Preconvention Activities Wednesday, March 24 · Katherine H. Adams, Loyola University of New...

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Preconvention Activities

Wednesday, March 24

REGISTRATION, 8:00 a.m.–7:00 p.m.Henry B. Gonzalez Convention Center, East Registration Area,Street Level

MEETING OF THE CCCC EXECUTIVE COMMITTEEHenry B. Gonzalez Convention Center, Concourse Level, Room 2049:00 a.m.–5:00 p.m.

THE RESEARCH NETWORK FORUMHenry B. Gonzalez Convention Center, Concourse Level, Room 217D9:00 a.m.–5:00 p.m.Executive Committee: Anthony Atkins, Ball State University, Muncie, INJohn Boe, University of California, DavisPaul Butler, Syracuse University, NYJames Dubinsky, Virginia Tech, VARisa Gorelick, Monmouth University, SCEmily J. Isaacs, Montclair State University, NJKim Brian Lovejoy, Indiana University-IndianapolisNancy Myers, University of North Carolina, GreensboroOllie O. Oviedo, New Mexico State University, PortalesDon Pardlow, Floyd College, Lindale, GARebecca Rickly, Texas Tech University, LubbockBonita R. Selting, University of Central Arkansas, Little RockCatherine Smith, Syracuse University, NYMary Alice Trent-Williams, Oral Roberts University, TulsaVictor Vitanza, University of Texas, AustinCarrie Wastal, University of San Diego, CAMichael M. Williamson, Indiana University of Pennsylvania, Indiana, PAKatherine Wills, Indiana University/Purdue University, Columbus, IN

Chair: Ollie O. Oviedo, Eastern New Mexico University, Portales

Co-Chairs: Risa P. Gorelick, Francis Marion University, Florence, SCCollin Brooke, Syracuse University, NY

Databank and Web Site Coordinator: James M. Dubinsky, Virginia PolytechnicInstitute and State University, Blacksburg

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Discussion Leaders: Cynthia L. Selfe, Michigan Technological University, MIKristie Fleckenstein, Ball State University, Muncie, INCharles Bazerman, University of California, Santa BarbaraJohn Barber, The University of Texas at DallasNahal Rodieck, University of Arizona, TucsonJohn Boe, University of California, DavisDavid Blakesley, Purdue University, West Lafayette, INLynn Z. Bloom, University of Connecticut, StorrsStuart Brown, State University of New Mexico, Las CrucesCynthia Haynes, University of Texas at DallasJoe M. Hardin, Northwestern State University, Natchitoches, ALChristina Haas, Kent State University, OHEmily J. Isaacs, Montclair State University, NJKim Brian Lovejoy, Indiana University-IndianapolisLisa McClure, Southern Illinois University, CarbondaleNancy Myers, University of North Carolina, GreensboroOllie O. Oviedo, Eastern New Mexico University, PortalesMike Palmquist, Colorado State University, Ft. CollinsRebecca Rickly, Texas Tech University, LubbockCatherine Smith, Syracuse University, NYTony Silva, Purdue University, West Lafayette, INPeter Vandenberg, DePaul University, Oak Park, ILVictor Vitanza, University of Texas, AustinMichael M. Williamson, Indiana University at Pennsylvania, Indiana, PAJanice R. Walker, Georgia Southern University, StatesboroDickie Selfe, Michigan Technological University, HoughtonBrian Huot, University of Louisville, KYRisa P Gorelick, Monmouth University, Long Branch, NJRise B. Axelrod, University of California, RiversideCollin Brooke, Syracuse University, NYFrank Farmer, The University of Kansas, LawrenceWill Hochman, Branford, CTSamantha Parkes, University of Kansas, Lawrence

Plenary Speakers: Dickie Selfe, Michigan Technological University, Houghton, MI,“Research Possibilities in Computers and Composition Studies”

Cynthia L. Selfe, Michigan Technological University, Houghton, MIGeoffrey Cross, University of Louisville, KYKristie Fleckenstein, Ball State University, Muncie, IN

Editors Roundtable: Dawn Formo, Purdue University, West Lafayette, IN, “TheWriting Instructor”

Gregory Clark, Brigham Young University, Provo, UT, “Rhetoric Society Quarterly”James Inman, University of South Florida, Tampa, “Kairos: A Journal of Rhetoric,

Technology, and Pedagogy”

Wednesday, 8:00 a.m.–5:00 p.m.

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Cynthia Selfe, Michigan Technological University, Houghton, “Computers andComposition”

Gail Hawisher, University of Illinois, Urbana, “Computers and Composition”Mike Palmquist, Colorado State University, Fort Collins, CO, “Academic Writing”Joe Marshall Harding, Northwestern State University, Natchitoches, LA,

“Composition Forum”Victor Vitanza, University of Texas Arlington, TX, “PTEL and PRE/TEXT”Tony Silva, Purdue University, West Lafayette, IN, “Journal of Second Language

Writing”John Boe, University of California, Davis, “Writing on the Edge”David Blakesley, Purdue University, West Lafayette, IN, “The Writing Instructor”Theresa Enos, University of Arizona, Tucson, “Rhetoric Review”Doug Eyman, Kairos, Wilmington, NC, “Kairos: A Journal of Rhetoric, Technology,

and Pedagogy”Dennis Lynch, Michigan Technological University, Houghton, “WPA: Writing

Program Administration”Lynn Worsham, University of South Florida, Tampa, FL, JACKristie Fleckenstein, Ball State University, Muncie, IN, “Journal of the Assembly

for Expanded Perspectives on Learning (JAEPL)”Kim Brian Lovejoy, Indiana University-Purdue University, Indianapolis, IN, “Journal

of Teaching Writing”Ollie O. Oviedo, Eastern New Mexico University, Portales, NM, “Readerly/Writerly

Texts: Essays on Literary, Composition, and Pedagogical Theory”Janice Walker, Georgia Southern University, Statesboro, “Readerly/Writerly Texts:

Essays on Literary, Composition, and Pedagogical Theory”Carrie Leverenz, Texas Christian University, Fort Worth, TX, “Composition Studies”Will Hochman, Southern Connecticut State University, Branford

Work-in-Progress Presenters: Don Pardlow, Floyd College, Rome, GA, “CreativeWays To Deal with the Grammar Problem”Joonna Smitherman Trapp, Northwestern College, Orange City, IA, “Female Oratory

in the Antebellum South”Heidi D. Rosenberg, University of Wisconsin-Barron County, Barron County, WI,

“‘What Do You Mean Here?”: Understanding How Students Interpret WrittenComments”

Matthew Nelson, University of Michigan-Ann Arbor, “Investigating Teachers’ Notionsof ‘Best Writing’ as a Way of Understanding Students’ Transitions from MiddleSchool to College”

Ollie O. Oviedo, Eastern New Mexico University, Portales, “Composition and Literature:Sartre and What is Writing? ‘Why Write’”

Lisa Langstraat, University of Southern Mississippi, Hattiesburg, “Victim ImpactStatements as Community Literacy: Methods of Analyzing Emotion in Rhetoric”

Gloria McMillan, Pima Community College, Tucson, AZ, “Team Translation asInterlingual Rhetorical Method”

Nahal Rodieck, University of Arizona, Tucson, “The Writer in the Mirror”


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Martha D. Patton, University of Missouri-Columbia, “Text Analysis of ProfessorResponse and Student Revision in Civil Engineering”

Stella Thompson, Prairie View A&M University, Houston, TX, “A Place To Write”Catherine Gabor, Texas Christian University, Fort Worth, “Judith Sargent Murray:

Feminist Rhetorician”Risa P. Gorelick, Monmouth University, NJ, “The Rhetoric of Rejection: What

Rejection Letters Say about the Academic Job Market in English”Scott Phillips, Texas Tech University, Wolfforth, TX, “The Fractal Grammar

Hypothesis: Complexity Science and Composition Pedagogy”Judith Szerdahelyi, Western Kentucky University, Bowling Green, KY, “Distance

