley, California State University, San Marcos, “The Power of the Peer Response in the Pandemic: What Is QPB Research Suggesting?” Timothy Oleksiak, University of Massachusetts Boston, “Toward a RaceConscious and Antiracist Slow Peer Review” Lauren Springer, Mt. San Jacinto College, “Toward an Antiracist, RaceConscious Feedback Approach”

M-4

Inclusion and Access

Circumventing Memory Overload: Practices for Neurodiverse Student Writers Live Engaged Learning Experience

This session will promote equitable access to education for neurodiverse writers by engaging in memory-supported writing activities, learning about the role memory plays in writing, and discussing how to enhance metacognitive awareness to increase self-advocacy and agency. Speakers: Kathleen Reynolds, Northeastern Illinois University Kristi Miller, Northeastern Illinois University

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M-5

Writing Pedagogy for the People: Diversity, Equity, Inclusion, and Antiracism Live Pedagogies for teaching writing that advances the goals of community, justice, and equity. Speakers: Kelly Aliano, Long Island University Post Campus, “Who Tells Your Story? Teaching Writing at the Community College Level as Mode for Empowering Diverse Learners” Vanessa Buehlman, Christopher Newport University, “Center for Community Engagement Co-directors Present a Series of Parables on How to Make Social Justice Aims Actionable in the Classroom and in the Community” Brooke Covington, Christopher Newport University, “Center for Community Engagement Co-directors Present a Series of Parables on How to Make Social Justice Aims Actionable in the Classroom and in the Community” Erin Ott, Manchester Community College, “Who Tells Your Story? Teaching Writing at the Community College Level as Mode for Empowering Diverse Learners” Stephanie Hassan Richardson, Georgia State University, “Curricula as Rhetorical Praxis and DEI Activism”

M-6

Theory and Research Methodologies

(Re)aligning Ourselves: Conversations on Positionality in Veterans Studies Live Sponsored by the CCCC Writing with Current, Former, and Future Members of the Military Standing Group

Speakers share how their experiences as veterans studies researchers have elicited various positionality issues and invite attendees to join the conversation. Speakers: Mariana Grohowski, Independent Scholar Tara Hembrough, Southeastern Oklahoma State University Corrine Hinton, Texas A&M University-Texarkana Michael Hoffman, University of Michigan

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3/4/22 3:14 PM

Saturday, 6:30-7:30 p.m. ET

M-7

Antiracism and Social Justice

Sustaining Institutional Change and Antiracist Work as Writing Teachers and Administrators Prerecorded/ Scheduled In this roundtable discussion, participants will describe a variety of experiences trying to make institutional change through antiracist writing work, exploring how we might transform our programs and professional organizations while being mindful of the complex identity and power issues at play in building multiracial activist coalitions in our various spaces of (un)belonging. Chairs and Roundtable Leaders: Todd Craig, Medgar Evers College/ CUNY Graduate Center Amy Wan, Queens College/CUNY Graduate Center Respondents: Al Harahap, The University of Oklahoma Shereen Inayatulla, York College CUNY Sherita Roundtree, Towson University Anna Zeemont, CUNY Graduate Center Roundtable Leaders: Lindsey Albracht, Queens College CUNY Sara P. Alvarez, Queens College CUNY Rachel Bloom-Pojar, University of Wisconsin-Milwaukee Brian Hendrickson, Roger Williams University

M-9

Institutions: Labor Issues, Professional Lives, and Survival

We Are Each Other’s Possibility: Graduate Students Reshaping Graduate Pedagogy, Part 1 Live Engaged Learning Experience

This ELE invites graduate students to reimagine graduate pedagogy via abolitionist and speculative fiction lenses and collaboratively create a micro-syllabus. Our session will use five short works of speculative fiction as guides for our thinking about graduate pedagogy. Please read/listen to at least one of these stories, which can be found here: https://linktr.ee/ pchoong Speakers: Philip Choong, Indiana University, Bloomington Brynn Fitzsimmons, University of Kansas Kat Gray, Virginia Tech Michael Laudenbach, Carnegie Mellon University Nicole Wilson, Texas A&M University

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On-Demand Sessions Antiracism and Social Justice

OD-1 Why Are We Here? Reflecting on Non-Native EnglishSpeaking Writing Instructors’ Lived Experiences and Advocating for Justice in the Struggle against Biases Four non-native English-speaking writing instructors (NNESWIs) reflect on their lived experiences, sharing their struggles with linguistic, cultural, and racial biases while advocating for cultural and linguistic diversity and equality in US composition classrooms. Speakers: Ekaterina Goodroad, University of Wisconsin-Whitewater at Rock County Judith Szerdahelyi, Western Kentucky University Lan Wang-Hiles, West Virginia State University Tong Zhang, Indiana Univrsity of Pennsylvania Respondent: Lan Wang-Hiles, West Virginia State University Antiracism and Social Justice

OD-2 More Promise than Peril: Towards Antiracist Writing about Writing Pedagogies This panel will examine Writing about Writing pedagogies through social justice and antiracism lenses to “change the way power moves through White racial biases” (Inoue 2019). Speakers: Leigh Graziano, Western Oregon University Samuel Stinson, Minot State University John Whicker Respondent: Megan McIntyre, Sonoma State University Information Literacy and Technology

OD-3 A Collaborative Approach to Overcoming the Critical Reading Bottleneck in Research-Based Writing Courses This panel will model collaboration between library, writing center, and composition faculty to create a critical research curriculum for students. Panelists will weave critical reading activities into the discussion, modeling critical reading pedagogy and asking attendees to engage in a sampling of activities from a collaborative composition curriculum.

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Speakers: Ashley Cole, Eastern Kentucky University Trenia Napier, Eastern Kentucky University Jill Parrott, Eastern Kentucky University Community, Civic, and Public Contexts of Writing

OD-4 Community-Based Rhetorics of Disaster: Cultivating Pedagogical Enactments against Linguistic Injustice and Environmental Racism Panelists present ethnographic, archival, and digital humanities projects related to multilingual, multisensorial, and decolonial rhetorics of disaster by highlighting marginalized communities’ voices in decision-making processes in environmental communication. Panelists offer concrete pedagogical examples that enrich higher education’s commitments to environmental justice and linguistic diversity. Chair and Speaker: Soyeon Lee, The University of Texas at El Paso, “Language Minorities’ Digital Literacy Networks through Technologies in Disaster Recovery” Speakers: Christina Boyles, Michigan State University, “Rhetorics of Disaster (Response): The Archivo de Respuestas Emergencias de Puerto Rico” Lisa Phillips, Texas Tech University, “Mapping the Urban Smell Dictionary onto Chicago’s Smellscape to Sense Environmental Injustice and Disaster” Community, Civic, and Public Contexts of Writing

OD-5 Strategic Literacies of the Civil Rights Movement: Tutoring as Activism in Rural Alabama This archival research brings to life the story of a remarkable 1960s community literacy program at Tuskegee University as told through its creator, tutors, and students. At a time when many writing programs are asking how we can work for social justice, the Tuskegee Institute Community Education Program provides one of the boldest models for systemic change in our field’s history. Speaker: Clarissa Walker, Rhode Island College

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Approaches to Teaching and Learning

OD-6 On Their Own Terms: Towards More Equitable and Accessible Forms of Assessment with Student-Centric Learning Contracts Student-Centric Learning Contracts offers instructors an opportunity to make writing classrooms more accessible and inclusive to diverse student populations. Speaker: Matthew Schering, Illinois State University Community, Civic, and Public Contexts of Writing

OD-7 Opening New Spaces for Women’s Work as Writers By offering three case studies of women as worker-rhetors, this panel demonstrates that writing teachers can craft more productive rhetorical pedagogies by considering the intersections of gender, education, and industry. Chair and Speaker: Lisa Shaver, Baylor University, “Writing Broader Notions of Women’s Education and Occupations at the Chicago Training School” Approaches to Teaching and Learning

OD-8 Narrative, Identity Awareness, and Educational Equity: Insights from Neuroscience Research This session argues that literacy narratives contribute to student empowerment. Panelists from different universities offer cognitive perspectives on the use of narrative in composition pedagogy. Chair: Gita DasBender, New York University Speakers: Irene Clark, California State University, Northridge Dirk Remley, Kent State University Bonnie Vidrine-Isbell, Biola University

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Inclusion and Access

OD-9 Impact of Writing Center Effectiveness and Practices This presentation will report our one-and-a-half-year study on how clients feel about the writing center (affect) and if the writing center is reasonably accessible (accessibility). We will identify how our staff can be more mindful and reflective as writing consultants to better serve our online clients. Speakers: Beatriz Acosta-Tsvilin, Florida Atlantic University Jeffrey Galin, Florida Atlantic University Ashley George, Florida Atlantic University Community, Civic, and Public Contexts of Writing

OD-10 When Social Media Isn’t Just for Fun: Reports from the Wayfinding Project on How Alumni Redefine Writing Panelists report on a study of how diverse alumni, 3–10 years after graduation, reorient their understandings of writing to resolve issues raised by social media: a redefined sense of audience and activism based on scale; an adapted set of values regarding writing to accommodate constraints imposed by technology platforms; and the adoption of personal “branding” to navigate cultural topics. Speakers: Jonathan Alexander, University of California, Irvine, “The Challenge of Scale” Karen Lunsford, University of California, Santa Barbara, “From Branding to Aesthetics: Stabilizing a Social Media Presence” Carl Whithaus, University of California, Davis, “Platform Pressures: Audience/Orientation” Writing Programs

OD-11 Judging Student Writing: Antiracist Support and Faculty’s Persistent Language Ideologies at a Newly Designated HSI University Representing three sites of institutional writing support, presenters share perceptions of student writing from upper administration and WAC faculty in policy, faculty development, and classroom practice at an HSI university. The speakers grapple with the tensions that arise when efforts to serve undergraduate writers come into contact with persistent faculty language ideologies.

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Chair: Madelyn Pawlowski, Northern Michigan University Speakers: Leah Bowshier, University of Arizona, “‘Grammar Is Racist’: Misconceptions as a Form of Gatekeeping from Upper Administration” Nick Cenegy, University of Arizona, “‘Grammar Is Racist’: Misconceptions as a Form of Gatekeeping from Upper Administration” Lauren Harvey, University of Arizona, “‘The Four C’s: Correct, Complete, Clear, Concise’: Faculty Perceptions of Student Writing” Brad Jacobson, The University of Texas at El Paso, “Faculty Perceptions of Student Roles in General Education Writing” Aimee Mapes, “‘The Four C’s: Correct, Complete, Clear, Concise’: Faculty Perceptions of Student Writing” Institutions: Labor Issues, Professional Lives, and Survival

OD-12 Lessons from the Field: What Graduate Program Directors and Current Doctoral Students Can Learn from Applicants on the 2020–2021 Job Market Sponsored by The Consortium of Doctoral Programs in Rhetoric and Composition (http://ccccdoctoralconsortium.org)

In this roundtable, seven job seekers on the market during AY 2020–2021 share their job seeking experiences, and provide insights into what doctoral programs in particular are doing currently and can do better to support present and future job seekers. Chair: Jim Ridolfo, University of Kentucky Speakers: Katie Beth Brooks, College of Coastal Georgia Jason Custer, Midway University McKinley Green, George Mason University Nupoor Ranade, George Mason University Allegra Smith, Jacksonville State University Ja’La Wourman, James Madison University Institutions: Labor Issues, Professional Lives, and Survival

OD-13 The Practice and Promise of Equity and Inclusion: Understanding the Political Economies of Postsecondary Writing Instruction in the Era of Austerity The presentations in this panel will frame a discussion of the contradictions and possibilities that arise for writing education when we seek to practice diversity, equity, and inclusion in a profession that is substantially shaped by the logics and precarities of austerity economics. Speakers: Angela Glotfelter, Miami University of Ohio, “The Political Economy of Analytics in Writing and Higher Education”

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Tony Scott, Syracuse University, “Precarity, Transience, and the Problematics of Progressive Curricular Innovation” Jerry Stinnett, Grand Valley State University, “The Labor of Learning: Supporting Student Difference in the Construction of a Transferrable FYC Experience” Inclusion and Access

OD-15 Crip Classrooms: Academic Ableism and Foregrounding Disabled Perspectives Higher education is rooted in ableist practices that routinely deny access to equitable education for disabled students and support for disabled scholars. To push past the perils of ableism, we consider disabled student and teacher perspectives to go beyond accessible pedagogy and curate access intimacy. In other words, we crip our classrooms. Speakers: Leslie Anglesey, Sam Houston State University, “Cripping Engagement in First-Year Composition” Ellen Cecil-Lemkin, University of Wisconsin-Madison, “Cripping Collaborative Writing Groups” Brenna Swift, University of Wisconsin-Madison, “Journaling, Teaching, and Dreaming Disability Justice” College Writing and Reading

OD-16 “At the Door”: Access and Gatekeeping in College Reading Pedagogies Drawing on current empirical studies, this panel examines tensions between everyday and academic literacies which appear in many college reading pedagogies. Speakers: Katelin Anderson, The Ohio State University Elizabeth Hutton, Miami University of Ohio Carolyne King, Salisbury University Ruth Li, University of Michigan Information Literacy and Technology

OD-17 Multimodal Interventions and Activitisms: Social Media, Transfer, and Pedagogy In this panel, researchers explore how multimodal writing can be used to intervene in social and political debates by drawing on multimodal writing transfer and pedagogy.

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Speakers: Garrett Cummins, Ohio University Courtney A. Mauck, Ohio University Ryan P. Shepherd, Ohio University Approaches to Teaching and Learning

OD-18 Dismantling and Recreating Structure in the Writing Classroom: Methods for Accessing FYC This panel reports on three qualitative research studies focused on pedagogical practices that reimagine traditional norms and classroom structures to open up access to college writing genres, assessment practices, and collaborative writing. Chair and Respondent: Christina Saidy, Arizona State University Speakers: Hannah Benefil, Arizona State University, “Productive Failure in Student-Generated Rubrics: An Attempt, Defeat, and Reattempt” Sandra Saco, Arizona State University, “Inquiry into First-Year Writing Groups” Heidi Willers, Arizona State University, “Evolving beyond the Essay: Genre Knowledge Acquisition in First-Year Composition” Theory and Research Methodologies

OD-19 Toward a Theory of Inertia in Writing Development This presentation features a theoretical intervention that seeks to provide our field with vocabulary for articulating the complex nature of lifespan literacy development in our advocacy for writing programs, assessment models, policy, and curriculum. Speaker: Jeremy Levine, University of Massachusetts, Amherst Inclusion and Access

OD-20 Antiracist Assessment and the COVID-19 Pandemic as Catalysts for Directed/Informed Self-Placement Panelists discuss alternative FYW placement procedures in response to COVID-19 and call for more equitable, inclusive approaches to student success and college readiness. Speakers: Breana Bayraktar, Northern Virginia Community College Lisa Mastrangelo, Centenary University Jolivette Mecenas, California Lutheran University Katherine O’Meara, Saint Norbert College

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College Writing and Reading

OD-21 Addressing Equity Gaps in First-Year Writing: Multiple Measures, Accelerated Pathways, and a Community of Placement at the University of Alaska The University of Alaska will share efforts to narrow equity gaps in writing placement and course completion at an open-access institution where 50% of first-year students place below general education level with a standardized score. Multiple measures—including a Course Matching Survey and writing samples—foster a Community of Placement that works together to make first-year writing more equitable. Speakers: Carrie Aldrich, University of Alaska, Anchorage Chaun Ballard, University of Nebraska-Lincoln Tara Ballard, University of Nebraska-Lincoln Sarah Kirk, University of Alaska, Anchorage Approaches to Teaching and Learning

OD-22 The Praxis of “Not-Yetness”: An Invitation to Consider Faculty Emotional Responses to Plagiarism and Transform Plagiarism Pedagogies This presentation, based on data from two institutions, attunes us to an understanding of faculty feelings about student plagiarism and practices for teaching documentation. The study seeks to create greater access for students, reframing plagiarism pedagogy as a matter of process, not product, and inviting resistance to a stance of mastery in favor of what Collier and Ross call “not-yetness.” Chair: Jennifer Gray, College of Coastal Georgia Speakers: Stephanie Conner, College of Coastal Georgia Jennifer Daniel, Queens University of Charlotte Andrea McCrary, Queens University of Charlotte Inclusion and Access

OD-23 Belonging as a Route to Equity, Inclusion, and Action: Being Here as the Catalyst for Social Justice We illustrate how facilitating pedagogies that build a sense of belonging while addressing patterns of inequity is vital to the success of our students.

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Speakers: Nancy DeJoy, Michigan State University, “Belonging, Equity, and Inclusion: Building Social Justice-Based Course Assignments” Steven Lessner, Northern Virginia Community College, “Man Up!: Minority Male Mentoring” Suzanne Webb, Southwestern College, “Jinx’s Toolbox: Critical Skills for Incoming Students” First-Year Writing

OD-24 Collaborative Writing Placement as a Model for Empowering Students and Fostering Equity The Writing Program at the University of California, Santa Barbara, “flipped the script” on placement by implementing a Collaborative Writing Placement (CWP) program in which students and writing faculty work together to place students in the most appropriate first-year course. Our panel will share data about our program and foster a conversation among attendees about equity and inclusivity in writing placement. Speakers: Leslie Hammer, University of California, Santa Barbara Sarah Hirsch, University of California, Santa Barbara Kenny Smith, University of California, Santa Barbara Madeleine Sorapure, University of California, Santa Barbara Approaches to Teaching and Learning

OD-25 Using “Muscular Empathy” to Reconfigure Classroom Power Dynamics Panelists share ways to mitigate power dynamics and increase inclusion by infusing empathy throughout the instructional design process. Drawing on Ta-Nehisi Coates’s “muscular empathy” to promote linguistic justice, intellectual modesty, and student empowerment, panelists offer strategies for multiple stages of the assignment arc, including assignment design, research, peer review, and assessment. Speakers: Tamara Black, University of Southern California, “Nurturing Rhetorical Empathy during the Research Process” Rochelle Gold, University of Southern California, “Strategies for Making Peer Review More Meaningful” P. T. McNiff, University of Southern California, “Decentralizing Power through Self-Assessment” David Tomkins, University of Southern California, “Seeking to Inquire: Writing Prompts and the Pitfalls of Subjective Presupposition”

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Inclusion and Access

OD-26 Informal Reading Groups as Inclusionary Practice for Facilitating Graduate Students’ Disciplinary Access and Professionalization This panel describes an informal, multiyear reading group at a regional, doctorate-granting institution in which graduate students, faculty, and alumni met to discuss disciplinary readings. With three individuals from three different institutions and career stages, the panel presentations highlight such reading group benefits as disciplinary access, professionalization, and disciplinary change. Chair and Speaker: Brenta Blevins, University of Mary Washington Speakers: Kristie Ellison, Elon University Carl Schlachte, Colby College Theory and Research Methodologies

OD-27 Unsettling Archival Research: Engaging Critical, Communal, and Digital Archives This panel wrestles with what an ethos and praxis of bearing witness in unsettling ways might mean for archival research and more equitable and socially just futures. Chair: Gesa Kirsch, Soka University of America Respondent: Caitlin Allen, University of Louisville Speakers: Romeo García, University of Utah Tarez Graban, Florida State University Deborah Hollis, University of Colorado, Boulder Kathryn Manis, Washington State University Maria Carvajal Regidor, University of Massachusetts, Boston Rebecca Schneider, Fort Lewis College Inclusion and Access

OD-28 Now That We’re Here: Demanding and Enacting Inclusion in Academic Spaces Two graduate students at different stages in their PhD programs and one of their undergrad professors talk about enacting “diversity and inclusion,” since students and faculty already come from different life experiences: we are Black, Brown, queer, urban, and disabled now. We offer a call to action based on listening as “diverse” students tell us who they are and what they need.

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Speakers: Ileana Leon, Indiana University of Pennsylvania, “Beyond Diversity as Spectacle” Heather Robinson, York College/CUNY, “Listening Experience into Action” Dominique Townsend, University of Rochester, “Teaching for Agency” Inclusion and Access

OD-29 Access Work as Cultural and Intersectional Writing Praxis How can compositionists invent accessible instructional spaces and writing that support intersectional inclusion and acceptance? This panel names disability access as a cultural and intersectional practice, surveying a number of locations of writing to offer a snapshot of where antiableist work across composition is today and imagines where it must go to assert that all disabled lives matter. Speakers: Chad Iwertz Duffy, Bowling Green State University, “Cultures of Critical Media Access: Toward an Antiracist Practice for Transcription and Image Description” Kari Hanlin, Bowling Green State University, “Disabling Expectations: Access Labor from Classroom Theory to Community Praxis” Annika Konrad, Dartmouth College, “Toward a Rhetorical Pedagogy of Interdependence” Sherrel McLafferty, Bowling Green State University, “Disabling Expectations: Access Labor from Classroom Theory to Community Praxis” Jessie Male, New York University, “Cultures of Critical Media Access: Toward an Antiracist Practice for Transcription and Image Description” D’Arcee Charington Neal, The Ohio State University, “[Dis]colonial Ecstasy: Intersectional Access as an Embodied Cultural Rhetoric” Professional and Technical Writing

OD-30 What If We Didn’t? Throwing Out Traditional Pedagogies in the Name of Linguistic Justice This panel explores an inherent tension in technical communication: reconciling principles of linguistic justice with conventions of technical and professional discourses. Specifically, we engage with critically based pedagogical theories that honor linguistic diversity, and examine pedagogical practices such as ungrading and labor-based contracts that may navigate this reconciliation.

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Speakers: Claire Carly-Miles, Texas A&M University, “Ungrading and Grading Contracts” Kimberly Clough, Texas A&M University, “Ungrading and Grading Contracts” Nicole Hagstrom-Schmidt, Texas A&M University, “Editing in Their Own Language: Linguistic Justice, Code-Meshing, and Technical Editing” Matt McKinney, Texas A&M University, “Code-Meshing to Talk Shop: Linking WID and Critical Pedagogy in the Tech Writing Classroom” Theory and Research Methodologies

OD-31 Global and Non-Western Rhetorical Frameworks, the Perils of their Omission, and the Possibilities of Their Complication for Diversity in the College Classroom

Sponsored by the CCCC Global and Non-Western Rhetorics Standing Group This panel will focus on the promise of adopting rhetorical frameworks from various global, indigenous, and non-Western traditions, the perils of their omission, and the possibilities of their complication in a pedagogy committed to diversity, equity, and linguistic justice. Chair and Speaker: Elif Guler, Longwood University, “Reconceptualizing Rhetoric through a Non-Western Heuristic based on Ancient and Medieval Turkic Texts” Speakers: Trey Conner, University of South Florida, “Shut Up and Chant: Hacking the I with Global Rhetorical Traditions” Richard Doyle, Penn State University, “Shut Up and Chant: Hacking the I with Global Rhetorical Traditions” Asmita Ghimire, “The Non-Western Female Practice of Renunciation as a Pedagogical Tool in the Western Composition Classroom: The Case of Yogmaya Neupane” Hua Zhu, University of Utah, “The Importance of Teaching NonEurocentric Rhetorics as Common Topics” First-Year Writing

OD-32 Reimagining Purposes of Assessment: Lessons and Perceptions from a Contract Grading Pilot at a Large Writing Program This panel will highlight data and findings from an IRB-approved study of a contract grading pilot designed to serve as a first step toward imagining a major shift in our program’s assessment structure. The study seeks to analyze student perceptions of the effects of grading contracts on effort and anxiety levels in relation to faculty perceptions of the labor and purposes of grading.

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Speakers: Gita DasBender, New York University, “Contract Grading as Radical Teaching and Engaged Learning: Faculty Motivations and Student Responses” Nate Mickelson, New York University, “Laboring Together: How Grading Contracts Reframe Experiences with Feedback and Grades” Leah Souffrant, New York University, “From Principles to Practice: The Promises of Contract Grading” First-Year Writing

OD-33 Pursuing Our Promises in OWI: Toward Equity in Assessment, Linguistic Justice via Empathy, and Diversity through International Virtual Collaborations This panel will offer examples of equity, linguistic justice, and diversity in OWI. Presenter 1 will talk about how labor-based rubrics are tools to enact equitable pedagogy. Presenter 2 will discuss how empathy serves as a lens to cultivate linguistic justice in online FYW. Presenter 3 will show how international virtual collaborative experiences in FYW are tools to foster equity and diversity. Chair and Speaker: Marcela Hebbard, “International Virtual Collaboration in FYW as Tools to Foster Equity and Diversity” Speakers: Sallie Koenig, University of Arizona Catrina Mitchum, University of Arizona, “Labor-Based Rubrics as Tools to Enact Equitable Pedagogy” Janine Morris, Nova Southeastern University, “Empathy as a Lens to Cultivate Linguistic Justice in Online FYW” Rochelle Rodrigo, University of Arizona Antiracism and Social Justice

OD-34 Antiracist Work, Whose Call? BIPOC Graduate Students Answering the Call by Proposing Collective Community Work to Make Antiracist Change As intersectional BIPOC scholars and educators and through our individual collective community organizing, this panel implements different institutional and pedagogical strategies to bring equity to generate antiracist actionable change within and outside higher education. The speakers’ community work exemplifies the need to support historically oppressed communities in rhetoric and writing. Speakers: Sharieka Botex, Michigan State University Stephie Kang, Michigan State University Ruben Mendoza, Michigan State University Autumn Reyes, The University of Texas at Austin

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Theory and Research Methodologies

OD-35 Writing and Research Partnerships as Participatory Intervention This panel details three writing studies partnerships that strive toward decolonizing and humanizing methodologies that elevate the voices and experiences of co-researchers who are critical theorists and writers outside of academia. Chair and Respondent: Laura Gonzales, University of Florida Speakers: Elena Garcia, Utah Valley University, “Access and the Benefits of a Father/Daughter Research Partnership” Guadalupe Garcia, Community Member, “Access and the Benefits of a Father/Daughter Research Partnership” Gabrielle Kelenyi, University of Wisconsin-Madison, “Access and the Benefits of a Father/Daughter Research Partnership” Calley Marotta, Utah Valley University, “Writing Testimonio with Frontline Students” First-Year Writing

OD-36 Classroom-Based Writing Consultant Pedagogy and Asynchronous and Synchronous Online Writing Instruction This panel introduces and defines classroom-based writing consultant (CWC) pedagogy as an effective equity-minded instruction practice particularly in first-year online writing instruction. Panel members will define CWC and its key characteristics and benefits in the online environment, as well as share CWC’s workshop-level and one-on-one approaches and strategies. Speakers: Jade MacEoghain, University of California, Irvine Jacob Strona, MiraCosta Rachel Woodward, California State University, San Marcos Community, Civic, and Public Contexts of Writing

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OD-37 Rhetorical Ingenuity as Necessity: Negotiating Gender in Healthcare and Medicine We examine the rhetoric of problematic gendered commonplaces in health and medicine to suggest sites for personal advocacy and resistance, exploring the rhetorical ingenuity involved in uncovering sources of oppression in women’s health and medicine, and employing tactics that successful women’s health advocates use to improve care. Speakers: Lisa DeTora, Hofstra University Bryna Siegel Finer, Indiana University of Pennsylvania Cathryn Molloy, James Madison University Sheri Rysdam, Eastern Oregon University Information Literacy and Technology

OD-38 Comp Casting: Exploring the Intersections of Hobbyist Broadcasting, Digital Learning Communities, and the Writing Classroom This panel explores the potentials and precarities of leveraging digital broadcasting platforms including Twitch, Discord, and YouTube as tools for promoting social justice and educational equity in digital pedagogy. As an interactive demonstration, panelists will showcase techniques for developing, moderating, and teaching through nontraditional means in the digital writing classroom. Speaker: Kyle Bohunicky, independent researcher, “Writing Classroom Discord: Teaching Com(p)passion through Online Asynchronous Learning Communities” Speakers: Rainer Dalton, University of Wisconsin-Milwaukee, “All Aboard the Hypetrain: Twitch Chat as a Collaborative ‘Thinkertoy’” Morgan Forbush, University of Wisconsin-Milwaukee, “Learning from Hobbyist Academics: BreadTube in the Writing Classroom” David Kocik, University of Wisconsin-Milwaukee, “Live Stream in Progress: Using Twitch for Research Instruction in FYC”

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Antiracism and Social Justice

OD-39 The Promises and Perils of Vulnerability: Integrating Social Justice with Writing Pedagogy This panel offers specific writing classroom strategies for fostering productive vulnerability, while also considering how social justice work requires teachers to mitigate the vulnerabilities created by oppressive structures that cause emotional or physical harm. Chair and Speaker: Tanvi Patel, University of Southern California, “Championing Choice: Advancing Student Agency in the Classroom” Speakers: Amber Foster, University of Southern California, “Compassionate Composition: Strategies for Generating Motivational Empathy in the FYC Classroom” Patricia Taylor, University of Southern California, “The Quality of Failure: Changing Student Frameworks for Failure and Risk Taking” Language, Literacy, and Culture

OD-40 Defiantly Mapping Justice: Cartography as Liberatory Act to Address Readiness, Accessibility, and Empowerment in Composition Research and Pedagogy This panel will look at the ways in which cartography can create an antiracist and defiant discipline in which we as scholars and students are able to unapologetically challenge traditional mediums for knowledge creation. Through discussion of advocacy, assignments, and publishing, mapping provides the opportunity for scholars in the margins to occupy soveign spaces of self and community. Speakers: Lorise Diamond, Claremont Graduate University Alfred Owusu-Ansah, Michigan Technological University Teigha VanHester, Illinois State University Information Literacy and Technology

OD-41 (Re)membering the Pandemic: Circulating Inclusive Memories of COVID-19 Building a decolonial COVID-19 trauma archive, using nostalgia to teach inclusive design, and probing how antimask memes limit conservative identities to nativist populism, this panel considers whose pandemic memories matter, whose don’t, and how rhet-comp can engage remembering to create a more just world.

