Friday, October 22 Session 1: 10:30 am - noon

1A. CASE STUDIES IN PEDAGOGY

Candace Collins and Patricia Murphy - Arizona State University
A historical perspective on the electronic classroom program at Arizona State University
This 20 minute paper discusses the three-year history of the Electronic Classroom Program in the English Department at Arizona State University. It focuses on the fast growth of the program, as well as the struggle to train and support the increasing numbers of teachers who wish to enhance their curricula with technology.

William DeGenaro, University of Arizona
Using "survivance" and writing programs to bridge campus and community
I discuss a "web writing" program I started with a group of high school students at a small charter school in Tucson. Key to the philosophy of the program is rhetorician Scott Lyons' notion of survivance, wherein survival skills as well as critical thinking and resistance skills are both maintained

Jeffrey Klausman, Whatcom Community College
The function and field of rhetoric in composition, or can we bring the "rhet" back to comp/rhet?
In a climate of economics and service, can rhetoric be the heart of writing instruction? Can literacy be achieved without it? This paper addresses these questions by analyzing the departmental history, employment practices, and educational climate of a typical community college. Audience: Bring your stories of teaching and institutional politics.

1B. A NEW POLITICS FOR A NEW HISTORY

Maureen A. Mathison, University of Utah
New geographies, environments, and locates for rhetoric and composition Reconfiguring interdisciplinary relationships through politicization of space and place
John M. Ackerman, Northern Arizona University
Traveling and teaching the capital city in rhetoric
Scott Denton, University of Arizona
The ecological imperative in the writing classroom
This session offers three commentaries on the compatibility of spatial representations of culture and disciplinary practice with common concepts and practices in interdisciplinary teaching and research of rhetoric and composition. The panel offers, first, a theoretical critique of "boundaries" in disciplines; then, an illusion of the theoretical and practical constraints in a disciplinary "habitus"; and finally, a discussion and illustration of the discursive compatibility of modernist notions of ecology with postmodern notions of discourse. In conjunction, the three papers offer a novel way of positioning writing across the university and within classrooms.

1C. POLITICS, POWER, AND ETHOS

Jane E. Hindman, San Diego State University
Who is that marked woman?: The effects of gender on publication and knowledge construction
This presentation demonstrates the often invisible and insidious ways that our discursive conventions and practices re-inscribe into the research and scholarship of our discipline a masculinist economy of marked writing. Because these same discursive practices (and practitioners) fail to account for the well-defined conceptual instruments and techniques available in feminist scholarship, they remain blind to their own complicity in the oppression of women scholars.

Matt Schnakenberg, Washington State University
A bibliographic essay of contemporary ethos
Redefined by contemporary theory, ethos moves beyond the representation of authority to the representation of validity. Though the critique that the redefinition provides does not necessarily mean empowerment, it better illuminates the negotiations of power writing pedagogy presently engages in.

Michael Spooner, Utah State University, Kathleen Yancey - Clemson University
the politics of alt.writing: subverting the politics/aesthetics binary
One prevailing sentiment for postmodernism is that...things aren't simple and clear...yet that is, in part, the ground of the complaint that many make about what we're calling alt.writing--what others have called new essay, digital essay, or just college writing. This writing is criticized for concealing the writer in multivocality, and for deferring clear advocacies and conclusions. But we think that here is more than one way of knowing and representing, as seen in the visual turn, the multivocal, the multigenre. Critiqued as aesthetic, it too, we want to show, is political.

1D. THE POLITICS OF NARRATIVE

Carla Anderson, Southwest Missouri State University
To my students: Why write the personal essay?
What is the function of the personal essay for writer, reader and the modern classroom? This presentation argues against the notion that the personal essay operates on the fiction of individualism and contrived audience and asserts that the personal essay is beneficial to both the individual and the general reader.

Leigh Jones, Washington State University
An argument for including narrative voices in argumentative academic writing
I argue that instructors of introductory college writing classes should teach students to use narrative as an argumentative tool in academic writing. Writing narratives can help students become "critical writers" (Bartholomae's term), allowing them to examine their subject positions. Students from diverse backgrounds can draw upon their lived experiences, gaining authority in academic writing.