Learning in Close-Up: Reflections on Assessing Teaching and Learning”William Fitzgerald, University of Maryland, College Park, “Models of Professional

Work in Professional Writing Pedagogy”Kristin Walker, Tennessee Technological University, Cookeville, “Connecting

Academic and Workplace Writing Contexts in the Online Business CommunicationCourse”

Andrea Luna, Lyndon State College, VT, “Presenting Self in the Self-PlacementProcess”

Roxanne Kirkwood, Texas Woman’s University, Denton, “Just Because You Have aBrain Injury Doesn’t Mean You Can’t... ‘Analyzing the Practice of DismissingIdentity Markers as Excuse’”

Stephanie L. Kerschbaum, University of Wisconsin-Madison, WI, “Attending toDifference: Becoming Audiences for One Another”

Paul Butler, Syracuse University, NY, “Out of Style: Reinventing a Pedagogy ofStyle for Composition”

Mary Alice Trent-Williams, Oral Roberts University, Tulsa, OK, “Making EthicalSense: Hallelujah in the Boardroom, Courtroom, Schoolroom, and Churchroom”

Kristen Hauck, University of Texas at Dallas, “Nietzsche’s Metaphors”Christine Hilger, University of Texas at Dallas, “Rhetoric, MOOs, and ‘The Seventh

Stone’”Randall McClure, Minnesota State University, Mankato, “Peer Assessment in the

Training of Teaching Assistants: Reporting on Year One”Denise Stodola, Kettering University, Flint, MI, “What Modern Teachers Can Learn

from Medieval Rhetoric”Debra Bailin, Lyndon State College, Montpelier, VT, “Motivation and Identity in

Basic Writing Tutorials”William Broussard, University of Arizona, Tucson, “(Im)Possible Lives? College

Writing for College Athletes”Kevin Eric De Pew, Purdue University, West Lafayette, IN, “International Teaching

Assistants as Cyborgs: The Rhetorical Strategies of Composing the Body in theComputer-Mediated Classroom”


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Douglas Downs, University of Utah, Salt Lake City, “Teaching About Writing throughStudent Research on Writing in First-Year Composition”

Delores Duboise, Texas Tech University, Lubbock, “Intersections of Native AmericanEthnic Background in Anglo-Euro-Identified Persons: Legitimate Claims andIllegitimate Appropriation”

Richard Halsey, Indiana University of Pennsylvania, “Through Students’ Eyes: WhatWriting Teachers Need to Know”

Katherine H. Adams, Loyola University of New Orleans, “The Visual and VerbalRhetoric of Suffrate”

Sonja L. Andrus, Texas A&M University, Commerce, “Service Learning inComposition: Navigating Difference in the Classrom, Learning in the Community”

Anthony Atkins, Ball State Uniersity, Muncie, In, “Teacher-Training, Literacy, andTechnology: The State of Rhetoric and Composition Graduate Programs”

Eileen Baland, University of Texas at Dallas, “Love, Truth, Beauty: Frederick Turner’sRedefinition of the Arts and Humanities”

Anne G. Berggren, University of Michigan, Ann Arbor, “Thesis Statements andStudent Writing”

Edith S. Burford, University of Phoenix, “Investigating the Reasons UniversityStudents in South Central United States Have to Retake First Year Composition”

Geoffrey Clogg, Northwestern State University, “Bloggin’ Molly”Thomas G. Ferstle, University of Texas at Dallas, “Evaluation and Assessment of

Freshman Year Multi-Modal Compositions”Angela Gonzalez, Texas Christian University, Fort Worth, “Reading Behind the Lines:

The Development of Literacy and Politics of Editing in The Bondwoman’sNarrative”

Serkan Gorkemli, Purdue University, West Lafayette, “The Turkish Collegiate QueerPopulation’s Access to the Internet: Bilingual Online Forums and the Formationof Queer Identity and Community”

Lydia Balderamos Loskot, New Mexico State University, Las Cruces, “CriticalLiteracy: Implications for Belizean Women”

Paula Mathieu, Boston College, MA, “Tactics of Hope: Assessing the Public Turn inComposition”

Mindi McMann, University of Kansas, “Autoethnography: A Pedagogical Explorationof Discovery and Self-Representation”

Samantha Parkes, University of Kansas, Lawrence, “All Things Must Pass Away:The Rhetoric of Dying”

Barbara Schneider, University of Toledo, OH, “Making Private Bodies Public”Lisa St. Ledger, University of Kansas, Eudora, “Autoethnography and the Rhetoric

of Recover”Luana Uluave, University of Illinois at Chicago, “Writing Instruction in the New

Context of the Educating Corporation and the Corporatized University”


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HALF-DAY WEDNESDAY WORKSHOPS

Note: Each workshop has an enrollment limit. These workshops are designed formaximal interaction between leaders and registrants. In fairness to those who havepaid an additional fee (separate from the convention registration fee) for the specialexperience these workshops offer, no one can be admitted for a workshop once itsregistration limit has been reached.

Morning: 9:00 a.m.–12:30 p.m.

MW.1 U. BLOG: A PRACTICAL INTRODUCTION TO USING WEBLOGSFOR THE CLASSROOM AND RESEARCHHenry B. Gonzalez Convention Center, Concourse Level, Room 209A blog, or “Web log,” is a powerful and flexible tool for electroniccomposition that can function as an online journal, knowledge managementtool, community of argument, and more. Because the most popular blogservices are free, easy-to-use, and accessible from any Web-connectedcomputer, the facilitators of this workshop feel that blogs have uniquepotential as robust tools for making composition matter. This workshopintroduces participants to blogging, including the concept, tools involved,and classroom applications.

Chair: Barclay Barrios, Rutgers, the State University of New Jersey, NewBrunswick

Facilitators: George Pullman, Georgia State University, Atlanta, GAWendy Austin, Edinboro University of PennsylvaniaStephanie Holinka, University of New Mexico, AlbuquerqueMeredith Love, Francis Marion University, Oxford, OHJeff White, University of Alaska, AnchorageLisa Spangenberg, University of California at Los AngelesAnnie Olson, LeTourneau University, Longview, TXRandolph Cauthen, Bloomsburg University, PAJennifer Bay, Purdue University, West Lafayette, INKrista Kennedy, University of Arkansas at Little Rock, ARScott Rogers, Oklahoma State University, Stillwater

MW.2 MENTORING MATTERS:A “BEST PRACTICES” WORKSHOP FOR MENTORS OFCOMPOSITION INSTRUCTORS AND TEACHING ASSISTANTSHenry B. Gonzalez Convention Center, Concourse Level, Room 211Through a brief whole-group discussion and a series of break-out sessions,workshop participants discuss, evaluate, and plan for improving theirprogram’s mentoring practices. Participants rotate through three of thefollowing six stations: Mentoring Adjuncts and Lecturers, Institutional

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Constituencies That Affect Mentoring, Mentoring Programs Expanding orin Transition, Peer Mentoring, Mentoring in an M.A.-Only Program, andMentoring TAs Across the Curriculum. Station leaders come from a rangeof institutions (small colleges, regional universities, urban universities, andResearch I universities) and backgrounds (WPAs, lecturers, TAs). Leadersprovide “maps” of their school’s mentoring program, copies of syllabi formentoring courses, and/or other program materials. Participants and leadersassist one another in planning specific developments in mentoring programsat their institutions.

Chairs: Heidi Estrem, Eastern Michigan University, YpsilantiE. Shelley Reid, Oklahoma State University, StillwaterFacilitators: Chidsey Dickson, Christopher Newport University, Newport

News, VALaurie Cubbison, Radford University, VADonald Bushman, University of North Carolina at WilmingtonAllison Brimmer, University of South Florida, TampaTrixie G. Smith, Middle Tennessee State University, MurfreesboroAllison D. Smith, Middle Tennessee State University, MurfreesboroKelly Peterson, Chemeketa Community College, Salem, ORDeborah Coxwell Teague, Florida State University, TallahasseeJoseph Eng, Eastern Washington University, Cheney, WAVirginia Draper, University of California, Santa Cruz

MW.3 PIXELS, PAINTS, AND OPERATING TABLES: EXPERIMENTALWRITING WORKSHOPS AND THE FIRST-YEAR WRITING PROGRAMHenry B. Gonzalez Convention Center, Concourse Level,Room 213BExperimental Writing Workshops offer non-English majors an opportunityto continue developing their writing beyond FYC and their instructors’opportunities to test out innovative ideas and techniques. Students in theseclasses are given the opportunity to further develop their rhetorical practicesand to “experiment” with writing. This workshop opens with a discussionabout the development and administration of the workshops. Then the focusshifts to pedagogy with the facilitators explaining different experimentalcourse approaches.