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Speakers: Spencer Cooke, University of Oklahoma William Kurlinkus, University of Oklahoma Kelsey Willems, University of Oklahoma Inclusion and Access

OD-42 Pursuing Social Justice in Higher Education: Learning from Students about Their Decision Making over Their [Writing] Lives and Futures Data from over 200 undergraduate writers from six institutions on three continents shows that much of their writing development occurs outside classrooms; their reflections include provocative tips for faculty and WPAs. Chair and Respondent: Kathleen Blake Yancey, Florida State University Speakers: Spencer Cooke, University of Oklahoma D. Alexis Hart, Allegheny College Ashley Holmes, Georgia State University Anna Knutson, University of Victoria Ide O’Sullivan, University of Limerick Yogesh Sinha, Sohar University, Oman First-Year Writing

OD-43 Creating a Welcoming Environment: Brandeis University Writing Program Initiatives for the Classroom, for Underrepresented Students, and Across the Disciplines This panel will present strategies for creating a welcoming environment and sense of belonging for underrepresented students in first-year writing courses and courses across the disciplines. Using initiatives from Brandeis University, we will explore classroom and curricular changes in the writing program as well as collaboration with departments across campus. Speakers: Marsha Nourse, Brandeis University Lisa Rourke, Brandeis University

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Community, Civic, and Public Contexts of Writing

OD-44 Exploring Embodied and Intersectional Approaches to Community-Engaged Writing This session explores the embodied politics of community-engaged writing by showcasing projects dedicated to pleasure, racial justice, lactation, and creative arts. We are inspired by DeCamp & Cushman’s (2019) call for educators to employ intersectional approaches to work with communities to foster belonging-in-difference. Presenters will use prompts from their projects to engage attendees. Chair: Nate Mickelson, New York University Speakers: Maija Brown, University of Minnesota, “Sparking Change: Exploring the Process and Impact of the SPARK ezine on BIPOC Writers and Editors” Charlesia McKinney, Middle Tennessee State University, “Pleasure Literacy Narratives” Jasmine Kar Tang, University of Minnesota-Twin Cities, “Embodied Facilitation Praxis in Asian American Arts Spaces” Elise Toedt, University of Minnesota, “Breast Pumps and Backpacks: Lactating Teachers Navigate Institutional Constraints” Inclusion and Access

OD-45 So That Just Happened . . . . Where Does OWI Go from Here? Access, Enrollment, and Relevance This panel will focus on how instructors and administrators can create the sense of “here” in their online writing courses/programs through thoughtful design and careful planning. Chair and Speaker: Heidi Skurat Harris, University of Arkansas at Little Rock Speakers: Jessie Borgman, Arizona State University Casey McArdle, Michigan State University Writing Programs

OD-46 Rethinking Relevance: Prioritizing Students of Color in Writing Programs With white student enrollment dropping at many universities as a result of demographic shifts, we argue that WPAs consider focusing on students of color, both for their sakes and for the sakes of white students, who have been limited by their histories of segregation in largely white spaces. Speaker: Mara Holt, Ohio University David T. Johnson, Stetson University 124

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Writing Programs

OD-47 Working Independently, Depending on One Another: One Program’s Approach to Subverting Traditional Academic Paradigms Part storytelling and part replicable strategies, panelists will detail administrative and pedagogical initiatives and approaches aimed at radical inclusion and subverting traditional academic paradigms. Speakers: Megan Boeshart, Old Dominion University, “Access, Agency, and Appreciation for All: Promoting Pedagogies of Radical Inclusivity” Laura Buchholz, Old Dominion University, “Divergence and Convergence: Preserving Individual Pedagogies through Collaborative Program Planning” Kristi Costello, Old Dominion University, “Leaving Micromanaging in the Past in Pursuit of Manageable Futures: A Feminist Autonomous Teamwork Approach to WPA” Danie Hallerman, Old Dominion University, “Access, Agency, and Appreciation for All: Promoting Pedagogies of Radical Inclusivity” Mary Beth Pennington, Old Dominion University, “Chaos and Control: How Reimagining Placement during a Pandemic Led to Practical and Sustainable Methods” Jenn Sloggie, Old Dominion University, “Re-Working Our Positions So They Work: Labor Re-Distribution for Sustainable WPA and Renewed Zeal” Theory and Research Methodologies

OD-48 Writing through Major Life Transitions We share preliminary findings of a longitudinal study investigating how people’s writing changes during major life transitions. Integrating data from twelve extended families, the research provides a cross-generational look at how writing lives change when transitions disrupt and reshape identity and agency. This is the first large-scale, multisite study of writing’s impact on agency and identity. Speaker: Anna Smith, Illinois State University

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College Writing and Reading

OD-49 Racist Rhetoric: Dismantling Linguistic Discrimination, Institutional Racism, and Standard Language Ideology Discussions of racism require us to examine linguistic discrimination in writing classrooms and centers. As one of the last forms of acceptable discrimination, linguistic discrimination in academia remains largely hidden. The panel provides information and activities on language standardization and linguistic discrimination along with tools to implement an equitable approach to teaching writing. Speakers: Gaillynn Clements, Duke University, “Classroom Language Discrimination” Sonja Launspach, Idaho State University, “Standard Language Ideology, Language Discrimination, and Composition Classrooms” Miranda McCarvel, Smith College, “Linguistic Discrimination in Writing Classrooms and Centers” Language, Literacy, and Culture

OD-50 Good Intentions and Difficult Conversations: Moving from Intent to Impact in Writing Centers This panel addresses contradictory discourses about writing centers (WC). It investigates how different institutional contexts, WC administrative approaches, and individual lived experiences complicate and provide openings for WC programming that is inclusive, equitable, antiracist, and decolonial, and which ultimately inform the design of a collaborative research project. Speakers: Marilee Brooks-Gillies, Indiana University-Purdue University Indianapolis, “Engaging in Difficult Conversations about Difficult Conversations” Katie Manthey, Salem College, “Enacting Change in the Midst of White Feminism” Nathan Marquam, Indiana University-Purdue University Indianapolis, “Embracing Discomfort without Embracing Complacency” Emerson Romano, Salem College, “Small, Private, Primarily White Liberal Arts College: Context”

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Inclusion and Access

OD-51 A More Just DSP: Constructivist Placement We respond to existing criticisms of DSP with a new model: constructivist placement. Attendees will explore our local placement tool via a digital gallery walk; analyze sample results data in small groups; and consider how the model might be usefully adapted, altered, or redesigned for use in other contexts. Chair and Respondent: Trish Serviss, University of California, Davis Speaker: Beth Pearsall, University of California, Davis Language, Literacy, and Culture

OD-52 The Promises of Non-Western Rhetorics and Texts: What Does It Mean to Teach and Practice Diversity, Equity, and Social Justice? This panel discusses the promises and perils of non-Western rhetorics and texts in teaching-practicing diversity, equity, and social justice in rhetoric and composition studies. Committee Chair and Speaker: Uma S. Krishnan, Kent State University, “Promises of Translation and Perils of Interpretations of Non-Western Texts Leading to Pariah Culture” Speakers: Moushumi Biswas, Langston University, “The Promises of Using a Contextualized Lens to Explore Gender (In)equity in Texts from India” Eda Ozyesilpinar, Illinois State University, “The Promises and Perils of Teaching Non-Western Social Justice Rhetorics” Maria Prikhodko, DePaul University, “Discursive Promises of Feminine Rhetoric and Pedagogy of Hope in a US Upper Writing Course” Professional and Technical Writing

OD-53 Internship Matters: Dynamic Considerations of Access, Impact, and Equity in Onsite and Remote Work-Based Initiatives Internships faced dynamic changes during the pandemic, resulting in new opportunities as well as awareness of significant concerns about access and equity for students in work-based learning experiences. Drawing from independent studies and experience, the presenters will explore the changing landscape as well as the complex issues surrounding internships for English and writing students.

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Chair and Respondent: Lara Smith-Sitton, Kennesaw State University, “Seeing, Modifying, and Partnering: Navigating Challenges of Internships for Students with Disabilities” Speakers: Dauvan Mulally, Grand Valley State University, “Virtual Reality: Helping Interns and Supervisors Negotiate the Promises and Perils of Remote Internships” Rich Rice, Texas Tech University, “The Dynamic Internship Agreement Form as Equitable, Problem-Based Commonplace Tool” Theory and Research Methodologies

OD-54 Haunt/ed/ing Literacies and the Role of Unsettling Archival Research The aim of this panel is to create a conversation on ethically grounded approaches to working in and with archives and to use that conversation as a lens to dialogue about the challenges facing those who engage in archival research. Each panelist offers methodological reflections about deep rhetoricity in archival research and how archives can become powerful mediums for decolonial thinking/doing. Speakers: Romeo García, University of Utah, “The Haunt/ed/ing Literacies of Two Settler Archives” Gesa Kirsch, Soka University of America, “Unsettling Archival Histories via DH Methods” Sierra Mendez, University of Texas at Austin, “Haunt/ed/ing Subjectivities in Public Library Archives” Jess Pauszek, Boston College, “Deindustrial Hauntings in Working Class Archives” Antiracism and Social Justice

OD-55 Equity in the Assessment Ecology: Vague Terms, Misconceptions, and Uneven Application Whether in the classroom, state, or national policy, assessment has been seen as a means of creating equitable learning environments. Yet, this equality rests on a set of vague or misapplied terms. Our presentations examine how language and misconceptions about assessment go handin-hand and what we can do to improve our talk about equitable writing assessment. Speakers: Jennifer Grouling, Ball State University, “Preparedness, Process, and the Ecology of Rubrics” Emilie Schiess, Ball State University, “Defining Grammar Beliefs and Language Ideology in Rubric” Lynne Stallings, Ball State University, “Equitable Educational Opportunities through Assessment Literacy” 128

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First-Year Writing

OD-56 A Writing Program’s Collaborative Mentoring Initiative and Its Impact on Pedagogy, Equity, and Inclusion Mentoring clusters with faculty across disciplinary backgrounds, career stages, and ranks can address affective labor concerns; share new technological or pedagogical developments; and work toward culture changes for equity and inclusion. Speakers from an established mentoring program will inform attendees of recent developments in mentoring theory and prompt a reevaluation of mentoring practices. Speakers: Jacob Burg, Boston University Emily J. Chua, Boston University Rebecca Kinraide, Boston University Stephanie Kolberg, Boston University Kristin Lacey, Boston University Christina Michaud, Boston University Anna Panszczyk, Boston University Malavika Shetty, Boston University Thomas (Ben) H. Suitt III, Boston University Yelin Zhao, Boston University Information Literacy and Technology

OD-57 Bridging Disciplinary Divides: Writing Faculty and Librarians Sharing Responsibility and Accountability for Change Librarian-faculty collaboration promotes a richer understanding of information literacy and also enables the respective curricula and teaching praxis to reflect social justice advocacy. Yet barriers to creating these partnerships exist, which we seek to identify and address by reporting on research we have conducted to examine faculty perceptions of library instruction and information literacy. Committee Chair: Jennifer Johnson, University of California, Santa Barbara Speakers: Rebecca Greer, University of California, Santa Barbara Nicole Warwick, University of California, Santa Barbara

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Inclusion and Access

OD-58 Writing the International First-Generation College Experience Drawing on translingual, antiracist, and narrative therapy writing pedagogies, this panel will offer strategies for developing writing-based global education opportunities for first-generation college students. Chair: Danelle Dyckhoff, California State University, Los Angeles, “Exigency: First-Gen Going Global” Speakers: Erica Bennett, California State University, Los Angeles, “Developing a First-Gen-Focused Writing Curriculum” Stefania Cordoneanu, California State University, Los Angeles, “Intersections of Translingual, Antiracist, and Narrative Therapy Approaches” Rory Olivarez, California State University, Los Angeles, “#OwnVoices: First-Gen Experiences and Identities” Language, Literacy, and Culture

OD-59 Writers Navigating Antisocial Writing Environments Together, we explore how writers negotiate complex relationships between the writing self and dehumanizing environments. We are particularly concerned with how writers assert themselves (or not) in antisocial writing conditions—in the face of standardized testing regimes, surveilled workplaces, and toxic online writing environments—and the pedagogical implications of these dynamics. Speaker: Tim Laquintano, Lafayette College, “The Rhetorical Work of Writing in Toxic Environments” First-Year Writing

OD-60 Assessing Equity in Assignments: Assignments That Matter This panel presents an institutional assessment project designed to evaluate BIPOC student success on a variety of first-year writing projects. Using combined perspectives from the director of assessment, the firstyear writing director, and a faculty member, the panelists will disseminate results of the study and suggest ways to improve assignments and assessment criteria for BIPOC students.

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Speakers: Amy Colombo, University of North Carolina, Charlottte, “Equity in Assessment: A Faculty Member’s Perspective” Angela Mitchell, University of North Carolina, Charlotte, “Assessment in Equity: A First-Year Writing Director’s Perspective” Karen Singer-Freeman, University of North Carolina, Charlottte First-Year Writing

OD-61 Merging Theory and Practice: Laying the Foundations of Antiracist Classrooms in Academic Textbook Publishing This panel reflects upon publishing a first-year writing textbook following the 2020 antiracist reckoning, positioning course texts as opportunities for explicit social justice work. Speakers: Courtney Cox, Illinois State University Stephanie Hedge, University of Illinois at Springfield Daymon Kiliman, Lincoln Land Community College First-Year Writing

OD-62 The Work Is Never Done: Teaching Critical Listening in a Course Centering Students’ Languages and Cultures In a class that intentionally centers students’ languages and cultures, and thus challenges the linguistic racism expressed through the valorization of standardized English, how might racism still emerge across international lines of difference? How can we as teachers respond? Incorporating theory and classroom scenarios, this panel argues for a critical listening stance. Speakers: Julia Kiernan, Lawrence Technological University Joyce Meier, Michigan State University Xiqiao Wang, University of Pittsburgh Approaches to Teaching and Learning

OD-63 From Imagined Student to Ecologically Grounded Reality: Interventions to Promote Equity in the Writing Classroom Normative thinking decontextualizes students, but ecological frameworks support equity. This panel discusses how presenters implemented ecological frameworks in four sites of writing instruction—high school transitions, first-year writing, assessment, and teacher development—to demonstrate how to make locally situated, material interventions in areas of injustice.

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Speakers: Rosanne Carlo, College of Staten Island CUNY, “Empathy and Time in Assessment: Knowing FYW Student Ecologies to Support Course Engagement and Writing” Charlotte Kupsh, University of Nebraska-Lincoln, “Ecological Theories of Displacement in First-Year Writing Classrooms” Bethany Monea, University of Pennsylvania Graduate School of Education, “Nepantla Literacies at the Nexus of High School and College: An Ecological Framing for Cultivating Equity in College Transitions” Rachael Shah, University of Nebraska-Lincoln, “Critical Action Ecologies: Supporting Novice Teachers in Justice-Oriented Community Engagement” First-Year Writing

OD-64 Changing Metaphors: How Students Talk about Writing Transfer What metaphors do students employ when talking about transfer, and do those metaphors change as students progress from one course to the next? To answer that question, panelists will share findings from a multiyear writing program research initiative at the University of Tennessee, Knoxville. Speaker: Kelly Sauskojus, University of Tennessee Community, Civic, and Public Contexts of Writing

OD-65 We Shouldn’t Be Here: Prison Literacy Programs and Border Enforcement in the Time of Mass Incarceration This panel examines the transformative power of learning experiences in prison writing and arts programs. Speakers discuss the history of a Wisconsin program, question the power exercised in San Quentin Shakespeare curriculum, and analyze student reflections. In addition, this panel problematizes the knowledge communicated about citizenship, whiteness, and belonging at border checkpoints. Chair and Respondent: Romeo García, University of Utah Speakers: José Luis Cano, Texas Christian University, “The Rhetoric of Border Checkpoints: Seizing Bodies, Capturing Minds” Cruz Medina, Santa Clara University, “Critical Transformation and Getting Close as Rhetorical Listening in a San Quentin Prison Shakespeare Workshop” Jack Morales, University of Delaware, “The ‘University without Walls’: Wisconsin’s Prison Literacy Consortium Since the 1970s” Maura Tarnoff, Santa Clara University, “Shakespeare as Authorized Literacy in San Quentin and a Pedagogy of Civic Action” 132

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Inclusion and Access

OD-66 Accessible and Culturally Response Teaching in Online Writing Instruction Since students in online writing classes already have many technological barriers to overcome, we understand the impulse for online teachers to shy away from high-tech, media-based assignments. However, we are committed to finding ways students can engage with media-rich teaching with culturally responsive projects that reduce accessibility barriers for students. Speakers: Amanda Ayers, Florida State University Michael Neal, Florida State University Amory Orchard, Florida State University Ashleah Wimberly, Florida State University Writing Programs

OD-67 Binational Politics and the Promises and Perils of Higher Education: Otros Dreamers Demands on Our Commitments to Diversity, Equity, and Linguistic Justice Panel presents initial findings of a study focused on the crossborder demands Otros Dreamers students place on our discipline’s commitments to diversity, equity, and linguistic justice. Speakers: Tatiana Galvan de la Fuente, Universidad Auónoma de Baja California Rene De los Santos, independent scholar Priscilla Nuñez Tapia, Universidad Auónoma de Baja California First-Year Writing

OD-68 Who Are Our Students? Strategies for Confronting the Complexities of Their (and Our) Identities To the question we often ask colleagues, “What are you teaching?”, we add another: “Whom are you teaching?” This panel posits a needed corrective to the rigidity of the “what” through attention to the complicated landscapes of student identities. We offer ideas for classroom practices in which the question of “who” becomes an antidote to alienation.

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Speakers: Jeanne Costello, Fullerton College, “Are Faculty StudentReady? How Equity Pedagogy Supports Culturally and Linguistically Diverse Students as They Develop Academic Identities” Sharon Marshall, St. John’s University, “Quotidian Lives/ Surprising Identities—Getting to Know Students through Autoethnography” Irene Papoulis, Trinity College, “Are Students Too Self-Absorbed? From Superficial Image-Consciousness to Potent Self-Awareness in a FY Writing Class” Wendy Ryden, Long Island University, “Texts as ‘Safe Houses’: A Plea for WAL (Writing about Literature)” Community, Civic, and Public Contexts of Writing

OD-69 Listening for Community: Sound, Sense, and Participatory Culture in Composition This panel places community listening in conversation with composition pedagogy, exploring methods to lessen polarizations and work toward inclusive practices. Chair and Speaker: Cameron Bushnell, Clemson University Speakers: Whitney Jordan Adams, Berry College Shauna Chung, Clemson University Amy Patterson, Northeastern University Language, Literacy, and Culture

OD-70 Using Jewish Identities to Unlock and Enrich Student Voices in Composition and Rhetoric Sponsored by the CCCC Jewish Caucus

This session provides a nuanced understanding of Jewish identities, experiences, and epistemologies, and offers strategies for educators of all ethnic, racial, and religious identities to draw upon Jewish traditions in pedagogical practice to uplift all students. Chair and Respondent: Judith Benchimol, Teachers College, Columbia University Speaker: Laurie Rozakis, Farmingdale State College

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Inclusion and Access

OD-71 “Toward a Shift of Authorities and Truths”: Retrofitting Bridges to Consequential Publicness in Student Writing This panel explores ways of building curricula and institutions as bridges to help students be and see themselves as “public” writers of consequence. Presenters explore classroom assignments, writing beyond classrooms in institutions, and undergraduate research journals as ways of retrofitting institutional structures to more than “invite” access to public writing. Speaker: Judith Chriqui Benchimol, Marymount Manhattan College Community, Civic, and Public Contexts of Writing

OD-72 Are You from “Dixie”? Reflecting on Institutional, Community, and Classroom Efforts to Consider the Promises and Perils of a Contested University Name This panel explores challenges, successes, and failures around an effort to rename Dixie State University (DSU) in St. George, Utah. Using the DSU name change as a unifying case study, the panelists will examine the organizational, public, and pedagogical implications of the name Dixie as it relates to the antiracist call for white educators to confront white supremacy in our institutions. Speakers: Lacy Hope, Dixie State University Joy McMurrin, Dixie State University Chalice Randazzo, Dixie State University First-Year Writing

OD-73 Compassionate or Cruel? Configuring Zones of Optimism In Post-COVID First-Year Writing This panel shares efforts to break from the “cruel optimism” of a number of pedagogical attachments in first-year writing pedagogy laid bare as a result of the exigencies of 2020–21, and in turn presents efforts to respond to those exigencies through more bearable and productive “zones of optimism.” Speakers: Patrick Clauss, University of Notre Dame, “What Really Matters: Load-Bearing Walls in the Writing Classroom” Erin McLaughlin, University of Notre Dame, “Toward an Embodied Pedagogy of (Un)Belonging in the Post-Pandemic Classroom”

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Nathaniel Myers, University of Notre Dame, “Untethering Ungrading from the Improvement Imperative” Jessica Shumake, University of Notre Dame, “Cultivating Zones of Optimism in the Online Writing Classroom in a Global Pandemic” Antiracism and Social Justice

OD-74 Three BIPOC Professors Unmuted: Curating a Race and Ethnicity Composition II Course in the Era of George Floyd, COVID-19, and Remote Online Learning This panel of three Columbus State Community College BIPOC faculty shares opportunities, challenges, and successes in the process of designing and implementing a second-level writing course themed on race and ethnicity. The speakers are inspired by the voices of their composition students and the necessity of antiracist pedagogical practices in the composition classroom. Speakers: Dylan Canter, Columbus State Community College Steve Kaczmarek, Columbus State Community College Robyn Lyons-Robinson, Columbus State Community College Inclusion and Access

OD-75 Revising Writing Program Policies for Equity: Kairotic Labor, Exigent Ungrading, and Radical Transparency Writing programs must address inequity in-house through policy revision. The speakers view the labor of reappointing contingent faculty through disabled theories of temporality; consider how grading and attendance policies and practices enacted during the pandemic can be sustained; and argue that antiracist contract grading practices can map to promotion/ reappointment. A graduate student responds. Chair and Respondent: Kristin Bennett, University of Arizona, “Facilitating Collective Access” Speakers: Jay Dolmage, University of Waterloo, “Disability Justice and Exigent Ungrading” Amy Vidali, “Radical Rhetorical Transparency: Contract Grading and Promotion/Tenure” Abby Wilkerson, George Washington University, “Contingent Staffing and Kairotic Labor”

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Approaches to Teaching and Learning

OD-76 Multimodality as Diversity in Action: Revisiting the Potential for Multimodal Assignments This panel discusses how multimodal pedagogy offers students diverse options for composing and grants diverse students multiple outlets for expression. The three presenters call on instructors to take advantage of multimodality’s full potential and practice diversity in action. Speakers: Brittany Capps, University of South Carolina Kathryn Mann, Francis Marion University Claire Silva, University of South Carolina Inclusion and Access

OD-77 We Are Here to Accommodate: Creating Accessible Environments across In-Person and Virtual Learning Spaces As we turned to digital formats in response to the pandemic, the crisis revealed gaps between knowing how to make courses accessible and actually doing it. This panel offers examples from our own experiences and practices to assist our colleagues and peers in creating more accessible learning environments. Participants will leave with reflective tools and strategies for implementing accessibility. Chair and Speaker: Margaret Moore, Fairfield University, “This Includes You: A Collaborative Approach to Implementing Accommodations” Speakers: Charity Anderson, Bowling Green State University, “Adaptable Intelligence in Shifting Bodily Values and Writing Spaces: Refashioning Online Methods into Our Return to Face-to-Face Instruction” Erin Kathleen Bahl, Kennesaw State University, “Crafting a Course Together: Supporting Student Accessibility Practices in Writing/ Designing for Online Courses” Annie Cigic, Bowling Green State University, “Less Is More: Plain Language in the Writing Classroom” Tyra Douyon, Kennesaw State University Sherena Huntsman, Boise State University, “Accessibility beyond Accommodation: A Discussion on Disability Rhetoric as Course Design Strategy”

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Community, Civic, and Public Contexts of Writing