Bonnie L. Kyburz, Utah Valley State College
Re-thinking expressionist rhetorics: The role(s) of autobiography in first-year composition
I hope to deconstruct Berlin's taxonomy--cognitive, expressionist, and social-epistemic "rhetorics." I'll examine Berlin's apparent reconsideration of his early taxonomy, articulated in Rhetorics, Poetics, and Cultures. BerlinÕs reconsideration of expressionist rhetorics, in particular, seems to warrant a re-examination of the roles and value of autobiography in First-Year Composition.

1E. SPECIAL INTEREST DISCUSSION: SERVICE LEARNING

Patti Hanlon, Heidi Estrem, Carli Cutchin and Melanie Olofson, University of Nevada Reno
Expanding the borders of the composition classroom
Our special interest discussion group will highlight the theory behind service learning, how we put a specific project into class in our composition and language classrooms, and how our students were affected by it.

Session 2: 1:30 pm - 3:00 pm

2A. ENTER AT YOUR OWN RISK

Steve Beatty and Maureen Daly Goggin, Arizona State University
Colonize other planets? Sure. Create new life forms? No problem. Change first-year composition? Are you nuts?: Sources of resistance to systemic evolution and revolution in first-year composition
This paper traces the history of first-year composition through an economic theoretical lens and demonstrates that the system of composition is enmeshed in a complicated web of economic and political forces that make it expedient to keep it a marginalized enterprise focusing on a mechanical literacy that ostensibly "anyone" can teach.

Richard Gebhardt, Bowling Green State University
Argument, composition, and literature: Seeking an intellectual center for English studies
"English studies is in crisis," begins Berlin's Rhetorics, Politics and Cultures; "virtually no feature of the discipline can be considered beyond dispute." This situation--dispute about matters central to our field--is one reason many believe English studies now faces a crisis of fragmentation or disintegration which it must address. Toward that end, this paper explores argument as a productive common ground for scholarship and teaching, a sort of intellectual center for English studies

Joseph Petraglia, TCU
Eunuchs in the Harem
Although rhetoric has received a great deal of lip-service in the academy over the last decade, its disciplinary aspirations have not kept pace with its actual impact. In this paper I consider the possibility that such aspirations are threatening and, in fact, an obstacle to injecting rhetoric into the academy.

2B. THE P0LITICS OF (IN)DIFFERENCE

Chitra Duttagupta, Arizona State University
Instruction and difference: Adjusting classroom pedagogy to meet multicultural needs
My presentation will focus on how the growing multicultural nature of American classrooms requires new pedagogical theories and strategies in order to make instruction meaningful for students; traditional, often politicized theories of literacy and contrastive rhetoric are generalizations that cannot wholly account for difference in how students write or learn.

DeAnna M. Rivera, Housatonic Community Technical College
Writing scars: Understanding the politics of native learners in the composition classroom
Since contact with Europeans, North Americans have created a society dependent on the written word. The peoples who lived in the Americas before contact, and did not share the Euro-American dependency on the written word, are the great grandparents of subsequent generations of children who now attend our colleges. This presentation will set forth the philosophical and political tensions that may exist for the Native learner in the composition classroom.

Elizabeth Vander Lei, Calvin College
African American rhetoric and the college composition classroom
African American rhetoric offers intriguing possibilities for the composition classroom. This presentation offers two examples of African American rhetorical concepts that can enrich our college composition classrooms: authorial social position and word play. This presentation will proceed with a brief description of each concept and an in-depth discussion of classroom materials that I use to promote the concepts.

2C. RHETORICAL TRADITIONS IN PERSPECTIVE

Suzanne Bordelon, University of Alaska Fairbanks
Mary Yost and argument from the perspective of sociology
I will examine "Argument from the Point-of View of Sociology" (1917) by Mary Yost, an English professor at Vassar College who became the dean of women at Stanford University. I will argue that Yost's views represent a dramatic departure from traditional approaches to argumentation and from those of her contemporaries.