Chair: Peggy Woods, University of Massachusetts-AmherstFacilitators: Lauren Rosenberg, University of Massachusetts-AmherstSusan Johnson, University of Massachusetts-AmherstHeidi McKee, University of Massachusetts-AmherstJennifer DiGrazia, University of Massachusetts-AmherstBrian Houle, University of Massachusetts-AmherstMichael Edwards, University of Massachusetts-AmherstMarcia Curtis, University of Massachusetts-AmherstPeggy Woods, University of Massachusetts-Amherst

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MW.4 THE PEACEABLE CLASSROOM REVISITEDHenry B. Gonzalez Convention Center, Concourse Level,Room 210BThis workshop explores the relationship between nonviolent pedagogiesand composition, examining what it might mean to create a peaceableclassroom and to teach irenic discourses. The facilitators wish to examinehow, in a world too often characterized by violence and injustice,composition teachers may discover peaceable solutions through classroompractices, by examining classroom definitions and strategies, student/teacherinteractions, nonconfrontational argumentation, nonviolent communication,and rhetorical listening.

Chair: Alan Meyers, Harry S. Truman College, Chicago, ILFacilitators: Louise Rodriguez Connal, Harry S. Truman College, Chicago, ILDuane Roen, Arizona State University, Tempe, AZKami Day, Johnson County Community College, Lawrence, KSFrankie Condon, St. Cloud State University, MNYue Liu, Harry S. Truman College, Chicago, ILZan Goncalves, University of Massachusetts, Amherst

MW.5 DESIGNING AND DEVELOPING PREPARING FUTURE FACULTYPROGRAMSHenry B. Gonzalez Convention Center, Concourse Level,Room 212ATraditionally, graduate student training has focused on preparation foracademic careers at research-oriented institutions, but the facilitators of thisworkshop argue that in addition to providing graduate students with a solidfoundation in research, graduate education also should encourage them tocritically examine all areas of their scholarship to include instruction,administrative experience, and civic and institutional services. The facultymembers and graduate students facilitating this workshop discuss thedevelopment of a Preparing Future Faculty Program.

Chair: Susan Kay Miller, Mesa Community College, AZFacilitators: Paul Bodmer, National Council of Teachers of English,

Urbana, ILGregory Giberson, University of South Florida, TampaPatricia Harkin, University of Illinois at ChicagoGeorge Kennedy, Washington State University, PullmanSusan Lowry, Antelope Valley Community College, Lancaster, CASusan Kay Miller, Mesa Community College, AZBridget O’Rourke, Elmhurst College, ILShelley Rodrigo, Mesa Community College, AZDuane Roen, Arizona State University, Tempe


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MW.6 WORKING WITH SECOND LANGUAGE WRITERS:DEMOGRAPHICS, ASSESSMENT, PLACEMENT, AND INSTRUCTIONHenry B. Gonzalez Convention Center, Concourse Level,Room 212BAs enrollment by international students increases in both two- and four-year institutions of higher education, people with varying levels of secondlanguage (L2) expertise often are called on to work with second languagewriters in their classrooms or programs. This interactive workshop providesan overview of four underlying issues encountered by professionals whenthey work with these students: 1) Who are second language writers? 2)How do we assess their writing? 3) Where do we place them? and 4) Howdo we best address their needs in the classroom? Following briefpresentations on each topic, workshop participants have an opportunity toconsider how these issues take shape in their own institutional contexts.

Chairs: Deborah Crusan, Wright State University, Dayton, OHJessie Moore Kapper, Purdue University, West Lafayette, INFacilitators: Tony Silva, Purdue University, West Lafayette, INPaul Kei Matsuda, University of New Hampshire, Durham

ALL-DAY WEDNESDAY WORKSHOPS

9:00 a.m.–5:00 p.m.

W.1 THEORY TO EXEMPLARY PRACTICE AND PROGRAMS FROM THETWO-YEAR COLLEGE (TYCA-SPONSORED)Henry B. Gonzalez Convention Center, Concourse Level,Room 214AThis TYCA-sponsored workshop addresses theory-to-practice incomposition, assessment, and online courses. Facilitators also addressconstructing students as citizens through advocacy and student preparationfor and success in the two-year college classroom.

Chair: Linda Houston, The Ohio State University, Wooster, OHFacilitators: Xiao Wang, Broward Community College, Davie, FLLarry McDoniel, St. Louis Community College, MOChris Jennings, Tidewater Community College, Virginia Beach, VALinda Houston, The Ohio State University, WoosterMichelle Navarre Cleary, Oliver-Harvey College, Chicago, ILJane Wagoner, Wright College, Chicago, ILKip Strasma, Illinois Central College, East Peoria, ILRodney Keller, Brigham Young University-Idaho, RexburgJacqueline Pena, Northern Essex Community College, Haverhill, MA


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W.2 LINEAGE AND LEGACY: TO KNOW OUR TEACHING SELVES—ANNUAL WORKSHOP OF THE ASSEMBLY FOR EXPANDEDPERSPECTIVES ON LEARNINGHenry B. Gonzalez Convention Center, Concourse Level,Room 217BPowerful ideas radiate through the years like hot coals, as do powerfulpersonalities and influential pedagogical practices. This workshop focuseson the intersections of the vectors where teachers and ideas conspire toshape academic life, with particular attention to the support and resistancethat educators receive for the tacit traditions they bring to their teachingwork. Participants and facilitators examine the constructions of their teachingand writing selves by examining mentoring relationships, institutionalaffiliations, and the genealogy of our discipline.

Chair: Bruce Novak, University of Chicago, ILFacilitators: Chris Anderson, Oregon State University, CorvallisBruce Ballenger, Boise State University, IDStephen Newton, William Patterson University, Wayne, NJJuanita Smart, Clarion University of PennsylvaniaRichard Lane, Clarion University of PennsylvaniaNan Phifer, University of Oregon, EugeneKeith Duffy, Penn State Capital College, Schulykill Haven, PARobert Holderer, Edinboro University, PAChristopher McCarrick, Clarion University of PennsylvaniaAlexander Thompson, University of Louisville, KYFrankie Condon, St. Cloud State University, MN

W.3 COMPOSITION AT/OF THE CENTERHenry B. Gonzalez Convention Center, Concourse Level,Room 214C“Composition at/of the Center” is an interactive workshop that explores thedynamic relationship between composition and writing centers, as well asthe multifaceted composition of writing centers. Facilitators and participantsconsider composition at/of the writing center during sessions that incorporatefour perspectives: writing centers’ ability to address the needs of compositionprograms; writing centers as sites of ongoing pre- and para-professionaldevelopment; writing centers as a nexus of composition theory; and writingcenters as sites of groundbreaking work in the teaching of special-needsstudents.Chairs: Joseph Zeppetello, Marist College, Poughkeepsie, NYLuke Niller, University of Texas at TylerFacilitators: Katherine Wills, Indiana University and Purdue at Columbus, INStephanie Hopkins, New York University, NYSally Stratakis-Allen, New York University, NYJayne Thompson, Widener University, Chester, PABob Marrs, Coe College, Cedar Rapids, IAJudy Arzt, St. Joseph’s College, West Hartford, CT


