a pdf of the concurrent sessions schedule.
a pdf of the concurrent sessions schedule.
a pdf of the concurrent sessions schedule.
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Sessions A Friday,<br />
9:00-10:15am<br />
B Friday,<br />
10:30-11:45am<br />
C Friday,<br />
1:45-2:30pm<br />
D Friday,<br />
2:45-3:30pm<br />
E Friday,<br />
3:45-5:00pm<br />
F Saturday,<br />
9:00-10:15am<br />
G Saturday,<br />
10:45am-noon<br />
Room 402<br />
1<br />
Turning <strong>the</strong> Page:<br />
From Private to<br />
Public Writing via<br />
Student-Created<br />
Course Themes<br />
Don Bruce &<br />
Nicholas Lakostik<br />
Ongoing Issues<br />
Relating to<br />
Retention, Tenure,<br />
and Promotion in<br />
<strong>the</strong> “Academy”<br />
Ella J. Davis,<br />
Sheldon Wrice, and<br />
Brenda Eatman<br />
Aghahowa<br />
Writing <strong>the</strong> Book <strong>of</strong><br />
Your Life in a<br />
Foreign Language:<br />
Understanding <strong>the</strong><br />
Challenges L2<br />
Students Face in<br />
<strong>the</strong> USA<br />
Kit Frankenfield<br />
Got Structure<br />
Using <strong>the</strong><br />
Mythological<br />
Hero’s Journey to<br />
Shape and Develop<br />
Reflective Personal<br />
Narratives<br />
Melissa Ford<br />
Lucken<br />
But I wrote it in my<br />
own words!”<br />
Combating<br />
Plagiarism in<br />
Meaningful Ways<br />
Senti Longkumer<br />
Stop <strong>the</strong> Debate<br />
and Open <strong>the</strong><br />
Book: Teaching<br />
Composition<br />
Online<br />
Jill Rezac & Alissa<br />
Denke<br />
Room 404 West<br />
2<br />
The Lives <strong>of</strong> English<br />
Instructors Indeed<br />
are Books: Do<br />
Administrators Like<br />
What They’re<br />
Reading<br />
Lisa Adams, Cathy<br />
Clements, & Lisa<br />
Shoemaker<br />
What Page Are<br />
You On<br />
Negotiating<br />
Student Needs in a<br />
Developmental<br />
Reading Classroom<br />
Sarah Parlier,<br />
Margot Vance, &<br />
Stephanie Guedet<br />
Scott<br />
Using Jing Videos in<br />
Responding to<br />
Student Writing<br />
Jeff Sommers<br />
Students Write<br />
Their Lives in<br />
Multiple Discourses<br />
Through Service-<br />
Learning<br />
Nancy Pine<br />
Composing New<br />
Chapters, Creating<br />
Communities: The<br />
Benefits <strong>of</strong> a Peer<br />
Consultant Model<br />
Stephanie Guedet<br />
Scott, Stefanie<br />
Lovelass, James M.<br />
Decker & Alexis<br />
Malo<strong>of</strong><br />
Literacy Narratives<br />
as Critical Work:<br />
Using Literacy<br />
Narratives in <strong>the</strong><br />
Composition<br />
Classroom<br />
Deborah Kuzawa &<br />
Julia Voss<br />
Room 404 East<br />
3<br />
Keeping Our Word:<br />
Finding Ways to<br />
Serve<br />
Developmental<br />
Writers in a Time <strong>of</strong><br />
Transition<br />
Rebecca Fleming-<br />
Safa, Robyn Lyons<br />
Robinson, Holly<br />
Finnegan, & Tracy<br />
Koski<br />
Trauma that Binds<br />
<strong>the</strong> Books <strong>of</strong> Our<br />
Lives: Recovery<br />
through Reading,<br />
Reflecting and<br />
Writing<br />
Virginia Duym,<br />
Sarah Armstrong &<br />
