Council on Basic Writing Pre Workshop: Risky Relationships in Placement, Teaching, and the Professional Organization

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Council on Basic Writing Pre Workshop: Risky Relationships in Placement, Teaching, and the Professional Organization

Ethical Issues for Beginning Researchers
Prolonging the ALP Effect: A Multi-Pronged Approach to Co-Requisite Enrollment for Developmental Writing Students

Comp’s Got Ninety-Nine Problems, but Racial Equity Ain’t One—The Risky Business of Engaging Racial Equity in Writing Instruction

From Remediation to Meaning: Approaches to Structuring Co-Requisite Courses

Literacy and Affect: Social, Political, and Pedagogical Investigations

Gauging Preparedness for College-Level Writing: An Investigation of Student Writers’ Development

Resistance and Participation: Innovative Adaptations to Florida’s SB 1720

Issues in Dual Enrollment: Rigor, Credentials, Pedagogies, Transitions Poster Session D Writing Class: How Class-Based Culture Affects Student

Experience in College Writing

Pursuing Work in a Two-Year College: Risk and Reward

The Risks and Rewards of Accelerating Basic Writing: An Inside Look at Scaling Up, Replication, and Adaptation of a Successful Acceleration Model (ALP)

Fostering Student Engagement through Multimodality in FYC

Risking Self-Scrutiny: Redesigning the Writing Curriculum of the Open- Access College

Comparing Basic Writing Students across Traditional and Accelerated Learning Program Models

FYC Overhaul: The (Harsh) Realities of Radical Redesign

Poster Session H A Multimodal Research Essay: Curating Arguments With Storify

Tough Crowd: The Perils and Benefits of Proposing and Piloting a First- Year Composition Program in a Two-Year College

Learning in the Fast Lane: The Risks and Rewards of Accelerating Developmental Writing

Facilitating Student Voice and Agency in Community Colleges: A Risky Business

Bridging the Gap without Falling In: What a Community College and Local High School Learned from College-Readiness and Collaboration
Poster Session K Rhetorical Knowledge and Course Delivery: A Comparison of Expectations and Outcomes
2015 Public Image of Two-Year Colleges: Hallmarks of Fame Special Interest Group

Brian Patterson, Yakima Valley Community College, Grandview, WA, “Multiple Objectives: A Multimodal Approach to a Multiliteracies Course”

Rochelle Gregory, North Central Texas College, Gainesville, “Project Xtreme: Transforming At-Risk Students’ Academic Behaviors and Creating Contextual Learning Environments in Composition I”

Diane Davis, Johnson County Community College, Overland Park, KS, “Analysis of a Protest Group: Teaching First-Year Composition Students to Stay Focused on Evaluation when They Would Rather Write about Their Own Positions on a Controversial Topic”

Cara Chang, Leeward Community College, Aiea, HI, “From Mauka to Makai: Incorporating Place-Based Education and Culture-Based Educa- tion into Writing Courses”

Dalel Serda, College of the Mainland, Texas City, TX, “External Cognitive Offloading: The Taxonomy of Marginal Annotation”

Joy Cooney, Texas Tech University, Lubbock, “Validating Visual Rhetoric in the Composition Classroom: Analyzing Metaphor in Dr. Seuss’s WWII Cartoons”

Nancy Pine, Columbus State Community College, OH, “Deeper and More Personal Risk: The Role of Narrative in Service-Learning Composition at Two-Year Colleges”

Amanda Hayes, Ohio University, Quaker City, “The Power of Our Own Words: Rhetorical Sovereignty for Appalachia”

Jessica Labbe, Guilford Technical Community College, Greensboro, NC, “Engaging the Muse: The Power of Creative Writing in Unexpected Places”

Gary Bays, University of Akron, Wayne College, OH, “Institutional Writing: A Cautionary Tale”

Junie Hayashi, Leeward Community College, Pearl City, HI, “Epic Research in English 100”

Mia Reisweber, Leeward Community College, University of Hawaii, Hilo, “Epic Research in English 100”

Erika Johnson, Texas Woman’s University, Denton, “Identity and Hetero- glossia: The Language of Hegemony in Basic Writing Syllabi”

Kara Jensen, Georgia Military College, Macon, GA, “Texting in the Class- room: How to Use the New Dialect”

Wendy Wright, El Camino Community College, Long Beach, CA, “Writing with Attitude: Burke and the Basic Writer”

Melissa Dennihy, Queensborough Community College, City University of New York, NY, “Cultivating Attitudes of Ownership in the Community College Composition Classroom: Toward Self-Directed Learning and Assessment”