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Elaine Hays, St. Joseph’s College, West Hartford, CTNancy Linh Karls, University of Colorado, DenverHelen Snively, Harvard Graduate School of Education, Cambridge, MANita Danko, Purdue University, West Lafayette, INMichael Pemberton, Georgia Southern University, StatesboroEvelyn Jaffe Schreiber, The George Washington University, Washington, DCRebecca Day, Indiana University of PennsylvaniaJennifer Ritter, University of Alaska, AnchorageSusan Waller, Widener University, Chester, PAPatricia Dyer, Widener University, Chester, PASusan Warren, Widener University, Chester, PALauren Fitzgerald, Yeshiva University, New York, NYT. Kenny Fountain, Yeshiva University, New York, NYGillian Steinberg, Yeshiva University, New York, NYDeborah H. Burns, Merrimack College, North Andover, MAKathleen Cain, Merrimack College, North Andover, MAMichael Rossi, Merrimack College, North Andover, MAJohn Tinker, Stanford University, CAWendy Goldberg, Stanford University, CABrad Peters, Northern Illinois University, DeKalb, ILNeal Lerner, Massachusetts Institute of Technology, CambridgeDiane Dowdey, Sam Houston University, Huntsville, TXPatricia Delamer, The University of Dayton, OHStephen Wilhoit, University of Dayton, OHAnne Ellen Geller, Clark University, Worcester, MAMark Letcher, The Ohio State University, Columbus, OHJames Inman, University of South Florida, TampaE. Stone Shiflet, University of South Florida, TampaMarcy Trianosky, Hollins University, Roanoke, VACarol Peterson Haviland, California State University at San Bernardino, CALeslie Colern-Mulz, California State University at San Bernardino, CANicole Khoury, California State University at San Bernardino, CAMaggie Cecil, California State University at San Bernardino, CAJoanne Maestre, California State University at San Bernardino, CALeigh Ryan, University of Maryland, College ParkLisa Zimmerelli, University of Maryland, College ParkLinda Bergmann, Purdue University, West Lafayette, INJessica Clark, Purdue University, West Lafayette, INAmy Ferdinandt, Purdue University, West Lafayette, INSerkan Gorkemli, Purdue University, West Lafayette, INDebrah Huffman, Purdue University, West Lafayette, INSarah Johnson, Purdue University, West Lafayette, INLu Liu. Purdue University, West Lafayette, INDeb Rankin, Purdue University, West Lafayette, INLaurel Reinking, Purdue University, West Lafayette, INGigi Taylor, Purdue University, West Lafayette, INMelissa Nicholas, Penn State Berks-LeHigh Valley, Fogelsville, PA


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W.4 MAKING BASIC WRITING MATTER: METHODOLOGIES FOR US ALLHenry B. Gonzalez Convention Center, Concourse Level,Room 214DThis workshop, sponsored by the Conference on Basic Writing, consists ofsix segments in which some of the premier theorists and practitioners inbasic writing provide perspectives designed to teach more effectively adiverse range of our basic writing students. Facilitators address the needsof adult learners in urban communities; demonstrate how pedagogicalsimulations may provide practical literacy experiences; examine ways ofapplying the connection between reading and writing to reach students inan open-admissions, predominantly Hispanic-serving university;demonstrate Berthoffian approaches to harnessing imagination to strengthenthe writing style of basic writers; consider strategies for making tacitknowledge of literacy tasks explicit; and explore student motivation andresistance.

Chairs: William Lalicker,West Chester University, PAThomas Reynolds, University of Minnesota,MinneapolisFacilitators: Barbara Gleason, City College, City University of New YorkLynn Quitman Troyka, Queensborough Community College, CUNYSusan Naomi Bernstein, University of Houston-Downtown, TXKeith Rhodes, Maple Woods Community College, Kansas City, MOKaren Uehling, Boise State University, IDElizabeth Butts, Delaware County Community College, Media, PABonne August, Kingsborough Community College, Brooklyn, NYKathleen A. Baca, Dona Ana Branch Community College, Las Cruces, NMSallyanne H. Fitzgerald, Napa Valley College, CAGreg Glau, Arizona State University, TempeSusanmarie Harrington, Indiana University-Purdue University, IndianapolisGerri McNenny, Chapman University, Orange, CA

W.5 BECOMING AN ACADEMIC ADMINISTRATOR:MATTERS THAT MATTERHenry B. Gonzalez Convention Center, Concourse Level,Room 213AThis workshop brings together practical know-how, theoretical sources, andresearch outcomes to help participants understand what it takes to succeedas administrators. We will discuss:

• Duties, responsibilities, attitudes, demeanor, and risks• Vitae development, reviewing CV’s and letters that participants bring to

the workshop• Management styles, delegation, collaboration• Networking, interpersonal communication, dealing with authority• Moving from teaching to administration

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• “Self-care” and balance—the need for support from family and friends• Resources: ACE, the Bryn Mawr Project and the use of “leadership coaches”

We role-play and discuss scenarios in this interactive workshop. Leadersare currently administrators in higher education: WPAs, Directors, Chairs,and Deans.

Chair: Meg Morgan, UNC CharlotteFacilitators: Lori Baker, Southwest State University, Marshall, MNLinda Calendrillo, Valdosta State University, GATeresa Henning, Purdue North Central, Westville, INJennie Dautermann, Miami University, Oxford, OHMeg Morgan, UNC Charlotte

W.6 MAKING ASSESSMENT WORK: A CONSULTATION AND WORKSHOPHenry B. Gonzalez Convention Center, Concourse Level, Room 208This workshop provides participants with the opportunity to work throughassessment issues relevant to their own institutional needs. To that end, agroup of people with a wide range of experience in assessment theory andpractice—both writing assessment and the more general issues of assessinglearning outcomes to promote improvements in curricula and instruction—lead discussions and gives one-on-one consulting advice to workshopparticipants.

Chair: Matt Smith, University of Saint Francis, Fort Wayne, INFacilitators: Brian Huot, University of Louisville, KYJohn Bean, Seattle University, WABob Broad, Illinios State University, NormalTom Clemens, Heartland Community College, Normal, ILLynn Sykes, College of Dupage, ILEllen Schendel, Grand Valley State University, Grand Rapids, MIKathryn Fitzgerald, Utah State University, LoganGary Sue Goodman, University of California, DavisMatt Smith, University of Saint Francis, Fort Wayne, IN

W.7 FEMINISM? WOMANISM? GENDER STUDIES? WHERE ARE WENOW AND HOW DO WE MATTER?Henry B. Gonzalez Convention Center, Concourse Level,Room 217AThis workshop examines how feminists “matter” in various sites, and howtheir descriptions of themselves continue to change, whether by personalchoice or as dictated by changing curriculums. Facilitators examinedifficulties that may be encountered as we attempt to do the work requiredof composition instructors in academic environments. Those difficulties,they argue, implicate how we define our work in the classroom, with our

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colleagues, with organizations that earn our affiliations, and within therelationships we have with those who are not affiliated with the academy.

Chairs: Amy Childers, North Georgia College and State University,Dahlonega

Nels Highberg, University of Hartford, CTPia Seagrave, Gallaudet University, Washington, DCMelissa Nicolas, Penn State Lehigh Valley, MacungieCatherine Braun, The Ohio State University, ColumbusTria Wood, University of Houston, TXPamela Martin, Georgia Southern University, StatesboroKathleen R. Winter, University of Maryland, Eastern ShoreBonnie Noonan, University of New Orleans, LAM. Lynda Ely, Texas A&M University, College StationKimberly Alise, University of Illinois at ChicagoGae Lyn Henderson, University of Utah, ProvoCindy Moore, St. Cloud State University, MNSally Chandler, Kean University, Bloomfield Hills, MINaomi Greyser, University of California, IrvineBarbara A. Smith, College of Mount Saint Vincent, Riverdale, NYLaura Carroll, Abilene Christian University, TXCarol Kountz, Grand Valley State University, MIPatricia Brooke, Fontbonne University, St. Louis, MOMary P. Sheridan-Rabideau, Rutgers, The State University of New Jersey,

Highland ParkTobi Jacobi, Colorado State University, Fort CollinsHeather E. Bruce, University of Montana-Missoula, MTVandana Gavaskar, The Ohio State University, ColumbusMaurine Magliocco, Western Illinois University, Macomb, ILWendy Hesford, The Ohio State University, ColumbusJanice Neuleib, Illinois State University, NormalTonya Stremlau, Gallaudet University, Bethesda, MDRebecca Taylor, Gustavus Adolphus College, St. Peter, MNCynthia Lewiecki-Wilson, Miami University, Oxford, OHMarsha Millikin, Texas A&M University at CommerceJanine DeBaise, SUNY-ESF, Kirkville, NYAlice Robertson, Western Illinois University, MacombKaren Jensen, Northwest Vista College, San Antonio, TXSara Webb-Sunderhaus, The Ohio State University, ColumbusTherese Trotochaud, Western Illinois University, MacombHallie S. Lemon, Western Illinois University, MacombGerald F. Luboff, County College of Morris, Randolph, NJ

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HALF-DAY WEDNESDAY WORKSHOPS

Afternoon: 1:30 p.m.–5:00 p.m.