Byron Hawk - University of Texas Arlington
Toward a theory of exposure: Critical auto/ethnography as a form of expository writing
If earlier approaches to ethnographic writing can be equated with exposition, then I propose to recast expository writing in light of "new ethnography." I'll take from Linda Brodkey's pedagogical use of ethnography and Greg Ulmer's genre "mystory" to put forth a theory and pedagogy for a "new" expository writing.

Fredel M. Wiant, University of Utah
Arguing about values: Rhetorical tradition and the "culture war"
In this presentation I will argue that classical rhetorical foundations inform what has been termed our societal "culture war," and that the Toulmin model of argument is a useful method of accommodating a variety of student viewpoints when teaching argumentation as part of any composition course.

2D. Reconceptualizations of rhetoric and disciplinarity
Kerrie R. H. Farkas, Scott Koloms, Michelle Vallet and Hunter Stephenson, Kent State University
With the contemporary revitalization of sophistic rhetoric, scholars have begun to expand the boundaries of rhetoric in new directions and are reconceptualizing rhetoric as not only autonomous discipline, but also as a tool for the analysis of other disciplines, generating important epistemological and methodological questions. This panel explores how several scholars use these reconceptualizations to analyze the discursive practices and rhetorical constructions of various fields within the human sciences.

2E. Workshop: The speakeasy studio & cafe--an interactive writing environment
Barbara Sitko, Washington State University; Eric Miraglia, Information Management Group, Inc.
This mini-workshop will engage participants in a web-based writing environment developed at Washington State University. Participants will interact in a hands-on session, hear how students used the writing environment, and look at examples of multiple-campus student discussion. Presenters are the developer and a writing teacher

Session 3: 3:15 pm - 4:45 pm

3A. THE POLITICS OF INQUIRY
Kirk Branch, University of Kansas
Literacy finally defined - or - the rhetoric of listing
I argue that one common way of defining literacy is through list form. I look at several types of lists, arguing that they are compelling because they represent literacy as objective and measurable, universal, transformative, and as capable of erasing cultural hierarchies. One responsibility of language educators is to provide alternative approaches to literacy that have the potential to be as broadly compelling.

Gladys Vega Scott, Arizona State University
Where do empirical research and writing connect?
This paper will discuss the epistemic nature of writing in scientific research through a case study of an ESL doctoral candidate in Agricultural Economics. It demonstrates how integrating the empirical data analysis process with the dissertation writing process effected crucial methodological changes, which led to empirical results of far-reaching impact in the disciplinary community.

Patricia G. Wojahn, New Mexico State University
Creating instructions that actually instruct: User-centered methods for testing document effectiveness
In this presentation, I share the discoveries student writers made by adopting a number of user-centered methods for assessing existing instructions or procedures. The writers applied results from user-tests to create instructions that fulfilled the intended purpose for the given audiences in numerous ways that the original documents had not--resulting in instructions that could actually instruct.

3B. EVOLUTION, REVOLUTION, AND BORDERS

Connie Herndon and James C. McDonald, University of Southwestern Louisiana
Border theory and the professionalization of writing centers
As a tool for understanding individuals and groups "betwixt and between" conflicting institutions and identifications, border theory can help us analyze the current debate about the "marginal" status of writing centers and the movement to professionalize writing centers.

Karen R. Dwyer, Arizona State University
Witness this: "Your excellency, I am writing to express my concern for the welfare of..."
Human rights discourse, a fairly new discursive genre, is a means by which "ordinary" people challenge government-sanctioned accounts of abusive acts and the marginalization of abuse victims. This paper explores some promising material practices of this new genre and briefly comments on its discursive constraints.

Catherine Prendergast, University of Illinois Urbana/Champaign
The case of "Nate": A study in epistemological whiteness

3C. Writing, Representation, Resistance
Holly Baumgartner, Mercy College; Doreen Piano and Brent Royster, Bowling Green State University
This panel will be a three-way dialogue on how dominant culture and its representational ideologies construct and re-construct the role, the image, and the product of the writer and the purpose for such a commodity. Emphasis will be placed on three intertextual genres: the writer in film, the gendered body as text, and the writer's own process narrative.

