I compiled a list of WAW sessions (Thurs-Sat.) at the CCCC’s and combined it with Kathleen Yancey’s Writing Across Contexts list of Transfer sessions. Please feel to check it out!
-Geoff
WAW Sessions
Thursday (3/16)
10:35-11:45AM
A.45 What Is Writing Studies Made of?
Tackling questions of structures and boundaries of the field: presenters explore disciplinary futures growing out of earlier alliances.
D 140
Speakers: Peter Campbell, University of Pittsburgh,
John Dunn, Eastern Michigan University, Ypsilanti,
Cory Holding, University of Pittsburgh,
Bob Samuels, University of California, Santa Barbara, “Contingent Labor, Writing Studies, and Writing about Writing”
1:45-3:00
C.52 Content Conflict: An Argument for Alternative Approaches to “Writing about Writing”
An argument that supports the rhetorical dexterity of WAW but proposes alternative content that more fully considers the needs of students.
B 115
Speakers:
Erin Daugherty, University of Arkansas, “Writing Past Conflict, Writing for Your World”
Logan Hilliard, University of Arkansas, “Creatively Composing: Engaged Liberation in First-Year Composition”
Sam Morris, University of Arkansas, “Gladdening the Process: Voice, Social Identity, and Young Adult Literature”
Friday (3/17)
12:30-1:45
I.49 Creating a Transferable Sense of a Writing Self: Findings from a Longitudinal Study of WAW
A longitudinal study of learning transfer from writing-about-writing courses shows transfer as a function of a writer’s sense of self.
F 151
Speakers:
Doug Downs, Montana State University, Bozeman, “Transfer or Transformation? Taking New Selves to New Sites of Writing”
Kim Hoover, University of Pittsburgh, “Kinds of Consciousness: Affect, Metacognition, and Cosmic Minds?” Miles Nolte, Montana State University, Bozeman, “Watch Out for That Exigence: What Military and Commercial Vessel Training Might Demonstrate about Facilitating Student Engagement in FYC”
Mark Schlenz, Montana State University, Bozeman, “Actualizing Selves in Universes of Discourse: Creativity, Identity, and Exigence in Metacognitive Transfer”
2:00-3:15
J.04 Qualitative Studies of Writing about Writing: Classrooms, Programs, and Trends
(WAW Sponsored Session)
Three qualitative studies of writing about writing focusing on an individual teacher, a program, and trends in US and Canadian pedagogy.
C 124
Speakers:
Rebecca Babcock, University of Texas Permian Basin, Odessa, “Conceptions of WAW: A Qualitative Study”
Cynthia Cochran, Illinois College, “Conceptions of WAW: A Qualitative Study”
Lena Harper, Brigham Young University, “Contextualizing Contrasting Perceptions of WAW Failure: A Case Study of a Stand-Alone WAWFYC Course”
Samuel Stinson, Ohio University, Athens, “Writing-about-Writing and Post-Departmental Support”
David Stock, Brigham Young University, Provo, UT, “Contextualizing Contrasting Perceptions of WAW Failure: A Case Study of a StandAlone WAW-FYC Course”
Respondent: Doug Downs, Montana State University, Bozeman
3:30-4:45
K.10 Writing about Writing and Teaching for Transfer
Speakers consider the efficacy of Writing about Writing in multiple venues and genres.
A 103
Speakers:
Veronica Flanagan, University of California, Santa Cruz, “Teaching First-Year Composition in a College Core Course”
Joel Heng Hartse, Simon Fraser University, “Implementing a Writingabout-Writing Approach in a High-Stakes Foundational Writing Course”
Ariel Zepeda, California State University, San Bernardino, “Reimagining Transfer through Multimodal Re-mediation”
3:30-4:45
K.37 What’s New in WAW Is WA(M)W! Fostering Adaptive Transfer through Writing about Multilingual Writing
Invites consideration of Writing about Multilingual Writing as an innovative approach to language difference in transfer studies.
B 115
Speakers:
Lindsey Ives, Embry-Riddle Aeronautical University
Katherine Silvester, Indiana University, Bloomington
Emily Simnitt, University of Oregon
6:30-7:30
FSIG.11 Writing about Writing Development Standing Group Meeting
The WAW Standing Group’s meeting conducts the group’s business and lets members socialize and coordinate efforts in WAW pedagogy and research.
C 126
Chair: Doug Downs, Montana State University, Bozeman
Speaker: Andrea Olinger, University of Louisville
Saturday (3/18)
10:45-12:00
L.27 Genre and Transfer
Presenters focus on graduate teaching assistant (GTA) training and understanding diverse genre approaches to teaching.