AW.01 CREATIVE IS CRITICAL: DESIGNING AND EVALUATING HYBRID,MULTIMEDIA, “POETIC,” AND OTHER ALTERNATIVE WRITINGASSIGNMENTSHenry B. Gonzalez Convention Center, Concourse Level, Room 209“The professional profit-driven world can never expend the time and effortnecessary for pure experimentation. That’s what school is for.” (MichaelRock, Émigré 31, 1994) The aim of this workshop is to explore ways thatthe “creative” in “composition” classrooms and the “critical” in “creativewriting” classes are undervalued and necessary, and to engage participantsin dismantling the split (which has only solidified over the years) between“creative writing” and “composition.” Discussions and presentations willconsider three questions: Why: should alternative/creative assignments beencouraged? How: might they be introduced, assigned, incorporated intothe classroom? What now?: when we’re forced to grade this work? Participants will rotate among “work stations” at which they will produceand develop, write and experiment.

Chair: Laura Julier, Michigan State University, East LansingFacilitators: Jody Swilky, Drake University, Des Moines, IALeonora Smith, Michigan State University, East LansingDerek Owens, St. John’s University, Queens, NYNancy Mack, Wright State University, Dayton, OHLaura Julier, Michigan State University, East LansingRoseanne Gatto, Indiana University of PAEllen Cushman, Michigan State University, East Lansing

AW.02 VISUAL RHETORIC AND THE TEACHING OF COMPOSITIONHenry B. Gonzalez Convention Center, Concourse Level, Room 211The relatively new field of visual culture studies has gained significance inthe last decade as scholars examine questions of representation andperception. While there is demonstrable interest in visual culture incomposition courses, insufficient attention has been paid to the pedagogicalstrategies needed to develop students’ skills in analyzing and creating visualarguments. Techniques used to teach students to read and write analyticallyhave not proven to be the most effective methods for visual analysis. Thishalf-day workshop offers pedagogical strategies and theoretical frameworksto help writing teachers address rhetorical elements, technological features,and social and historical factors that shape visual arguments. We engageparticipants in an analysis of a rich selection of visual texts and a range of

Wednesday, 1:30–5:00 p.m.

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activities that bring concepts central to visual studies together with classicalfeatures of rhetorical analysis.

Chairs: Brenda Brueggemann, The Ohio State University, ColumbusWendy Hesford, The Ohio State University, ColumbusFacilitators: Wendy Hesford, The Ohio State University, ColumbusBrenda Brueggemann, The Ohio State University, ColumbusBen McCorkle, The Ohio State University, ColumbusNancy Pine, The Ohio State University, ColumbusWendy Wolter, The Ohio State University, ColumbusAmy Faenger, The Ohio State University, Columbus

AW.03 WORKING WITH ADULT WRITERS: CROSS-INSTITUTIONALAPPROACHES TO SERVING A GROWING DEMOGRAPHICHenry B. Gonzalez Convention Center, Concourse Level,Room 213BNoting the recent dramatic shift in the demographic profiles of Americancollege students, this workshop takes a cross-institutional approach to theways we can effectively work with the returning adult student. Our presentersrepresent a broad range of institutions— public and private, open-admissionsand selective, two-year and four-year colleges. We investigate (1) how adultpeer tutors can serve as “mentors”; (2) the differences between adult andtraditional-aged writers; (3) returning adult students as basic writers; (4)the adult ESL writer; (5) the impact of technology; (6) the value ofautobiography; (7) the use of “journey” narratives to teach returning adultAfrican American women students; (8) the importance of “writing” to adultstudents in general and the challenges that “academic” writing poses tothem.

Chair: Herbert Shapiro, Empire State College, Rochester, NYFacilitator: Barbara Gleason, City College of CUNY

AW.04 CULTURAL ARTIFACTS AND SOCIAL ACTIONS:EXPANDING THE ROLE OF RHETORICAL CRITICISMHenry B. Gonzalez Convention Center, Concourse Level,Room 210BSince the classical period, rhetoric has been a vibrant means of civic action,and in the current period, tools of rhetorical analysis have become a powerfulstrategy for encouraging civic engagement. For these reasons, rhetoricalcriticism merits more consideration in the composition classroom. Thisworkshop addresses the following questions: How can we take rhetoricalanalysis beyond Neo-Aristotelian analyses of traditional “texts”? How canwe provide students with more powerful, portable analytic tools that they

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can use across other disciplines, inside and outside the academy? How candifferent types of rhetorical analysis serve as an impetus for social action?To demonstrate the spaciousness of rhetorical analysis, presenters focus ona variety of artifacts (film, leisure activities, institutional space, geography,Web sites) and applications by asking audience members to participate ingenerative activities involving their own classroom practices.

Chair: S. Michael Halloran, Rensselaer Polytechnic Institute, Troy, NYFacilitators: Roxanne Mountford, University of Arizona, TucsonGregory Clark, BrighamYoung University, Provo, UTTammie Kennedy, University of Arizona, TucsonDavid Reamer, University of Arizona, TucsonJames Bowman, University of Arizona, TucsonHolly Mandes, University of Arizona, TucsonWilliam Endres, University of Arizona, Tucson

AW.05 COMPOSITION IN CONTEXT:CHALLENGES OF CONTENT-BASED WRITING COURSESHenry B. Gonzalez Convention Center, Concourse Level,Room 212AHow can teachers best integrate content and writing in courses whose dual,and sometimes competing, goals are to teach both academic writing andfamiliarity with a subject or discipline? How can institutions develop robustfirst-year writing programs that offer content-based courses? Representingwriting programs with similar goals but different writing pedagogies andinstitutional contexts, we offer a variety of perspectives on the challengesof teaching and administering content-based writing courses. The workshopis of interest to anyone who teaches or administers such courses, whether inthe context of traditional first-year writing programs or through WAC orWID programs. On the agenda are institutional challenges of developing acontent-based writing program, syllabus and assignment design, andpedagogical strategies for integrating writing and content in class.Participants are asked to bring syllabi and assignments for critique.Chair: Kerry Walk, Princeton University, NJFacilitators: Katherine Gottschalk, Cornell University, Ithaca, NYJoseph Harris, Duke University, Durham, NCGordon Harvey, Harvard University, Cambridge, MAKeith Hjortshoj, Cornell University, Ithaca, NYAnn Jurecic, Princeton University, NJPatricia Kain, Harvard University, Cambridge, MAKerry Walk, Princeton University, NJElizabeth Abrams, University of California, Santa Cruz

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AW.06 RHETORICIANS FOR PEACEHenry B. Gonzalez Convention Center, Concourse Level,Room 212BRhetoricians for Peace sprang into existence during the buildup to the warin Iraq. This workshop invites others into discussions of the place of rhetoricin the face of conflict. What is the role of cultural relativism when war andpeace are discussed in academic contests? What are and aren’t appropriatepractices for debating these issues in rhetoric and writing programs? Whatis the role of media literacy? What rhetorical strategies should rhetors use?The workshop has two sessions; each with four breakout groups. Participantswill thus engage in two groups before reconvening to share and discussideas raised.

