Morning Session \(9:00—12:00\) - Virginia Tech English Department ...

Morning Session (9:00—12:00): Work-in-Progress Presentations
Trianon Ballroom, Third Floor, Hilton New York
TABLE 1: INSTITUTIONAL CONTEXTS FOR WRITING AND LITERACY
Discussion Leader(s): Charles Bazerman, Stuart Brown
Christina Harrelson, California State University-Fresno, “A Call for Collaborative Initiatives: High
School and University Writing Programs in Dialogue”
Rick Hansen and Anthony Michel, California State University-Fresno, “Who Owns Composition:
WPA and the Circulation of Institutional Power”
William Broussard, University of Arizona, “Creating/Creative Community Literacy: Developing
Writing Programs from ‘Scratch’”
Birgitta Ramsey, The University of Southern Mississippi, "Changing Student Populations,
Changing Literacy Practices: A Swedish University Invents Itself."
TABLE 2: MODES OF RESEARCH
Discussion Leader(s): John Barber, David Blakesley
Iris Ruiz, California State University-Fresno “Generation 1.5 and Post-Secondary Education:
Towards Border Pedagogy”
Toni Glover, University of Scranton, “Writing, Music and the Affective Domain”
Sushil K. Oswal, University of Hartford, “Classroom-based Participatory Research and the Power
Politics of Institutional Hierarchies: A Problem Case”
TABLE 3: OUTSIDE THE BOX: BEYOND THE “TRADITIONAL” STUDENT
Discussion Leader(s): James Connor, Joe M. Hardin
Cynthia Ochs, California State University-Fresno, “Asking the Students: The Construction of
Social Identity in the Basic Writing Classroom”
Cynthia J. Martin, Community College of Denver, “Basic Writers as Writers: Transforming
Identities through Student Self-Assessment”
Elsa Rogers, Florida International College, “Collaboration and the Non-Traditional Student”
TABLE 4: LITERACY AND PUBLIC POLICY
Discussion Leader(s): Ralph Cintron, Christina Haas
Erin O’Neill, Eastern New Mexico University-Portales, “Good Guys, Bad Guys and Big Guns:
American Adjustment Mythology in Mass Media”
Julia Major, University of Oregon, “’English Only’”: Or Translation and the Terror of Hybridity”
Jill McCracken, University of Arizona, “The Ethical, Technological and Corporeal Implications of
Prenatal Genetic Diagnosis”

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Todd Wedel, University of Oklahoma, “Language as Social Action: The Oakland Ebonics
Controversy”
TABLE 5: TECHNICAL AND PROFESSIONAL COMMUNICATION: MOVING BEYOND
THE CLASSROOM
Discussion Leader(s): Charles Moran, Ollie Oviedo
Ollie O. Oviedo, Eastern New Mexico University, “WAC: Writing about Literature, Science and
Technology”
James Melton, New Mexico State University, “Cross-Cultural Pedagogy for Technical Writing: An
Exploration of Best Practices”
Eric Mason, University of South Florida, “Technical Communication and Online Gaming
Communities”
David Franke, State University of New York-Cortland, “Functional Writing Genres as Social Action
in Professional and Technical Writing”
Catherine Gabor, Texas Christian University, “Assigned Writing in Cybercommunities: Resistance
and Engagement”
TABLE 6: A HISTORY OF HER OWN: THEORY AND HISTORY OF WOMEN’S RHETORIC
Discussion Leader(s): Nancy Myers
Lisa Suter, Miami University, “When Rhetoric Was a Woman”
Dawn M. Formo, California State University—San Marcos, “In Concert: Constructing a History of
Women’s Composition Scholarship”
Anne G. Berggren, University of Michigan, “Insider Knowledge: The Community of Women
Writers and Readers in the Novel”
Nancy Myers, University of North Carolina—Greensboro, “The Commonplaces of Women’s
Rhetoric: The Model of Christine de Pisan”
TABLE 7: PAST, PRESENT AND FUTURE TENSE: THEORY AND HISTORY OF RHETORIC
Discussion Leader(s): Vincent Casaregola, Geoffrey Cross
John Wittman, Southern Illinois University, Carbondale, “Writing After Auschwitz: The Promise of
Literacy at the End of Metaphysics”
Denesha Alexander, University of Oklahoma, “Authorship and Ownership: Intellectual Property
and Technological Innovation”
Carrie K. Wastal, University of California, San Diego, “The GI Bill: National Public Policy for
Gentleman GIs”
Scott K. Halbritter, University of North Carolina, Chapel Hill, “Amending the Process in College
Composition: Finding ‘Value’ in Dewey and Burke”
TABLE 8: RHETORIC AND DISCOURSE ANALYSIS
Discussion Leader(s): Michael Williamson