3D. Literacies at large: Practices of real world writing and service learning
Michael Stancliff, Arizona State University; Sharon Kirsch, State University of New York Buffalo; Alisa Messer, Cabrillo College
Our panel is a critical historiography of theories of public writing within the field of composition studies. We argue that the conjunction of service learning and real world writing offers a potential though not unproblematic, site of change.

3E. Workshop: Literacy autobiographies: Understanding our individual histories
Jamey Nye and Tara Nye, Indiana University of Pennsylvania
By remembering and reflecting upon our own experiences with literacy, we gain insight into our personal (often unconscious) beliefs about literacy--and by extension, our individual pedagogies as writing teachers. We believe that this type of self-reflection is beneficial to writing teachers. As such, we advocate the use of literacy autobiographies (sketches of one's own literacy development) as a way to understand ourselves and our teaching.

Saturday, October 23 Session 4: 9:00 am - 10:30 am

4A. LITERACIES OF PUBLIC SPACE

David Fleming, University of Wisconsin Madison
The student as juror: An alternative approach to the teaching of public writing
Dominant models for the teaching of public writing (classical rhetoric, critical theory, community literacy) are unsatisfactory. I propose an alternative model in which the student is seen as a citizen fulfilling mundane civic roles, such as that of the juror. I report my work in developing a writing course which uses that model.

Elenore Long, Bay Path College
Postcards from the edge: Constructing coherence and framing fragments within an identity-building literacy project called STRUGGLE
The proposed discourse analysis examines the politics of identity construction among pairs of college students and inner-city teenagers as they construct computer-generated montages and written commentaries to represent the legacies from which each has emerged. The analysis examines how participants contend with the tension between coherence and fragmentation within acts of intercultural communication.

Amanda Young, Carnegie Mellon University
Interactive multimedia as a catalyst for writing and health literacy
Interactive multimedia programs can foster health literacy and patient agency by asking users to write about their medical needs and goals. Developed from theory in rhetoric and community literacy, "What's Your plan?" supports teenagers in moving toward a rhetoric of agency as they make plans and decisions about abstinence and contraceptive use.

4B. WHOSE STORIES ARE WE TELLING?

Anis Bawarshi, University of Washington
Writing and the politics of identity: The case of the assignment prompt
This presentation offers to problematize our notions of the writer as the defined and static source from which writing begins by arguing that writers' identities are invoked by such school genres as the assignment prompt, so that writers produce identities as much as texts when they write.

Rose M. Johnson and DeeAnn Duke Ward, Texas Wesleyan University
Autographography: Private and public histories of writing in advanced composition
Our presentation describes a pedagogical approach to advanced composition that incorporates rhetorical situation theory and focuses on writing about writing for increasingly public audiences, expanding students' awareness of the politics of audience and of the pervasiveness of writing.

4C. Roundtable: What makes writing good? Current perspectives
Chair: Edward M. White, University of Arizona
Panel: Shawn Hellman, Susan M. Smith, Amy Dayton, Kimber Fendley, Adrian Wurr, Gloria Macmillan, Bill DeGenaro and Rich Hansberger, University of Arizona
The presenters of this roundtable will discuss a number of current critical perspectives on the topic of what makes writing good. Encompassing a range of aesthetic, political and cognitive concerns, the presenters will initiate active audience interaction with brief statements reflecting each of their perspectives and will also distribute a variety of materials to further facilitate audience participation.

4D. Roundtable: The role of writing assessment in higher education in the 21st century: Bridging practical applications with contemporary theories
Panel: Diane Kelley-Riley and William Condon, Washington State University
This roundtable discussion will explore and trouble-shoot issues of implementing useful writing assessment programs in higher education.