Pam Lasure<br />
Writing a New Page<br />
as a Composition<br />
Instructor: Race in<br />
<strong>the</strong> Writing<br />
Classroom<br />
Dianna Rockwell<br />
Shank<br />
Crate-Digging and<br />
Breadcrumb Trails:<br />
Uncovering<br />
Cultural Literacy<br />
through Classroom<br />
Technology<br />
Christopher Smith<br />
Teaching LGBT<br />
Student Writers in<br />
<strong>the</strong> College<br />
Composition<br />
Classroom<br />
Hannah Furrow<br />
Community Writing<br />
for Global Literacy<br />
Trina Sotirakopulos
Sessions A Friday,<br />
9:00-10:15am<br />
B Friday,<br />
10:30-11:45am<br />
C Friday,<br />
1:45-2:30pm<br />
D Friday,<br />
2:45-3:30pm<br />
E Friday,<br />
3:45-5:00pm<br />
F Saturday,<br />
9:00-10:15am<br />
G Saturday,<br />
10:45am-noon<br />
Room 407 West<br />
4<br />
Understanding “I”:<br />
Developing Identity<br />
Consciousness<br />
through Narrative<br />
Stephanie Scordia,<br />
Lucia Gbaya-Kanga,<br />
& Cort Hodge<br />
From <strong>the</strong> Adjunct<br />
Pages: The MFA<br />
Perspective<br />
Sarah Jones and<br />
Erik Smetana<br />
Reeling in <strong>the</strong><br />
Reluctant Reader:<br />
Tried and True Tips<br />
Barb Thompson<br />
The “I” in<br />
Composition: How<br />
Teaching Memoir<br />
in Composition<br />
Class Enhances<br />
Student Confidence<br />
and Streng<strong>the</strong>ns<br />
Students’ Writing<br />
Skills<br />
Samantha Bell<br />
Running Toward<br />
<strong>the</strong> Wrong Goal:<br />
Rethinking<br />
Developmental<br />
Writing<br />
Richard Bullock,<br />
Janice Connie,<br />
Daryl Hausman,<br />
Stephanie<br />
Thompson & Jade<br />
McDaniel<br />
Prescriptive is Not a<br />
4-Letter Word for<br />
Developmental<br />
Writers<br />
Marsha Elyn Wright<br />
& Jean Ferguson<br />
Room 407 East<br />
5<br />
Engaged on <strong>the</strong><br />
Page:<br />
Nontraditional<br />
Classrooms and<br />
Service Learning in<br />
<strong>the</strong> Composition<br />
Sequence<br />
Michelle Byrne &<br />
Jenny Hebert<br />
Turning Pages in a<br />
Touch-screen<br />
World:<br />
Technology’s<br />
Influence on<br />
Teaching Reading<br />
and Writing<br />
Janet Kirchner,<br />
Jeanine Jewell &<br />
Kara Gall<br />
The Pages on Place:<br />
An Ethnographic,<br />
Place-based<br />
Writing Course<br />
Embodies<br />
Nontraditional<br />
Composition<br />
Students<br />
Steffanie Triller<br />
Empowering<br />
Students to be <strong>the</strong><br />
Authors <strong>of</strong> Their<br />
Own Books<br />
Amy Lewis<br />
Techno Terror:<br />
Fear <strong>of</strong> Flying in<br />
Cyberspace<br />
M.J. Willow and<br />
Judith Anderson<br />
Digital Literacy and<br />
<strong>the</strong> Composition<br />
Classroom<br />
W. Scott Cheney<br />
Room 409 West<br />
6<br />
30 Reading<br />
Activities: Instead<br />
<strong>of</strong> saying “Read X,”<br />
try, “Read X and Do<br />
Y.”<br />
Sybil Priebe<br />
Visual Literacy to<br />
Facilitate Academic<br />
Literacy and<br />
Transformation<br />
Lucia Eldon<br />
And<br />
Steps Toward<br />
Success: The Value<br />
<strong>of</strong> Student-Made<br />