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Mary M. Juzwik, University of Wisconsin-Madison, “Enacting History: Ethos and Narrative in
Pedagogical Discourse”
Kate White, University of Oklahoma, “The Search for Political Existence and Self-Expression:
Examining the Rhetorical Strategies of Oklahoma Women’s Clubs in the 19 th Century”
Sue Hum, University of Texas at San Antonio, “Chinese Origins, American Articulations:
Transformations of Racial Identity in Kingston’s ‘The Woman Warrior’ and Disney’s ‘Mulan’”
TABLE 9: PROFESSING WRITING
Discussion Leader(s): TyAnna Harrington, Lisa McClure, Catherine Smith
Lisa Thornhill, University of Washington, “Critically Thinking About Commentary and Revision:
Student Evaluation of Teacher Commentary”
Sandy K. Dolan, University of Oklahoma, “Teaching Daddy’s Little Darlings: Practical Pedagogy
for the Oppressors”
Elana Peled, Harvard Graduate School of Education, “Investigating the Persuasive Essay Writing
Ability of Urban 11 th Grade Students: A Mixed Methods Approach”
Miranda Egger, University of Colorado at Denver, “Facilitative and Directive Commentary: The
Effect on Student Revision”
TABLE 10: VIRTUAL WRITING LABS: TUTORING STUDENTS ONLINE:
Discussion Leader(s): Sharon Quiroz
Kimberly Robinson Neary, University of South Carolina,
“Girl (Em)Powered: Gender and Rhetoric in the Online Writing Lab”
Beth L. Hewett and Laurine Johnson, Pennsylvania State University, “Considering the Efficacy of
Online Tutorials: Whither and How Students Use Online Feedback in Revision”
TABLE 11: CULTURAL STUDIES IN THE CLASSROOM
Discussion Leader(s): James A. Inman
Allison Brimmer, University of South Florida, “The Politics of Engagement: Investigating
Emotions in the Cultural Studies Writing Classroom”
Michelle C. Henry, University of South Florida, “Resisting Limiting Identities by Examining
Personal Essay Practices”
Mary Scott, Institute of Education, University of London, “Student Writing and Globalisation:
Reading Student Writing ‘More Appropriately’”
David M. Rieder, North Carolina State University, “Social Constructionism in Placeless Spaces”
TABLE 12: CLOSE UP ON THE COMPOSITION CLASSROOM
Discussion Leader(s): Peter Vandenberg, Emily Issacs
Heather Horn, University of California—Santa Barbara, “Comparative Study of 6 Week and 10
Week Writing Courses”

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Amy S. Gerald, University of North Carolina Greensboro, “Rhetoric’s Role for Pedagogies of Voice”
Vicky Cobb Westacott, Alfred University, “Case Studies of Students Making the Transition from
High School to College”
Mary Lourdes Silva, California State University-Fresno, “Teacher as Mediator”
TABLE 13: WRITERS CREATING AND COMPOSING
Discussion Leader(s): John Boe, Don Pardlow
Mary Alice Trent-Williams, Oral Roberts University, “Toward a Christian Aesthetic”
Carolyn J. Pastel Anderson, University of Louisiana-Lafayette, “Performing Composition:
Cohesion Out of Chaos”
Don Pardlow, Floyd College, “’It’s Not Forcing Round Pegs Through Square Holes’”: Teaching the
Transfer of Creative Writing Skills Into Academic Discourse”
Virginia A. Perdue, Indiana University of Pennsylvania, “The Rhetoric of Laughter: Using Humor
to Transform Writing”
TABLE 14: CLASSROOM AND COMMUNITY
Discussion Leader(s): Kim Brian Lovejoy, Risa Gorelick
Risa Gorelick, Francis Marion University, "Composing Service-Learning: Ideas to Include
Community in Composition Courses"
Melissa Garriga, University of Southern Mississippi, “Service Learning: Are Community Voices
Really Heard?”
Kristine Blair, Bowling Green State University, “Developing a Methodology for Creating and
Sustaining Community Technological Literacy Initiatives”
TABLE 15: CRITICAL THEORIES OF RHETORIC
Discussion Leader(s): Kim Brian Lovejoy, Victor Vitanza
Robert Leston, University of Texas at Arlington, “Shifting Scenes:
Reconsideration of Michel Foucault through Kenneth Burke”
A Methodological
Sue Crowson, Texas Women’s University, “What Isn’t There, Is: A Semiotic Analysis of Virtual
Representations”
Toni Francis, University of South Florida, “Pedagogy of the Oppressor: Freierean Pedagogies in
the Postmodern Classroom”
Judith Szerdahelyi, Western Kentucky University, Bowling Green, Conscientization as
Transforming Possibility”
TABLE 16: STUDYING SUCCESSFUL STUDENTS
Discussion Leader(s): Janice R. Walker