OD-78 Move Slowly and Listen Deeply: Preparing Students for Social Innovation and the Work of “Doing Good” This panel explores an approach to introducing students to the processes and rhetorical practices of designing community-based innovations. It looks at a heuristic for helping students rethink what it means to innovate and center the invention process on community listening, resisting deficit narratives that prejudice innovation efforts, and identifying and leveraging community cultural wealth. Speakers: Katlin Gray, University of Maryland, College Park T’Sey-Haye Preaster, University of Maryland, College Park Information Literacy and Technology

OD-79 Creating a Sense of Belonging: Challenging Academic Power Structures through Digital Assignments in FYC Within composition, one exclusionary gap is the continued neglect for digital communication. We take up Perryman-Clark’s call to “flip the script” on language learning by considering how multimodal assignments can foster greater linguistic justice. Specifically, we discuss how four assignments can democratize learning and allow for learning environments of greater access. Speakers: Cameron Craft, University of Wyoming, “Providing Students with Physical Voice through Digital Assignments” Rick Fisher, University of Wyoming, “Exploring Information Privilege through the ‘Whose Knowledge?’ Assignment” Shelby Hutson, University of Wyoming, “‘Let’s Talk’: The Interdisciplinary Visual Podcast” Seth Swanner, University of Wyoming, “‘(Don’t) Put Your Phones Away’: Using Smartphone Apps to Promote Access and Dismantle Classroom Power Structures”

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Information Literacy and Technology

OD-80 Seeing Our Students: Approaches for Teaching Research Practices in Student-Generated Contexts and Goals Ethically navigating complex academic information networks, not just as consumers but also as producers, is a difficult role for college students to take on. We have adjusted our secondary research pedagogy to better serve students maneuvering those networks, using the affordances of current technologies to respond to their unique identities and situations as well as our own institutional context. Speakers: Ruth Boeder, Wayne State University Kristi Morris, Wayne State University Nicole Varty, Wayne State University Writing Programs

OD-81 GTA Mentoring and Pedagogical Support during the Pandemic We discuss how we adapted a GTA mentoring program in response to the COVID-19 pandemic, and how we evolved the program for greater access and inclusion. Chair and Speaker: Megan Weaver, Virginia Tech Speakers: Colleen Correll, Virginia Tech Amanda McGlone, Virginia Tech Steve Oakey, Virginia Tech Theory and Research Methodologies

OD-82 Principles and Methodologies of Global Rhetorics Editors and authors of published and forthcoming studies in Global NonWestern Comparative Rhetorics—primary, secondary, interpretive, and bibliographic—offer expanded perspectives on the nature of rhetoric, including the need for multiple rhetorics, new rhetorical terminologies, and maps of rhetoric and communication that move beyond regions and “traditions.” Speakers: Rasha Diab, University of Texas at Austin Nicole Khoury, University of California, Irvine Keith Lloyd, Kent State University at Stark Hui Wu, University of Texas at Tyler

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Community, Civic, and Public Contexts of Writing

OD-83 We’re Recovering: Remaining Committed to Justice and Equity Post-COVID-19 This panel explores the concept and process of “recovery” in 2022 to (re) imagine equity in our disciplines and recovery in activism, labor, writing curriculum, and public debate in support of social justice. Speakers: Faith Kurtyka, Creighton University, “Recovery Time: Making Visible the Invisible Labor of the COVID-19 Era” Daniel Riechers, University of Texas, San Antonio, “Recovering Public Comment Spaces after the COVID-19 Pandemic” Stacey Sheriff, Colby College, “Activism and Rhetorical Recovery” Glen Southergill, Montana Technical University, “Developing Antiracist Writing across the Disciplines” Community, Civic, and Public Contexts of Writing

OD-84 Developing Equity through Community Writing and Authentic Audiences The following panel presentations demonstrate how writing professors at our university develop equity through community writing in several unique ways including service-learning, publishing a journal, and creating a public oral history project. Speakers: Jonathan Brownlee, Indiana Institute of Technology Carrie Duke, Indiana Institute of Technology Carrie Rodesiler, Indiana Institute of Technology Writing Programs

OD-85 WAC/WID and Accreditation: Rhetorically Navigating Issues of Equity and Sustainability Instituting a WAC/WID program as part of a university’s reaccreditation process can provide access to resources and promote broad buy-in. At the same time, the layers of bureaucracy that come with reaccreditation can create inequity at multiple levels. Panelists discuss the use of rhetorical strategies to promote sustainability and equity in WAC/WID programs instituted for reaccreditation. Speakers: Lindsey Ives, Embry-Riddle Aeronautical University Melody Pugh, United States Air Force Academy Meghan Velez, Embry-Riddle Aeronautical University

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Language, Literacy, and Culture

OD-86 Who Are We Here? Rhetorical Onomastics as Inclusion In this panel, presenters and audience members collaboratively explore four sites of onomastic inquiry—product, group, personal, and place naming—that open up a new frontier of rhetorical research. The speakers illustrate how questions of diversity, equity, and inclusion can be taken up through rhetorical approaches to names and naming. Speakers: Rubén Casas, University of Washington, Tacoma Susan V. Meyers, Seattle University First-Year Writing

OD-87 The Multimodal Remix as Feminist Practice: Fostering Transfer in First-Year Writing This panel uses feminist pedagogy as a framework to challenge power dynamics and systemic inequalities. The speakers demonstrate ways such dynamics play out when multimodality and reflection are key elements of a first-year writing curriculum designed specifically for transfer. Respondent: Neil Baird, Bowling Green State University Speakers: Sara Austin, AdventHeath University, “Challenging Power & Authority through Transfer-Focused Feminist Pedagogy” Ethan Jordan, Bowling Green State University, “Multimodality, Metaknowledge, and Challenging Power Structures” Heather Jordan, Bowling Green State University, “Multimodality and Transfer: Remixing as Reflective Practice” Theory and Research Methodologies

OD-88 Constellating Disciplinary Movement: Archiving Methods and Methodologies in Rhetoric and Composition We illustrate the initial constellations from recorded interviews with rhetoric and composition scholars that articulate individual scholars’ thoughts on research methodologies. We share our research results from three perspectives: teacher of a research methods course, researcher of oral histories, and graduate creator of open-access resources benefitting scholars without institutional access. Speakers: Rachel Daugherty, Texas Woman’s University Dundee Lackey, Texas Woman’s University Lia Schuermann, Texas Woman’s University

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Antiracism and Social Justice

OD-89 Living and Working with “Ubiquitous Surveillance”: Interrogating Power, Privacy, and Policy What writing centers, body cams, and Weibo have in common: surveillance concerns for writing administrators, teachers, and scholars. We interrogate how power, privacy, and policy shape surveillance practices and discuss how we can challenge and subvert surveillance mechanisms and better educate students in the pursuit of social justice. Chair and Speaker: Devon Ralston, Winthrop University, “What’s Surveillance Got to Do with It? The Perils of Student Data in Writing Centers” Speakers: Chen Chen, Winthrop University, “Digital Surveillance and Control of Feminist Discourse in China: Politics and Cultures of the Platform Weibo” Charles Woods, Illinois State University, “Interrogating the Power of Axon Body Cams to Teach Writing” Approaches to Teaching and Learning

OD-90 The Impact of the Teaching for Transfer Curriculum on Diverse Students A discussion of the ways Teaching for Transfer (TFT) curriculum works for academically disadvantaged students across a variety of institutional contexts. The panel will discuss nontraditional students, career students, developmental students, and first-generation students and the ways TFT has worked for them. Speakers: Sonja Andrus, University of Cincinnati Blue Ash College, “Teaching for Transfer with Developmental Writing Students: I Think They’ve Got This!” Tanner Wouldgo, University of California, Santa Cruz, “But, Who Does the Teaching for Transfer Curriculum Serve?”

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Institutions: Labor Issues, Professional Lives, and Survival

OD-91 Negotiating Disciplinary and Institutional Expectations to Strengthen and Enhance Online Teaching and Learning Three composition faculty turned administrators discuss lessons learned while embracing the online modality for English composition. These lessons question and consider alternatives to accepted, and unduly constraining, practices in our discipline regarding student learning objectives, faculty communities and development, and existing university structures related to online learning. Speakers: Lisa Beckelhimer, University of Cincinnati Michele Griegel-McCord, University of Cincinnati Cynthia Ris, University of Cincinnati Inclusion and Access

OD-92 Establishing On-Ramps for Access to Undergraduate Research in Writing Studies Sponsored by the CCCC Undergraduate Research Standing Group

This panel blends presentations on Course-based Undergraduate Research Experiences in online teaching and on how the Naylor Workshop for UR is working to expand access for underrepresented students, with a working design session in which attendees can consider paths to more inclusive UR at their own institutions. Standing Group Chair: Megan Schoettler, Miami University Speakers: Sheila Carter-Tod, Denver University Dominic DelliCarpini, York College of Pennsylvania Angela Laflen, California State University, Sacramento Writing Programs

OD-93 Rethinking Creativity for a Socio-Culturally Oriented Academic Writing Course This study explores creativity as a dimension that fosters encouraging environment in a socio-culturally oriented academic writing classroom, providing students with the opportunities to experiment, play, and take rhetorical risks with their writing. The research combines qualitative method with the critical ethnography of classroom applications of creativity within socio-cultural pedagogy. Speaker: Maryna Teplova, Illinois State University

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Institutions: Labor Issues, Professional Lives, and Survival

OD-94 Thinking Like a (Postdoc) Program

By utilizing a range of methodologies—theoretical, narrative, and empirical—this panel describes one approach to address our endemic labor problems through the creation and leadership of equitable and effective postdoctoral teaching fellow programs. Panelists also explore its strategies for PhD placement that are broadly applicable to other program configurations. Chair and Speaker: Melissa Ianetta, Georgia Institute of Technology Speakers: Andy Frazee, Georgia Institute of Technology Courtney Hoffman, Georgia Institute of Technology Language, Literacy, and Culture

OD-95 Why Are We Here? Refractive Visual Rhetorics 4 Social Justice Refractive critical work with images and representation aids writing pedagogies that center social justice. This panel supports this claim by theorizing vital scenes of image work. With Chicago as mise en scène, we will explore the history, hopes, and promises of visual rhetorics as forces for transformative writing pedagogies. Interactive session involving the images we carry (in our devices). Committee Chair and Speaker: Bonnie Kyburz, “Black (,) and White Selfies” Speakers: Geoffrey Clegg, Midwestern State University, “The Impolitic Critic: Gary Indiana’s Kynic Rhetoric of the ’80s” Brandy Dieterle, University of Central Florida, “Who Am I? Where Am I? Networked Individuals as Documentarians” First-Year Writing

OD-96 Meeting Students Where They Are: Inclusive Practices for Inviting Well-Being into the Writing Process This panel explores relationships between writing pedagogy and student well-being. How do we teach writing with students’ well-being as a central concern? Speakers: Nicole MacLaughlin, University of Notre Dame Joanna Want, University of Notre Dame Damian Zurro, University of Notre Dame

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Inclusion and Access

OD-97 Intersectional but Invisible: Writing Center Support for First-Generation Students This presentation reports on a cross-institutional study of writing center support models for first-generation college students and analyzes how we can make writing center programming more inclusive. The presenter will also discuss the problems inherent in over-essentializing the identity of first-generation students, ignoring their intersectional identities and the real, material lives they lead. Speaker: Beth Towle, Salisbury University Information Literacy and Technology

OD-98 Scenes of Everyday Writing: Multimodality, Transfer, and Digital Writing in First Year Composition This presentation examines multimodal composition and transfer research in relation to social media writing environments. It examines how attention to audience, genre, medium, and delivery in social media writing processes can help students to transfer knowledge and rhetorical capacities from non-academic to academic composition settings. Speaker: Jacob Richter, Clemson University Histories of Rhetoric

OD-99 Recovery and/as Critique: Articulating Methods in Feminist Historiography and Pedagogy This panel asks: Have (feminist) histories of rhetoric lost the goal of critique? How might we sharpen our collective sense of the purpose and aim of our histories—and, relatedly, our pedagogies—to interrogate not just what we examine but how we examine to better confront the field’s dominant white feminist lens? Respondent: Charlotte Hogg, Texas Christian University Speakers: Sarah Hallenbeck, University of North Carolina, Wilmington Lindsay Rose Russell, University of Illinois at Urbana-Champaign Michelle Smith, Clemson University Sarah Walden, Baylor University

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Community, Civic, and Public Contexts of Writing

OD-100 Toward Tech Thrivance: Rhetorical Incursions into Social and Digital Inequities This panel offers strategies for improving students’ social/digital technological quality of life, focusing on the interplay between the global and local. Speakers: Philip Choong, Indiana University, Bloomington, “Locating Neoliberal Logics in the Technological Institution” Maggie Fernandes, Virginia Tech, “Locating Surveillant Logics in the Technological Classroom” Wilfredo Flores, Michigan State University, “Locating Colonial Logics in the Technological Everyday” First-Year Writing

OD-101 Students Helping Students: First-Year Writers as Teaching Partners This presentation offers a methodology to empower students as partners in grammar instruction, to foster student understanding of language rules and tools, and to develop a raciolinguistic awareness in students. Strategies will be demonstrated and a handout will be available. Speaker: Ann DeCiccio, University of New Hampshire Community, Civic, and Public Contexts of Writing

OD-102 Textile Transgressions: Sewing and Quiltmaking as Activist Rhetorical Practice This presentation explores sewing as activist rhetorical practice that rethinks dominant narratives about whose histories and knowledges are worth documenting. Presenters trace how contemporary artists compose textiles to engage public audiences in collaborative, antiracist practices that enable both artists and audiences to engage in critical counterstory. Speakers: Sonia Arellano, University of Central Florida Jessica Enoch, University of Maryland Vanessa Kraemer Sohan, Florida International University Kelly Medina-López, California State University, Monterey Bay

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First-Year Writing

OD-103 Writing for Retention: Belonging-Centered Strategies for Supporting First-Generation Students in FYC Recognizing the significant effect of belonging on engagement and retention, panelists share strategies for revising our rhetoric and pedagogy to benefit first-generation students in dual-enrollment, corequisite, and traditional composition classrooms. Speakers: Aubrey Binder, University of Central Missouri/Warrensburg High School Erinn Metcalf, University of Central Missouri Chelsea Everly Orman, University of Central Missouri Histories of Rhetoric

OD-104 Who Belongs in School? “Scientific” Constructions of Students, 1873–1940 In the US in the late 19th and early 20th centuries, “science” was repeatedly used to assert white supremacy to limit educational opportunities for people of color. We analyze three such cases and invite our audience to explore their contemporary implications: how “science” shaped understandings of the purpose of education and of who should pursue higher education that are still with us today. Speakers: Suzanne Bordelon, San Diego State University, “Mental Testing in the Southwest and Segregation: Mexico’s Response” Carolyn Skinner, The Ohio State University, “Reception, Silence, and the Purpose of College for 19th-Century Women” Lisa Zimmerelli, Loyola University Maryland, “White Supremacist Conditioning in Progressive Era Biographies for Children” Language, Literacy, and Culture

OD-105 Rejections of Kairos as Colonial Orientation: Three Manifestos on Temporal Self-Determination This panel features a variety of speakers who discuss how members of marginalized groups contest colonial constructions of time. Speakers offer another framework to consider time beyond dominant-culture temporalities rooted in particular cultural and historical contexts. Speakers: Christina Cedillo, University of Houston–Clear Lake Andrea Riley Mukavetz, Grand Valley State University Jen Wingard, University of Houston

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College Writing and Reading

OD-106 Faculty Development in the Context of Corequisite Courses Faculty from the Community College of Baltimore County will discuss why faculty development is crucial for corequisite writing programs and, based on the evolution of our program over the past fourteen years and our experiences consulting with other schools, will report on different models for successfully offering faculty development when there’s never enough time or enough resources. Speakers: Halleh Azimi, Community College of Baltimore County, “Faculty Development Strategies at CCBC, 2007–2021” Susan Gabriel, Community College of Baltimore County, “Faculty Development Strategies across the Country” Elsbeth Mantler, Community College of Baltimore County, “Faculty Development Strategies at CCBC, 2007–2021” Approaches to Teaching and Learning

OD-107 Apperceiving Difference(s): Using Coauthorship for/as Equitable Writing Instruction Coauthorship encourages writers to view invention as the “risky” account of the diverse perceptions and embodied experiences of the others with whom they compose. Collaborative writing embeds antiracist practices into writing instruction in ways that augments emerging scholarship focused primarily on writing assessment and antiracist citation practices. Speakers: Andrea Stark Bishop, Harding University, “The Risky Business of Building Inclusive Programs through Coauthorship” William Duffy, University of Memphis, “Risky Accounts and the Differences That Make a Difference in Collaborative Writing” John Pell, Whitworth University, “The Vibrant Practice of Making with Others”

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Approaches to Teaching and Learning

OD-108 Our Research/Our Selves: The Potential Impact of Undergraduate RAD Research on Students’ Agency and Identity This panel explores how scaffolded undergraduate research in composition can impact students’ agency and their identity as members of an academic community. Speakers: Jennifer Follett, University of Delaware, “Mentored Tutor RAD Research to Build Local Knowledge” Kathleen Lyons, University of Delaware, “Collectively Here in Undergraduate Research” Michael McCamley, University of Delaware, “Movin’ On Up: Undergraduate Empirical Research in the First-Year Writing Classroom” Theory and Research Methodologies

OD-109 Best Intentions Aren’t Enough: Using Student Perspectives as Validity Evidence in Assessment Design Perryman-Clark’s call to recognize students as active agents in their academic journey prompts us to see the value of students’ perspectives as validity evidence. Together the panelists, respondent, and audience members will discuss how students’ perspectives can provide counterstories to scoring evidence and how we might make student experience central to the validation process. Chair and Respondent: Cherice Escobar Jones, Northeastern University Respondent: Charles Lesh, Auburn University Speakers: Tieanna Graphenreed, Northeastern University, “Students’ Counterstories as Validity Evidence” Srishti Kundu, Northeastern University, “The Counterstory of a TestTaker” Mya Poe, Northeastern University, “Designing with Best (and Missed) Intentions”

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Institutions: Labor Issues, Professional Lives, and Survival

OD-110 Rhetorically Creating the Postpandemic University: Moving toward Social Justice, Equity, and Radical Inclusion To explore a more inclusive postpandemic university, this panel analyzes institutional texts that shape presence for faculty, students, and staff. Each speaker takes up a different set of texts that suggest postpandemic change to standard university procedure. We ask, how can these changes have meaningful impact and equitably center multiply marginalized lives? Respondent: Amy Wan, Queens College, CUNY Speakers: Crystal Columbini, Fordham University, “Entrepreneurial Recovery and Precarities in the Post-COVID Writing Program” Kathryn Gindlesparger, Thomas Jefferson University, “Open Letters and Textual Circulation: Toward More Inclusive Shared Governance Practices” Marylou Gramm, University of Pittsburgh, “A WPA Collaborative Navigation of University Policies during the Pandemic” Stephanie Kerschbaum, University of Washington, “Equity and Disclosure in COVID Impact Statements” Moriah Kirdy, University of Pittsburgh, “A WPA Collaborative Navigation of University Policies during the Pandemic” Annette Vee, University of Pittsburgh, “A WPA Collaborative Navigation of University Policies during the Pandemic” First-Year Writing

OD-111 Collaboration and Coordination across the Institution in the Service of Equity in First-Year Composition This panel emphasizes collaboration and coordination at multiple levels of faculty and administration. This panel highlights three institutions’ approaches to promoting equity in developmental writing and first-year composition through a custom rhetoric textbook, advocacy of first-year composition with administration, and creating online developmental writing resources. Speakers: Marc Azard, Collin College Rochelle Gregory, North Central Texas College Ben Sword, Tarleton State University Kristen Weinazapfel, North Central Texas College

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Community, Civic, and Public Contexts of Writing

OD-112 Away from Performative Activism: The Streetvibes Archive and Undergraduate Research This panel focuses on the lack of access to unwhitewashed social justice research and what we can learn from graduate and undergraduate work on that front. Each presentation will describe how working with the Streetvibes archive provides hands-on experience with social justice research. Speakers: Shruthi Chidambaram, University of Cincinnati Lauren Jaeger, University of Cincinnati Vanessa Larkins, University of Cincinnati Katelyn Lusher, University of Cincinnati Community, Civic, and Public Contexts of Writing

OD-113 Highlighting and Resisting Extractive Infrastructures in Place, Practice, and Pedagogy This panel offers insight into how we, as scholars, teachers, and community members, might combat infrastructures that take value from ideas, people, and places without returning it. By positioning extraction as a central metaphor, we examine issues of equity in regard to environmental risk, technological platforms, and data practices. Speakers: Rachel Atherton, Purdue University Erin Carlson, West Virginia University Dustin Edwards, San Diego State University Writing Programs

OD-114 Redefining Tradition: Building Equitable Writing Programs at SLACs Three panelists, representing small liberal arts colleges reckoning with structural injustices, will discuss their work building or reworking summer bridge, multilingual writing support, and intensive writing programs to support their institutions’ commitments to social justice and antiracist pedagogies—even as they paradoxically maintain identities as small, exclusive, and selective. Respondent: Stacey Sheriff, Colby College Speaker: Vanessa Petroj, Bryn Mawr College

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First-Year Writing

OD-115 Opening Access through Self-Directed Writing Projects and Community-Based Assessment As we work to promote access to credit-level classes for an increasing number of students, knocking down the racist barriers to placement that have existed in the past, it is imperative that we also rethink the kind of writing we want our students to do. A move to more student-directed writing and community-created grading gives us a new way to approach the work we do in the classroom. Speakers: Jamey Gallagher, Community College of Baltimore County Kris Messer, Community College of Baltimore County Lauren Pollak, Community College of Baltimore County Approaches to Teaching and Learning

OD-116 Student Agency and Instructor Interventions in First-Year Writing, Advanced Writing, and the Graduate Teaching Practicum With each speaker focusing on a different course in USC’s Writing Program, this panel recasts the desire to give students agency as a way to practice social justice and reaffirm composition pedagogy’s relevance as central to postsecondary education’s value. How can we help students develop agency in a way that validates their experience while preventing newfound freedoms from unmooring them? Speakers: Jennifer Bankard, University of Southern California, “The Genre-less Revision Project: Anti-Oppression Assignment Design for Writing in the Disciplines” James Condon, University of Southern California, “A Theory of Practica: Considering the Place of Composition Theory in Graduate Teacher Training” Daniel Pecchenino, University of Southern California, “Personality or Persona? Helping Students Find Their Voices through Concepts and Contexts”

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Antiracism and Social Justice

OD-117 Between Rigor and Compassion: Plagiarism through the Lens of Social Justice This presentation will share the results of a year-long study focused on faculty and student perceptions, attitudes, and actions regarding plagiarism and the steps our institution is taking to identify and address ways in which implicit bias impacts how plagiarism is handled. Speakers: Gregory Cass, Lasell University Sara Large, Lasell University Michelle Niestepski, Lasell University Annie Ou, Lasell University Theory and Research Methodologies

OD-118 Composing with AI: Contending with Emergent Writing Collaborators This panel examines how emergent artificial intelligence technologies have the potential to expand possibilities for digital forms of writing and create spaces for difference in and beyond the classroom. Speakers: Jason Crider, Texas A&M University Natalie Goodman, University of Florida Sean Morey, University of Tennessee-Knoxville Institutions: Labor Issues, Professional Lives, and Survival

OD-119 Here to Make It Personal: Hospitality as a Way to the Table We explore how the metaphor of the table can act as a focal point for how early career WC administrators navigate identity-based and institutional tensions. We discuss three key concepts: what cultural forms of hospitality look like within academic spaces; how physical space is impacted by/impacts hospitality; and how our liminal identities as early career scholars inform our ability to be hospitable. Speakers: Lauren Brentnell, University of Northern Colorado Elise Dixon, University of North Carolina at Pembroke Grace Pregent, Michigan State University Rachel Robinson, Georgia Tech University

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Approaches to Teaching and Learning

OD-120 Insider Identities and Inclusivity: Gen Z, Empathic Concern, and Teaching Writing Research on Gen Z points to increased anxiety and depression in their mental health. We explore the practice of empathic pedagogy and administration to help some Gen Z students, GTAs, and instructors thrive in writing courses. Speakers: Abigail Morris, East Carolina University, “Leading with Empathy in Business Writing Courses” Tracy Ann Morse, East Carolina University, “Inclusion through Empathy: A Program Value” Zachary Singletary, East Carolina University, “Gen Z GTAs as ‘Insiders’” Antiracism and Social Justice

OD-121 Toward an Abolitionist Horizon in Rhetoric and Composition This panel explores the resources abolitionist theory/praxis offers teachers of writing, as well as how teachers of writing might consider abolition as their obligation. We extend Alexis Pauline Gumbs’s (2012) notion of a “community accountable” disposition to embrace an “abolition accountable” commitment as teacher-scholars. Chair and Respondent: Elia Hohauser-Thatcher, Wayne State University Speakers: Walter Lucken IV, Wayne State University Anna Zeemont, CUNY Graduate Center Approaches to Teaching and Learning

OD-122 Supporting Underprepared Writers in Writing about Writing: A Study and Proposal from a Curriculum-inDevelopment This panel explores the struggles basic writers face in a writingabout-writing curriculum and engages attendees in a discussion about interventions that could address the struggles these writers face in WAW courses.

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Chair: Morgan Talty, Husson University Speakers: Maria Cahill, Husson University, “Revising the Literacy Narrative in WAW: How Can We Help Students Reposition Beliefs and Attitudes about Writing?” Adam Crowley, Husson University, “WAW at a Small Private University: Curriculum Design and Launch in Abnormal Times” Ryan Roderick, Husson University, “Writing about Writing and Underprepared Writers: Comparing Knowledge and Practices of High- and Low-Performing Students” Language, Literacy, and Culture

OD-123 We’re Here Because It’s Our Job: Labor, Literacy, and Appalachian Identity This panel explores what happens when composition teachers from working-class, Appalachian, and first-generation backgrounds, who relate to higher education as a job, encounter students from more privileged backgrounds. We invite participants to explore their own relationships to the classed, gendered, and raced spaces of higher education, and how these affect their interactions with students. Speakers: Kim Donehower, University of North Dakota, “The FirstGeneration Instructor: Bridging the Class(room) Divide” Samantha NeCamp, University of Cincinnati, “How Did I Get Here? Historicizing Attitudes toward Work” Sara Webb-Sunderhaus, Miami University, “‘I Haven’t Made It Out of Anything’: First-Generation Appalachian Academics and the Work of Composition” Information Literacy and Technology

OD-124 Centering Feminist Praxis in Coding Literacies, Rhetoric, and Pedagogy This panel explores feminist rhetorical practices in research and teaching about and with code. It considers what theories, methods, and approaches for working and teaching about and with code are accessible and intersectional. Speakers: Brandee Easter, York University Cara Marta Messina, Jacksonville State University Nupoor Ranade, George Mason University Ashley Rea, Embry-Riddle Aeronautical University

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Community, Civic, and Public Contexts of Writing

OD-125 Community Work, Care, and Relationality: What Food Systems, Honey Bees, and Sea Slugs Can Teach Us about Knowledge Production This panel features community partner experiences that help us critique sanctioned modes of knowledge production. Through a new materialism lens that focuses on relationality, the presenters consider the conditions for remaking relationships among the community for enacting learning and policy changes. Presenters ask, how can we use community models to rethink our relationships to academia? Speakers: Linh Dich, Miami University Regionals Lehua Ledbetter, University of Rhode Island Anita Long, Miami University Community, Civic, and Public Contexts of Writing

OD-126 Social Justice Is Local Justice: Re-Composing Community College If we are committed to social justice, we must understand why students of color have pulled away from their communities’ colleges. The community college’s FYW classroom must be a locally rhetoricized place of social learning where students and their communities can respond to local community literacies, rhetorical relationships, and public spheres inside and outside the classroom and college. Speakers: Lane Fletcher, Houston Community College Bruce Martin, Lone Star College-North Harris Allison Wright, Lone Star College-North Harris Institutions: Labor Issues, Professional Lives, and Survival

OD-127 “Being-in-the-Room Privilege”: Graduate Student Activists and the Struggle to Transform Our Field We bring this panel together to articulate anew how we (all) got here and the revival of collective, coalitional action in getting us somewhere new. We draw upon notions of solidarity, activism, rhetorics of whiteness, and networks of care to provide a shared understanding of the importance of collective action and creating universities that work for all.