Julia Carroll, Queensborough Community College, NY, “How to Utilize an Embedded Librarian in a Basic Writing Class”

Kerry Lane, Joliet Junior College, IL, “Hegel, Yeats, and Basic Writing: An Acceleration Study involving Basic Writers Completing Comp I with Intervention”

Mohammed Al Alawi, Sultan Qaboos University, Muscat, Oman, “Decision-Making during Assessments of English Writing in a University Context in the Sultanate of Oman”

Christian Bednar, North Shore Community College, Danvers, MA, “Danvers Theory, Context, Practice: On Developing and Implementing a Rhetorically-Oriented Basic Writing Program at a Public, Open-Access, Community College”

Jeremy Branstad, North Shore Community College, Danvers, MA, “Danvers Theory, Context, Practice: On Developing and Implementing a Rhetorically-Oriented Basic Writing Program at a Public, Open-Access, Community College”

Farah Habib, Bristol Community College, Fall River, MA, “Risks and Rewards of Writing Narrative Non-Fiction: Lessons for Composition Courses”

Jennifer Maloy, Queensborough Community College, NY, “ A Tale of Two Placements: Generation 1.5 Students in ESL and NSE Writing Classes”

Kerstin Petersen, State University of New York, Binghamton, “The Challenges of a First-Year Writing Classroom Including Monolingual and Bilingual Speakers”
Index of Concurrent Sessions

Note: The number of sessions in each cluster is proportional to the number of proposals submitted in each cluster.

1—Advanced Writing
A.01 The Selfie Project: Risk-Taking in First-Year Sociology Research and Writing

C.01 From Learning Communities to Professional Communities: Negotiating Identities through Research-Based Bizcomm Program Redesign

D.01 A Risky Proposition: Reanimating the Critical Discourses of Advanced Composition

E.01 The Rhetoric of Advanced College Writing

F.01 Thinking about Thinking

G.01 Exploring Successful Discourse Acquisition: WAC, WID, and Beyond

H.01 Disciplinary Writing Practices of Experienced Academics

K.01 Learning, Literacy, and Genre in Graduate Student Writing

M.01 Making the Tacit Explicit: A Risky Yet Rewarding Collaboration with Faculty in the Disciplines
2—Basic Writing
A.02 Prolonging the ALP Effect: A Multi-Pronged Approach to Co-Requisite Enrollment for Developmental Writing Students

B.01 From Remediation to Meaning: Approaches to Structuring Co-Requisite Courses

C.02 Gauging Preparedness for College-Level Writing: An Investigation of Student Writers’ Development in a Range of Developmental English Course Offerings at One Two-Year College

    1. Empowering Basic Writers through Grammar: A New Idea

    2. Resistance and Participation: Innovative Adaptations to Florida’s SB 1720

E.02 From Basic Writers to Self-Regulated Writers: An Experimental Study of a Curriculum

Poster Session E Art+Meta+Write: Visuality and Second Language Writers Poster Session E The Rhetorical Impact of Error: Empowering Students and


F.02 The Risks and Rewards of Accelerating Basic Writing: An Inside Look at Scaling Up, Replication, and Adaptation of a Successful Acceleration Model (ALP)

G.02 Risking Self-Scrutiny: Redesigning the Writing Curriculum of the Open- Access College
H.02 Comparing Basic Writing Students across Traditional and Accelerated Learning Program Models

    1. Riding the Roller Coaster of Remediation

    2. Easing the Flow Basic Writing: Using Student-Centered Pedagogy In the Classroom

J.01 Learning in the Fast Lane: The Risks and Rewards of Accelerating Developmental Writing

    1. Addressing Issues of Multilingual and Global Perspectives in a Basic Writing Classroom

    2. Basic Writing: Risks, Acceleration, and the Reduction of Remedial Courses

L.01 Rethinking Basic Writing: New Ideas and Perspectives

M.02 The Power of the Assignments: Developing the Basic Writing Assignment

3—Community, Civic & Public

    1. Gender, Service, Support, and Storytelling: The Risks and Rewards of Telling a Woman’s War Story

    2. The Risks of Engagement: Infrastructures of Place-Based Pedagogy in Urban Midwestern Contexts

    1. Writing Reciprocity: The Risks and Rewards of Community Literacy Initiatives

    2. Carceral Democracies: Rhetorics of and from Imprisonment

    1. Understanding and Designing Digital Interfaces for Cultural and Community Change

    2. Writing as Resistance: Disrupting Norms of Genre and Identity

    3. Engaging Publics beyond the Classroom: Invention and Pedagogies of Place

    1. Imperialism and White Supremacy: A System of Risks and Unequal Rewards

    2. Grant-Writing Pedagogy: Risks, Rewards, and Returns on Public Writing Investments

    3. From Fire to Fire: Examining the Complexity of Learning for Refugee Adult English Learners

Poster Session D Breaking Down the Walls: How a Writing Center’s Service Learning Project Inspires Disadvantaged Youth