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C. Baye Taff, University of Colorado Denver, “The Revising Processes of College Writers with High
Visual Intelligence”
William Carpenter, Bianca Falbo, Lafayette College, “Literacy, Identity and the ‘Successful’
Student Writer”
TABLE 17: WRITING IN THE PROFESSIONS: TEACHING FUTURE DOCTORS AND
LAWYERS
Discussion Leader(s): Gail Stygall, Janice Lauer
Bill Fitzgerald and Kate Dobson, “Writing the Rites of Passage: The Rhetoric and Pedagogy of
the Application Essay”
Andrea McArdle, City University of New York School of Law, “The Writer’s Narrative: A Strategy
for Using Discussion-based Learning in the Legal Writing Classroom.”

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Afternoon Session (1:00-5:00): Works-In-Progress Presentations
Trianon Ballroom, Third Floor, Hilton New York
TABLE 1: SCENES OF WRITING: HIGH SCHOOL TO COLLEGE
Discussion Leader(s): Becky Rickly
Christina Harrelson, California State University-Fresno, “A Call for Collaborative Initiatives: High
School and University Writing Programs in Dialogue”
Elana Peled, Harvard Graduate School of Education, “Investigating the Persuasive Essay Writing
Ability of Urban 11 th Grade Students: A Mixed Methods Approach”
Bill Fitzgerald and Kate Dobson, “Writing the Rites of Passage: The Rhetoric and Pedagogy of
the Application Essay”
TABLE 2: FEMINIST RHETORICS
Discussion Leader(s): Janice R. Walker
Kimberly Robinson Neary, University of South Carolina,
“Girl (Em)Powered: Gender and Rhetoric in the Online Writing Lab”
Lisa Suter, Miami University, “When Rhetoric Was a Woman”
TABLE 3: COMPOSITION STUDIES
Discussion Leader(s): Peter Vandenberg, John Barber
Rick Hansen and Anthony Michel, California State University-Fresno, “Who Owns Composition:
WPA and the Circulation of Institutional Power”
Michelle C. Henry, University of South Florida, “Resisting Limiting Identities by Examining
Personal Essay Practices”
Elsa Rogers, Florida International College, “Collaboration and the Non-Traditional Student”
Mary Lourdes Silva, California State University-Fresno, “Teacher as Mediator”
TABLE 4: WRITING AND THE CREATIVE ARTS
Discussion Leader(s): John Boe, David Blakesley, Michael Williamson
Toni Glover, University of Scranton, “Writing, Music and the Affective Domain”
Anne G. Berggren, University of Michigan, “Insider Knowledge: The Community of Women
Writers and Readers in the Novel”
Mary Alice Trent-Williams, Oral Roberts University, “Toward a Christian Aesthetic”
Virginia A. Perdue, “The Rhetoric of Laughter: Using Humor to transform Writing”