A 104
Speakers:
Melissa Bugdal, University of Connecticut, Storrs, “The Rhetorical Situation and Transfer of Writing Knowledge from Basic Writing to Writing in the Disciplines”
Katherine Fredlund, University of Memphis, “Writing about Writing Courses and the Graduate Teaching Assistant: Cultivating Disciplinary Understanding in a Diverse English Department”
Edrees Nawabi, Washington State University, “I Know You Are but What Am I? Engaging and Developing Students’ Sense of ‘Good Humor’”
Kristen Nielsen, Boston University, “Beyond the Essay, Beyond Montaigne: Reenvisioning Writing Conventions and Assignments”
2a. Transfer Sessions (From K. Yancey’s Writing Across Contexts blog)
Thursday (3/16)
A.14 Passion Cultivates Long-Term Transfer
How does passion transfer to long-term literate habits? A theoretical explanation grounded on empirical research.
D138
Speakers:
Barbara George, Kent State University
Melody Gustafson, Kent State University
Uma Krishnan, Kent State University
A.17 Tracing Transfer: Examining Teaching for Transfer in Three Curricular Sites
This panel presents the preliminary findings of a multi-institutional, multisite research project: the Transfer of Transfer Project.
C 123
Speakers:
Matt Davis, University of Massachusetts, Boston
Liane Robertson, William Paterson University
Joyce R. Walker, Illinois State University, Normal
Respondent: Kathleen Blake Yancey, Florida State University
B.16 Transitions and Transfers in Technical and Professional Communities
Explorations of transfer and transitioning into the workplace.
B117
Speakers:
Brian Fitzpatrick, George Mason University, “Didn’t Get the Memo: Refining Professional Writing Transfer Strategies through the Study of Authentic Writing Spaces”
Jessica McCaughey, The George Washington University, “Didn’t Get the Memo: Refining Professional Writing Transfer Strategies through the Study of Authentic Writing Spaces”
CP Moreau, Carnegie Mellon University, “From College to the Cubicle: A Multiple-Voiced Inquiry into the Literate Practices of Recent College Graduates Entering the Professional Workplace”
Lisa Sperber, University of California, Davis, “Using Threshold Concepts in Writing in the Sciences and Health Sciences”
C.15 What Transfers? Developing Research Instruments to Assess Whether Comparative Genre Analysis Helps Students Transfer Rhetorical Knowledge across Contexts
Evaluating survey instruments designed to assess whether students are prepared to transfer rhetorical knowledge from FYC to future academic work.
B114
Speakers:
Ana Cooke, Carnegie Mellon University, “‘Troubling’ Comparative Genre Analysis”
Danielle Wetzel, Carnegie Mellon University, “Do Students Perceive Comparative Genre Analysis as a Transferable Method?”Laura Wilder, University at Albany, SUNY, “Describing the Signposts That Signal Positive Transfer”
Joanna Wolfe, Carnegie Mellon University, “Does Comparative Genre Analysis Prepare Students to Analyze Unfamiliar Writing Prompts?”
E.30 Students as “Agents of Integration” and Social Change: Cultivating Transfer between the Classroom and Community
Through studies of students’ co- and extracurricular community engagement, we explore ways to support transfer beyond classroom contexts.
Portland Ballroom 258
Speakers:
Sarah Hart Micke, University of Denver, “Students Teaching Writing: Cultivating Transfer in a Community Literacy Organization”
Megan Kelly, University of Denver, “Lessons from the ‘Campaign Toolbox’: What We Can Learn about Composition from Student Activist Organizations”
Heather Martin, University of Denver, “Self-Directed Service in the Composition Classroom: Opportunities for Agency and Transfer”
TSIG.11 Teaching for Transfer (TFT) SIG
In this Special Interest Group session, we’ll introduce TFT quickly before breaking into small sessions addressing several issues, including misconceptions about TFT; TFT in FYC; TFT in upper-level writing courses; and specific adaptations to the TFT curriculum. In addition, we’ll forecast other opportunities to learn about TFT.
E146
Speaker: Kathleen Blake Yancey, Florida State University
Friday (3/17)
F.33 Teaching for Transfer beyond First-Year Composition: Professional and Business Writing
Presenters consider using teaching for transfer beyond first-year writing.