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Speakers: Andrew Bowman, University of Illinois at UrbanaChampaign Kefaya Diab, Loyola University Maryland Jonathan Isaac, University of Wisconsin-Madison Bruce Kovanen, University of Illinois at Urbana-Champaign Liz Miller, The Ohio State University First-Year Writing

OD-128 Thematic Access, Institutional Access: Faculty Collaboration and First-Year Writing Program Redesign Through interdisciplinary themed course content, our first-year writing program’s recent redesign has transformed our understanding of institutional access for both students and faculty “here” on our campus. This panel features two administrators and two faculty members as we reflect on the institutional impact of our redesign—and its impact for other institutions. Chair and Speaker: Peter Monahan, Washington University, St. Louis, “Democratizing a First-Year Writing Program” Speakers: Rachel Adams, Washington University, St. Louis, “The ‘Dream’ of Student Buy-In: Finding Common Ground as a Community” Deanna Benjamin, Washington University, St. Louis, “Writing Identity: Variations on Collaborative Teaching” Kate Bloomquist, Washington University, St. Louis, “Place and Perspective: Access and Assessment” Community, Civic, and Public Contexts of Writing

OD-129 Understanding Diverse Writers and Writing Pathways: Resetting the Norm for Writing Transfer Studies Synthesized findings from multi-institutional studies explore how the complex writing lives of diverse students impact writing transfer beyond the university. Teaching for writing transfer beyond the university must be based on a realistic understanding of writers’ complicated pathways of development and utilize those pathways as opportunities so that a wider range of writers can succeed. Speakers: Julia Bleakney, Elon University Jessie Moore, Elon University J. Michael Rifenburg Paula Rosinski, Elon University

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Inclusion and Access

OD-130 The Most Important Flex: Creating Inclusive Curricular Space during the Pandemic This panel presentation discusses the work we did (and are still doing) to use the opportunity to make our curriculum more accessible and inclusive during the COVID-19 pandemic. Attendees will have an opportunity to discuss this work with us and will leave with strategies they can use in their own programs to foster accessible and antiracist curricular changes. Speakers: Kerri Bennett, Arkansas State University Leslie Reed, Arkansas State University Kristen Ruccio, Arkansas State University Writing Programs

OD-131 Working for Linguistic Equity Together: A Programmatic Approach to Diverse Literacy Practices This panel shares programmatic initiatives promoting equity with inclusive pedagogical approaches to invite diverse language practices to the writing classroom. Chair and Speaker: Emma Howes, Coastal Carolina University Speakers: Becky Childs, Coastal Carolina University Denise Paster, Coastal Carolina University Writing Programs

OD-132 Not Just WPAing, Always Just WPAing: The CWPA Summer Workshop In response to the CWPA’s antiracist statement in spring 2021 and its subsequent acknowledgment of how its organizational policies have supported white supremacist systems, panelists in this session offer a historical survey of the CWPA Summer Workshop’s evolution, a discussion of its redesign, and suggestions for additional facets of the workshop training that demand deeper consideration. Speaker: Melvin Beavers, University of Arkansas–Little Rock, “Telling Stories: An Unconventional Journey toward WPAing”

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Language, Literacy, and Culture

OD-133 Reimagining Transnational Spaces through Panoramic Ethos to Achieve Linguistic Justice and Inclusion along the Mexico–US Border Three transnational students show languages, literacies, and identities through testimonios as they constantly negotiate in contemporary academic and personal spaces in the US–Mexico border. This panel illustrates how through panoramic ethos, teaching practices can be redefined as spaces that allow for agency negotiation for transnational students to access greater linguistic justice. Speakers: Juan García-Rentería, The University of Texas at El Paso Patricia Hutson, The University of Texas at El Paso Corina Lerma, The University of Texas at El Paso College Writing and Reading

OD-134 Their Goal Is Not Equity: The Intent of Ongoing Reforms Is to Cut Public Spending on Higher Education Panelists from the City Colleges of Chicago give context to education reforms to demonstrate how the intent of these reforms is not equity but economic efficiency. Speaker 1: The True Intent of Higher Education Reforms. Speaker 2: The Unprecedented Influence of the Bill and Melinda Gates Foundation. Speaker 3: Case Study: The Failed Reforms of CCC Reinvention. Speaker 4: What Is REAL Equity? Speakers: Julia Cohen, City Colleges of Chicago–Wilbur Wright College Susan Grace, City Colleges of Chicago–Wilbur Wright College Kim Knutson, City Colleges of Chicago–Wilbur Wright College Keith Sprewer, City Colleges of Chicago–Harry Truman College

College Writing and Reading

OD-135 Texts We Live by: English Writing in Cross-Cultural Contexts This study examines a popular English textbook in China as a rhetorical artifact which reflects and shapes Chinese readers' perception and preference of English texts and creates one more dimension of English writing culture through non-Western audience's eyes. Speaker: Xinqiang Li, Michigan State University

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College Writing and Reading

OD-136 Social Reading for Social Justice: Digital Annotation and Cross-Boundary Discourse This panel investigates social annotation using digital tools’ potential to help students encounter new ideas and perspectives without the mediation of traditionally authoritative structures and figures. We examine how students at different college campuses responded to using Hypothesis with assigned readings. Each presentation concludes with concrete recommendations about social reading. Speaker: Noel Holton Brathwaite, State University of New York (SUNY) Farmingdale College, “Using Online Annotation to Explore Identity” Antiracism and Social Justice

OD-137 Stories and Praxes of Writing Program Transformation: Toward Linguistic/Racial Justice, Culturally Sustaining Pedagogies, and Equitable Classrooms Drawing on translingual, antiracist, and anticolonial approaches, this panel discusses ongoing work to transform a writing program (policies, curricula, assessment, teacher development) to promote linguistic/racial justice, culturally sustaining pedagogies, and more equitable learning environments. Panelists focus on centering language practices and lived experiences of first-generation, BIPOC students. Chair and Speaker: Candice Rai Speakers: Taiko Aoki-Marcial, University of Washington, Seattle Alec Fisher, University of Washington, Seattle, “Responding to Student Precarity and Marginalization in the ‘Stretch-Model’ Classroom?” Anselma Widha Prihandita, University of Washington, Seattle Professional and Technical Writing

OD-138 Mother, Heal Thyself: Designing Care in Postpartum Depression Awareness This presention will offer findings of an exploratory rhetorical analysis on a small corpus of PPD awareness posters to examine how they define and present maternal care, with the goal of intervening on behalf of mothers at-risk or experiencing PPD. Speaker: Dorothy Heedt, Texas Tech/Colorado State University-Pueblo

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First-Year Writing

OD-139 Equity and Inclusion Even in Times of Crises: Using Kairotic Pedagogy and Transformative Hospitality to Increase Access to Crucial First-Year Writing Skills This panel will offer attendees specific, concrete ways to increase student access to crucial first-year writing skills. Four different instructors from different scholarly backgrounds will explain how they use “kairotic pedagogy” and “transformative hospitality” to increase excellence in first-year writing instruction, thereby increasing equity, diversity, and inclusivity in their classrooms. Speakers: Rossitza Ivanova, University of Wisconsin-Whitewater Alexis Piper, University of Wisconsin-Whitewater Dana Prodoehl, University of Wisconsin-Whitewater Trudi Witonsky, University of Wisconsin-Whitewater Inclusion and Access

OD-140 Three Pilot Studies of Directed Self-Placement and Its Role in Institutional Equity and Access This panel draws on data collected about new DSP surveys at three institutions, addressing the following: Do DSPs designed with antiracist goals counter the underplacement of students of color? What programmatic infrastructure must be in place to help realize such goals? How can we ensure that students are not only equitably placed but that they are empowered to use multiple literacies? Speakers: Jasmine Castillo, Lewis University Therese Jones, Lewis University Sheila Kennedy, Lewis University Tish Lopez, South Seattle College Tom McNamara, Lewis University Pamela Saunders, Suffolk University

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Language, Literacy, and Culture

OD-141 Visibility through Inquiry, Translanguaging, and Rhetorical Wellness This panel illustrates a model of inquiry, incorporates neurological benefits of translanguaging, and explores phrases, terms, and spaces that promote theories of rhetorical wellness all in efforts to maximize inclusivity within the writing classroom. Speakers: Abriana Jette, Kean University Tara Scarola, St. John’s University Peggy Suzuki, New York University Inclusion and Access

OD-142 Economy, Culture, Geography, Access, and Ethnicity: Eliminating Barriers to Embrace and Support Student Complexity Speakers share from their classrooms how students who—by virtue of complex layers of economy, culture, geography, access, and ethnicity— frequently find themselves on the margins and at risk, but who, through scaffolded pedagogical opportunities and removal of traditional barriers to access, are actively writing themselves into empowered identities as community members, scholars, and activists. Speakers: Kathryn Broyles, American Public University System (American Military University) Jennifer Pauken, Heartland Community College Kay Walter, University of Arkansas at Monticello Institutions: Labor Issues, Professional Lives, and Survival

OD-143 Redefining Here: NTF Working Group Explores Solutions to Perilous Injustices That Interrupt the Full Embrace of Our Teaching Passion A working group of NTF searches for solutions to low pay and inadequate definitions of excellence within the ever-present challenge of excessive workloads. Speakers: Michael Begnal, Ball State University Steve Chalk, Ball State University Kat Greene, Ball State University Leo Huisman, Ball State University Rick Wysocki, Ball State University

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Theory and Research Methodologies

OD-144 Narratives of Injustice: Resisting Institutional Histories in the Archives through Ancestral Counterstories This panel critically interrogates how institutional archives impose narratives of injustice onto our histories through erasure of texts and stories that challenge normative and colonial histories. Attendees will learn about new research methodologies drawn from connecting Indigenous and feminist rhetorical practices in order to expand what we consider legitimate archival texts and research data. Speakers: Les Hutchinson Campos, Boise State University, “Who Was Los Angeles? Complicating a Settler City’s Origin Story with Feminist History” Genevieve Garcia de Mueller, Syracuse University, “Critical Genealogy and the History of US Colonial Violence” Approaches to Teaching and Learning

OD-145 Reconsidering Annotations as a Mode of Student Empowerment This panel considers the different ways in which annotations could help teachers of composition practice diversity and therefore augment the discussions that are already taking place around assessment and participation. Speakers: Erin Andersen, Centenary University Drake Gossi, The University of Texas at Austin Holly Hamby, Fisk University Hunter Hoskins, Georgetown University Theory and Research Methodologies

OD-146 Writing Trauma and Violence: The Perils of Performative Diversity, Equity, Inclusion, and Social Justice Promises! This panel intervenes in the privileged and discriminatory perceptions of the diversity, equity, inclusion, and social justice promises made in academic discourse and composition classrooms. Speakers: Daphne-Tatiana T. Canlas, University of the Philippines, Diliman, “Writing into Being: Estrangement and Quotidian Rhetorics in Reclaiming Diasporic Discourses” Victoria Houser, Methodist University, “Bodies Offshore: A Corporeal Feminist Approach to Writing about and within the Body”

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Charlotte Lucke, Clemson University, “Writing Trauma Offshore: Composition in the Post-Traumatic Age” Eda Ozyesilpinar, Illinois State University, “Writing with Wild Tongues: Healing from Performative Diversity, Equity, and Inclusion Practices” Antiracism and Social Justice

OD-147 Borders as Sites of Power and Possibility: From Rhetorical Bordering in Palestine to the HSI Composition Classroom Speakers analyze the form and function of three different yet related borders: transnational rhetorical bordering, borders of the nation-state, and borders of the composition classroom. Speakers propose that an attention to the symbolic and material power of borders continues to be of utmost importance in our work for social justice. Speaker: Helen Sandoval, University of California, Merced, “Breaking Borders: The FYC Classroom as a Space of Shared Understanding or Conocimiento” Theory and Research Methodologies

OD-148 Making (and) Theory, Composing (as) Truths: Creative Critical Processes for/as/and Equitable World (Re)Making The makings we allow ourselves to include in our scholarly life fundamentally shape how we define the parameters of our discipline. This panel seeks to continue a conversation that will advance our field’s understanding of creative-critical scholarship and its implications for how we teach writing, who is included in our work, and the pathways we offer our students for (re)making the world. Committee Chair and Speaker: Kristin Arola, Michigan State University Respondent: Ames Hawkins, Columbia College Chicago Speakers: Benjamin Lauren, Michigan State University Jackie Rhodes, The University of Texas at Austin Writing Programs

OD-149 The Collaborative Potential: How Writing Programs Are Poised for Impactful Learning Partnerships A consideration of the potential collaborative partnerships writing programs can establish across all levels of their local institutional setting. Speakers provide tools for participants to identify and interrogate their

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own collaborative blind spots and establish a framework for developing diverse writing and learning partnerships. Chair: Dana Blair, University of Arkansas Speakers: Michel LaCrue, University of Arkansas Holly Riesco, University of Arkansas First-Year Writing

OD-150 Establishing Equitable Foundations in First-Year Writing: Three Journeys through Global Perspectives, Corequisite Courses, and Writing Analytics This panel features three journeys toward equity-mindedness in the areas of globalized pedagogy, corequisite composition courses, and writing program administration. Speakers: Eman Sari Al-Drous, University of Delaware, “Globalizing Equity: An International Teacher’s Perspective” Brian Gogan, Western Michigan University, “Promoting Text Equity: Closing Practice-Based Writing Gaps with Decision Making” Savannah Xaver, Western Michigan University, “Feedback, Equity, Understanding: Studying Student Peer Review Exchange in a Corequisite Composition Course” First-Year Writing

OD-151 Challenging the Impact of Diverse Scholarship in First-Year Writing This panel explores the impact of first-year writing taught by women scholars from diverse fields of studies and highlights pedagogical vantage points for teaching FYW. Detailed academic expertise will highlight individual pedagogical vantage points for teaching FYW through the lens of rural studies, native American literature, poetry, medieval British literature, and technical writing. Speakers: Sharon Burns, University of Cincinnati Clermont College Cassie Fetters, University of Cincinnati Clermont College Rebecca Proud, University of Cincinnati Clermont College Phoebe Reeves, University of Cincinnati Clermont College Jo Thompson, University of Cincinnati Clermont College

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Antiracism and Social Justice

OD-152 Time to Write: Material Considerations, Gatekeeping Realities, and Student Presence in the Composition Classroom We explore the implications of the idea that pedagogical equity does not always overcome the insurmountable material challenges our students often face. These external material challenges serve as gatekeepers that can lead to academic failure, despite an instructor’s in-classroom efforts to ameliorate them. Speakers: Erin Chandler, Huntingdon University Cynthia Mwenja, University of Montevallo Jennie Vaughn, Jacksonville State University First-Year Writing

OD-153 Curriculum Redesign for Co-Conspirators: Detonating Rhetorical Injustice The WPA team of a large public university discusses how it redesigned its entire program of courses that do not “cover” antiracism or social justice, but enact the practices that will produce a more just, equitable, and inclusive approach to writing pedagogy and practices. Speakers: Lisa Blansett, University of Connecticut, “Dismantlement Plans for the WPA” Christopher Bolster, University of Connecticut, “Taking It to the Teachers” Alex Gatten, University of Connecticut, “Counterstorying Composition: Students as Ethnographers” Oliver Hiob, University of Connecticut, “Second-Language Writing Curriculum Redesign” Antiracism and Social Justice

OD-154 DEI Is Not Linguistic Justice: Beyond Buzzwords and toward Tangible Change We discuss what we can learn from how writers practice, or fail to practice, linguistic justice in professional, classroom, and community spaces. Speakers: Brynn Fitzsimmons, University of Kansas Sarah Kugler, University of Kansas Yee-Lum Mak, University of Kansas Andrei Stoica, independent scholar

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Inclusion and Access

OD-155 Conversations about Neurodiversity in the Higher Ed Classroom A roundtable, led by neurodiverse graduate students/higher education instructors, discusses neurodiversity, how to make course materials and syllabi more accommodating for neurodiverse students, and tools to help neurodiverse students succeed in the higher education classroom. Roundtable Leaders: Angel Alba, Northern Illinois University Jennifer Justice, Northern Illinois University Rachel Kurasz, Northern Illinois University Zoe Wendler, Ferris State University

OD-156 Pursuing Social Justice in Writing Workshops This roundtable explores the promises and perils of the “workshop” as a writing pedagogy that reaches across educational contexts. We ask: What type of community are we creating in our workshops? Who and what do our workshops privilege? How can we build more inclusive pedagogies? Together with attendees, we will consider ways to commit to social justice in and through our writing workshops. Chair and Respondent: Erika Luckert, University of Nebraska-Lincoln Roundtable Leaders: Sarah A. Chavez, University of Washington, Tacoma, “Cool, Confident, Masculine: Patriarchy in the Writing Workshop” Celie Knudsen, University of Nebraska-Lincoln, “Navigating Trauma and Identity: Employing an Ethics of Care in the High School Writing Workshop” David Winter, University of Nebraska-Lincoln, “Liz Lerman’s Critical Response Process as a Feminist Rhetoric for the Writing Workshop” Approaches to Teaching and Learning

OD-157 Reconceptualizing Antiracist Labor in Composition Classrooms Our presentation argues for synthesizing the conversations surrounding teacher, administrator, and student labor. Speaker one will summarize key moments in composition labor history and pose a theory of labor that responds to the full material process in writing courses. Speaker two will discuss instructor and student negotiations of labor and risk when assigning and composing literacy narratives. Speakers: Michael Blancato, Roosevelt University Sherita Roundtree, Towson University CCCC CONVENTION, 2022 167

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Community, Civic, and Public Contexts of Writing

OD-158 Uncatalogued, Undigested, Uninterpreted: Reading the Archives of Carceral Spaces This roundtable engages participants in a discussion of “how we can use carceral archives to gain a richer and more accurate history of the lives of the incarcerated.” Roundtable Leaders: Sally Benson, University of Arizonia, “Resisting Annihilation through the Historical Penal Press” Patrick Berry, Syracuse University, “Rhetorics of Addiction, Incarceration, and the Archives” Alexandra Cavallaro, California State University, San Bernardino, “Queer and Trans Abolitionist Literacy Practices” Kathie Klarreich, Exchange for Change, “Hear Us: Writing from the Inside during the Time of COVID” S.D.C. Parker, Rice University, “Japanese American Incarceration in the Jim Crow South” Laura Rogers, Albany College of Pharmacy and Health Sciences, “Feminist Methods and Carceral Archives” Theory and Research Methodologies

OD-159 Assessing and Mapping the Effect and Impact of Decoloniality on Writing and Rhetorical Studies Panelists discuss their 2019 CCCC Research Initiative Grant on digitally mapping historically grounded decolonial approaches to pedagogy, curriculum, and community engagement. Roundtable Leaders: Damián Baca, University of Arizona Ellen Cushman, Northeastern University Romeo García, University of Utah Community, Civic, and Public Contexts of Writing

OD-160 Transforming Challenges into Opportunities: University/ Community Writing Workshops That Foster Equitable and Sustainable Partnerships How do colleges and local communities form impactful partnerships around writing? How can such work be sustainable and inclusive for those who experience incarceration, homelessness, and other injustices? Our panelists are students, teachers, and community members who join writing workshops in South Central LA; they will model how these workshops are conducted and how they can be replicated.

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Roundtable Leaders: Emily Artiano, University of Southern California Stephanie Lore Bower, University of Southern California Patrina Renee Franklin, J.D.’s Place Shenishe Kelly, University of Southern California Trinity Lee, University of Southern California Michelle Meyers, University of Southern California John Njoroge, The Francisco Homes Bernice Noflin, Restoration CDC Ben Pack, University of Southern California Piper Pugh, University of Southern California Approaches to Teaching and Learning

OD-161 Nuts and Bolts of Labor-Based Grading, or How to Make Labor-Based Grading Work for You This roundtable provides concrete guidance for instructors looking to adopt labor-based grading. Featuring scholars from varied professional roles, institutions, and courses, the roundtable blends experience-based advice and IRB-approved research to inform attendees’ assessment choices. The roundtable concludes with an extensive Q&A. Roundtable Leaders: Sara Beam, University of Tulsa Amelia Chesley, Embry-Riddle Aeronautical University Lauren Garskie, Gannon University Ciara Graham, University of Tulsa Kara K. Larson, University of South Florida Megan Von Bergen, University of Tennessee Inclusion and Access

OD-162 Diverse Tutoring Modalities and Access: Reimagining the Writing Center This roundtable invites participants to discuss an ongoing research project that explores how diversification of tutoring modalities (online, in-person, asynchronous, drop-in, etc.) impacts access for underserved student populations. We seek to collaborate with the broader WPA community to spur lasting, productive change in how writing centers and compositionists approach tutoring and feedback. Roundtable Leaders: Kyle Barron, University of Connecticut Sophie Buckner, University of Connecticut Psyche Ready, University of Connecticut

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Institutions: Labor Issues, Professional Lives, and Survival

OD-163 Equitable Hiring Practices: Promoting Rhetorical Agency in Writing Center Development We will examine the student-centering methodology behind our hiring process. We will speak into the ways that our writing center fits into larger social and racial justice reforms and dissect the relationship between university writing centers and diversity, equity, and inclusion work, ultimately reflecting on the most critical factors that helped us to define a more inclusive hiring process. Chair and Roundtable Leader: Tina Iemma, St. John’s University Roundtable Leaders: Soannie Maldonado, St. John’s University Colleen McClintock, St. John’s University Jariah McFadden, St. John’s University Approaches to Teaching and Learning

OD-164 Violence in the Work of Composition: The Promises and Perils of Redressing Harm A roundtable inviting conversation about the complex ways composition is interwoven with violence as well as the equally complex ways compositionists can recognize and resist violence in our classrooms and writing programs. Chair and Respondent: Kristie Fleckenstein, Florida State University Speakers: Lisa Dooley, Illinois State University Scott Gage, Texas A&M University–San Antonio Lynn C. Lewis, Oklahoma State University Trevor Meyer, Northwest Missouri State University Krista Speicher Sarraf, West Virginia Universiy Tom Sura, Hope College Community, Civic, and Public Contexts of Writing

OD-165 Pedagogies of Responsibility: Teaching Environmental Justice in Writing and Rhetoric

Sponsored by the Environmental Rhetoric and Advocacy Special Interest Group Join us to learn how teacher-scholars are using environmental justice issues to connect college writers with local communities and bioregional issues. Our roundtable presenters are classroom practitioners from across the US who will discuss how they employ “pedagogies of responsibility” to engage diverse students in public writing, rhetoric, communication, and environmental studies.

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Chairs and Respondents: Michael Geary, Bristol Community College Emily Murai, University of California, Santa Cruz, “A Multigenre Approach to Environmental Justice: Engaging Scholarly Sources to Boost Environmental Literacies” Roundtable Leaders: Heather Augustyn, Purdue University Northwest, “Troubled Waters: Connecting Ecocomposition, Ecojustice, and Freshwater Issues” Yavanna Brownlee, University of Northern Colorado, “Looking to Indigenous Land Management and Repatriation for Examples of Sustainable Environmental Practice in the EcoComposition Classroom” Elisa Cogbill-Seiders, United States Air Force Academy, “‘Environment Is in Here’: Rhetorical Listening in the College Composition Classroom” Justin Everett, University of the Sciences, “Engaging Honors Students in Ecocomposition: Community Activism and the Transition Town Movement” Tara Hembrough, Southeastern Oklahoma State University, “An Ecocomposition Blog and COVID-19 Factors: A Case Study of Students Discussing COVID-19, Identifying Their Personal Stressors, and Writing about an Important Place to Them” Mary Le Rouge, Kent State University, “Adapting the In-Class Debate to Promote Student Empathy for Local Populations and Promote Local Environmental Justice in the Classroom” Bethany Lee, Purdue University Northwest, “Troubled Waters: Connecting Ecocomposition, Ecojustice, and Freshwater Issues” Russell Mayo, Purdue University Northwest, “Troubled Waters: Connecting Ecocomposition, Ecojustice, and Freshwater Issues” Lisa Phillips, Texas Tech University, “Teaching Environmental Justice in Writing and Rhetoric” Yasmin Rioux, Divine Word College, “Increasing Inclusion, Belonging, and Environmental Awareness through Shared Places” Steffanie Triller-Fry, Purdue University Northwest, “Troubled Waters: Connecting Ecocomposition, Ecojustice, and Freshwater Issues” Approaches to Teaching and Learning

OD-166 Multiperspectival Approaches to Researching Multimodality and Transfer Seven scholars explore the intersections between multimodal composing and transfer, considering digital media platforms, writing curricula, writing centers, genre, Teaching for Transfer, social advocacy, and research methodologies. After these opening remarks, session leaders and audience members will break into groups to discuss relevant topics in greater detail.