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TABLE 5: COMPOSITION AND QUALITATIVE RESEARCH
Discussion Leader(s): Christina Haas, Sushil K. Oswal
Sushil K. Oswal, University of Hartford, “Classroom-based Participatory Research and the Power
Politics of Institutional Hierarchies: A Problem Case”
William Carpenter, Bianca Falbo, Lafayette College, “Literacy, Identity and the ‘Successful’
Student Writer”
Cynthia Ochs, California State University-Fresno, “Asking the Students: The Construction of
Social Identity in the Basic Writing Classroom”
TABLE 6: WHO IS THE WRITER?
Discussion Leader(s): TyAnna Herrington, Don Pardlow
Don Pardlow, Floyd College, “’It’s Not Forcing Round Pegs Through Square Holes’”: Teaching the
Transfer of Creative Writing Skills Into Academic Discourse”
Cynthia J. Martin, Community College of Denver, “Basic Writers as Writers: Transforming
Identities through Student Self-Assessment”
Judith Szerdahelyi, Western Kentucky University, Bowling Green, “Conscientization as
Transforming Possibility”
TABLE 7: MEDICAL, TECHNICAL AND POLITICAL RHETORICS
Discussion Leader(s): Gail Stygall, Erin O’Neill
Erin O’Neill, Eastern New Mexico University-Portales, “Good Guys, Bad Guys and Big Guns:
American Adjustment Mythology in Mass Media”
Jill McCracken, University of Arizona, “The Ethical, Technological and Corporeal Implications of
Prenatal Genetic Diagnosis”
Andrea McArdle, City University of New York School of Law, “The Writer’s Narrative: A Strategy
for Using Discussion-based Learning in the Legal Writing Classroom”
TABLE 8: VIRTUALITY AND DIGITALITY
Discussion Leader(s): Charles Bazerman, James Inman
Eric Mason, University of South Florida, “Technical Communication and Online Gaming
Communities”
Sue Crowson, Texas Women’s University, “What Isn’t There, Is: A Semiotic Analysis of Virtual
Representations”
David M. Rieder, North Carolina State University, “Social Constructionism in Placeless Spaces”
TABLE 9: AUTHORSHIP, WRITING AND TECHNOLOGICAL INNOVATION
Discussion Leader(s): James Dubinsky
Ollie O. Oviedo, Eastern New Mexico University, “WAC: Writing about Literature, Science and
Technology”

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Denesha Alexander, University of Oklahoma, “Authorship and Ownership: Intellectual Property
and Technological Innovation”
Kristine Blair, Bowling Green State University, “Developing a Methodology for Creating and
Sustaining Community Technological Literacy Initiatives”
Catherine Gabor, Texas Christian University, “Assigned Writing in Cybercommunities: Resistance
and Engagement”
TABLE 10: WRITING AND SOCIAL ACTION
Discussion Leader(s): Ralph Cintron, Risa Gorelick
Risa Gorelick, Francis Marion University, "Composing Service-Learning: Ideas to Include
Community in Composition Courses"
William Broussard, University of Arizona, “Creating/Creative Community Literacy: Developing
Writing Programs from ‘Scratch’”
David Franke, State University of New York-Cortland, “Functional Writing Genres as Social Action
in Professional and Technical Writing”
Allison Brimmer, University of South Florida, “The Politics of Engagement: Investigating
Emotions in the Cultural Studies Writing Classroom”
Melissa Garriga, University of Southern Mississippi, “Service Learning: Are Community Voices
Really Heard?”
TABLE 11: PRE-20 TH CENTURY RHETORICAL HISTORY
Discussion Leader(s): Nancy Myers, James Connor
Nancy Myers, University of North Carolina—Greensboro, “The Commonplaces of Women’s
Rhetoric: The Model of Christine de Pisan”
Kate White, University of Oklahoma, “The Search for Political Existence and Self-Expression:
Examining the Rhetorical Strategies of Oklahoma Women’s Clubs in the 19 th Century”
Scott K. Halbritter, University of North Carolina at Chapel Hill, “Amending the Process in College
Composition: Finding ‘Value’ in Dewy and Burke”
TABLE 12: POST 20 TH CENTURY RHETORICAL HISTORY
Discussion Leader(s): Vincent Casaregola, Victor Vitanza, Geoffrey Cross
Dawn M. Formo, California State University—San Marcos, “In Concert: Constructing a History of
Women’s Composition Scholarship”
John Wittman, Southern Illinois University, Carbondale, “Writing After Auschwitz: The Promise of
Literacy at the End of Metaphysics”
Robert Leston, University of Texas at Arlington, “Shifting Scenes:
Reconsideration of Michel Foucault through Kenneth Burke”
A Methodological
Carrie K. Wastal, University of California, San Diego, “The GI Bill: National Public Policy for
Gentlemen GIs”