A104
Speakers:
Jann Harris, University of Nevada, Reno, “Remixing the Old and the New: Cultivating the TFT Metaphor”
Patricia Jenkins, University of Alaska Anchorage, “Applying TFT to an Upper-Division Professional Writing Course: Broadening the Curricular Reach”
Cynthia Johnson, Miami University, “Broadening the Transfer Landscape: Cultivating Transfer-Focused Writing Curricula beyond Composition Programs”
Nicole Varty, Wayne State University, “Flexible Writing in Literate Ecologies: A Longitudinal Study of Student Writing Knowledge Transfer into, during, and after First-Year Writing”
F.51 Cultivating Transfer with the Teaching-for-Transfer Writing Curriculum: A National Multi-Institutional Study
This panel shares findings from a two-year and four-year college multiinstitutional study on the efficacy of the Teaching for Transfer curriculum.
A106
Speakers: Sonja Andrus, University of Cincinnati/Blue Ash College, OH
Sharon Mitchler, Centralia College
Tonya Ritola, University of California Santa Cruz
Kara Taczak, University of Denver
Howard Tinberg, Bristol Community College
G.39 Cultivating Knowledge to Foster Program Development: Utilizing Data from a Five-Year Study of a Large Advanced Writing Program
The panel discusses a survey of more than 8,500 students in advanced writing courses, looking at issues of transfer, diversity, and WPA awareness.
A105
Friday, 9:30–10:45 a.m.
Speakers: Dana Ferris, University of California, Davis
Hogan Hayes, California State University, Sacramento
Sean McDonnell, University of California, Davis
H.13 Change Agents in the Workplace: How MA Graduates Transfer Rhetorical Knowledge into Action
We will show how our MA alumni use the transfer of rhetorical and pedagogical knowledge as change agents in their workplaces.
C120
Chair: Nancy Mack, Wright State University
Speakers: Melissa Faulkner, Cedarville University, “One MA Alum’s Experiences in University and Community Contexts”
Nancy Mack, Wright State University, “What Our MA Alumni Use Every Day: Transfer of Curricular Values”
David Seitz, Wright State University, “The Transfer of Rhetorical Knowledge to Create Workplace Change”
H.32 Sharing Threshold Concepts as the Foundation for Integrated Curricula, Collaborative Assessment, and Learning Transfer across Library-Writing Partnerships
IRB-approved study exploring co-teaching of shared threshold concepts for long-term transfer across writing programs and library sessions.
A105
Speakers: Cooper Day, Texas State University
Brittney Johnson, St. Edward’s University
Moriah McCracken, St. Edward’s University
I.49 Creating a Transferable Sense of a Writing Self: Findings from a Longitudinal Study of WAW
A longitudinal study of learning transfer from writing-about-writing courses shows transfer as a function of a writer’s sense of self.
F151
Chair: Doug Downs, Montana State University, Bozeman
Speakers: Doug Downs, Montana State University, Bozeman, “Transfer or Transformation? Taking New Selves to New Sites of Writing”
Kim Hoover, University of Pittsburgh, “Kinds of Consciousness: Affect, Metacognition, and Cosmic Minds?”
Miles Nolte, Montana State University, Bozeman, “Watch Out for That Exigence: What Military and Commercial Vessel Training Might Demonstrate about Facilitating Student Engagement in FYC”
Mark Schlenz, Montana State University, Bozeman, “Actualizing Selves in Universes of Discourse: Creativity, Identity, and Exigence in Metacognitive Transfer”
J.12 Transfer, Habits of Mind, and Threshold Concepts: Trends Redefining the Fields
Participants describe lines of inquiry that are becoming increasingly important to understanding student writing for the purposes of pedagogical, programmatic, and institutional accountability.
C122
Chair: Kelsie Hope Walker, University of Arkansas at Little Rock
Speakers: Christopher Blankenship, Salt Lake Community College, “The Frame and the Foil: Integrating Threshold Concepts and Outcomes Assessment in First-Year Composition”
Meghan Dykema, Florida State University, “Communicating Disciplinary Knowledge through Accreditation-Based Writing and Learning Initiatives”
J.24 Cultivating (Meta)Transfer: Changing Individual, Programmatic, and Institutional Dispositions through a Revisioning of Stretch
Revisiting stretch with reflections on instructor and institutional dispositions, text analysis, and autoethnographic case studies.
A105
Chair: Lisa Tremain, Humboldt State University, “Theoretical Implications of Meta-Transfer”
Speakers: Marianne Ahokas, Humboldt State University, “Disposition: It’s Not Just for Students Anymore”
Sarah Ben-Zvi, Humboldt State University, “In the Process of Transformation: Planning Our Future Research and Practice”
Kerry Marsden, Humboldt State University, “Institutional Dispositions: When the Deficit Model Is Transferred to Stretch”
Erin Sullivan, Humboldt State University, “Harnessing Constraint: How Disappointment and Frustration Fueled Our Reflection and Desire for Transformation”
K.10 Writing about Writing and Teaching for Transfer
Speakers consider the efficacy of Writing about Writing in multiple venues and genres.