Chair: Harriet Malinowitz, Long Island University, Brooklyn, NYFacilitators: Marlia Banning, Kent State University, OHCharles Bazerman, University of California-Santa Barbara, CAGlenn Blalock, Texas A&M University, Corpus ChristiHeather Bruce, University of Montana, MissoulaAngela Buchanan, University of Colorado, BoulderMary Ann Cain, Indiana University/Purdue University, Fort WayneRandolph Cauthen, Bloomsburg University, BloomsburgJohn Duffy, University of Notre Dame, INTom Huckin, University of Utah, Salt Lake CityMatthew Hill, Michigan Technological University, HoughtonKaryn Hollis, Villanova University, PABronwyn Jones, Northwestern Michigan College, Traverse CitySeth Kahn, West Chester University, PADonna Kain, Clarkson University, Potsdam, NYGerri McNenny, Chapman University, Orange, CACorinne Miller, Miami University, Middletown, OHDeborah Mutnick, Long Island University, Brooklyn, NYMya Poe, University of Massachusetts, AmherstAnne Richards, Iowa State University, AmesLuisa Rodriguez Connal, Harry S. Truman College, Chicago ILAlice Trupe, Bridgewater College, Mount Solon, VANancy Welch, University of Vermont, Burlington

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AW.07 MAPPING THE INSTITUTIONAL TERRAIN:A WORKSHOP FOR NEW, EXPERIENCED, AND PROSPECTIVE WPASHenry B. Gonzalez Convention Center, Concourse Level,Room 214BThis workshop engages current and prospective writing-program andwriting-center administrators in activities designed to explore the importanceof learning how one’s institution is structured, whom to contact whenquestions or problems arise, and how developing this knowledge contributesto a WPA’s success. Understanding this structure and developing goodworking relationships with people across the university connect writing-program administrators with other key players across the institution whooften are invisible to faculty without administrative responsibility. Theworkshop leaders represent a range of institutions and administrativeexperience and bring varied perspectives on how one learns to navigate andnegotiate effectively. We invite participants to discuss their own experiencesin developing networks, thus contributing to our workshop product a list ofstrategies for effective WPA networking.

Chair: Irwin Weiser, Purdue University, West Lafayette, INFacilitators: Irwin Weiser, Purdue University, West Lafayette, INKaren Bishop, University of Southern Indiana, EvansvilleJennifer Morrison, Niagra University, Lewiston, NYTracey Baker, University of Alabama at Birmingham

AW.08 IMPLEMENTING DIRECTED SELF-PLACEMENT:OBSTACLES AND STRATEGIESHenry B. Gonzalez Convention Center, Concourse Level,Room 210AThis workshop helps participants discover the means to overcomeinstitutional resistance to directed self-placement by offering practicalmethods for its implementation. Participants are encouraged to considertheir own institutional contexts in developing and advocating for reformingplacement strategies, and the facilitators offer advice for critical activitieslike identifying and recruiting essential programmatic, committee, andindividual support for the effort, timing reform activities, and overcomingpredictable objections. This workshop also addresses how to develop pilotprograms to ensure that the new program works properly and how to makethe transition to directed self-placement while still working with studentswho tested under the old system.

Chair: Becky Nugent, Governors State University, University Park, ILFacilitators: Eric Martin, Governors State University, University Park, ILDeborah Holdstein, Governors State University, University Park, IL

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AW.09 EXPLORING MUTUAL EXPERIENCES TO CHANGE GLOBALPRACTICESHenry B. Gonzalez Convention Center, Concourse Level,Room 216AThose of us working internationally can neither make assumptions aboutour colleagues’ knowledge or philosophies of writing, nor can we imposeour own culturally based academic idiosyncrasies upon each other. However,once we understand and respect cultural differences, we find we can worktogether on one constant: we cannot change students’ writing practices unlesswe change the ways faculty assign, respond to and, most importantly, thinkabout student writing. Thus, during this interactive workshop, faculty fromseveral countries (Australia, Germany, The Netherlands, South Africa, theU.K., and the U.S.) examine the relationship between their writing centers/programs and college faculty to create from mutual experiences new waysof changing practices. Participants learn about the contexts in the countriesrepresented, ways of working with international colleagues, and new waysof strategizing the relationship with faculty within their own universitywriting cultures.

Chair: Joan Mullin, University of Toledo, OHFacilitators: Vincent Boeschoten, University of Nijmegen, Nijmegen, The

NetherlandsGerd Braeuer, Emory/University of Freiburg, Atlanta, GARose Richards, University of Stellenbosch, South AfricaIngrid Stassen, University of Nijmegen, Nijimegen, The NetherlandsMargo Blythman, London College of Printing, EnglandJan Skillen, University of Wollongong, AustraliaLeigh Ryan, University of Maryland, College Park

AW.10 CLASSIN’ UP THE JOINT: CLASS AS A CRITICAL TOOL IN HIGHSCHOOL, ACCESS, AND COLLEGE COMPOSITIONHenry B. Gonzalez Convention Center, Concourse Level,Room 215The importance of discussions of class can be obvious, but the applicationsof class can be more illusive in interrogating hegemony, investigatingwhiteness as a (too frequently invisible) default, or questioning therelationships between gender and power, just to name a few options. Thisworkshop lays out socioeconomic class as a critical teaching paradigm,inviting participants to see what facilitators do with class in the classroom,to discuss why they (might) do that, to explore outcomes, and to explorehow class can facilitate academic literacy/rhetorical skills. Each of the whole-group speakers presents a broader, theoretical discussion for considerationwithin the breakout sessions. The breakout sessions then look at applications

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of class (often in relation to other interests) in specific high school, access/bridge, and college courses and programs.

Chair: William J. Macauley, Jr., Mount Union College, Alliance, OHFacilitators: Jennifer Trainor, University of Pittsburgh, PAAnthony Petruzzi, Middleborough High School, MAIrvin Peckham, Louisiana State University, Baton RougeChristine Heilman, College of Mount St. Joseph, Cincinnati, OHLeo Parascondola, Bridge to College, CUNYSteve Edgehouse, Indiana University of PennsylvaniaCathy Spidell, University of Akron, OHMicah Robertson, Ohio University, AthensJennifer Beech, University of Tennessee at ChattanoogaWilliam Thelin, University of Akron, OHDeb Long, Mount Union College, Alliance, OHMarian Lupo, Columbus State Community College, OHIra Shor, CUNY, New York


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Special Events

CONSORTIUM OF DOCTORAL PROGRAMS IN RHETORIC ANDCOMPOSITIONHenry B. Gonzalez Convention Center, Concourse Level, Room 2181:00 p.m.–4:00 p.m.Chairs: Stuart C. Brown, New Mexico State University, Las Cruces, NM

Patricia Sullivan, Purdue University, West Lafayette, INPresenters: Louise Wetherbee Phelps, Syracuse Univerity, NY, “Making Rhetoric

and Composition Visible: Progress and Plans”James E. Porter, Michigan State University, East Lansing, “Making Rhetoric and

Composition Visible: Progress and Plans”Theresa Enos, University of Arizona, Tucson, “To MLA or Not: Hiring Practices in

Rhetoric and Composition under Scrutiny”Stuart C. Brown, New Mexico State Univesity, Las Cruces, “To MLA or Not: Hiring

Practices in Rhetoric and Composition Under Scrutiny”Ralph Voss, University of Alabama (Tuscaloosa), Birmingham, “Will Teach for Food:

The Composition, Rhetoric, and English Studies Ph.D. at the University ofAlabama”

Charles Bazerman, University of California Santa Barbara, “Building Relations withFeeder Schools”

Patricia Sullivan, Purdue University, West Lafayette, “The Globlization of Rhetoricand Composition: International Students in Doctoral Programs”