9
TABLE 13: PEDAGOGIES OF THE OPPRESSOR
Discussion Leader(s): Stuart Brown, Tony Silva
Sandy K. Dolan, University of Oklahoma, “Teaching Daddy’s Little Darlings: Practical Pedagogy
for the Oppressors”
Toni Francis, University of South Florida, “Pedagogy of the Oppressor: Freierean Pedagogies in
the Postmodern Classroom”
TABLE 14: EXAMINING REVISION STRATEGIES
Discussion Leader(s): Charles Moran, Joe Hardin, Neil Kleinman
Lisa Thornhill, University of Washington, “Critically Thinking About Commentary and Revision:
Student Evaluation of Teacher Commentary”
Beth L. Hewett and Laurine Johnson, Pennsylvania State University, “Considering the Efficacy of
Online Tutorials: Whither and How Students Use Online Feedback in Revision”
C. Baye Taff, University of Colorado at Denver, “The Revising Processes of College Writers with
High Visual Intelligence”
Miranda Egger, University o Colorado at Denver, “Facilitative and Directive Commentary: The
Effect on Student Revision”
TABLE 15: READING AND WRITING ON THE GLOBAL STAGE
Discussion Leader(s): Janice Lauer, Sharon Quiroz
Mary Scott, Institute of Education, University of London, “Student Writing and Globalisation:
Reading Student Writing ‘More Appropriately’”
James Melton, New Mexico State University, “Cross-Cultural Pedagogy for Technical Writing: An
Exploration of Best Practices”
Sue Hum, University of Texas at San Antonio, “Chinese Origins, American Articulations:
Transformations of Racial Identity in Kingston’s ‘The Woman Warrior’ and Disney’s ‘Mulan’”
Birgitta Ramsey, The University of Southern Mississippi, "Changing Student Populations,
Changing Literacy Practices: A Swedish University Invents Itself."
TABLE 16: THE RIGHT TO ONE’S OWN LANGUAGE VS. STANDARD WRITTEN ENGLISH
Discussion Leader(s): Lisa McClure, Catherine Smith
Iris Ruiz, California State University-Fresno “Generation 1.5 and Post-Secondary Education:
Towards Border Pedagogy”
Julia Major, University of Oregon, “‘English Only’: Or Translation and the Terror of Hybridity”
Todd Wedel, University of Oklahoma, “Language as Social Action: The Oakland Ebonics
Controversy”
TABLE 17: COMPOSITION AND PEDAGOGICAL DISCOURSE
Discussion Leader(s): Emily Isaacs, Kim Brian Lovejoy

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Mary M. Juzwik, University of Wisconsin-Madison, “Enacting History: Ethos and Narrative in
Pedagogical Discourse”
Heather Horn, University of California—Santa Barbara, “A Comparative Study of 6 Week and 10
Week Writing Courses”
Carolyn J. Pastel Anderson, University of Louisiana-Lafayette, “Performing Composition:
Cohesion Out of Chaos.”
4:00-5:00: Editors Roundtable: Print & e-Journals in Rhetoric & Composition
(E-mail: journals@gmu.edu). Two editors will address CCCC/RNF participants for 10 minutes,
and then the editors of the different journals will begin the Editors’ Roundtables. Everyone is
invited.
• Academic Writing: Interdisciplinary Perspectives on Communication Across the
Curriculum (Lots of resources. Primary emphasis is Writing Across the Curriculum)
• The ACE Journal (Abstracts from the Assembly on Computers in English's print journal)
• Assessing Writing (Welcomes submissions that address writing assessment issues from
diverse perspectives: classroom research, institutional, professional, and administrative)
• Basic Writing e-journal (An electronic peer-reviewed journal designed to be an electronic
forum to broaden conversations about Basic Writing)
• CCC Online (College Composition and Communication website. CCC Online has begun
archiving abstracts of the major articles and features published in the print edition of
CCC, beginning with Volume 49. Full-text versions of editorials, news, and
Interchanges/Letters will be provided as well)
• College English (Full text of selected articles and reviews available online. TOCs of print
issues)
• Composition Forum (TOCs for the print journal)
• Composition Studies (TOCs only for current issues. Abstracts on all articles for back
issues)
• Computers and Composition (Selected online texts from the print journal)
• Currents in Electronic Literacy (Addresses the use of electronic texts and technologies in
reading, writing, teaching, and learning in literature, rhetoric and composition, languages,
communications, media studies, and education)
• CWRL (CWRL: The Electronic Journal for Computer Writing, Rhetoric and Literature
publishes articles that address computer-aided pedagogy in the fields of Rhetoric,
Composition and Literature). Coeditor: Doug Eyman: eymand@wilmington.net.
• Enculturation (A Journal of Rhetoric, Writing, and Culture)
• ://English Matters (Invites teachers and students of English who are questioning and
creating new texts and pedagogies on the web to submit essays, exhibits, and
performances)
• Inventio: "creative thinking about learning and teaching" (Features peer-reviewed
articles on instructional research, instructional philosophy, pedagogy, learning theory,
and other significant issues related to excellence in learning and teaching)
• Kairos: A Journal of Rhetoric, Technology, and Pedagogy (Kairos is an electronic
journal designed to serve as a peer-reviewed resource for teachers, researchers, and tutors
of writing at the college and university level, including Technical Writing, Business
Writing, Professional Communication, Creative Writing, Composition, and Literature)