A103
Chair: Kenlea Pebbles, Michigan State University
Speakers: Veronica Flanagan, University of California, Santa Cruz, “Teaching First-Year Composition in a College Core Course”
Joel Heng Hartse, Simon Fraser University, “Implementing a Writingabout-Writing Approach in a High-Stakes Foundational Writing Course”
Ariel Zepeda, California State University, San Bernardino, “Reimagining Transfer through Multimodal Re-mediation”
K.14 Transfer’s Evolution: Changing Our Terms, Interrogating Our Methodologies for Studying Transfer
A roundtable discussion about the changing terms for naming and methodologies for researching transfer.
Portland Ballroom 258
Chair: Michael-John DePalma, Baylor University, Waco, Texas
Speakers: Anis Bawarshi, University of Washington, Seattle
Dan Fraizer, Springfield College, MA
Kali Mobley, University of Tennessee, Knoxville
Mary Jo Reiff, University of Kansas, Lawrence
Jeffrey Ringer, University of Tennessee, Knoxville
Alisa Russell, University of Kansas, Lawrence
K.17 Emergent Transfer in Action: Researching Transfer of Learning in Writing Centers
This panel will engage attendees in extended conversation to analyze potential moments of transfer in writing center consultations.
E145
Speakers: R. Mark Hall, University of Central Florida
Bradley Hughes, University of Wisconsin-Madison
Rebecca Nowacek, Marquette University
Saturday (3/18)
L.27 Genre and Transfer
Presenters focus on graduate teaching assistant (GTA) training and understanding diverse genre approaches to teaching.
A104
Chair: Denisha Harris, California State University, San Bernardino
Speakers: Melissa Bugdal, University of Connecticut, Storrs, “The Rhetorical Situation and Transfer of Writing Knowledge from Basic Writing to Writing in the Disciplines”
Katherine Fredlund, University of Memphis, “Writing about Writing Courses and the Graduate Teaching Assistant: Cultivating Disciplinary Understanding in a Diverse English Department”
Edrees Nawabi, Washington State University, “I Know You Are but What Am I? Engaging and Developing Students’ Sense of ‘Good Humor’”
Kristen Nielsen, Boston University, “Beyond the Essay, Beyond Montaigne: Reenvisioning Writing Conventions and Assignments”
Cultivating Change across Student Contexts: Transfer across Secondary and Postsecondary Composition Classrooms
This panel approaches long-term transfer skills across several levels of composition: early and late secondary, first year, and program-wide.
B113
Chair: Brandon Abdon, The Advanced Placement Program, “Necessity of Transfer across Contexts”
Saturday, 10:45 a.m.–12:00 p.m.
Speakers: Sheila Carter-Tod, Virginia Tech, “Weaving University Writing Program Outcomes into High School Writing Curricula”
Martha Davis, Norwalk High School, “The High School Side of a High School and College Collaboration”
John Golden, Portland Public Schools, “Alignment of Composition and Analysis Skills from High School to Higher Ed”
John Marshall, Riverpoint Academy, “Collaborating with ‘Beyond High School’ Stakeholders for Transfer of Composition Skills”
Mary Trachsel, University of Iowa, “The College Side of a High School and College Collaboration”
L.43 Bridging the Gap: Cultivating the Capacity to Create Transfer between High School Writing and FYW
This roundtable of high school and college teachers answers the question: how can we bridge the gap between high school and college writing?
Portland Ballroom 254
Speakers: Brianna Cline, Lake City High School
Caroline Hall, University of Idaho
Kirsten Pomerantz, Lake City High School
Gwen Reed, Lake City High School
Krystal Wu, Catlin Gabel, Portland, OR
Roundtable Leader: Barbara Kirchmeier, University of Idaho, Moscow
M.33 Video Pedagogy and Teaching for Transfer across Media
This panel investigates the role of video composition in teaching for transfer across assignments in first-year writing.
A107
Speakers: Angela Berkley, University of Michigan, “Cultivating Real Audiences: From Viewers to Readers”
Catherine Jostock, Oakland University, “Research into Meaning: Primary Research in Video Composition and Its Relation to Problem Solving, Organization, and Self-Awareness”
Lauren Rinke, Oakland University, “Visual Analysis and Investigation: Cementing Rhetorical Appeals and ‘Real Life’ through Video Composing”
Crystal VanKooten, Oakland University, “Using Interviews and Observations to Look for Transfer across Media”table of high school and college teachers answers the question:
Writing about Writing Network 