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Chair and Respondent: Ryan P. Shepherd, Ohio University Speakers: Kara Poe Alexander, Baylor University Matthew Davis, University of Massachusetts, Boston Jialei Jiang, independent scholar Anna Knutson, University of Victoria Travis Maynard, Elon University Kevin Roozen, University of Central Florida Crystal VanKooten, Oakland University College Writing and Reading

OD-167 Writing at Home, and a Home for Writing: Revisiting and Revitalizing Class Community, Inclusion, and Belonging Strategies in a Pandemic As representatives of the first-year writing program at Northern Illinois University, we offer this roundtable to share our strategies, discuss longer-term program changes, and engage in dialogue with audience members about their experiences, with an eye toward capitalizing upon what we can all learn from our experiences over the course of the pandemic and beyond. Roundtable Leaders: Michael Day, Northern Illinois University Marcy Bock Eastley, Northern Illinois University Faye Scott, Northern Illinois University First-Year Writing

OD-168 Spelling without A–F: Ungrading, Grammar, and the Possibilities of the Sentence How do we “teach grammar” in nonnormative way, consistent with the other inclusive, antiracist goals of our first-year writing seminars? This roundtable offers models for teaching syntax and the sentence in ways that not only empower students to navigate conventions steeped in supremacist histories, but empower them to recognize the boundless possibilities of the sentence. Roundtable Leaders: Sarah Allison, Loyola University New Orleans Ahana Ganguly, Pratt Institute Kara Wittman, Pomona College

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Antiracism and Social Justice

OD-169 Antiracist and Inclusive Conferencing: Co-Constructing Access, Attending to Power, and Practicing Accountability Organizers of the 2021 Watson Conference, on antiracist conferences, reflect on conference commitments and invite discussion about next steps for conferences in our field. Chair and Roundtable Leader: Andrea Olinger, University of Louisville Respondent: Michael Benjamin, University of Louisville Roundtable Leaders: Caitlin Burns, University of Louisville Alex Way, University of Louisville First-Year Writing

OD-170 Professionalizing and Preparing Graduate Student Instructors for Two-Year Institutions Preparing to teach in two-year institutions requires a training penchant for social justice. We hope to share our experiences creating such training and encourage similar experiences. Roundtable Leaders: Cassandra Goff, University of Utah, “(Net) working the Ecologies in Local Contexts” Lauren Lipski, “Preparing Graduate Students to Teach Reading Methodologies to First-Year Composition Students” Alice Lopez-Haute, “Intersectionality of Linguistic Diversity and Students’ Lived Realities” Sarah Smith, University of Utah, “Equipping Graduate Students with Pedagogical Tools for Teaching Composition at Two-Year Institutions” Community, Civic, and Public Contexts of Writing

OD-171 Collaborative Writing for the Public Interest: Teaching Writing to Engineering Students on Wikipedia Poster Session

Upper-division engineering students who write Wikipedia articles learn to consider a world-wide audience and how they will choose to exercise their agency and skills in order to share knowledge with the world. They learn to scrutinize sources, examine tone and bias, and consider audience, while working in collaboration with other students and outside editors. Speaker: Helen Choi, USC Viterbi School of Engineering

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Approaches to Teaching and Learning

OD-172 Tribally Specific Readings of Indigenous Literature: Putting Channette Romero’s Call into Pedagogical Action Poster Session

The presenter evelops, implements, and reviews the results of a lesson plan specifically designed to fulfill Indigenous scholar Channette Romero’s call to action to incorporate tribally specific readings of Indigenous literature in the university classroom. Speaker: Hailey Whetten, Marquette University Writing Programs

OD-174 Using Empirical Data to Improve Writing Consultant Training Poster Session

In this poster, I analyze data collected from over 1,600 comments given to students in an online writing center context. The comments helped me decide what type of training I needed to provide for my peer consultants. I make an argument for how empirical data in the writing center can enhance consultant training. Speaker: David Elder, Morningside University First-Year Writing

OD-175 Fact versus Opinion: Using Social Media as a Gateway to Understand Credible Sources Poster Session

The pandemic made people question information more than ever before. While we want students to research and write using credible sources, we have to make sure they can engage in determining the credibility of sources that are most common to them. In an effort to be relevant, I redesigned several scaffolded assignments to incorporate new media and help students rethink what is factual information. Speaker: Brianne Sardoni, Dallas College

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Community, Civic, and Public Contexts of Writing

OD-176 Service-Learning in an English Classroom: How Art Affects Community Poster Session

This poster presentation will demonstrate service-learning projects created over the past four years in my English literature and composition classes at the College of Coastal Georgia, all focusing on how art affects community. Speaker: Emily Boyle, College of Coastal Georgia Inclusion and Access

OD-177 Where the Black People At? A Review of the College Composition and Communication Journal Poster Session

Students and instructors, especially Black students and students of color, must be able to access scholarship within the field that relates to their lived experiences and educational interest. The lack of scholarship in the College Composition and Communication journal about Black experiences allows for discussions of access and increased inclusion for marginalized groups. Speaker: Ronada Hewitt, George Mason University Antiracism and Social Justice

OD-178 Reimagined Assessment: Grading Contracts as Antiracist Writing Pedagogy Poster Session

This poster presentation discusses the use of grading contracts as an example of antiracist writing pedagogy by focusing on equity through student agency. Speaker: Kayla Bruce, Olivet Nazarene University

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Professional and Technical Writing

OD-179 Workplace Writing Experiences of Early Career Professionals during COVID-19 Poster Session

This research explores changing scenes of workplace writing for two early career participants, one at an investment firm and one in a grants office, between 2019 and 2020. Using a coding scheme derived from Kenneth Burke’s dramatistic pentad (A Grammar of Motives), the researcher presents findings of workplace writing scenes and agents before and during a global pandemic. Speaker: Melissa Bugdal, Salisbury University First-Year Writing

OD-180 Transitioning Positionality: Critical Reflection in the Classroom Poster Session

Critical reflection (CR) in the classroom can be used as both a training tool for teaching assistants (TAs) and as a method of archiving the complex positionality of being both a student and a teacher. This poster offers insight on transforming positionality, provides ways to adapt CR for TA training use, and details how other TAs can complete CRs in order to archive process and progress. Speaker: Jessica Wiggins, James Madison University First-Year Writing

OD-181 Writing Center Use, Self-Regulation, and Writing Development: A First-Year Writing Assessment Poster Session

This poster shares research showing a correlation between self-initiated writing center visits and increases in university writing assessment scores between the first and second semester. Case studies present an exception and suggest the need for more attention to supporting multilingual writers’ goals. This poster fosters discussion of promoting agency and self-regulation for first-year writers. Speaker: Salena Anderson, Valparaiso University

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First-Year Writing

OD-182 Private Pathway to Educational Equity: Examining Perceptions of “Underprepared” First-Year Writing Students at the University of New Orleans Poster Session

COVID accommodations have allowed universities to rapidly lean away from standardized test scores as a single basis for entry denial. At the University of New Orleans this has led to greater educational access for its majority Black population. This study seeks to report on firstyear writing student perceptions of educational equity, “preparedness,” community, purpose, and voice. Speaker: Jade Hurter, University New Orleans Writing Programs

OD-183 Working with Second Language TAs in the Graduate Teaching Practicum Poster Session

This presentation offers strategies for how WPAs can address the needs of second language TAs in the teaching practicum and offers strategies for doing so using interview data. Speaker: Alyssa Devey, Arizona State University Approaches to Teaching and Learning

OD-184 Negotiated Learning Spaces: The Ecology of Writing, Feedback, and Revision in a Disability and Writing Course Poster Session

In this poster presentation, attendees are invited to learn more about the nuanced ways in which college students and their professor in a disability and writing course perceived the tasks and purposes associated with writing, feedback, and revision, and how their perceptions and experiences impacted both learning in the immediate context of the course and beyond while also promoting inclusivity. Speaker: Kelsie Endicott, Salisbury University

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Approaches to Teaching and Learning

OD-185 Linguistic Equity for Second Language Writers: Considering Students’ Rights to Their Own Language in SLW Pedagogy Poster Session

The adoption of SRTOL policies may enhance SLW instruction and support our English language learners in the writing classroom. I emphasize that all languages are valuable in academia and encourage students to use their full linguistic repertoire to satisfy their writing goals. Through this claim, I aim to lessen the struggles writing instructors have in teaching academic English writing to ELLs. Speaker: Anne Silva College Writing and Reading

OD-186 A Case Study on Teaching Experiences and Practices of Chinese Graduate Assistants of Writing at Four American Institutions Poster Session

Employing an autoethnographic approach and feminist standpoint theory, this study explores the challenges that four Chinese GTAs of college writing have encountered, their teaching practices, their perceived contributions and gains, and how they think about the professional training and development they have received at their institutions to support and prepare them for teaching college writing. Speakers: Jianfen Chen, Purdue University Yingying Tang, Auburn University Chenxing Xie, North Carolina State University Jiaxin Zhang, Texas Tech University

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Writing Programs

OD-187 Who Makes Knowledge? Supporting the Continual Learning of TAs in the TA Practicum Poster Session

This poster reports on the findings of a study of first-year TAs engaged in a teacher research project. Our findings suggest that new TAs who engage in teacher research become the field’s knowledge makers and develop a keen understanding of their students, more effective strategies for teaching writing, and a sense of how their findings can impact the writing program in which they teach. Speakers: Emily Robinson, University of Georgia, Athens Christina Saidy, Arizona State University Professional and Technical Writing

OD-188 Using Universal Design for Learning to Promote Equity in Professional Writing for Business Online Poster Session

This poster shares Universal Design for Learning (UDL) strategies used in the development and teaching of an intensive five-week online professional writing course. If you’re asking, “How can I make my online writing class more equitable?”, view this poster for teaching and design tips you’ll be able to implement immediately. Speaker: Kristina Wilson, DePaul University Inclusion and Access

OD-189 English Proficiency: The Vulnerable Ontology of English Language Requirements in American Universities Poster Session

By removing the English proficiency requirement in college applications, universities can decenter the white, colonizing language of Standard Written English (SWE) and increase opportunities for all students to further develop their own languages and communication skills, thereby including and supporting diverse voices instead of assimilating students into SWE. Speaker: Erin Miller, University of Wisconsin-Madison

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First-Year Writing

OD-190 “Antiracist” Reading Practices: Navigating the Affective Dimensions of Failure and Kindness Pedagogies in a First-Year Composition Classroom Poster Session

The speaker will share the qualitative results of her inquiry into how antiracist reading practices impact first-year composition students’ navigation of the affective dimensions of failure and kindness pedagogies at a four-year urban university. Speaker: Debra Siebert, University of Wisconsin-Milwaukee Language, Literacy, and Culture

OD-192 Be the Timeline: A Live Autoethnography on Race, Identity, and Scholarly Writing Poster Session

This poster session uses historical and experiential lenses to explore how identities of multicultural students are masked or silenced in scholarly discourse. Speakers: Ulisa Blakely, Northeastern Illinois University Miguel Casimiro, Northeastern Illinois University Keisha Price, Kennedy King College Approaches to Teaching and Learning

OD-193 Undergraduate Researcher Poster Session

Poster Session Sponsored by the CCCC Committee on Undergraduate Reseach This annual event showcases the field’s premier undergraduate researchers and their projects. Chair: Jessie Moore, Elon University

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Approaches to Teaching and Learning

OD-194 (Re)considering Participatory Cultures in Classrooms with Practicing Teachers Poster Session

Participatory culture serves as theoretical and methodological framing for understanding participation in practicing teachers’ online, asynchronous literacy learning at the graduate level and in their own secondary classrooms as well as in their PD. Analysis is collaborative between course instructor (Speaker 1) and graduate-student/practicingteacher course member (Speaker 2). Speakers: Emily Plummer Catena, Florida State University Kayla Valenica, Florida State University First-Year Writing

OD-195 Writing Transfer in Online First-Year Writing Courses: Student Perceptions and Instructor Practices Poster Session

This poster features results from a study addressing writing transfer in online first-year writing courses, especially highlighting how students perceived writing, themselves as writers, and the “transferability” of their new knowledge about writing into future contexts after taking their online first-year writing courses. Speaker: Brian Urias, Bowling Green State University College Writing and Reading

OD-196 Toward a Universal Timeline-Based Narrative Model: A Teachable Diagrammatic Exploration of the Ways in Which Narrative Is Constructed and Managed Poster Session

This poster session will showcase a teachable diagrammatic exploration of the ways in which narrative is constructed and managed via a timeline-based narrative model that helps creative writing and composition students understand and control the many intersecting concerns of constructing, controlling, and sustaining a narrative. Speaker: Christa Fraser, University of California, Merced/University of Iowa/International Writing Program

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Inclusion and Access

OD-197 Access Work as Cultural and Intersectional Writing Praxis How can compositionists invent accessible instructional spaces and writing that support intersectional inclusion and acceptance? This panel names disability access as a cultural and intersectional practice, surveying a number of locations of writing to offer a snapshot of where anti-ableist work across composition is today and imagines where it must go to assert that all disabled lives matter. Chair: Logan Smilges, Texas Woman’s University Speaker: Annika Konrad, Dartmouth College Community, Civic, and Public Contexts of Writing

OD-198 Cultural Exchange and Cultural Appropriation: Decolonizing Intellectual Property

Sponsored by the CCCC Standing Group on Intellectual Property Cultural appropriation is an important part of the history of copyright and authorship studies, but it has not often been the focus of this research. This panel will discuss examples of cultural appropriation in the context of debate over what is meant by cultural ownership and how policy and pedagogy are impacted when one group’s culture may have been appropriated by another. Speakers: Wendy Austin, Wenzou-Kean University Laurie Cubbison, Radford University Kim Gainer, Radford University Clancy Ratliff, University of Louisiana at Lafayette Inclusion and Access

OD-199 Chipping Away at the Ivory Tower: Rhetorical Barriers to Working-Class Inclusion in Higher Education Sponsored by the CCCC Working-Class Culture and Pedagogy Standing Group To maintain the promise of “diversity, equity, and linguistic justice” in higher education, the Working-Class Culture and Pedagogy Standing Group seeks to explore the often-overlooked barriers for working-class inclusion and success in higher education that go beyond the inevitable conflict between high costs and limited financial resources.

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Chair and Respondent: Nicole Wilson, Texas A&M University Speakers: Jennifer Ferrell, Cornell College Jessica McCrary, Georgia State University Nicole McNeal, California State Sacramento/Folsom Lake College Justin G. Whitney, Tennessee State University Antiracism and Social Justice

OD-200 Learning to Practice What We Preach about Diversity, Equity, and Black Linguistic Justice Faculty from independent writing programs will share strategies for enacting linguistic pluralism in general, Black linguistic justice in particular, and antiracist writing assessment. Ideas for professional development work, policy statements related to equity, and classroom readings and assignments will be shared so that participants can get support for their own work toward such goals. Speakers: Cynthia Nahrold, University of Arkansas, Little Rock Sue Pagnac, Central College Jen Talbot, University of Central Arkansas Approaches to Teaching and Learning

OD-201 Mindfulness in Writing Studies Mindfulness has become a common keyword in recent composition scholarship. How might spiritual practices cultivate rhetorical being? How might contemplation and meditation occasion and shape our ethical response to the other and the world? And how might mindfulness deepen our students’ (and our own) sensitivity to available means of persuasion, response, and engagement? Speakers: Luke Brake, University of Memphis Paul Lynch, Saint Louis University Paula Mathieu, Boston College Alexandria Peary, Salem State University Holland Prior, University of Tennessee Scott Wagar, independent scholar Robert Yagelski, SUNY Albany

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Approaches to Teaching and Learning

OD-202 The “Why Are You Here?” of Legal Writing and Rhetoric Recognizing the gatekeeping roles and responsibilities of legal writing and rhetoric instructors, this panel examines the WHY, YOU, and HERE of related composition courses. Offering collaborative classroom practices, applying labor-based approaches, and interrogating law’s rhetorics and reasonings, panelists consider how we provide all students a sense of belonging in legal discourse communities. Chair: Lindsay Head, St. Thomas University College of Law, “The Bar Is Open” Chair and Respondent: Lisa-Jane Klotz, University of California, Davis Speakers: Antonio Elefano, University of Southern California, “May It Please the Court” Brian Larson, Texas A&M University, “Law’s Rhetorics and Reasonings” Institutions: Labor Issues, Professional Lives, and Survival

OD-203 Competing Exigencies and Realities: The Grad Student Experience Sponsored by the CCCC Graduate Student Standing Group

Graduate student life is often rife with pressing needs, unspoken requirements, and unreasonable demands that may or may not be in line with the published expectations set forth by the institution. To this effect, panelists will put forth analyses of different graduate instructor positionalities, with special attention given to race, disability, and mothering inside and outside of the classroom. Standing Group Chairs and Speakers: Joanna Chromik, Indiana University Angela Morris, The University of Memphis, “Who We Are; How They Respond: The Reality Graduate Students Face Daily” Speakers: Millie Hizer, Indiana University, “The Competing Identities of a Teacher-Scholar: Navigating Graduate School as a Neurodivergent Writing Instructor” Oksana Moroz, Indiana University of Pennsylvania, “Mothering, Dissertating, and Navigating Teaching Challenges during Pandemic”

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Approaches to Teaching and Learning

OD-204 Writing for All Bodies: Promising Uses of Embodied Cognition in Composition

Sponsored by the CCCC Standing Group on Cognition and Writing This panel will focus on embodied cognition, which was formally defined as a threshold concept in Adler-Kassner and Wardle’s Naming What We Know in 2016 but deserves more scholarly attention as composition programs work to be more inclusive and supportive of all student writers. Speakers: Allison Ellsworth, Arizona State University Jackie Hoermann-Elliott, Texas Woman’s University Laura Miller, George Mason University Institutions: Labor Issues, Professional Lives, and Survival

OD-205 Tales from the Contingent: The Impact of COVID-19 Pandemic on the Labor Practices of the Neoliberal University Sponsored by the CCCC Labor Caucus

This panel explores ways exploitation of contingent labor undermines CCCC’s commitment “to supporting the agency power, and potential of diverse communicators inside and outside of postsecondary classrooms.” Panelists assert that pedagogical practices cannot be equitable when labor practices are not. Standing Group Chair: Anicca Cox, Methodist University Respondent: Amy Lynch-Biniek, Kutztown University Speakers: Shelagh Patterson, Montclair State University Tina Puntasecca, Michigan State University Stephanie Williams, University of Arkansas-Little Rock/Arkansas State University-Beebe/Excelsior College

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Community, Civic, and Public Contexts of Writing

OD-206 Enacting Equity and Inclusion beyond the Provisions of the Ivory Tower Sponsored by the NCTE/CCCC Latinx Caucus

This panel highlights an array of theories, teaching praxes, and mentorship practices employed by members of the NCTE/CCCC Latinx Caucus. Caucus Chair and Speaker: Christina Cedillo, University of Houston– Clear Lake Speakers: Everardo Cuevas, Michigan State University, “Settler Colonial Critique as a Theoretical Underpinning for Practicing Antiracism” Raphael Reyes Juarez, The University of Texas at El Paso, “’Your teaching style is different than what I expected!’ Teaching English with Experiences Based in Mexican Rurality” Bernice Olivas, Salt Lake Community College, “Compassionate Mentoring: A Holistic Approach to Mentoring Graduate Writers” Community, Civic, and Public Contexts of Writing

OD-207 Encounters with Academic Discourse

This panel explores how we can teach communication in ways that build inclusion and diversity, focusing on academic discourse while questioning its conventions. Speakers: Beniamino Peruzzi Castellani, Scuola Normale Superiore/ Scuola Superiore Sant’Anna, “The Opportunity of Diversity: Models, Strategies, and Practices for the Promotion of Cultural and Linguistic Diversity in Education” Lynn Reid, Fairleigh Dickinson University, “Writing Program Administration and Threshold Concepts for Basic Writing Studies in an Era of Remediation Reform” Alyssa Revels, United States Air Force Academy, “From Airman to Academia: Inviting Prior-Enlisted Cadets Into the Conversation” Professional and Technical Writing

OD-208 (Multi)Modalities and Design in Upper-Level Courses With a focus on modalities, the presenters in this session examine different teaching and mentoring contexts in which technical and professional writing can serve key interventions in student experiences with composition and design projects.

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Speakers: Luciana Herman, The University of Texas at El Paso, “Social Justice in Teaching Technical Writing: Remoding” Shyam Pandey, Purdue University, “STEM Job Market and Transnational Digital Writers’ Making of Multimodal Career Portfolio” Geoffrey Sauer, Iowa State University, “Why English Departments Must Teach Web Design and Development...Here” Language, Literacy and Culture

OD-209 A Student’s Right to Decolonial Linguistic Justice This panel engages issues of Linguistic Justice, STROL, Decoloniality, and Policing POC language practice. Speakers: Thir Budhathoki, The University of Arizona, “Promoting Linguistic Justice in FYW with Diverse Readings” Matthew Homer, Virginia Tech, “Mo bettah I show you: Multimodal Decolonial Enactments in Composition Pedagogy” Eduardo Mabilog, The Ohio State University, “How do we stop the policing of PoC in our classrooms? The Paradox in Infantilizing Literacy Experiences while Policing Language” Professional and Technical Writing

OD-210 Access and Accessibility in Professional Writing Classrooms Technical and professional writing practices have centered user design and experience for decades, but often that same focus on user experience has been absent in professional writing pedagogies and students’ classroom experiences. Presenters in this session focus on how student experiences can help shape open and accessible professional writing classroom. Speakers: Michael Black, University of Massachusetts Lowell, “Making Structured Authoring Accessible: Incorporating Open-Source Tools and Lightweight DITA in the Technical Writing Classroom” Henry Covey, University of Wisconsin-Madison, “Use & Usability: The User Experience (UX) of Open Educational Resources (OERs) for Professional and Technical Writing (PTW)” Veronica Joyner, George Mason University/Howard University, “For Those Who Come Behind: Operationalizing Student Expertise to Improve Higher Education Access”

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Inclusion and Access

OD-211 Access and Community in Online Learning As we build sustainable online pedagogy from K–16, this panel considers ways to build and assess accessibility and inclusion in these digital classrooms. Speakers: Amanda Athon, Governors State University, “Engaging Online Learners in Accessible Digital Spaces” Ashley Barry, University of New Hampshire, “Inequities in Digital Literacies and Innovations in Writing Pedagogies during COVID-19 Learning” Rachel Roy, University of New Hampshire, “Crip Time during Remote Learning: Creating Accessible Writing Classrooms for the Future” Kimberly Thomas, New York University, “Why C.A.R.E. Matters: Building Community through Access, Respect, and Engagement” Inclusion and Access

OD-212 Accessibility as Curriculum Accessibility is not external to the curriculum and pedagogy of the writing classroom, but can instead be the curriculum in practice. Speakers: Rachel Donegan, Georgia Gwinnett College, “Equitable Foundations, Rhetorical Promises: Teaching Accessibility in the First-Year Writing Classroom” Alina Thurman, Georgia State University, “You Are Welcome Here: Promoting Accessibility in the Online Composition Classroom” Antiracism and Social Justice

OD-213 Activism and Resistance in Higher Ed: Finding New Ways to Make Change Much of the history of writing studies has been centered on resistance, whether pedagogical or ideological, as our faculty lines and student bodies alike have often been framed by higher education as precarious. Presenters in this session look at the recent history of resistance in writing studies and in particular at how differently precarious instructors have found ways to effect change at both the personal and the programmatic levels.

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Speakers: Mark Brenden, University of Minnesota, “Composition & Resistance at 30” Sherri Craig, Virginia Tech, “The Waymaking Promise of Black Women in the Academy” Talisha Morrison, University of Oklahoma, “The Waymaking Promise of Black Women in the Academy” Antiracism and Social Justice

OD-214 Advances in Antiracist Assessment Labor-, data-, and community-driven assessment can forward antiracist, socially-just assessments of courses and programs. Speakers: Alicia Brazeau, College of Wooster, “Labor-Based Programmatic Assessment” Joe Cirio, Stockton University, “Grounding Community-Driven Assessment in Frameworks of Rhetorical Memory” Mary Stewart, California State University, San Marcos, “Confronting Lip Service: Applying Iterative, Data-Driven, Antiracist Writing Program Assessment to Connect Programmatic Policies with Classroom Practices” Amy Woodworth, Rowan University, “Stop Circling the Assessment Wagons: Partnering with Data Specialists to Identify Factors in Inequity and Foster BIPOC Success” Theory and Research Methodologies

OD-215 Advancing Student Research in the Classroom: Archives, Wikis, Feminist Historiography Panelists explore ways to incorporate and analyze student research in the classroom using archives, wikis, and feminist historiography. Speakers: Teresa Contino, Santa Clara University, “Composing Collaborative Recovery Projects with Scalar” Amy Lueck, Santa Clara University, “Composing Collaborative Recovery Projects with Scalar” Tana Wojczuk, New York University, “Re-discovering the Archive: Material Culture and Localized Learning through Student Research”

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Writing Programs

OD-216 Affect and Access in Writing Programs Panelists discuss how affect, emotion, and knowledge-making influence students’, instructors’, and WPAs’ experiences and sense of belonging in writing programs. Speakers: Ruth Book, Rochester Institute of Technology, “Making Ambivalence, Embodiment, and Emotional Labor Visible for WPAs and Writing Instructors” Erin Kelly, Rutgers University, “Engaging beyond the Disciplinary Space in Graduate Writing Education” Elisa Serrano, Texas State University, “The Red Pen Cuts Deep: How Paper Feedback on Language Affects Identity and Classroom Relations” Alicia Williams, Rutges University, “Engaging Beyond the Disciplinary Space in Graduate Writing Education” Approaches to Teaching and Learning

OD-217 Alternative Methods of Feedback and Evaluation This panel examines pedagogical models for equitable and effective learning that work against traditional practices of feedback and evaluation. Speaker: Merideth Garcia, University of Wisconsin-La Crosse, “Reframing Assessment” Antiracism and Social Justice

OD-218 Antiracist Research Models, Methods, and Interrogations The panel will offer methodological approaches for exploring white fragility, white supremacist language ideologies, and faculty attitudes towards language and literacy diversity. Speakers: Hillary Coenen, Midwestern State University, “Calling In White Writing Instructors to Antiracism and Unlearning White Fragility” Mariel Krupansky, Wayne State University, “Towards Antiracist Research Methods: Notes from a Pilot Study on Faculty Attitudes towards Language and Literacy Diversity across the Disciplines” Andrew Moos, University of Michigan, “Participatory Research with White-Identifying Writing Instructors: Interrogating the White Supremacist Language Ideologies of First-Year Composition”

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Kendon Smith, University of Michigan, “Textbook Grammar: Recognizing and Subverting the Language Choices That Perpetuate Linguistic Injustice” Clay Walker, Wayne State University, “Towards Antiracist Research Methods: Notes from a Pilot Study on Faculty Attitudes towards Language and Literacy Diversity across the Disciplines” Community, Civic, and Public Contexts of Writing

OD-219 Archives, Student Writing, and Students’ Experiences in the Archives Contributing to the “archival turn” and increased attention to student writing in non-traditional settings, this panel investigates how students enrolled in religious settings experience a “loosening of resentment,” archival records of post WWII student travel writing shape selfdiscovery, archives of students self-imaginings of professional futures reflect empowered institutional structures. Speakers: Ashley Pendleton, University of Missouri–Kansas City, “From ‘I Want’ to ‘I Am Going To’: Patricia Stevens Modeling Agency as a Feminist Literacy Sponsor for Girls” Jens Lloyd, Drew University, “‘The Return to a Peaceful Curriculum’: Student Travel Writing in The Drew Acorn, 1946–1955” Antiracism and Social Justice