Institutional and Professional

CCCC CAUCUS ON INTELLECTUAL PROPERTY AND COMPOSITION/COMMUNICATION STUDIES: CELEBRATING TEN YEARS OF CCCC-IPHenry B. Gonzalez Convention Center, Concourse Level, Room 217C1:00 p.m.–4:30 p.m.Chair: Candace Spigelman, Penn State Berks-Lehigh Valley College, ReadingPresenters: John Logie, University of Minnesota, St. PaulJudy Arzt, Saint Joseph College, West Hartford, CTWendy Warren Austin, Edinboro University of Pennsylvania, EdinboroLinda S. Bergmann, Purdue University, West Lafayette, INBarbara Bird, Taylor University, Upland, IN

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Jeffrey R. Galin, Florida Atlantic University, Boca RatonGwendolyn Gong, Chinese University, Hong Kong, ShantinLaura Gurak, University of Minnesota, St. PaulCarol Peterson Haviland, California State University, San BernardinoTyAnna Herrington, Georgia Institute of Technology, AtlantaJohndan Johnson-Eilola, Clarkson University, Potsdam, NYCharles Lowe, Florida State University, TallahasseeAndrea A. Lunsford, Stanford University, CA, “Distributed Argumentative Activity”Karen Lunsford, University of California, Santa BarbaraMichael Moore, Michigan Technological University, HoughtonJames E. Porter, Michigan State University, East LansingClancy Ratliff, University of Minnesota, St. Paul

Newcomers OrientationHenry B. Gonzalez Convention Center, Concourse Level, Room 207A4:00 p.m.–5:00 p.m.Several long-time CCCC participants, led by the CCCC Mentoring Committee, hostan Orientation Session, at which we discuss how to navigate the conference, how touse the program book effectively, how to participate in the convention’s many events,and how to meet others. The session is open to all who are interested.

Alternative Histories Matter(Sponsored by the Coalition of Women Scholars in theHistory of Rhetoric and Composition)Henry B. Gonzalez Convention Center, Concourse Level, Room 217A7:00 p.m.–8:30 p.m.Chair: Joyce Irene Middleton, St. John Fisher College, Rochester, NYPresenters: Gwendolyn Pough, University of Minnesota, Minneapolis, “Revising

the Black Public Sphere: Black Women’s Contributions”Malea Powell, Michigan State University, East Lansing, “Not Just NDN Herstory:

Teaching American Indian Women’s Rhetorical Traditions”Haivan Hoang, The Ohio State University, Columbus, “Histories by and/or about

Asian American Women Rhetors, Collaborative Constructions”Brenda Jo Brueggemann, The Ohio State University, Columbus, “Deaf, She Wrote”Cindy Selfe, Michigan Technological University, Houghton, “Women in the History

of Technology”


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Sessions


A Sessions

7:00 p.m.–8:15 p.m.

Professional and Technical Writing

A.01 Divisions, Intersections, and Collaborations In English StudiesHenry B. Gonzalez Convention Center, Concourse Level,Room 210BChair: Mary Alice Trent-Williams, Oral Roberts University, Tulsa, OKPresenters: Lydia Petersson, Mary Baldwin College, Staunton, VA, “‘Shall

We Close the English Department?’ The Case for a Unified Front”David Tietge, Monmouth University, West Long Branch, NJ, “Waiting for

the Old Professor’s Home: Departmental Resistance to Full-Scale Rhetoricand Writing Programs”

Michael Moghtader, University of New Mexico, Albuquerque, NM, “MakingPedagogy Matter beyond the Disciplinary Level”


A.02 Managing Composition Programs In Times Of Financial StressHenry B. Gonzalez Convention Center, Concourse Level,Room 212BChair: Elaine Fredericksen, University of Texas at El PasoPresenters: Brenda Sloane, University of Texas at El PasoEsther Al-Tabaa, University of Texas at El PasoSteven Varela, University of Texas at El Paso


A.03 Designer’s Challenge: Making Teacher-Preparation CoursesMatter To Graduate Students

Henry B. Gonzalez Convention Center, Concourse Level,Room 217BChair: Joe Janangelo, Loyola University, Chicago, ILPresenters: Joe Janangelo, Loyola University, Chicago, IL, “Accepting the

Challenges”Linda Bergmann, Purdue University, West Lafayette, IN, “The Writing

Program as ‘Real World’: Putting Theory into Practice”

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Kelly Belanger, University of Wyoming, Laramie, “‘Just in Time’ Pedagogy:Connecting with TA’s Values to Make Composition Methods Relevant ina Traditional English Department”

Donald Bushman, University of North Carolina, Wilmington, NC, “It’s AllCreative Writing: Introducing Composition Theory and Pedagogy to MFAStudents”

Stephen Wilhoit, University of Dayton, OH, “Making a Teaching PracticumMatter at a Comprehensive University”


A.04 Integrating Web And Document Design Into TeachingHenry B. Gonzalez Convention Center, Concourse Level,Room 206AChair: James Kalmbach, Illinois State University, NormalPresenters: James Kalmbach, Illinois State University, Normal, “Making

XML Matter in the Web-Authoring Classroom”Jason Swarts, North Carolina State University, Raleigh, “Making ‘The

Composition’ Matter: Document Design as Writing Practice”Deanya Lattimore, Syracuse University, NY, “Composing the Internet:

Writing the Third Information Transformation”

Information Technologies

A.05 Online Hybrid Courses Using University-Developed Software:Impetus For Cross-Curricular Collaboration

Henry B. Gonzalez Convention Center, Concourse Level, Room 209Chair: Judith Collins, Kansas State University-SalinaPresenters: Jung Oh, Kansas State University-SalinaPedro Leite, Kansas State University-SalinaJudith Collins, Kansas State University-Salina


A.06 Disciplines Outside Themselves:Medical Discourse In Academic And Popular Contexts

Henry B. Gonzalez Convention Center, Concourse Level, Room 205Chair: Ellen Barton, Wayne State University, Detroit, MIPresenters: Davida Charney, University of Texas at Austin, “The Rhetoric

of Disciplinary Intersubjectivity”Sue Wells, Temple University, Philadelphia, PA, “The Feminism of Technical

and Colloquial Languages”Ellen Barton, Wayne State University, Detroit, MI, “The Rhetoric of the ‘Good

Death’”

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A.07 Self-Reflection Matters: Becoming An Engineering Student,Becoming An Engineer

Henry B. Gonzalez Convention Center, Concourse Level,Room 213BChair: Julia Williams, Rose-Hulman Institute of Technology, Terre Haute, INPresenters: Sarah King, University of Toronto, Toronto, Ontario, Canada,

“Exorcising the Essay”Alan Chong, University of Toronto, Ontario, Canada, “Exorcising the Essay:

Self-Reflection and Genre Shift”Jane Freeman, University of Toronto, Ontario, Canada, “Conceptualizing

the Relationship between Communication and Engineering”Brock MacDonald, University of Toronto, Ontario, Canada, “Writing After

It Hits the Fan: Coping with Workplace Genres Not Taught in School”

Theory

A.08 Conservative Public Discourse: Analysis And InterventionHenry B. Gonzalez Convention Center, Concourse Level,Room 206BChair: Phillip Arrington, Eastern Michigan University, YpsilantiPresenters: Phillip Arrington, Eastern Michigan University, Ypsilanti,

“Composing Right to Left—Reflections on a Conservative Representationof How Compositionists Think and Teach Writing”

JoAnn Pavletich, University of Houston-Downtown, TX, “Propaganda andthe Defeat of Rhetoric”

Theory

A.09 Literacies And Matter: Real-World Relevance In The ClassroomAnd The Field Of Literacy Studies

Henry B. Gonzalez Convention Center, Concourse Level,Room 207BChair: Peter Mortensen, University of Illinois, Champaign-UrbanaPresenters: Kirk Branch, Montana State University, Bozeman, “Real Things

in the Real World: The Construction of Relevance in EducationalDiscourse”

Angela Crow, Georgia Southern University, Statesboro, “Body Literacies:The Glories and Worries of Globalization and Technology”

Scott Hendrix, Albion College, MI, “Literacy Studies as an Agent ofSustainable Change?”