4E. Workshop: Assessment politics: Is there an alternative? Developing a student-based goals/objectives/performance matrix
Sarah Duerden, Christine Helfers, Jeanne Garland and Steve Farmer, Arizona State University
This mini-workshop will explore the problematic issue of assessment in the composition classroom. We will discuss a "Goals/Objectives/Performance Matrix," showing how it has been used successfully in composition sections taught in the Foundations Coalition and demonstrating how such a model can be manipulated for adoption in other composition courses: sections of WAC101 ("Stretch") and English 102 in particular. We will help workshop participants to develop a similar matrix for general use in a traditional English 101 course.

Session 5: 10:45 am - 12: 15 pm

5A. THE ELECTRONIC REVOLUTION

Julia Gousseva, University of Arizona
Computer-mediated collaborative dialogue in an ESL writing classroom
The presentation will provide an overview of collaborative learning groups from 18th century mutual improvement societies to modern networked classrooms, and the changes that the use of technology is bringing to collaboration in ESL writing classes. The results of a study of ESL students' online interaction patterns will be discussed.

Charles A. Hill, University of Wisconsin, Oshkosh
The network as audience: Public spaces and political discourse in the 21st century
I will discuss some ways to prepare students to participate in a democracy shaped by networked technologies. These will include teaching students to write for network audiences, to evaluate a wide variety of information sources, and to perceive the more subtle hierarchies that exist in a networked culture.

Loel Kim, University of Memphis
Electronic revolution or same old persona in a new media?: Teacher commenting practices in online text and voice modalities
In a continued analysis of online text and voice teacher comments, four sets of teacher comments are examined for content differences as well as differences of phrasing, presence or absence of mitigating language, praise, and other rhetorical characteristics which affected student perceptions of persona and persuasiveness.

5B. PEDAGOGY AND PRAXIS

Matt McLain, Washington State University
The writing in the major tutor: Perspectives, practices, and pedagogical significance
This presentation will address pedagogical, social, and cognitive concerns for teachers and tutors of upper-division Writing Across the Curriculum courses in an effort to provide practical solutions to meeting writing proficiency objectives through collaboration and instruction. This presentation is also designed to explore the current and future pedagogies and epistemologies for writing-intensive course instructors and tutors.

Joseph S. Ng - Metropolitan State College Denver
Writing with students: A world of endless possibilities
This teaching demonstration highlights teacher-modeling pedagogy by explaining an effective use of a writing teacher's own writing--a professional manuscript--as a technique for teaching the process of academic and professional writing, and composition in general.

Susan M. Webber, Washington State University
An assessment rubric for the writing portfolio
This paper will present the research I have done in connection with the Junior-level Writing Portfolio at Washington State University. It discusses the rubric constructed by the assessors themselves and how this rubric could have an effect on both future assessment and classroom pedagogy.

5C. Forging new histories: Literacy and the emerging multicultural imperative
Matt Jackson, Brigham Young University; Daniela Liese and Octavio Pimental, University of Utah
This panel argues that a multicultural perspective within traditional literacy studies is necessary. Such a perspective can be achieved through: a focus on additive bilingualism and the discourse of diversity; through an understanding of the mismatch that occurs between literacy practices of the dominant academic community and those of the Latino home community; through the utilization of various counter-hegemonic strategies that raise awareness of literacy as politics among white, empowered composition students.

5D. Roundtable: Challenging the myths of WAC and WID: From the high school to the university
Chair: Laura Gray-Rosendale, Northern Arizona University
Panel: Jean Boreen, Randi Reppen, Sibylle Gruber, Laura Gray-Rosendale and Steven Rosendale, Northern Arizona University; Lisa Cahill, Arizona State University
This panel examines how WAC and WID strategies are applied, negotiated, and challenged. We explore classroom settings ranging from high school to college and investigate attempts to utilize these strategies in ESL, freshmen experience, Forestry, and Information Studies courses.

5E. Roundtable: Writing and politics: Creating a technical writing core, questions and issues
Panel: Allene Cooper, Sarah Duerden, Jeanne Garland, Katherine Heenan, Timothy Ray
In a department traditionally of literature courses of over 47,000 students in a high tech city of over 3 million - no technical communication program existed. We created a core of four technical writing courses as part of a Writing Certificate Program. Arising issues, questions, and solutions will be discussed.