OD-220 Black Language, Leveraging Linguistic Agency and SRTOL This panel will share strategies for using a linguistic pluralism framework to build student based research projects and social just oriented pedagogies. Speakers: Anne Charity-Hudley, Stanford University, “The Creation of the Students’ Right to Their Own Writing Website” William Donohue, Lincoln University, “Language, Identity, Antiracism: Students’ Perspectives” Hannah Franz, Jack Kent Cooke Foundation, “The Creation of the Students’ Right to Their Own Writing Website” Michelle Grue, University of California, Santa Barbara, “The Creation of the Students’ Right to Their Own Writing Website” Sierra Johnson, College of William & Mary, “The Creation of the Students’ Right to Their Own Writing Website” Angela Rowell, San Francisco State University, “The Creation of the Students’ Right to Their Own Writing Website” Marie-Emmanuelle Tano, Stanford University, “The Creation of the Students’ Right to Their Own Writing Website” CCCC CONVENTION, 2022 191

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Language, Literacy, and Culture

OD-221 Black Women’s Rhetoric and Composition This panel examines the expressive rhetorical practices and theoretical contributions of women of color in the public sphere and demonstrates pedagogical approaches for centering Black women’s rhetoric as a theme of analysis in the composition classroom. Speaker: Kylie Stocker, Tiffin University, “Celebrating Black Women through Research, Writing, and Rhetoric” Information Literacy and Technology

OD-222 Bringing Technologies of Composing to the Foreground Panelists share findings from their inquiries into how technologies of composing, new or newly applied, are shaping instruction and practice in postsecondary writing classrooms. Speakers: Stephen Quigley, University of Pittsburgh, “Basic Coding” Kathryn Warrender-Hill, University of Connecticut, “The Realities of the Cyberwriter: How Students Use Technology to Compose Across Modes” Approaches to Teaching and Learning

OD-223 Building Inclusive Learning Communities This panel will present innovative ideas for facilitating inclusive learning spaces through mentorship, student-faculty partnerships, workshops, and peer-led writing groups. Speakers: Maria Bergstrom, Michigan Technological University, “Competitive Google Doc Poetry and Other Adventures: Recruiting Students into the Humanities through Virtual and In-Person Writing Workshops” Christine Boehr, University of Cincinnati, “Inclusive Mentorship: Writing in Feminist-Relational Spaces in and outside the Academy” Mia Zendejas Rivera, Pepperdine University, “Putting the Buzzwords to Work: Student-Faculty Partnerships for Diversifying Courses” Heather Thomson-Bunn, “Putting the Buzzwords to Work: StudentFaculty Partnerships for Diversifying Courses” Kate Woodford, Michigan Technological University, “Competitive Google Doc Poetry and Other Adventures: Recruiting Students into the Humanities through Virtual and In-Person Writing Workshops”

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Inclusion and Access

OD-224 Building Support and Inclusion Across the Curriculum This panel explores cross-curricular academic spaces (such as livinglearning communities and writing centers), asking how we can build on established practices to become more accessible and more useful to a range of students. Speakers: Paul Beehler, Universtiy of California, Riverside, “Bridging the Gap: The Case for Implementing Equity-Minded Academic and Mentoring Support Services for Foster Youth within University Writing Programs” Sam Carpenter, Duke University, “Meet Them Where They Are or Make the Meeting Mandatory? Incentivized Writing Center Visits as Social Justice Work” Alicia Clark-Barnes, University of New Hampshire, “First-Year Students and Writing Support: Learning from Student Choices” Aaron Colton, Duke University, “Meet Them Where They Are or Make the Meeting Mandatory? Incentivized Writing Center Visits as Social Justice Work” Rory Moore, University of California, Riverside, “Bridging the Gap: The Case for Implementing Equity-Minded Academic and Mentoring Support Services for Foster Youth within University Writing Programs” Eliana Schonberg, Duke University, “Meet Them Where They Are or Make the Meeting Mandatory? Incentivized Writing Center Visits as Social Justice Work” Dana Thomann, University of Iowa, “Using the Power of Our Discipline to Commit to First-Generation College Students’ Retention” Information Literacy and Technology

OD-225 Capitalizing on the Affordances and Threats of Technologies for Teaching Writing Through an examination of picturebooks, a blogging site, and a machine learning program for creating high-quality original essays, this panel will discuss the affordances as well as novel threats of technologies for teaching college writing. Speakers: Alexander Landfair, New York University, “Machine Learning and the Undergraduate Essay: GPT-3’s Matriculation on College Campuses” Gabrielle Stecher, University of Georgia, “Picture Books in the FirstYear Writing Classroom: Multimodality, Accessibility, Diversity”

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First-Year Writing

OD-226 Carrying Forward Pandemic Lessons on Self-Care and Empathy in First-Year Writing Effective care for self and other became central concerns in the teaching of college composition during the pandemic. Panelists discuss how self-care and empathy might figure in post-pandemic writing instruction, beginning with approaches to elicit from students what they most need to access the benefits of learning in community. Speakers: Elizabeth Angeli, Marquette University, “Writing across the Patient Care Continuum: How to Integrate Writing Education into Workplace-based Healthcare Training” Danielle Donelson, Pfeiffer University, “Harnessing COVID Lessons: Shifting Approaches to Mental Health Wellness and Self Care as Issues of Accessibility within the First Year Writing Classroom” Olivia Imirie, Salisbury University, “Wrestling with Writing Anxiety: Pedagogical Interventions That Work and Why” First-Year Writing

OD-227 Centering Student Writers in Project-Based Learning Panelists describe designs and implementation of project-based learning initiatives in several settings, including first-year composition classrooms and an undergraduate research symposium. Initiatives at HBCUs are featured. Speakers: Alicia Hatcher, East Carolina University, “ProjectBased Learning and Undergraduate Conferences: Effectively Connecting Experiential Knowledge and Scholarship for the HBCU Undergraduate Student” Margaret Holloway, Clark Atlanta University, “The 1619 Project Class: Teaching a Themed First-Year Writing Course at an HBCU” Deborah Oesch-Minor, Indiana University-Purdue University, Indianpolis, “Project-Based Learning in First-Year Writing Classes: Exploring Rhetorical Context through Familiar Genres, StudentDirected Projects, and ePortfolios”

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Writing Programs

OD-228 Centering Students in Conversations about Composition’s Institutional Homes College composition has many institutional homes. Panelists note that the professional tendency to focus on these homes as abstractions diverts attention from actual students and what they need, wherever they are situated, to succeed as writers. Speakers: Christine Denecker, The University of Findlay, “Waiting for Our Invite: Dual Enrollment’s Search for a Seat at the Table” Ian Golding, University of Cincinnati, Blue Ash, “Seeing the Workplace Constellation: A Cultural Rhetorics Approach to Career Preparation at the Two-Year College” Casie Moreland, Willamette Education Service District, “Waiting for Our Invite: Dual Enrollment’s Search for a Seat at the Table” College Writing and Reading

OD-229 Challenging Literacy Deficit Frameworks with Cultural Rhetorics Focusing on international, immigrant, and refugee writers, these panelists identify community knowledges and community texts as a resource for challenging a deficit model of literacy. Speakers: Megan Boyewtt, University of Louisville, “Standing Under Community Wealth Discourses: Using a Cultural Community Wealth Lens to Shift Literacy Program Structures” Halle Neiderman, American University of Beirut, “‘But, Miss, the Lebanese are Hopeless’: Using Community Listening and Multimodal Composing to Combat Linguistic and Cultural Gatekeeping in Beirut, Lebanon” Marwa Mehio, American University of Beirut, “‘But, Miss, the Lebanese are Hopeless’: Using Community Listening and Multimodal Composing to Combat Linguistic and Cultural Gatekeeping in Beirut, Lebanon”

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Approaches to Teaching and Learning

OD-230 Challenging Texts, Challenging Practices: Using Visual and Aural Assignments to Disrupt Hegemonic Practices What value do visual and aural assignments hold for students and instructors looking to understand, confront, and disrupt hegemonic literacy practices? This panel examines the value of critical visual vigilance, multimodal assignments, and immersive pedagogy in breaking down barriers and creating more inclusive classrooms. Speakers: Patricia Dunn, Stony Brook University, “Student-Drawn, Juxtaposed Visual Representations to Promote Access, Engagement, and Inclusion” Kristie Fleckenstein, Florida State University, “Si(gh)ting Peril: Visual Technologies, White Privilege, and the Composition Classroom” Nathan Wagner, University of North Georgia, “Writing How They Know: The Student Benefits of Risk-Taking and Immersive Pedagogy” Creative Writing and Publishing

OD-231 Community and Identity in Creative Writing On this panel, new approaches to composition instruction (incorporating genres typically taught in creative writing workshops) complement an argument for pairing creative writing instruction with a tool (rhetorical grammar) borrowed from composition pedagogy, all in service of building community and identity. Speakers: Reema Albilehi, King Saud bin Abdulaziz University for Health Sciences, “Moving beyond Segregation: Saudi First-Year College Students’ EFL Poetry Writing on Women Empowerment and Gender Equality” Mohammed Alzahrani, King Saud bin Abdulaziz University for Health Sciences, “Moving Beyond Segregation: Saudi First-Year College Students’ EFL Poetry Writing on Women Empowerment and Gender Equality” Joseph Salvatore, The New School, “Tools, Not Rules: Rhetorical Grammar as Meaning-making Tool in the Creative Writing Classroom”

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Antiracism and Social Justice

OD-232 Community Engagement and Engaging in Community The presentations in this panel describe assignments and approaches for involving students in their communities with social justice awareness and aims. Speakers: Anthony Fulton, Prince George’s Community College, “’Let’s Just Go There Right Now’: Mister Rogers and the Messy Neighborhood of Writing Thresholds” Lauren Fusilier, University of Louisville, “Mapping Restorative Justice: Commemorating Non-Dominant Communities through Multimodal Composing” Maria Maier, University of Texas at El Paso, “Positioning Students as Allies for Social Change through Community Engagement Projects” Jonathan Nehls, University of Texas at El Paso, “Positioning Students as Allies for Social Change through Community Engagement Projects” Community, Civic, and Public Contexts of Writing

OD-233 Composing in a Time of Trauma, Death, and Pandemic This session explores new approaches to writing instruction through an examination of trauma-informed teaching at a community college, an ethical curriculum that engages with the topic of death, and a study examining teacher artifacts crafted and circulated during the first ten weeks of the COVID-19 health crisis. Speakers: Melissa Ames, Eastern Illinois University, “Emotion as a Pedagogical Resource in Writing Classroom: Learning from Instructional Practices during the COVID-19 Health Crisis” Jimmy Butts, Louisiana State University, “WAD Curriculum: Teaching Students to Write the Unwritable” Lindsay Simpson, Des Moines Area Community College, “TraumaInformed Teaching: Practicing Compassion and Social Justice in the Community College Writing Classroom”

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Antiracism and Social Justice

OD-234 Composition, Literacy Narratives, and Carcerality This panel examines writing as a space for examining border crossing strategies, prison abolitionist epistemologies, and pedagogical failures and possibilities of teaching the literacy narrative to BIPOC students. Speakers: Timothy Barnett, Northeastern Illinois University, “Currently and Formerly Incarcerated Writers Negotiating for Change” Maggie Shelledy, University of Texas Rio Grande Valley, “Decarcerating Composition” Soha Youssef, Thomas Jefferson University, ““Does It Have to Be a Sad Story?” Why the Literacy Narrative Is Failing BIPOC Students and How to Learn from That Failure” Language, Literacy, and Culture

OD-235 Considering the Product of Multiplied Literacies Panelists investigate the implications of our field’s embrace of multiliteracies, asking critical questions about hierarchy, privilege, and the domain—both conceptual and material—of composing. Speaker: Kristine Blair, Duquesne University, “Diversifying Digital Writing Research: Triangulating the Multimodal, the Multivocal, and the Multilingual” Writing Programs

OD-236 Contending with Assessment Starting from different premises, the presenters on this panel offer arguments for altering how writing teachers approach the assessment of student writing: it is abusive and must be made more compassionate; it is opaque and must be made more legible; it is vague and must be made more precise. Speakers: Megan Kane, Temple University, “Leveraging Computational Tools to Support First-Year Writing Assessment Practices” James Miller, University of Wisconsin-Whitewater, “Instrumentalizing Inclusion, Standardizing Diversity: The Power of Metrics in FirstYear Composition”

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Language, Literacy, and Culture

OD-237 Crossing Institutional and (Inter)National Borders and Boundaries: Literacies for Languaging and Writing This panel engages topics of writing centers, literacy practice, regional and international language practice. Speakers: Brooke Boling, University of Cincinnati, “Appalachian Contrariness: Literacy and Equity for Rural Students in Higher Education” Steve Fraiberg, Michigan State University, “Cultivating Translingual Dispositions: Tracing the Transliteracies of a First-Year Bolivian Student” Katherine Frankel, University of Cincinnati, “Appalachian Contrariness: Literacy and Equity for Rural Students in Higher Education” Caroline Jennings, Purdue University, “Methods and Metaphors of Ear Training in Language Learning: Facilitating Cherokee Voices in Peer Review” Institutions: Labor Issues, Professional Lives, and Survival

OD-238 Cultivating Connections in FYC and WAC Professional Development FYC and WAC WPAs discuss ways of connecting faculty through network leadership, collaborative curriculum development, and rhetorical engagement amongst instructors. Speakers: Bhushan Aryal, Delaware State University, “Writing Program Administration at HBCUs: Negotiating Mainstream Textbooks, Traditionally Trained Instructors, and Antiracist Composition Programs” Bethany Mannon, Appalachian State University, “Assessing Online Writing Instruction to Move from Crisis to Sustainability”

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Inclusion and Access

OD-239 Designing Peer Review, Reflective Writing, and ePortfolios for Inclusion and Metacognition While the metacognitive value of peer review, reflective writing, and ePortfolios is well-established, presenters in this session update and extend our understanding of their possibilities, both by documenting and analyzing the outcomes of specific activities and recognizing the possibilities for these practices as conscious acts of inclusion. Speakers: Dominique Bourg Hacker, University of Wisconsin-Madison, “Feedback Filtering: Empowering Student Writers for the Uncertainty of Workplace Feedback” Melanie Hoftyzer, University of Wisconsin-Madison, “Feedback Filtering: Empowering Student Writers for the Uncertainty of Workplace Feedback” Daniel Kenzie, North Dakota State University, “Reflective Writing in a Pharmacy Co-Curriculum” Sofia Tarabrina, University of New Mexico, “Peer Review Modes in a Technical Writing Class: Which One to Choose to Achieve Inclusivity?” Scott Wible, University of Maryland, College Park, “Composing a Vision for One’s Life Work: Framing ePortfolio Assignments in the Gen Ed Professional Writing Course” Information Literacy and Technology

OD-240 Digital Pedagogies in Professional Writing Classes Presenters in this panel make the case for functional digital literacies in PW courses and demonstrate how creating assignments around editing in online publication spaces like Wikipedia can provide 21st-century students with important publishing skills. Speakers: Jacob Craig, College of Charleston, “Badging the Functional Digital Literacies of Writing Majors” Sara West, San José State University, “Toward Skills-Based Editing: Using Wikipedia for Copyediting Practice”

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Information Literacy and Technology

OD-241 Digital Pedagogy in Uncertain Times Panelists consider targeted approaches to digital pedagogy in a time of complicated pandemics and politics. Speakers: Ian Barnard, Chapman University, “The Promises and Perils of Pandemic Pedagogy and the (Further) Erosion of Student-Centered Teaching and Learning” Anthony Box, University of Houston, “Meme Potential: Using Internet Memes to Talk About Sentences, Structure, and Relationships in the Writing Classroom” Tara Moore, Elizabethtown College, “Flipping Composition Instruction to Increase Flexibility and Delight: Pandemic Teaching Discoveries” College Writing and Reading

OD-242 Developing a Multicultural Reader for First-Year Writing Courses: A Backward Design Approach This presentation features the redesign of a piloted multicultural reader which serves to cultivate intercultural competence in diverse domestic and international first-year writing students. Writing pedagogues are offered a practical model of material development that produces pedagogically aligned, culturally inclusive, experiential learningdirected, and growth-oriented reading materials. Speaker: Phuong Tran, Purdue University Writing Programs

OD-243 Empathy and Rhetorical Action in Composition This panel centers culturally responsive approaches for framing empathy as a tool for in class writing instruction and and writing center pedagogy. Speakers: Lauren Esposito, Marywood University, “Empathy, Connection, and Composition: Teaching Writing with Applied Improvisation” Sheri Henderson, King’s University College at Western University, “Empathy in Action: Culturally Responsive Pedagogy at the Writing Centre”

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College Writing and Reading

OD-244 Engaging Culture in the Composition Classroom This panel describes assignments and curricula that engage food, fashion, and cross-cultural inquiries within and beyond the classroom, including conversations about students’ positionalities and representations of race, gender, and class. Speakers: Nicklas Haglund, Champlain College, “Cross-Border Writing and Cultural Inquiry: Connecting Québec and Michigan College Classrooms through Collaborative Digital Composition Practices” Kim Lacey, Saginaw Valley State University, “Cultural Cuisine and Courageous Conversations” Sara Kelm, Auburn University at Montgomery, “You Are What You Eat: Teaching Positionality through Food Inquiry” Michael Lockett, Michigan State University, “Cross-Border Writing and Cultural Inquiry: Connecting Québec and Michigan College Classrooms through Collaborative Digital Composition Practices” Rachel McCabe, La Salle University, “Unpacking Clothing: Writing about Fashion’s Rhetorical Relationship to Identity” Writing Programs

OD-245 Engaging Multilingual Learners in Sophisticated Writing Pedagogy Panels describe ways to strengthen writing pedagogy to support multilingual learners and build on their abilities. Speakers: Timothy Buchanan, University of Nevada Las Vegas, “Committing to Diverse Student Needs in Writing Center Tutor Training: Working with Multilingual, Gen 1.5, Disabled, and Neurodiverse Writers” Brianne Taormina, Nevada State College, “Committing to Diverse Student Needs in Writing Center Tutor Training: Working with Multilingual, Gen 1.5, Disabled, and Neurodiverse Writers” Erin Zimmerman, University of Nevada Las Vegas, “Committing to Diverse Student Needs in Writing Center Tutor Training: Working with Multilingual, Gen 1.5, Disabled, and Neurodiverse Writers”

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First-Year Writing

OD-246 Engaging Pedagogies for First-Year Writing This panel provides the audience with information designed to help them structure their courses to best support students. Two presenters describe classroom approaches that can support critical thinking and invite trust and collaboration. The other presenters describe frameworks and pedagogies that can increase students’ grammatical and rhetorical awareness as well as their awareness of the relationship between design and equity. Speakers: Jeannie Im, New York University, “Envisioning Design Justice in First-Year Writing” Michael Laudenbach, Carnegie Mellon University, “Corpus-Based Approaches to Genre and Critical Language Awareness” Nitya Pandey, Florida State University, “Balancing Diverse Voices, Perspectives, and Positionalities: Response As a Conversation Framework in FYC Classrooms Roz Roseboro, Northern Michigan University, “Building Critical Thinking Competence in First-Year Composition” College Writing and Reading

OD-247 Revising Labor in Labor-Based Grading Contracts for Intersectional Assessment Agendas: Results from Two Courses Studying students enrolled two online composition courses, this presentation reports on the effects of a labor-based grading contract designed to better account for “neurodivergent conceptions of time, effort, and presence” by removing behavioral standards, including requirements for attendance and on-time submission. Results are reported by race and ability independently and in intersection. Speaker: Mathew Gomes, Santa Clara University

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Approaches to Teaching and Learning

OD-248 Equitable Assessment

A re-assessment of assessment through lenses including intersectionality, neurodivergence, and Indigenization. Speakers: Charissa Che, Queensborough Community College, “Mind the (Linguistic) Gap: Toward More Equitable ‘ESL’ Writing Placement in Community Colleges” Keith Harms, University of the Fraser Valley, “On the Use of Portfolio Assessment for Indigenization at a Small, Western Canadian University” Ilknur Sancak- Marusa, West Chester University of Pennsylvania, “Directed Self-Placement: Transferring Power Away from the Factors of Privilege to Welcome New Spaces of Inclusion to Empower Student Agency” Rachel Stroup, University of Maryland, “Losing Our (Habits of) Mind: Interrogating Implications of Neurotypical Thinking in Cognitive Writing Research” Approaches to Teaching and Learning

OD-249 Everyday Practices: Interrogating Grading, Syllabi Design, and Assignment Construction This panel investigates the seemingly mundane and commonplace aspects of our teaching, interrogating the assumptions that shape how we grade, design syllabi, and construct writing assignments. Speakers: Susanmarie Harrington, University of Vermont, “Assignment Design for Equity: The TILT Framework’s Effect on Instructors and Students” Luke Thominet, Florida International University, “The Design of Grading: An Analysis of Writing Instructors’ Process for Creating Grading Systems” Julie Watts, University of Wisconsin-Stout, “Analyzing Access: Power and the Dominant Discourses of the Course Syllabus” Writing Programs

OD-250 Examining What Counts in Writing Programs: How Labor Practices and Contexts Impact Our Work Writing program administrators and department chairs are often challenged to maintain disciplinary values when our programs are increasingly framed by capitalist logics of accountability and labor. With careful attention to the contexts of work, presenter

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Speakers: Rory Lukins, University of Southern California, “Grading Contracts, Instructional Labor, and Institutional Change: Considering Instructor Experience of Grading Contracts in a Programmatic Setting” Suzie Null, Fort Lewis College, “Cruel and Usual: The Psychological Financial Impact of Student Evaluation of Teaching among Female Faculty and BIPOC Faculty” Leah Pate, University of Southern California, “Grading Contracts, Instructional Labor, and Institutional Change: Considering Instructor Experience of Grading Contracts in a Programmatic Setting” Pegeen Reichert Powell, Columbia College Chicago, “Doing What Counts: Administrative Work in an Audit Culture” Mary Lourdes Silva, Ithaca College, “Cruel and Usual: The Psychological Financial Impact of Student Evaluation of Teaching among Female Faculty and BIPOC Faculty” Professional and Technical Writing

OD-251 Expanding Our View: Reconsidering Citation, Program Identity, Composing Processes Answering this year’s call of “Why are we here?,” this panel responds by investigating ‘Where have we come from?’ in three distinct ways: by examining citation practices in major field journals, the way MA programs redefine themselves and the discipline through their websites, and a disciplinary return to empirical studies. Speakers: Will Chesher, Miami University of Ohio Writing Programs

OD-252 Exploring Instructor Agency and Autonomy In this panel, presenters examine the different ways that instructors often have to navigate their professional identities and roles as part of the complex social and political worlds of college writing programs. Speakers: Kimberly Bain, Florida Atlantic University, “The Power of No and the Navigation the Inevitable Flexibilities of the Adjunct Writing Instructor” Jonathan Udelson, Shenandoah University, “Middle Men, Netherworlds, and Something Like People: Constructing Teacherly Identities as Disciplinary and Professional Outsiders” Christina Usler, University of Northern Colorado, “What Do We Talk About When We Talk About Composition Instructors?”

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First-Year Writing

OD-253 Feminist Approaches to First-Year Writing, Medical Rhetorics, Research Methods, and Ontology This panel complicates and enriches feminist theories of composing, historiography, research efficacy, and subjectivity through examinations of classroom management strategies for resisting harassment, refugee medical encounters, identity and inclusion in composing practices, and historical recovery methods. Speakers: Nicolette Bragg, University of Delaware, “Writing against Solitude: Feminist Theories of Subjectivity and First-Year Writing?” Renee Drouin, Norwich University, “‘You Had Not Expected This’: Introducing and Normalizing Anti-Harassment Strategies in the Research Methods Classroom” Language, Literacy, and Culture

OD-254 Global Voices in the Composition Classroom: Language, Culture, and Change This session provides three approaches to engaging with international students and global voices in the composition classroom, providing insights into the role of English language instruction in Algeria, presenting on research into international students’ perceptions of peer review in Spain, and examining how students in rural Pennsylvania respond to international voices in the composition classroom. Speakers: Jeff Dories, Florida Institute of Technology, “Introducing Non-Western Voices into the Composition Classroom” Fatiha Gussabi, Bechar University, “The Impact of Social Justice Protests on the Acquisition of Foreign Languages: English and French Competition in Algeria” Professional and Technical Writing

OD-255 Health Discourse as Common Ground for Composing Panelists position health discourse as an intersection at which writing students can encounter and explore numeracy, literacy, and consciousness. Speakers: Alexis Piper, University of Wisconsin-Whitewater, “Thrive, Listen, and Write in Nature: Three Innovative Approaches and Three Writing Assignments to Increase Access and Equity, Even in the Hierarchy of Higher Ed”

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Amanda Pratt, UW-Madison, “Psychedelic Experience-Driven Shifts in Consciousness around Health Ideologies and Literacies: Applications for Teaching Critical Information-Seeking Practices” Amber Simpson, Auburn University, “Mētis, Rhetorical Genre Studies, and Feminist Rhetorical Practices: An Approach to First-Year Composition” Emi Stuemke, University of Wisconsin-Stout, “On the Boundaries of Literacy and Numeracy: Fighting for Students’ Right of Entry to Medical Discourse” First-Year Writing

OD-256 Helping Students Thrive in First Year Writing This panel describes pedagogical approaches for increasing access and equality for non-traditional and minoritized students. Speaker: Suresh Lohani, The University of Texas at El Paso, “Smartphones as Agencies to Foster Equity and Linguistic Justice in First-Year Composition: A Research Analysis of South Asian Students at a US University” Information Literacy and Technology

OD-257 How Technologies Make Meaning across Modes of Composing Panelists demonstrate that whether viewed as accessories, channels, containers, or vehicles, the technologies that bear on contemporary composing deserve our scrutiny for their potential to make (and constrain) meaning in ways that can escape authorial in Speakers: Mashaela Farris, Weber State University, “Demenstruators, Menstrual Products, and Métis: An Embodied Rhetoric of Wearable Technologies” Sohui Lee, CSU Channel Islands, “Asynchronous Tutoring Using VoiceThread Feedback: Exploring the Equity of Integrating Multimodal Communication in Asynchronous Tutoring” Abigail Michelini, CSU Channel Islands. “Asynchronous Tutoring Using VoiceThread Feedback: Exploring the Equity of Integrating Multimodal Communication in Asynchronous Tutoring” Mary Newbegin, Lehigh University, “Digital Literacies to Support the Writing Process: Pedagogical Significance of e-Portfolios”

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Antiracism and Social Justice

OD-258 How/Who Will We Manage? Intersections of Race, Class, and Labor Justice in Writing Programs and Writing Centers Despite a long history in writing studies that critiques our “managerial unconscious,” writing programs/centers often struggle to frame management work outside of capitalist frameworks. Presenters in this panel push past critiques forward in order to demonstrate how issues particular to race and class have to be part of our larger conversations around labor and management in writing studies. Speaker: James Daniel, University of Washington, “Management Fever: Racial Capitalism and Class Difference in the Writing Program” First-Year Writing