Poster Session D Risk in Representation: West Virginians Responding to the Freedom Industries Chemical Spill of 2014

    1. Risks and Rewards of Community-Based Research: Determining how (or if) We Make a Difference with Civic Engagement

    2. Community Literacies, Learning Communities, and Activist Spaces

    1. Auditing the Discipline: The Ethical and Institutional Risks of Disciplining Activism and Advocacy

    2. Community Writing: Public Memory, Pen-Pals, and Place-Based Education

    1. Rhetorics of Advocacy and Risk

    2. Local and Transnational Community Histories, Working Class Rhetorics, and Self-Sponsored Literacies: Toward Collective Action and Social Change

    1. Writing the Self—From within/without Imprisonment

    2. Where No Academic Has Gone Before: Exploring Risky Literacy Land- scapes

    3. Rhetoric, Health, and the Medical Industry

    1. #braveenoughtoteachinpublic: Social Media Risks and Civic Engagement Rewards

    2. The Social Circulation of Prison Writings and Teaching Narratives

    3. Witnessing Subversion and Dissent: Rhetoric, Literacy, and Writing

    1. Reciprocity in Community-University Engagement: Community Partners Discuss Tensions and Possibilities

    2. Public Turning: Rethinking Public Writing as Spatially Disruptive

    3. Risks and Resources: Student Agency and Religious Rhetorics in the Academic Sphere

    1. Thinking Globally, Composing Locally: Innovation and Infrastructural Growth and Reform in the International Media Ecosystem

    2. Spacemaking in Three Contexts: Rethinking Risk and Reward in the Borderlands

    1. Risking Recovery: Rebuilding Community Using Digital Storytelling as a Research Methodology in the Weather Recovery Writing Project

    2. Sustaining a Literacy-Based Service-Learning Organization: The Risk and Rewards of Student Leadership, Collaborative Community Partnerships, and Professor Involvement

    1. Forceful Rhetoric, Violent Exclusions: The Ethical Risks of (Trans)Na- tional Rhetorical Alliances

    2. Circulate, Amplify, and ‘Selfia’: Digital Moments of Risk and Identity Production

    3. The Risks and Rewards of Feminist Methodology in Community-Based Learning and Research

    1. Making a Place for Risk: Teaching and Writing Tactics for Destabilizing Space

    2. Community Identities and Literacy Practices: Culture, Risk, and Resistance

4—Creative Writing
B.04 Re-examining Creative Writing in Relation to Composition

C.06 Student Blogging as a Real-World Enterprise: The Risks and Rewards of Writing beyond the Classroom

D.07 Meaning Is in The Making: Three Responses to Shipka and Her Response

F.07 Out of the Comfort Zone: Making Connections and Understanding in Creative Writing

H.06 Getting Creative with History, Spaces, and Programmatic Design
J.04 Risky Narratives: Going Beyond ‘Comfort Zones’ in The Writing Class- room

K.06 Postcards from the : A Workshop for Your Writing

M.05 Creative Writing and Composition: Lessons for Teaching and Learning Poetry Forum: The 28th Annual Exultation of Larks

    1. Microhistories of Composition Studies: The Risks and Rewards

    2. The Emergence of Global Rhetorics: From Local to Cosmopolitan

A.35 Absolute Equality: Rhetorics of Race and Class, Resistance and Reconcili- ation from Jim Crow to a Post-Racial United States

    1. Experimenting with the Everyday: The Affordances and Limitations of Women’s Writing

    2. Asian/Asian American Scholarship in Rhetoric and Composition: Risks and Rewards (Sponsored by the Asian/Asian American Caucus)

    1. Assessment’s Historical Dismissal of Writer and Reader Experience

    2. Historiographies of Risk: Missed Encounters with Islamic Rhetorics

    1. Genre, Technology, and Rhetorical Histories: Opening New Spaces for Composition and Pedagogy

    2. Risking Propriety, Disrupting Society: Reconsidering the Rhetorical Strategies of 19th Century Female Activists

Poster Session D The United Study of Missions: Modern Christian Education for 20th Century American Women

E.05 Risking Empathy: Ida B. Wells Barnett’s and Jane Addams’ Affectionate Interpretation as Pragmatic Promise