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Theory

A.10 Toward An Epistemology Of NonviolenceHenry B. Gonzalez Convention Center, Concourse Level,Room 214DChair: Peggy Woods, University of Massachusetts, AmherstPresenters: Kami Day, Johnson County Community College, Overland Park,

KS, “Co-Writing and Peacemaking”Frankie Condon, St. Cloud State University, MN, “Co-Writing and

Peacemaking”Zan Goncalves, University of Massachusetts, Amherst, “Composing

Nonviolence”Luisa Rodriquez Connal, Harry S. Truman College, Chicago, IL, “Spirit and

Culture”Respondent: Peter Elbow, University of Massachusetts, Amherst

Theory

A.11 Matters Of Performativity: Whiteness, Age, And ClassHenry B. Gonzalez Convention Center, Concourse Level,Room 210AChair: Hans Ostrom, University of Puget Sound, Tacoma, WAPresenters: Hans Ostrom, University of Puget Sound, Tacoma, WA, “(New)

Angles of Revision”Darci Thoune, University of Louisville, KY, “Act Your Age: Age and

Performativity in the Composition Classroom”Matt Jackson, University of Utah, Salt Lake City, “Slippery When White:

Subjectivity, Performativity, and Pedagogy”


A.12 Grading And Responding To Student TextsHenry B. Gonzalez Convention Center, Concourse Level, Room 208Chair: Nancy Nester, Roger Williams University, Bristol, RIPresenters: Lee Nickoson-Massey, Elon University, NC, “Interrupting

Writing Assessment: Transforming ‘Process’ in the CompositionClassroom”

Mike Garcia, Washington State University, Pullman, “Self-Graded WritingClassrooms in Action: Helping Students Learn through Self-Evaluation”

Nancy Nester, Roger Williams University, Bristol, RI, “Civic-Minded butAwkwardly Constructed: Purpose and Perspective in the WrittenResponse”

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A.13 Focus On Writing Teachers:Issues Of Authority, Identity, Motivation, And Burnout

Henry B. Gonzalez Convention Center, Concourse Level, Room 215Chair: Margot Vance, Illinois Central College, East PeoriaPresenters: Greg Giberson, University of South Florida, Tampa, “Spaces

for Contact: Teacher Identity and Authority in Emerging Teaching/Learning Spaces”

Sanford Tweedie, Rowan University, Glassboro, NJ, “Essaying the Classroom:Genre as Pedagogy”

Jill Wright, Illinois Central College, East Peoria, “Diligence andDisillusionment: Dealing with Composition Instruction in the ModernInstitution”

Margot Vance, Illinois Central College, East Peoria, “Diligence andDisillusionment: Dealing with Composition Instruction in the ModernInstitution”


A.14 Essays Read Differently: Conceptual And Rhetorical DifferencesIn Both Time And Space

Henry B. Gonzalez Convention Center, Concourse Level,Room 216AChair: Elizabeth Kleinfeld, Red Rocks Community College, Lakewood, COPresenters: Gita DasBender, Seton Hall University, South Orange, NJ,

“Movement Matters: Developing Idea in the Essay”Elizabeth Kleinfeld, Red Rocks Community College, Lakewood, CO, “‘Why

Can’t Teachers Get Their Stories Straight?’: How Students Make Senseof Conflicting Pedagogies”

Kristine Potter, University of Wisconsin-Milwaukee, “Then and Now:Responding to Essays in 1966 and in 2004”

Albert Krahn, University of Wisconsin-Milwaukee, “Then and Now:Responding to Essays in 1966 and in 2004”


A.15 Conferencing, Community Building, And Constructing StudentSubjects

Henry B. Gonzalez Convention Center, Concourse Level, Room 218Chair: Christine Photinos, National University, San Diego, CAPresenters: Valerie Vancza, University of Rhode Island, Kingston, “Writing

Conferences Revisited: A Communication Exchange and Critique”Christine Photinos, National University, San Diego, CA, “Community

Building and Retention in Online Basic Writing Classes”


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A.16 Writing Across Borders:Teaching ESL And Comparing Writing Pedagogies

Henry B. Gonzalez Convention Center, Concourse Level,Room 213AChair: Carlos Evia, Texas Tech University, LubbockPresenters: Wayne Robertson, Oregon State University, Corvallis, “Writing

Across Borders: The Cultural Differences International Students Face inAmerican Writing”

Carlos Evia, Texas Tech University, Lubbock, “Composition andComposing: Comparing the Teaching of Writing in American andMexican Universities”


A.17 Transformed Into Practice: Wac, Toulmin, And Literacy EducationHenry B. Gonzalez Convention Center, Concourse Level, Room 211Chair: Peter Goggin, Arizona State University, TempePresenters: Stacie Hunt, Illinois State University, Normal, “Finding

Intersections: Collaborating on WAC Assignments in the First-YearComposition Classroom”

Brad Bostian, Central Piedmont Community College, Charlotte, NC, “Arguingfor Change: Student Voices beyond the Composition Classroom”

Peter Goggin, Arizona State University, Tempe, “Sustainable Development:Thinking Globally and Acting Locally in the Writing Classroom”

Composition Programs

A.19 Writing Programs As Philosophical Journeys:From Lucretian Argument To Existential Consciousness

Henry B. Gonzalez Convention Center, Concourse Level,Room 214CChair: Irene Klosko, Holy Family University, Philadelphia, PAPresenters: Kristen Welch, University of Arizona, Tucson, “Lucretian Lunacy

and the Art of Resourceful Design: Professional Applications for WritingAcross the Curriculum Pedagogy”

Peggy Johnson, Saint Mary’s University of Minnesota, Winona,“Existentialism in the Writing Center: Tutors’ Search for Meaning”

Irene Klosko, Holy Family University, Philadelphia, PA, “Uncovering PsychicSpace: Writing Center as Ashram”


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Composition Programs

A.20 Bringing Composition Home:Multiple Constituencies, Multiple Publics

Henry B. Gonzalez Convention Center, Concourse Level,Room 214BChair: Beth Burmester, Georgia State University, AtlantaPresenters: Rachel Key, Oklahoma State University, Stillwater, “Taking the

College to the Student: Making Composition Matter on United StatesNavy Ships”

Jeanne Rose, Penn State Berks-Lehigh Valley College, Reading, “MakingComposition Matter to New Constituencies: Involving Alumni in theTeaching of Writing”

Beth Burmester, Georgia State University, Atlanta, “Making Writing CentersMatter for Multiple Publics: Strategies to Expand Writing Center Theoryand Practice through Advocacy and History”


A.21 Yours, Mine, And Ours: Collaborating On Textbook MattersHenry B. Gonzalez Convention Center, Concourse Level,Room 212AChair: Margaret Whitt, University of Denver, COPresenters: Ann Dobyns, University of Denver, CO, “Writing And”Janet Bland, University of Denver, CO, “Talking Back”Betsy Gwyn, University of Denver, CO, “Writing For”Hillory Oakes, St. Lawrence University, Canton, NY, “Designing Companion

Web Sites Textbooks”


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Coalition of Progressive SIGsPSI.1 Bushwacked: Queering Borders and Boundaries in the Lone Star

StateHenry B. Gonzalez Convention Center, Concourse Level,Room 214A8:00 p.m.–10:00 p.m.Chair: Steve Parks, Temple University, Philadelphia, PAPresenters: Steve Parks, Temple University, Philadelphia, PA, “Building on

Last Year: A Progress Report and Statement of Current Goals”Jonathan Alexander, University of Cincinnati, OH, “Queering Borders”Jimmy Santiago Baca, “The Lessons I’ve Learned or Representing Where I

Come From”Respondent: Jane E. Hindman, San Diego, CA

AA MEETINGHenry B. Gonzalez Convention Center, Concourse Level,Room 216B8:30 p.m.–10:30 p.m.

ALANON MEETINGHenry B. Gonzalez Convention Center, Concourse Level,Room 217D8:30 p.m.–10:30 p.m.


Preconvention Activities Wednesday, March 24 · Katherine H. Adams, Loyola University of New...

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