OD-259 Imagining, Enacting, and Enlarging Community in First-Year Writing The idea of community as related to literacy is examined critically by teacher-scholars who recognize the need to challenge institutional assumptions about the rich variety of linguistic experience twenty-first century students bring to the college writing classroom. Speakers: Lauren Coldiron, Old Dominion University, “Why We Should Be Teaching FYC Students Biomythography as a Genre: A Rethinking of the Traditional Literacy Narrative” Tracy Iftikar, “Towards Linguistic Justice: Imagined Communities in First-Year Composition Pedagogy” Jagadish Paudel, The University of Texas at El Paso, “Enacting Social Justice Through Assignments in a Multilingual First-Year Writing Class” Inclusion and Access

OD-260 Inclusion and Belonging: Addressing Equity in Placement Practices, Syllabi, Curricula, and Language This panel describes multiple ways of addressing equity and student inclusion in writing classes—from requiring writing labs for all students and revising syllabus language to centering BIPOC students’ experiences. Speakers: Kelly Blewett, Indiana University East, “Learning from Black Students’ Experiences in a Predominantly White Writing Classroom

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Karen Kaiser Lee, Saint Xavier University, “All First-Year Students Take the Writing Lab: Inclusionary Placement in the Wake of COVID-19” Robert Mellin, Saint Xavier University, “All First-Year Students Take the Writing Lab: Inclusionary Placement in the Wake of COVID-19” Cheryl Price-McKell, Arizona State University, “Scripting and Casting the Successful Student: Syllabi as Rhetorical Acts of Student Construction and Gatekeeping” Robin Snead, “When ‘You’re Accepted’ Doesn’t Seem Like a Welcome: Constellations of Writing, Race, and Belonging in a Bridge Program Composition Course at a NASNTI Institution” Inclusion and Access

OD-261 Inclusion as Ongoing Practice This panel will critically explore discourses of inclusion, diversity, and antiracism as forms of labor and social capital. Emphasis is on studies of specific initiatives that engage broader disciplinary questions. Speakers: Michael Faris, Texas Tech University, “The Inaugural ‘Summer Teachers of English Program’: A Department’s Attempt to Recruit Graduate Students of Color” Lily Howard-Hill, University of South Carolina, “Composition in a Minor(ity) Key: Diversity, Access, and Inclusion in Writing Studies Programs” Aisha Wilson-Carter, Hofstra University, “How Can Administrators, Faculty, and Students Who Research and Serve Traditionally Marginalized Student Populations Get Institutions to ‘Say Less’ and Ante Up?” Inclusion and Access

OD-262 Inclusion, Justice, and Ethics in Professional Development This panel focuses on professional development (largely but not exclusively for graduate students) in forms that directly engage issues of social justice and ethics: fostering inclusion in online graduate programs; construing job market preparation in social justice terms; and understanding the rhetorical work of Research Positionality Statements. Speakers: Rachael Jordan, California State University Channel Islands, “Inclusive Doctoral Education: Social Engagement in Online Doctoral Cohorts” Hannah Stevens, Utah State University, “Articulating the Rhetorical Situation of Positionality Statements: A Move toward More Critically Reflective Research Methods”

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Inclusion and Access

OD-263 Inclusive Research Methodologies & New Knowledges This panel offers perspectives on using accessible and inclusive research methods to uncover new forms of knowledge. Speaker: Lea Colchado, University of Houston, “Autohistoria-teoría as Method and Genre for Chicanas’ Traumatic Narratives: Chicana Epistemology within Writing and Composition Studies” Inclusion and Access

OD-264 Inclusive, Embodied Classrooms This panel offers specific approaches to what are usually broadly labeled diversity issues—focusing on questions that engage fatphobia, whiteness, agency for Black and Latinx college writers, and queer theory. Speakers: Ray Rosas, Penn State University, “Black and Latinx College Writers Claim Writerly Agency: Questions of Access in Predominately White Institutions” Andrew Wright, Wayne State University, “Teaching the Queer World: Intersectional Student Identities and Inclusive Strategies” Language, Literacy, and Culture

OD-265 Indigenous Epistemologies and Classroom Composition The panel examines indigenous knowledge, critical ignorance, and testimonios as critical multiperspectivism and counter hegemonic pedagogical practice. Speakers: Raquel DeLeon, Texas Tech University, “Living Testimonios: How Latinx Graduate Students Persist and Enact Social Justice within Higher Education” Jacquelyne Kibler, University of Arizona, “On Faking a Burke-asm: Allyship as Critical Ignorance” Charise Pimentel, Texas State University, “Empowering Latinx Composition Students: Recognizing their Lenguage y Cultura en la Clase de Escritura (Language and Culture in the Writing Classroom)” Octavio Pimentel, Texas State University, “Empowering Latinx Composition Students: Recognizing their Lenguage y Cultura en la Clase de Escritura (Language and Culture in the Writing Classroom)”

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Approaches to Teaching and Learning

OD-266 Individual Learning Plans and Labor-Based Grading This panel describes approaches to inclusive, antiracist grading practices that give students authority over what and how they learn. Presenters will consider the relationship between labor-based grading, multimodality, and holistic academic advising approaches and will describe individual learning plans as an assessment practice. Speakers: Meaghan Fritz, Northwestern University, “Arbiters of Their Fates: Individual Learning Plans and the Equitable Assessment of Writing” Matthew Hitchcock, Northeastern University, “Writing the Whole Student: Tracing the Intersections between Holistic Academic Advising, Labor Based Grading, and the Writing Classroom” Vee Lawson, Michigan State University, “A Space to Create Together: Multimodal Pedagogy and Antiracist, Labor-based Assessment in the FYW Classroom” Professional and Technical Writing

OD-267 Integrating Social Justice Pedagogies in Technical and Professional Writing Courses Presentations in this session invoke different metaphors for integrating antiracist/diverse-equitable/inclusive pedagogies (revitalizing, recentering) as ways of understanding the possibilities for socially justice interventions. Featuring examples from a range of courses and assignments, attendees will see ways to go beyond simply tacking on a diversity project. Speakers: Richard Branscomb, Carnegie Mellon University, “Paradox as a Resource: Vitalizing Antiracist Pedagogy for ‘Professional’ Writing” Shuwen Li, University of Michigan, “Beyond ‘Standard’ English: Implementing an Intercultural Communication Project to Promote Diversity, Equity, and Inclusion in a Technical Communication Course” Mindy Myers, Ferris State University, “Centering Technical and Professional Communication around Diversity, Equity, and Justice: A Case Study Approach”

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Institutions: Labor Issues, Professional Lives, and Survival

OD-268 Invitational Practices of the Profession

Focusing on a diverse range of settings (including professional journals, job ads, and mission statements), this panel explores rhetorics of access as expressed in calls for participation in academic spaces. Speakers: Felicita Arzu Carmichael, Oakland University, “‘Are You Authorized to Work in the United States?’ How Academic Job Descriptions Attract and Repel International Scholar Job Seekers” N. Claire Jackson, College of the Holy Cross, “Articulating Our Commitments: Conceptions of Diversity, Inclusion, and Access in Mission Statements and Writing Program Websites” Zakery Muñoz, Syracuse University, “‘The Manuscript Should Bear No Identification of the Author’: Examining Submission Practices as Rhetorics of Invitation” Emily Pifer, Syracuse University, “‘The Manuscript Should Bear No Identification of the Author’: Examining Submission Practices as Rhetorics of Invitation” Josephine Walwema, University of Washington, Seattle, “‘Are You Authorized to Work in the United States?’ How Academic Job Descriptions Attract and Repel International Scholar Job Seekers” Heidi Williams, Tennessee State University, “‘I Ain’t Doin’ No SpEd’: An Analysis of the Titles of Disability Support Services at Historically Black Colleges and Universities” Institutions: Labor Issues, Professional Lives, and Survival

OD-269 Journaling to Make Sense of Teaching and Learning Panelists explore how journaling is of value to both students and teachers of writing. Journaling can support student membership in learning communities new to them, and teachers can benefit from using journals to reflect on their efforts to make learning communities inviting and inclusive. Speakers: Shawn Bowers, Queens University of Charlotte, “Close Reflection: Journaling as an Equity Practice to Keep Us Honest” Heidi Griffin, Queens University of Charlotte, “Close Reflection: Journaling as an Equity Practice to Keep Us Honest” Dan Metzger, Northeastern University, Journaling on the Transition to College: Interrupting Institutional Power and Fostering Student Agency in the First-Year Writing Classroom” Jeff Naftzinger, Sacred Heart University, “A Time Use Diary Assignment for FYC: Student Research as an Answer to ‘Why am I here?’”

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Institutions: Labor Issues, Professional Lives, and Survival

OD-270 Labor, Innovation, and Promise in Faculty Professional Development This panel investigates approaches to faculty professional development, revealing what happens when we assume an intentional approach to developing and revising teaching materials, when we recognize the intersection between faculty and student labor, and Speaker: Brandie Bohney, Bowling Green State University, “Material World: Professional Development through Revision of Instructional Documents” Writing Program

OD-271 Let’s Talk about Change: Reflections on Writing Program Innovations Changes abound in writing programs, and these panelists discuss their efforts to revise course materials, integrate DEI frameworks, and reconceptualize reflective practice. Speakers: Trent Kays, Augusta University, “Attitudes and Directions on Diversity, Equity, and Inclusion in Writing Program Administration: Results from a Pilot Study” Erick Piller, Nicholls State University, “Writing Program Administration and the Adoption of Open (and Other Freely Available) Educational Resources: Agency, Labor, Consistency, and Cost” Margaret Willard-Traub, University of Michigan-Dearborn, “ReconceivingReflection” Antiracism and Social Justice

OD-272 Leveraging Critical Race Studies and Fostering Antiracist Writing Spaces This panel will explore how learners use language and literacy to cultivate social justice oriented agency and advocate for their learning within and beyond traditional academic environments. Speakers: Steffen Guenzel, University of Central Florida, “Lessons Learned from the Covid-19 Pandemic: How Technology Changed Access to Higher Education in Florida Prisons” Ashton Ray, University of Alabama, “Celebrating the Voices of Rural Black Students: Creating Antiracist Writing Environments” Bryan Trabold, Suffolk University, “Critical Race Theory and Conservative Misrepresentation of Martin Luther King, Jr.”

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Language, Literacy, and Culture

OD-273 Linguistic and Communicative Justice This panel suggests ways to build on past work about linguistic justice to consider new arenas such as fluency, access, and labor. Speakers: Janine Butler, Rochester Institute of Technology, “The Creation of Inclusive Sonic Composition Spaces: How Students Access and Compose with Voices in Videos” Mike Edwards, Washington State University, “Racial Capitalism and the Labor Theory of Value in Composition Pedagogy” Alex Sibo, Pennsylvania State University, “Stuttering, Linguistic Justice, and the Writing Classroom” Language, Literacy, and Culture

OD-274 Linguistic Justice: Changing What We and Our Students Value Human presence leaves digital traces that writers may approach as subjects of rhetorical inquiry. Speakers: Kristen Hill, Tuskegee University, “Centering Audience to Decenter ‘Correctness’ in the First-Year Writing Class” Samantha Looker-Koenigs, University of Wisconsin-Oshkosh, “Cultivating Linguistic Knowledge and Empathy in First-Year Writing” James Seitz, University of Virginia, “A Path to Linguistic Justice: Exploratory Writing in the First-Year Course” Antiracism and Social Justice

OD-275 Looking to Community Activism as a Model for JusticeInformed Writing Instruction Panelists look to examples of community activism as possible models that might help compositionists answer the question of how our writing classrooms might adopt a socially just praxis. Speakers: Jessica Batychenko, University of Pittsburgh, “‘The Real True Facts’: Locating Literacy in Narratives of Public Memory” Megan Faver Hartline, University of Tennessee-Chattanooga, “Antiracist Coalition-Building: The Role of Community in Learning How to Make Change” Eric Rodriguez, Portland State University, “Palante!: The Young Lords and Community Writing for Collective Change” Emily Smith, Georgia Institute of Technology, “Community Writing and Mutual Aid” 214

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Laura Tetreault, University at Albany SUNY, “Antiracist CoalitionBuilding: The Role of Community in Learning How to Make Change” Language, Literacy, and Culture

OD-276 Making Good on Our Demands for Linguistic Justice Changing the linguistic landscapes of our campuses often starts with being critical of our own professional language choices and professional language policies. Presenters in this session begin by critiquing WPA-L languaging practices and then turn to the ways that writing studies professionals frame and enact language policies and procedures around linguistic justice on campuses. Speakers: Tara Coleman, City University of New York/LaGCC, “Beyond Celebrating Language Diversity: The Radical Hope of Linguistic Justice on Campus” Marissa DuBois, University of Central Florida, “Let’s Thrive, Not Survive: How Socially Attuned Mentoring Practices Can Increase Student Agency and Decrease Assimilation” Mallory Henderson, University of Central Florida, “Let’s Thrive, Not Survive: How Socially Attuned Mentoring Practices Can Increase Student Agency and Decrease Assimilation” Mellisa Huffman, Angelo State University, “Stepping Out of the Parlor and Onto the Shared Road Before Us: Reseeing 25 Years of WPA-L Languaging through the Lens of Nonviolent Communication” Maria Jerskey, City University of New York/LaGCC, “Beyond Celebrating Language Diversity: The Radical Hope of Linguistic Justice on Campus” Cheri Lemieux Spiegel, Northern Virginia Community College, “Stepping Out of the Parlor and Onto the Shared Road Before Us: Reseeing 25 Years of WPA-L Languaging through the Lens of Nonviolent Communication” Writing Programs

OD-277 Making Space with Rhetorical Literacies—In the Institution and Beyond This panel engages topics of institutional writing, rhetoric literacies, and maker literacies. Speakers: Estee Beck, University of California Merced, “At the Intersection of a Dissertation and a Dissertation Chair’s Graduate Writing Course: How DF Commenting Changed a Teaching Practice” Shereen Inayatulla, York College CUNY, “Sans Papiers: Census Rhetorics and the Right Not To Be Counted”

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Michael MacDonald, University of Michigan-Dearborn, “Sans Papiers: Census Rhetorics and the Right Not to Be Counted” Christina Montgomery, University of Texas at Dallas, “At the Intersection of a Dissertation and a Dissertation Chair’s Graduate Writing Course: How DF Commenting Changed a Teaching Practice” Christine Olding, Trine University, “Don’t Put That on Your CV: Religious Inequity in Rhetoric and Composition Scholarship“ Writing Programs

OD-278 Making Spaces for Teaching Writing Amidst the COVID-19 Pandemic This panel will make spaces for teaching writing during the COVID-19 pandemic by, first, presenting empirical studies on how the pandemic has shaped students’ writing practice and more broadly their educational, emotional, and social lives and, second, introducing a social presence theory to foster student engagement in the online classroom. Speakers: Chitralekha Duttagupta, Utah Valley University, “Ongoing Impact of the COVID-19 Pandemic on Students in Three Writing Courses of the Literacies and Composition Department at Utah Valley University” Sheri Henderson, King’s University College At Western University, “Empathy in Action: Social Presence Theory in Writing Classes” Virginia Robson, University of Pittsburgh, “Empathy in Action: Social Presence Theory in Writing Classes” Histories of Rhetoric

OD-279 Managing Digital Tracings of Presence, Then and Now Human presence leaves digital traces that writers may approach as subjects of rhetorical inquiry. Speakers: Thomas Lawson, University of Pittsburgh, “Metastable Networks or: Preliminary Steps toward Confronting Infrastructural Violence” Courtney Rivard, University of North Carolina, Chapel Hill, “Digital Methods in Feminist Rhetorical Historiography: Analyzing Race, Gender, and Representation in the Southern Life Histories Project” Andrew Virtue, Western Carolina University, “Humanistic Infrastructures: The Need to Rethink Technological Applications in Migration Management”

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Language, Literacy, and Culture

OD-280 Mapping New Languaging Terrain: Language Pedagogy in an Era of Global Uncertainty This panel engages issues of L2, translingual pedagogy, multilingual writing, virtual classrooms/pedagogy. Speakers: Joshua Belknap, City University of New York, “Promoting Translanguaging in the Virtual Composition Classroom” Elizabeth Blomstedt, University of Southern California, “L2 Students Writing about (Multilingual) Writing: Translingual Pedagogical Approaches to Examining and Challenging White Language Supremacy” Vanessa Guida, Columbia University, “Promoting Translanguaging in the Virtual Composition Classroom” Writing Programs

OD-281 Material Culture, Affordability, and Access How do we use material culture to make place, space, and access within writing classrooms and programs? Speaker: Carrie Dickison, Wichita State University, “Rethinking the Reader: One WPA’s Journey Developing an Alternative Educational Resource for FYW” Mason Pellegrini, Purdue University, “The Real Price of That Shrimp Cocktail: Why Academic Textbooks Cost So Much and Ways Forward with Open Access” Language, Literacy, and Culture

OD-282 Metaphors for Teachers and Student This panel problematizes student identity tropes that exist at the intersection of language attitudes and international student writer identity. Speakers: Maxine Krenzel, CUNY Graduate Center, “Building Community beyond Disciplinarity: The Trans-Historic Practice of Writing Instruction and the Teacher Memoir” Kristin Raymond, Bentley University, “Unraveling the Narrative of the Ideal International University Student”

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Inclusion and Access

OD-283 Multimodality and Inclusivity This panel describes multimodal practices, assignments, and experiences that work toward inclusivity, including centering counterstories and using multimodality as a tool for engagement, reform, and agency. Speakers: Ashok Bhusal, The University of Texas at El Paso, “Understanding Culture, Race, and Multilingualism in Implementing Multimodal Projects in First-Year Composition” Olivia Evans, Cornell University, “Composing Counter-Archives through Multimodal Documentary Practice” Brennan Thomas, Saint Francis University, “Student-Authored Multimodal Texts as Tools for Social Engagement and Reform” Writing Programs

OD-284 Multiple Visions for the Work of Writing Centers Using theory, pedagogy, historical inquiry, and programmatic descriptions, these presentations represent multiple visions of writing centers’ missions, values, and practices. Speakers: Larysa Bobrova, Miami University, “Building Multilingual Student Writers’ Self-Editing Skills: Pedagogical Tools and Strategies for Writing Center Consultants” Megan Keaton, Pfeiffer University, “Metaphorically Speaking: A Historical Trace of Writing Center Metaphors and the Stories They Do (Not) Represent” Tina Matuchniak, California State University, Long Beach, “Empathy: A Pedagogical Imperative in the Antiracist Writing Center” Maurika Smutherman, Winston-Salem State University, “Multimodality in the HBCU Writing Center: Communicating for the Future” Inclusion and Access

OD-285 New Approaches to Writing Center Tutor Training: Improving Equity and Access Writing center tutors can be trained to develop consulting practices that promote access and equity for students with diverse backgrounds, identities, and needs. Speakers: Logan Clem, Miami University of Ohio, “Tutoring for Transfer with Asynchronous Motivational Scaffolding”

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Sarah Fischer, Indiana University, “Towards a More Equitable Writing Center: Rethinking Commonplace Tutoring Strategies for Working with Multilingual Writers” Martha Russell, Old Dominion University, “Writing Tutor Education: Approaches to Equitable Theories and Practices” Approaches to Teaching and Learning

OD-286 New Considerations When Teaching for Transfer This panel describes an assemblage pedagogy and the role of feedback and metacognition in the transfer of knowledge. The presenters consider transfer for non-traditional students, international students, and writing students more broadly. Speakers: Misa Lucyshyn, Columbia University, “Knowledge Transfer in Non-Traditional Students’ ‘Reverse Commute’ into Academic Discourse” Travis Maynard, Elon University, “Writing across Inter-Texts: An Assemblage-Based Approach to Transfer” Gilberto Pereira, Arizona Stete University, “The Impact of L2 Writing Feedback on Transfer of Genre Knowledge” First-Year Writing

OD-287 Of Critical Choices and Actionable Pedagogies Panelists focus on the persistence of practices that limit full participation in higher education generally and college composition specifically. They advocate choices of writing assignments and instructional materials meant to engage students in acts of composing that are designed to change institutions. Speakers: Melanie Gagich, Cleveland State University, “Opening Up: Two FYW Assignments that Invite Students to Write Their Right Way” Jennifer Gray, College of Coastal Georgia, “Aren’t We Past the Modes?: Gatekeeping and Mode-Based Mentalities in FYW” Mary McGinnis, College of Coastal Georgia, “Aren’t We Past the Modes?: Gatekeeping and Mode-Based Mentalities in FYW” Sarah Morris, West Virginia University, "Dismantling an Anthem: Charismatic Text in the Composition Classroom" Emily Zickel, Cleveland State University, “Opening Up: Two FYW Assignments that Invite Students to Write Their Right Way”

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Approaches to Teaching and Learning

OD-288 Rethinking Peer Review

Peer reviewing has long been a staple in college composition pedagogy. Whether it is an activity that can support collaboration and respect linguistic diversity is a matter that the presenters on this panel address in their reports of current research. Speakers: Daniel Buhrman, University of Nebraska-Omaha, “Reflective Dialogic Exchange: Promoting Collaboration and Agency in FirstYear Writing Peer Review” Jennifer Cunningham, Kent State University, “Linguistic Diversity and Social Presence: A Qualitative Study of Online Peer Review Workshops” Titcha Kedsri Ho, SUNY Albany, “Dissent without Discord: A Study of Linguistic Diversity in Collaboration among First-Year Composition Students and the Inclusive Promise of Peer Review” Reymond Levy, Florida International University, “Dissent without Discord: A Study of Linguistic Diversity in Collaboration among First-Year Composition Students and the Inclusive Promise of Peer Review” Natalie Stillman-Webb, University of Utah, “Linguistic Diversity and Social Presence: A Qualitative Study of Online Peer Review Workshops”

OD-289 Opening up Places through Literacy Education The panelists will examine ideologies of place and introduce strategies for enhancing students’ awareness of place-related ideologies and practices and their access to higher education through writing assignments. Speakers: Anna Bogen, The Ohio State University, “Resisting the ‘Bus of Shame’: Challenging the Literal Displacement of Basic Writers” Lydia Saravia, DePaul University Sabrina Anfossi Kareem, Instituto Health Sciences Career Academy, “K-12/Higher Education Collaboration: Rhetoric and Literacy Instruction” Aaron Ritzenberg, Columbia University, “Teaching Progressive Citizenship in the Writing Classrooms of Conservative Institutions” Lydia Saravia, DePaul University, “K-12/Higher Education Collaboration: Rhetoric and Literacy Instruction”

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Information Literacy and Technology

OD-290 Pedagogical Approaches for Enhancing ePortfolios The panelists describe four ways to enhance ePortfolios by connecting them to other key pedagogical approaches. Speakers: Genesis Altamirano, Bloomfield College, “Co-Designing ePortfolios to Facilitate Students Writing Their Own Stories” Nora McCook, Bloomfield College, “Co-Designing ePortfolios to Facilitate Students Writing Their Own Stories” Katie Martin, DePaul University, “How to Assign High-Impact ePortfolios” Emily Jo Schwaller, The University of Arizona, “Are ePortfolios Inclusive Spaces? Focusing on DEI Efforts in ePortfolio Pedagogy”

D-291

Antiracism and Social Justice

Pedagogical Lessons about Social Justice from Popular Culture

The following panelists prove that compositionists can learn a lot about inclusive teaching practices from the most surprising pockets of popular culture. Speakers: Ashley Beardsley, University of Oklahoma, “‘Teach Me Something’: How #bakeclub Uses Food and Instagram to Create Inclusive Spaces” Kristin Ravel, Rockford University, “Toward a Community CareCentered Assessment Model: Opportunities in the LGBTQ+ Community-Based Learning Rhetoric Class” Colleen Wilkowski, Chandler-Gilbert Community College, “Folk Pedagogy: Writing for Social Change in the Composition Classroom” Language, Literacy, and Culture

OD-292 Pedagogies

This panel examines feminism, counter story, and multimodal composition as approaches for scaffolding cross culture dialogues in the writing classroom. Speakers: Melissa Forbes, Gettysburg College, “Multimodal Writing as Equity Work” Danielle Koepke, University of Wisconsin-Milwaukee, “Feminist Killjoys in Pursuit of Social Justice: Building Toolkits for Sustainable and Equitable Classroom Practices” Nadya Pittendrigh, University of Houston-Victoria, “Extending the Antiracist Promise of Counter-Story through Restorative Justice”

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Professional and Technical Writing

OD-293 Personal and Professional Identities in Professional Writing Technical writers are required to navigate complex professional spaces where personal and professional identities often clash. In this panel, presenters explore the intersections among narrative theories, social and linguistic justice, and individual agency to discuss methods interrogating personal and professional identities in workplace settings. Speakers: Cody Januszko, Carnegie Mellon University, “White Coats and Closets: Identity Formation in Queer Medical Professionals” Zarah Moeggenberg, Metropolitan State University, “Rhetoric, Technical Communication, and Nursing: A Social Justice Imperative” Nora Rivera, Chapman University, “‘Not a Horizontal Dialogue’: Indigenous Interpreters and Linguistic Justice in Technical Communication” Professional and Technical Writing

OD-294 Producing Diversity and Justice in Technical and Professional Communication Presenters describe a variety of approaches to building diverse/ just communicative practices, ranging from podcasts to posters to makerspaces, and offering both concrete and theoretical perspectives on the work. Speakers: Brad Herzog, Saginaw Valley State University, “Podcasting and Community Engagement: Building Common Ground for Shared Action” Johndan Johnson-Eilola, Clarkson University, “Makerspaces, Assemblage, Technical Communication” Stuart Selber, Penn State, “Makerspaces, Assemblage, Technical Communication” Writing Programs

OD-295 Prospects for Online Writing Instruction after the Pandemic Lockdown The turn to online writing instruction during the pandemic lockdown illuminated barriers to access and elicited strategies for getting around them. Two panelists ask how might these lessons serve us—and our students—now? And, with more students online now, two panelists ask what challenges to ethical authorship must we address?