• J.A.C.: A Journal of Composition Theory (Formerly Journal of Advanced Composition.
Annotate online articles. Respond to archives. Authors' responses to reviewers. Abstracts
of print articles)
• Journal of Second Language Writing (http://www.jslw.org/) A refereed journal appearing
four times a year, features theoretically grounded reports of research and discussion of
central issues in second language and foreign language writing and writing instruction.
TOCs and abstracts online)
• Journal of Teaching Writing (A journal devoted to the teaching of composition and the
language arts)
• Philosophy and Rhetoric (Publishes articles on theoretical issues involving the
relationship between philosophy and rhetoric. Sample past texts available online)
• PreText (All things PreText)
• PreText: Electra (Lite) (The e-journal)
• Readerly/Writerly Texts: Essays on Literary, Composition, and Pedagogical Theory (WR
Texts is a refereed journal which publishes 15-25-page essays on critical theory, literary
and textual criticism, editorial theory and practices, the interrelations of literature and the
social sciences, rhetoric and composition, and related pedagogies. Some online issues.
TOCs for print issues)
• Reflections (peer-reviewed journal that provides a forum for scholarship on communitybased
work in college writing courses and related issues. Some materials online)
• RhetNet (A cyberjournal for rhetoric and writing)
• Rhetoric Review (Browse TOCs from past issues. Now an Erlbaum journal so look for a
new site soon)
• Rhetorica (Published for the International Society for the History of Rhetoric, Rhetorica's
articles, book reviews and bibliographies examine the theory and practice of rhetoric in
all periods and languages and their relationship with poetics, philosophy, religion and
law)
• Rhetoric Society Quarterly (Abstracts online)
• Teaching English in the Two Year College (Scholarly journal specifically directed to
those who teach English in two-year colleges or in the first two years at four-year
colleges and universities. TOCs for print journal. Some editorials, letters, and news
reports are posted full text)
• Technical Communication Quarterly (A journal devoted to the teaching, study, and
practice of technical writing in academic, scientific, technical, governmental, and
business/industrial fields)
• Writing on the Edge (An interdisciplinary journal focusing on writing and the teaching of
writing aimed primarily at college-level composition teachers and others interested in
writing and writing instruction. TOCs online)
• The Writing Instructor (A Digital Community and Networked, Refereed Journal)
• Writing Lab Newsletter (A forum for exchanging ideas and information about writing
centers in colleges, universities, and high schools. Articles focus on challenges in
directing a writing center, training tutors, adding computers, designing and expanding
centers, and using tutorial theory and pedagogy)
• WPA: Writing Program Administration (WPA publishes articles and essays concerning
the organization, administration, practices, and aims of college and university writing
programs)
• Written Communication (Provides a forum for the free exchange of ideas,
theoretical viewpoints and methodological approaches that better define and
further develop thought and practice in the exciting study of the written word).
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EJournal (An electronic journal concerned with the implications of electronic
networks and texts)
• JStor ("Redefining Access to Scholarly Literature”)
• Project Muse (Project. Muse provides online, worldwide, institutional subscription
access to the full text of over 100 scholarly journals).