    1. The Science of Composition, 1960s to Now: What Sputnik, Skinner, and BASIC Tell Us about Composition and Rhetoric

    2. New Approaches to Histories of Composition Studies

    1. Risk, Reward, and Recovery of our Disciplinary Past: Using Historical Artifacts to Explore our Progressive Roots

    2. How To Train Your Woman: The Rhetoric of Feminine Conduct in Historic Manuals

    3. Histories of Literacy and Power

    1. The Journal of Basic Writing at Forty: Risk, Affect, and Materiality in the Shaping of a Field (Sponsored by the Council of Basic Writing)

    2. Histories and Cultural Rhetorics

    1. Women and Public Memory: Investigating Gender in the City, the Archive, and the Museum

    2. Institutional Histories in the Field of Composition and Rhetoric

    1. By Bold Strong Marks and Dashes, with Pen and Ink: The Writing and Rhetoric of Harriet Beecher Stowe Then and Now

    2. Risky Women: Women’s Rhetorical Practices and Alliances

    1. Race and Activist Rhetorics in History

    2. Women’s Rhetoric and Challenges to Space

6—Information Technologies

    1. Massive Risk, Massive Reward: What We Learned about Teaching and Composing by Offering a MOOC

    2. Composing Identities: Risks and Rewards of Social Class and Gender Performance in Online Spaces

    3. “One Does Not Simply Use Memes to Teach Writing!” Locating the Rhetoricity of Memes in the History, Theory, and Technology of Writing Studies

    1. Insert Your Picture Here: Locating the Self with Digital Images

    2. What Can Writing Teachers Learn (and Fear) from MOOCs?

    3. Risk to Respond (Because the Internet)

    4. Mobile, Polymedia, and Technological Obsolescence

    5. Caption That! Critical, Creative, and Contextual Encounters with Closed Captioning in Multimodal Composition (Sponsored by the Disabilities Studies Special Interest Group)

C.09 Risky Discourse in the Digital Public Sphere: Embodiment, Audience, and Intersectionality

    1. Committee for Effective Practices in Online Writing Instruction: Faculty Matters

    2. Writing in the Age of Algorithms

    3. The Risky Red Bird: Creating University of Louisville’s Cardinal Compo- sitions, a Print and Digital Journal of Undergraduate Student Work

    1. Risky Composition: Games as Argumentation in Theory and Pedagogy

    2. 21st Century Spaces: Rethinking the Rewards of Moodle, Collaboration, and Twitter

    3. Pedagogy, Multimodality, and Digital Technology

    4. Multimodal Composition, Online Instruction, and Portfolio Assessment Software

    5. Multimodal Program for L2 Students: Risks/Rewards

    1. Risky Literacy/ies: What Writers Gain from Engaging in “New” Digital Literacy Practices

    2. What’s on the Screen: Innovative Approaches to Student Screencasting

    3. MOOC Ado about Nothing: Risks and Rewards of MOOC Platforms in a Freshman Writing Course

    4. Tweet On, Cloud Up, and Program In!: Righteous Risks in Creating Com- munities via Online and Hybrid Interfaces at Assignment, Course, and Program Levels

    1. Beyond Play: Videogames Pedagogy for a Production-Focused Classroom

    2. MOOC, MOOC!

    3. Collaborating to Innovate: Creating a Large-Scale Eportfolio System for Multimodal Composition

    1. Troubling Standards: Challenging Technology’s Control of Correct in the Writing Classroom

    2. Archiving the Moment: Using Mobile Composing Tech to Innovate

#PostActivism, Community Engagement, and Usefulness Testing

    1. Where We Compose and How Wnfuller: Reports on Three Research Studies of Composition Practices, Spaces, and Technologies

    2. The Risks and Rewards of Going Online: Rethinking Our Public, Pedagogi- cal, and Scholarly Selves in the Digital Age

Poster Session H Composing Multimodal Arguments through the Development of eBooks

Poster Session H Speaking from a Remote Location: Creating Community and Identity in a Digital Classroom Space

Poster Session H What Does Machine Scoring Tell Us about Ourselves?

    1. When Effective Practices Become Risky Business

    2. Teaching with Games and Infographics

    3. Report on a Laptop-Required Initiative in an Independent Writing Pro- gram: Administration, Pedagogy, and Faculty Professional Development

    4. Innovations of Writing and Technologies: Examining Risks and Rewards among Writing, Pedagogy, and Practice

    5. Cross-Cultural Composition: The Rewards of Addressing Linguistic Diversity in Online Writing Classes

Poster Session I Player Communities and the Construction of Ethos: Established and New Gaming Communities

    1. #DisruptingTwitter in Social, Professional, and Educational Contexts: An Interactive Panel