Revision Plans<br />
Debrenee Adkisson<br />
Life on <strong>the</strong> Digital<br />
Page: Facebook<br />
Engagement and<br />
Writing<br />
Greg Dixon<br />
Doing <strong>the</strong> Digital<br />
Dance: Using<br />
Digital<br />
Communications<br />
Channels to Inspire<br />
Creativity<br />
Jennifer Cherry<br />
The Beauty <strong>of</strong><br />
Everyday<br />
Conversation:<br />
Adding Dialogue to<br />
Stories<br />
Beth Gulley &<br />
Jeremy Gulley<br />
The Odd Couple:<br />
Service Learning<br />
Meets New Media<br />
Laura Gabrion<br />
And<br />
Recursive Service<br />
Learning: Creating<br />
an Intracultural<br />
Collaboration<br />
Cindy Mooty
Sessions A Friday,<br />
9:00-10:15am<br />
B Friday,<br />
10:30-11:45am<br />
C Friday,<br />
1:45-2:30pm<br />
D Friday,<br />
2:45-3:30pm<br />
E Friday,<br />
3:45-5:00pm<br />
F Saturday,<br />
9:00-10:15am<br />
G Saturday,<br />
10:45am-noon<br />
Room 409 East<br />
7<br />
Approaches to<br />
Reading, Writing<br />
and Speaking about<br />
War in <strong>the</strong><br />
Classroom<br />
Marilyn Valentino,<br />
Amanda M. Nelson,<br />
& Tara Broeckel<br />
Real World Group<br />
Work: Avoiding<br />
<strong>the</strong> Pitfalls and<br />
Harnessing <strong>the</strong><br />
Power <strong>of</strong> Group<br />
Projects<br />
Amy Edwards<br />
Patterson & Sarah<br />
Z. Johnson<br />
Teaching <strong>the</strong><br />
Relevance <strong>of</strong><br />
Writing for 44<br />
Cents<br />
Anne Homan<br />
Detaching <strong>the</strong> Self<br />
in a World <strong>of</strong> Status<br />
Updates: Using<br />
Film to Master<br />
Analysis<br />
James McWard<br />
Collaborative<br />
Communities:<br />
Building Cross-<br />
Institutional<br />
Partnerships<br />
Linsey Cuti & Mark<br />
Lanting<br />
Beyond <strong>the</strong> Extra<br />
Research Paper:<br />
Lessons Learned<br />
from a First Year <strong>of</strong><br />
Honors Surveys<br />
John Pruitt & Alan<br />
Hutchison<br />
Room 415<br />
8<br />
Literacy: Helping<br />
Students Build<br />
Confidence as<br />
Readers, Thinkers<br />
and Writers<br />
Mary Gruis & Kathy<br />
J. Steffen<br />
Fridays in Prison<br />
Tyler Abrams<br />
Turning <strong>the</strong><br />
Campus-Wide Read<br />
in a Campus-Wide<br />
Write<br />
Ryan Winn<br />
Our Silent Editors:<br />
Perceptions <strong>of</strong><br />
Spelling and<br />
Grammar Checkers<br />
by First-Year<br />
Writing Students<br />
Alec Fleschner<br />
Turn <strong>the</strong> Page:<br />
Mediating<br />
Traditional and<br />
New Literacies<br />
Ryan Ireland,<br />
Dustin Wenrich &<br />
Nancy Brewer<br />
And<br />
What Did<br />
Beethoven and<br />
Cobain Have in<br />
Common: Tools <strong>of</strong><br />
<strong>the</strong> Trade and <strong>the</strong><br />
Importance <strong>of</strong><br />
Grammar<br />
Ballroom<br />
Emily Jane Pucker<br />
Poetry Reading<br />
Steve Abbott and<br />
Mike Wright<br />
Mysteries in <strong>the</strong><br />
Margins: Teachers’<br />
Comments through<br />
Students’ Eyes<br />
Nancy Sommers
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