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Speakers: Nina Conrad, University of Arizona, “’The Essay Writing Service for Students Who Can’t Even’: How Contract Cheating Providers Target Vulnerable Students” Alexander Evans, Cincinnati State Technical and Community College, “Only Out of Necessity: The Future of Online Developmental FirstYear Writing Courses in Post-Pandemic Society” Approaches to Teaching and Learning

OD-296 Public Memory

The panel demonstrates how historical memory, narrative inquiry, and vernacular language worldviews can be used creating discursive classroom spaces, centering public memory as a source of knowledge making. Speakers: Tom Do, University of Arizona, “Left Untranslated: Maintaining Bonds through Memory and Heritage Language as Forms of Resistance against Linguistic Racism in English Only Policies” Angel Evans, The Ohio State University, “And We Will Laugh Deeply: Black Language and the Work of Healing” Anne Wheeler, Springfield College, “Tubbies’ or Cesspools? Making Space for Celebratory Remembering of Pre-AIDS Gay Life” College Writing and Reading

OD-297 Questioning the Design of Things Visible and Invisible: How Algorithms, Access, and Graphics Shape Student Writing Challenging the premise that information is innocent, each panelist examines how the design of information affects its delivery, and how teaching analysis of such design and delivery can enhance critical awareness in student writing. Speakers: Jason Godfrey, University of Michigan, “How Does Information Privilege Define First-Year Writing?” Rachael Sullivan, Saint Joseph’s University, “Interrogating Corporate Design as a Gatekeeper of ‘Good Design’ in Our Multimodal Assignments”

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College Writing and Reading

OD-298 Reading and then Reading Again: Rhetorical Intertextuality, Literacy Narratives, and Framing the Text This panel engages issues of literacy narratives, rhetorical intertextuality, and lenses for rereading texts. Speakers: Janet Eldred, University of Kentucky, "Rereading Literacy Narratives" Rebecca Moore Howard, Syracuse University, “Rhetorical Intertextuality: When Equity and Ethics Clash” Lynn Ishikawa, DePauw University, “’That Voice of English in My Ear’: Literacy Biographies of Three Chinese University Students” Peter Mortensen, University of Illinois at Urbana-Champaign, "Rereading Literacy Narratives" Steven Shoop, Salisbury University, “Composition through a Different Lens: Using Film and Film Studies to Promote Access and Inclusion in the Writing Classroom” Approaches to Teaching and Learning

OD-299 Reciprocity, Empathy, Compassion, and Participatory Hospitality: Toward a Pedagogy of Care The panelists describe pedagogical approaches that can be used to more carefully attend to students’ affective experiences and improve both life and learning outcomes. Speakers: Kelly Bradbury, Colorado State University, “Learning to Listen/Listening to Learn: Rhetorical Empathy as an Inclusive Response Strategy” Destiny Brugman, Miami University of Ohio, “Pedagogies of Reciprocity: Compassionate Teaching Practices and Risk Taking in the Writing Classroom” Megan Knight, University of Iowa, “‘The Revolution Is in the Details’: Building Compassionate Classrooms through Pedagogical Praxis” Erin Schaefer, Indiana University Northwest, “Moving from SelfManagement to Self/Society Care” Aly Welker, Colorado State University, “Learning to Listen/Listening to Learn: Rhetorical Empathy as an Inclusive Response Strategy” Writing Programs

OD-300 Reimagining Graduate Students’ Professional Development in Composition Programs Panelists discuss changes to graduate student teaching practica to account for online instruction, antiracism, and research methods. 224

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Speakers: Sarah Carter, Georgia State University, “Investigating the Lack of Inclusion of Research Methods in Teacher Training within Writing Programs across the Country” Kaitlin Clinnin, University of Nevada Las Vegas, “Designing an Antiracist Teaching Practicum for Graduate Students” Kirsti Cole, Minnesota State University, “Equity and Access in Graduate Education: Teaching Graduate Students to Teach Online” Maria Conti Maravillas, Youngstown State University, “‘A Stronger Teacher Because I Tutored First’: Graduate Teaching Assistants’ Experiences with Online Teaching and Tutoring” Theory and Research Methodologies

OD-301 Researching Communication in Practice Engaging a range of methodologies, this panel offers four studies of the nuances of communication in diverse and embodied contexts. Speakers: Jay Arns, University of Cincinnati, “Living and Working in Crip Time: Neurodiversity, Universal Design, and the Post-Covid Composition Classroom” Julie Gerdes, Virginia Tech, “‘We don’t have the time or money’: Examining Inclusion in Public Health Organizations” Steven Krause, Eastern Michigan University, “When ‘You’ Cannot be ‘Here’: What Shifting Teaching Online Teaches Us about Access, Diversity, Inclusion, and Opportunity“ Rachel Larrowe, “Why Are You (Still) Here? Flippin’ the Script on Madness and Mentorship” Erin Workman, DePaul University, “Why Are You (Still) Here? Flippin’ the Script on Madness and Mentorship” Antiracism and Social Justice

OD-302 Responses to Institutional Responses to Antiracism These panels examine how well-meaning institutional responses to racism can co-opt and derail antiracism movements and what can be done in response. Speakers: Axel Gonzalez, independent scholar, “More than Just Reading Brown People: How ‘Decolonization’ Gets Defanged in Practice and What It Truly Implies in Theory” Cynthia Nearman, Guilford College, “Troubling Whiteness Along the Social Justice Turn: Transforming Technical Communication at a Small Liberal Arts College”

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Professional and Technical Writing

OD-303 Bold (but also skilled) Editing Needed!: Stalled Wikipedia Articles and the Teaching of Applied Comprehensive Editing This paper analyzes writing tutor handbooks in conjunction with affect theory. By locating the gendered body in the writing center, this study reveals how writing pedagogy can mobilize embodiment rhetoric and affective response as productive tools to fortify existing practices of inclusive pedagogy, challenge academic writing’s alienating effect on certain bodies, and empower the student writer. Speaker: Joshua DiCaglio, Texas A&M University Histories of Rhetoric

OD-304 Revising and Recentering Rhetoric’s Histories Following important revisionist historiography, this panel recovers the rhetorical practices of Black women preachers, compositionist and Black Panther George Mason Murray, and Chicago labor activist and orator Lucy Parsons while also refocusing attention on the important influences of the elocutionary movement on multimodality. Speakers: Cona Marshall, University of Rochester, “Ain’t I a Preacher?: Black Women’s Preaching Rhetoric” Liane Malinowski, University of North Texas, “Where’s Lucy Parsons in Histories of Rhetoric?” Nkenna Onwuzuruoha, University of Utah, “Mapping Our Legacy: George Mason Murray Black Power Compositionist” Lauren Whitehead, Miami University of Ohio, “Where’s Lucy Parsons in Histories of Rhetoric?” Theory and Research Methodologies

OD-305 Revisiting Disciplinary Methods: Ethnodrama, Autoethnography, Sound, and Affect Members of this panel continue the work of expanding our research and methodological theories by exploring playwriting processes among LGBTQ+ youth, excavating writing frameworks from scholarly narratives, mapping and mining pedagogical soundscapes across the field, and identifying genres and spaces to position affect within our writing and research processes.

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Speakers: Danielle Nicole DeVoss, Michigan State University, “Institutionally Mapping Sound” Daniel Krack, Penn State Fayette, The Eberly Campus, “Ethnodrama: An Arts-Based Methodology for Amplifying Marginalized Voices” Eileen Lagman, University of Wisconsin-Madison, “Revisiting ‘Writing as Method’: Exploring Approaches to Affect and Research Writing” Information Literacy and Technology

OD-306 Rhetorical Theory in Writing for STEM: Empathy, Design Justice, Stasis Highlighting the social relations that STEM disciplines sometimes elide, presenters in this session pose an array of theoretical approaches to humanizing STEM rhetoric in order to build inclusion, resist systems of domination, and improve research/design/persuasion in engineering programs. Speakers: Richard House, Rose-Hulman Institute of Technology, “Hard Times for Soft Skills: Writing, Empathy, and STEM ProblemSolving” Suzanne Lane, MIT, “Stasis Theory as a Multifunctional Rhetorical Framework for Engineering Communication” Bibhushana Poudyal, The University of Texas, El Paso, “Rethinking Theories and Praxes of Technical and Professional Communication with Diverse Communities through Design Justice Frameworks” Sarah Summers, Rose-Hulman Institute of Technology, “Hard Times for Soft Skills: Writing, Empathy, and STEM Problem-Solving” Writing Programs

OD-307 Searching for Inclusive Assessment Practices in Teaching Writing This panel explores inclusive assessment practices by studying faculty’s definitions of risk-taking in writing, understanding the causes of divergent writer development, and experimenting with new ways of assessing writing. Speakers: David Eubanks, Furman University, “Divergent Writer Development” Meghan Hancock, Marshall University, “From ‘Defiance’ to ‘Hybridity’: How Faculty Define Risk-Taking in Writing Matthew Macomber, Murray State University, “Why Does Everything Have to Be Written Down? Analyzing Literature and Writing Orally” Sara Vanovac, Furman University, “Divergent Writer Development” Tianzhi Zhang, University of Pittsburgh, “How Feedback on Writing Quality and Feedback on Revision Practices Shape the Writing of College-level ELLs” CCCC CONVENTION, 2022 227

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Inclusion and Access

OD-308 Selecting and Scaffolding Reading for Inclusion, Access, and Relevance After examining current practices in teaching reading in the writing classroom through the frameworks of inclusion, access, and relevance, the panel will introduce strategies for selecting and scaffolding reading. Speakers: Minkyung Choi, Bronx Community College CUNY, “The Impact of a Scaffolded Reading Instruction Model on Engaged Writing” Daniel Keller, The Ohio State University, “Access or Alienation: Questioning Reading Pedagogies” Bradley Smith, Governors State University, “What to Consider When Assigning Reading” Community, Civic, and Public Contexts of Writing

OD-309 Service Learning in the Service of Justice Panelists examine how compositionists might work with community partners to build sustainable, justice-centered partnerships with community organizations. Speakers: Julia Garrett, Northeastern University, “Food Justice Pedagogies: Engaging Community Knowledges and Student Activism” Glenn Hutchinson, “Revising My Writing Syllabus with Student Organizers” Charisse Iglesias, University of Arizona, “Layers of Infrastructure: Reciprocity to Promote Intercultural Competency through Service Learning” Sean Kamperman, Valparaiso University, “From Collaboration to Interdependence: Labor-Based Team Grading as an Anti-Ableist Intervention in Community-Engaged Writing Classrooms” Community, Civic, and Public Contexts of Writing

OD-310 Social Identity, Self-Building, and Teaching Writing Writing pedagogy shapes how students interact with the world and how they invent themselves for the task. Speakers: Robin Garabedian, University of Massachusetts Amherst, “Taylor and (Resistance to) Alienation: Academic Writing in the Age of Neoliberalism” Patrick Love, Monmouth University, “The ‘Here’ of Online Learning: Social Pedagogy in Online Writing Classes”

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Nick Van Kley, Dartmouth College, “Undergraduate Digital Portfolios and Rhetorics of Self” Antiracism and Social Justice

OD-311 Social Justice Pedagogies This panel will explore a range of inquiry based, problem posing writing projects that are social justice oriented and promotes student engagement and community building as methods for cultivating spaces for solving social justice problems. Speakers: Johnny Calavitta-dos Santos, Red Rocks College, “A Social Justice Model for Project-Based Learning for the 21st Century” Megan Friess, Chapman University, “Fanfiction as Community Space” Alexander Lev-Da-Silva, University of La Verne, “A Social Justice Model for Project-Based Learning for the 21st Century” Karen Tellez-Trujillo, Cal Poly Pomona, “The Advocacy Project: Because Traditional Research Papers Don’t Move, Shake, or Flip” Sybil White, Queensborough Community College, “Creating an Academic Space Devoted to Examining Racism and Social Injustice on a National and Global Level: A Research Project” Inclusion and Access

OD-312 Stories of Negotiating Access Grounded in lived experience, this panel offers stories and cases from students and instructors as they negotiate for access to higher education in diverse contexts. Speakers: Neal Liu, University of Illinois at Urbana-Champaign, “Queer World-Making: Autobiographical Account of Inter-trans-national Citizen” Jason McCormick, University of Nebraska, Lincoln/Southeast Community College, “Disability, Disclosure, and Accommodations in Grad School” John Raucci, Frostburg State University, “The Promises and Perils of Disclosure: Composing Mental Health and Neurodiversity” Kristen Starkowski, Harvard College Writing Program, “Inside the Hidden Curriculum: Practical Approaches to Promoting FirstGeneration Student Success in the First-Year Writing Classroom”

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Professional and Technical Writing

OD-313 Taking Justice-Informed Writing Praxis to Technical Spaces Challenging the notion that compositionists’ reach begins and ends in humanities-related fields, the following panelists make the case for why a justice-informed writing curriculum is critical for technical spaces/ workplaces. Speakers: Sara M. Dye, Baylor University, “A New Kind of ServiceLearning: Preparing for the Think Tank, the Research Institute, and the Halls of Congress” Leonard Grant III, Syracuse University, “Building a Community Trauma Response Team: Using Nominal Group Technique as Infrastructure for Coalitional Technical Communication” Daniel Libertz, Baruch College CUNY, “Using Data Feminism For Quantitative Writing toward Social Justice” Approaches to Teaching and Learning

OD-314 Teacher Preparation, Philosophies, and Transitions This panel describes research findings on teacher preparation and their commitment to antiracist writing pedagogy as well as instructors’ transitions into new institutions and contexts, such as online teaching. Presenters offer recommendations for supporting instructors and their professional development. Speakers: Christine Garcia, Eastern Connecticut State UniversityWillimantic, “Bridging the Gap between Autohistoria-Teoria and Writing Program Administration: A Conversation on Bringing Theory and Practice Together” Keira Hambrick, The Ohio State University, “Teaching Philosophy Statements as Windows into Culturally Relevant Pedagogy” Mary PlymaleLarlee, University of Maine, “Supporting Consequential Transitions in Adjunct Faculty” College Writing and Reading

OD-315 Teaching Intersectionality in the Writing Classroom This panel will explore the ways in which intersectionality can be used as a heuristic to teach writing and critical thinking strategies across a range of composition courses. Speaker: Daphne Thompson, Johnson & Wales University Charlotte, “Invite and Include: An Intersectionality Activity that Elicits Empathy for Diversity, Equity, and Inclusion”

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Writing Programs

OD-316 Teaching Writing that Voices Dissent Through a variety of critical lenses, the presenters on this panel share visions of undergraduate writing curriculum and pedagogy that encourage students to be critical of established structures of institutional power. Speakers: Misty Fuller, Louisiana State University, “Cruising Failure: Thoughts towards a Queer First-Year Writing Syllabus” Joyce Inman, University of Southern Mississippi, “The Aims and the Means of Social Justice in a Statewide Study of First-Year Writing” Jeanetta Mohlke-Hill, Michigan State University, “Writing on Public Spaces: The Critical Pedagogy of Protest Graffiti” Rebecca Powell, “The Aims and the Means of Social Justice in a Statewide Study of First-Year Writing” Sheryl Ruszkiewicz, Oakland University, “Dare You to Move: How to Enact Equity, Inclusion, and Linguistic Justice Practices in the FirstYear Writing Classroom” Language, Literacy, and Culture

OD-317 The Borderlands of Decoloniality: Writing, Literacies, and Languaging Inside and Outside the Institution This panel engages issues of decoloniality, borderlands and immigrant language and literacy, writing programs, writing centers, community learning, and ESL programs. Speakers: Marina Ellis, University of Maryland, College Park, “Tutors’ and Spanish-Speaking Tutees’ Dispositions toward Literacy and How Those Dispositions Effect Their Experiences in the Writing Center” Tabitha Espina, Northeastern University, “Poemapping the Composition (Dis)Course on Guåhan” Su Yin Khor, Pennsylvania State University, “Immigrant Women’s Experiences in Community-Based Adult ESL Programs: Making Connections and Fighting Isolation during a Pandemic” Antiracism and Social Justice

OD-318 The Ethos of Teaching, Teacher Identity, and How We Facilitate Social Justice Pedagogy The panel examines teacher ethos as a point of view for facilitating conversations about antiracist texts, and utilizing theories and practices that foster equity and social justice.

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Speakers: Bryan Lutz, Ohio Northern University, “Ethos and Standpoint: Locations and Paths to Responsibly Teach about Rhetoric, Race, and Authority” First-Year Writing

OD-319 The Place of Rhetoric in First-Year Writing Observing that Western rhetoric remains central to the enterprise of writing instruction in the US, presenters on this panel mount arguments for decentering that tradition: by looking to ancient rhetoric in China, by lifting up imaginative thinking unimpeded by rhetoric, by shifting rhetorical practice from writing to reading. Speakers: Jonathan Adams, Virginia Tech, “Ghost Valley Pedagogy: Escaping the Legacy of Aristotle in the Composition Classroom” Matthew Hill, University of Denver, “Lusorhetorics: Analog Games as Writing Pedagogy” Michelle Sprouse, University of Michigan, “From Social Annotation to Reflection: Connecting Rhetorical Reading and Writing in First-Year Composition” Writing Programs

OD-320 The Textbooks We Need: Centering Linguistic and Social Justice in Professional Writing Textbooks Presenters in this panel look at their recent programmatic and courselevel attempts to select or create professional writing textbooks that speak to the central work of linguistic and social justice in technical and professional writing courses. Speakers: Megan Busch, Charleston Southern University, “Textbook Interventions: A Study and a Call for a Focus on Language Variation in Current Business and Professional Writing Textbooks” Brigitte Mussack, University of Minnesota, “Toward a Culturally Responsive, Ethically Responsible Technical Communication Textbook: Centering Social Justice and Reflecting on Collaborative Labor” Melika Nouri, Arizona State University, “Layered Literacies Framework: A Guide for Assessing and Selecting Technical Communication Textbooks with an Integrated Approach to Literacies”

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Writing Programs

OD-321 The Work of Writing Instruction and Writing Program Administration Panelists discuss challenges posed for administrators and instructors laboring in writing programs, including FYC and dual enrollment. Speakers: Morgan Hanson, University of Southern Indiana, “Double the Standards, Double the Labor: Uncovering Dual-Enrollment Writing Instructors’ Labor Negotiations” Galen Gorelangton, University of Nevada, Reno, “Building Effective Arguments about Writing Class Size: Advancing Equity across Institutions” Todd Ruecker, University of Nevada, Reno, “Building Effective Arguments about Writing Class Size: Advancing Equity across Institutions” Writing Programs

OD-322 Writing and the Pandemic: The Rhetoric of Masks, Memes, and Assessment With attention to some of the broad and still, yet, unaccounted for impacts of the COVID-19 pandemic, panelists use methods of circulation, feminist rhetoric, and assessment to unearth contemporary writing and rhetorical practices in social media, day-to-day dress, and student compositions about social justice. Speakers: Lauren Connolly, Lewis-Clark State College, “We Are All Niqabis Now: The Gendered Rhetoric of Facial Masks” Andrea Scott, Pitzer College, “Students’ Rights to Their Own Language in Research Design: A Student-Led Approach to Studying ‘How We Write Now’ in the Pandemic”

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Antiracism and Social Justice

OD-323 Writing Assessment and Whiteness This panel demonstrates approaches for building antiracist principles through assessment praxis and labor-based grading at public two- and four-year higher education institutions. Speakers: Ann Dean, University of Massachusetts, Lowell, “What Data Can and Can’t Tell Us about Racial Equity in a Writing Program” Ellen Barton, Wayne State University, “Implicit Bias?: Effects of Grammatical or Surface-Level Errors in a Large-Scale FYW Assessment” Bernardo Feliciano, University of Massachusetts, Lowell, “What Data Can and Can’t Tell Us about Racial Equity in a Writing Program” Sandie Friedman, George Washington University, “Supporting First Ventures in Labor-Based Grading” Jeff Pruchnic, Wayne State University, “Implicit Bias?: Effects of Grammatical or Surface-Level Errors in a Large-Scale FYW Assessment” Sarah Stetson, University of Massachusetts Amherst, “Organizing for Justice in Basic Writing: Learning from Teachers Who Imagine and Practice Socially Just Assessment in Their Basic Writing Courses” College Writing and Reading

OD-324 Writing Assignment Research and Pedago This panel focuses on four writing assignments. Two assignments, a positionality memo, and the personal narrative assignment, offer opportunities for students to critically reflect on their identities and experiences; the other two assignments, the research paper and the literacy narrative, can serve in the transition from high school to college writing. Speakers: William FitzGerald, Rutgers University-Camden, “‘What We Learned in High School”: The Research Paper that Students Bring to College” Eric Grunwald, Massachusetts Institute of Technology, “‘Charged Freewriting’: Releasing L2 Students Into Fluency While Guiding them toward Self-Examination” Paige Hermansen, Westfield State University, “Literacy Narratives as a Transitional Tool: A Case Study in a Dual-Enrollment Composition Course” Ashley Newby, University of California Los Anglees, “Positionality in a Post-Pandemic World”

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Writing Programs

OD-325 Writing Center Pedagogies in the Center and Beyond This panel investigates ways to adapt writing center pedagogies to support students in new ways in the writing center as well as in other learning domains. Speakers: Kelle Alden, University of Tennessee at Martin, “A Productive Response: Combining Writing Center Studies and Creative Writing Studies in a Workshop Setting” Tereza Kramer, Saint Mary’s College of California, Mindfulness in the Writing Center: How imbuing our everyday work with reflective practice impacts writers in the moment and ourselves far beyond college” Avasha Rambiritch, University of Pretoria, “Humour in Writing Centre Consultations” Rachel Telljohn, Saint Mary’s College of California, “Mindfulness in the Writing Center: How imbuing our everyday work with reflective practice impacts writers in the moment and ourselves far beyond college” Sara Wilder, University of Maryland, “Communities or Contact Zones? Student Emotion and Sense of Belonging in Writing CenterSponsored Writing Groups” Writing Programs

OD-326 Writing Centers as Sites of In/Justice The following panelists look to contemporary and historical examples of how writing centers have become sites of in/justice. Speakers: Ross Atkinson, Colorado State University, “‘Your Story Is Important. No Experience Necessary’: The Transformative Journey of Charlie Mike, a Community-Based Veterans Writing Workshop” James Purdy, Duquesne University, “Collaborative Dialogue: Community Engagement and the University Writing Center” Antiracism and Social Justice

OD-327 Writing Transfer, Mapping Writing Ecologies and Antiracist Pedagogies This panel will explore ways that antiracist pedagogy can be used to interrogate normative pedagogies of literacy learning, and demonstrates how to effectively map equitable, social justice oriented writing ecologies.

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Speakers: Brian Cope, Whatcom Community College, “Mapping Our Theoretical Frame—Connecting Antiracist Assessment Ecologies with Teaching for Transfer to Promote Inclusive Spaces for BIPOC Student Writers” Miriam Jaffe, Rutgers University, “Integrated Literacy Instruction as Antiracist Pedagogy in Graduate Schools” Nisha Shanmugaraj, Carnegie Mellon University, “Accounting for Asian American Racial Trauma in Antiracist Pedagogy” Lisa Tremain, Humboldt State University, “Radical Frameworks for Writing Transfer: Epistemological Justice in the Writing Classroom” Writing Programs

OD-328 Writing Programs Workshop leaders will explore how writing programs implement diversity, equity, and inclusion initiatives through their pedagogical missions and teaching practices. This workshop will also examine how DEI initiatives are experienced by students. Speakers: Charlotte Asmuth, University of Louisville, “Challenging Rubrics of Whiteness” Jeanette Lehn, University of Pittsburgh, “Imagining Utopias: How WPAs Set Conditions for Social Justice within Pre-existing Systems” Belinda Walzer, Appalachian State University, “Exposing the Limits of DEI: Institutional Language, Local Practice, and Linguistic Justice” Bret Zawilski, Maynooth University, “Exposing the Limits of DEI: Institutional Language, Local Practice, and Linguistic Justice” Histories of Rhetoric

OD-329 National Archives of Composition and Rhetoric Special Interest Group The goal of this SIG is to introduce scholars to a new vision for the National Archives of Composition and Rhetoric and to learn from these scholars about their own archival work and interests. As the NACR transitions into 21st century archival practices, the input of scholars from across different sub-fields and areas of interest is critical to a reenvisioning of the NACR and to its future. Special Interest Group Chair: Katherine Tirabassi Speakers: Cinthia Gannett, Fairfield University Robert Schwegler, University of Rhode Island

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Histories of Rhetoric

OD-330 Memeing Our Way through the Pandemic: Sarcasm, Sadism, and Satire as Coping Mechanisms for the 2020s Memes played an influential role in shaping public opinion during the COVID-19 pandemic. This presentation analyzes memetic pandemic discourse, demonstrating how memes provided solidarity, assurance, misinformation, and ideological grandstanding via Burkean rhetorical identification. Speaker: Tom Ballard, Brigham Young University-Idaho Antiracism and Social Justice

OD-331 Justice-Oriented Work in the Rhetoric of Health and Medicine This roundtable explores and encourages justice-oriented work in the rhetoric of health and medicine. This roundtable aims to foster interactive discussions among presenters and the audience through short presentations where presenters provide an overview of their work related to justice-oriented work in RHM and conclude with discussion questions to guide dialogue with the audience. Chair and Leader: Molly Kessler, University of Minnesota Speakers: Julia Burns, University of San Francisco, “Addressing Racial Disparities through Narrative Medicine and Cultural Humility” Justiss Burry, University of South Florida, “Medicalizing Minority Bodies: Introducing Collective Metis to Enact Justice” Shanna Cameron, University of Memphis, “Feminist Materialism as Embodied Research Practice” Leonard Grant III, Syracuse University, “Reallocating Community Mental Health Resources is Enacting Justice in RHM” Melissa Guadrón, The Ohio State University, “Social Work as Coalition Building” Elena Kalodner-Martin, University of Massachusetts Amherst, “Language Ideologies in Clinical Contexts: Examining the Effects of Policy at the Level of Patient-Provider Interactions” Brittany Smart, University of Louisville, “The Way of All Flesh: Confronting Medicine’s Racist Past” Christa Teston, The Ohio State University, “Social Work as Coalition Building” Kelly Whitney, The Ohio State University, “Sensing, Knowing, Being: RHM’s Sensible Justice”

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Exhibitors Within the Virtual Convention platform, exhibitors can be found under the “Exhibit Hall” menu options at the top of the page.

Exhibit Hall Hours (ET)

Thurs. 3/10: 2:30–3:30 p.m.; 4–4:30 p.m., 5:30-6 p.m. ET Fri. 3/11: 3:30–4:00 p.m.; 5–5:30 p.m., 6:30–7 p.m. ET Sat. 3/12: 10:00–11:00 a.m., 12:00–12:30 p.m.; 1:30–2 p.m.

A Night at Gatsby’s American Psychological Association: APA Style, APA Books, APA Videos, Lifetools, and Magination Press Bedford St. Martin’s/Macmillan Learning Broadview Press Cengage Macmillan Publishers Modern Language Association NCTE Publications OpenStax Utah State University Press W. W. Norton & Company

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Pedagogy Critical Approaches to Teaching Literature, Language, Composition, and Culture Pedagogy is an innovative journal that aims to build and sustain a vibrant discourse around teaching in English studies. The journal covers all areas of English studies from literature and literary criticism to composition and cultural studies. Fusing theoretical approaches and practical realities, Pedagogy is an essential resource for teachers. Sign up for new issue alerts at dukeu.press/alerts. Jennifer L. Holberg and Marcy M. Taylor, editors

Subscribe today. Three issues annually Individuals $25 Students $18 Single issues $10 dukeupress.edu/pedagogy

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2022 CCCC Program

Articles inside

Live & Prerecorded Sessions

Acknowledgments

Workshops

Keynote with Anita Hill

Special Events: Friday

2022 Exemplar Award Winner: Louise Wetherbee Phelps

2022 Chair’s Address: Holly Hassel

Research Network Forum

Special Events: Thursday

Greetings from the 2022 Program Chair

CCCC Lounge

2022 CCCC Convention-Related Award Recipients

General Convention Information

First Time at the Convention?

and CCC Editorial Board

TYCA Conference

Schedule at a Glance