    2. Technological Genres in Composition Pedagogy

    3. Identity, Modality, and Digital Lives

    4. Bricks to Bytes: Risks, Rewards, and Issues in Transitioning Composition Programs and Courses Online

    1. Feedback and Identification in the Digital Composition Classroom

    2. Discourse/Community: Writing Practices and the Creation of Online Social Spaces

    1. Rewarding Visual Creativity through Production Mode Risks: Using Infographics and Comics to Teach Visual Literacy and Creativity

    2. The Machines Are Reading Our Texts!: Authorship and Life on the Digital Margins

    3. Risks and Rewards of Teaching Writing on a Global Stage: Wikipedia Collaborations, Under-Representations, and Lingering Doubts

M.06 4 R’s of Teaching YouTube Composition: Risk, Rhetoric, Reflection, Reward
7—Institutional and Professional

    1. Thinking Big on a Small Campus: Innovative Composition at Regional, Branch, and Satellite Institutions

    2. Independent Writing Departments and Programs: Multiple Perspectives (Sponsored by the Independent Writing Departments and Programs Association)

    1. Risk and Resilience: Women’s Professional Lives in Rhetoric and Composition

    1. WPA Work 360: Examining the Risks and Rewards of Pre-Tenure Leader- ship

    2. Middling Management vs. Agentive Administrators: How Feminist Administration Can Be a Site of Innovation and Activism

    3. Advocating Writing and Professional Learning: The Rush to Make Better Teachers

    4. Motherhood and Other Challenges: Joys and Difficulties of Being on the Tenure Track

    1. “FWIW—For What It’s Worth…”: Ignoring al Wisdom on the Tenure Track

    2. Diversity in Writing Programs: Rewarding but yet Risky

    3. Pushing for Change: Positive and Innovative Change in WPA

    4. Developing Teacher Knowledge in Composition: Risks and Rewards of a Practice-Based Approach

    1. Contingent Faculty and Academic Work off the Tenure Track

    2. Mapping the Future of Doctoral Programs in Rhetoric and Composition (Sponsored by the Consortium of Doctoral Programs in Rhetoric and Composition)

    3. It Takes a Village: The Rewards of Intra-Institutional Collaboration in Multimodal Composition Teaching

    1. From Wyoming (Resolution) to Indiana (Resolution): A Working Session on a Work in Progress (Sponsored by the Labor Caucus)

    2. Pursuing Work in a Two-Year College: Risk and Reward

    3. Beyond the Humanities: Offering a Bachelor of Science in Writing

E.43 Publishing in ’s “Studies in Writing and Rhetoric”

    1. Masters of Risk: MA Writing Studies Programs as Sites of Innovation (Sponsored by the Master’s Degree Consortium of Writing Studies Specialists)

    2. Talking the Talk: Addressing Issues of Contingent Faculty, Assessment, and Curriculur Changes

    1. The Discourse of “Don’t”: The Role Inactivity Plays in Contingent Labor Activism

    2. Risk or Reward?: Rhetorical Agency and the Administrative Call for Faculty of Color

G.44 Twenty Years of -IP: A Roundtable Discussion on Intellectual Prop- erty and Composition Studies (Sponsored by the Caucus on Intellectual Property and Composition/Communication Studies)

    1. Beginnings, Middles, and Endings: Stories from the Writing Program Lifespan

    2. Interdisciplinary Assessment: Improving the Life of Contingent Faculty

    1. Using Our Expertise in Rhetoric and Composition to Leverage Transdisci- plinary Innovations

    2. Medical, Environment, and Civic Discourse Rhetoric: Rethinking Rhetori- cal Patterns

Poster Session I Writing Studies LIFE: Playing Visible and Invisible Professional Development

    1. Why Mentoring Matters: Professional, Personal, and Programmatic Development in Rhetoric and Composition

    2. Equality or Exploitation?: Questioning the Risks and Rewards of Contingent Faculty Service

    3. Risks and Rewards of Academic Programs: Exploring Undergraduate Programs

    4. Rethinking Composition: Rhetorical Pasts and Futures

J.45 The Risks and Rewards of Journal Editing: A Roundtable

    1. The Transparency of Writing Courses: PhD Programs to High School Pilot Programs

    2. Gendered Risks and Rewards in The New Job Market(s): Changing Positions, Changing Locations

Poster Session K Moving from Programmatic to Institutional General Education Assessment with Electronic Portfolios

Poster Session K Contingent Career: A Rewarding Path?

    1. Risks and Rewards of University-wide Professional Development on Teaching Writing

    2. Mentoring and Training: A Critical Time for Graduate Students

M.27 The Risks and Rewards of Motherhood in the Academy: Making Various Perspectives Visible
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