Research Network Forum at CCCC Twenty-First Annual Meeting P R O G R A M DoubleTree Hotel New Orleans International Ballroom 16th Level

Research Network Forum
at CCCC
Twenty-First Annual Meeting

PROGRAM
DoubleTree Hotel New Orleans
International Ballroom
16th Level
300 Canal Street
New Orleans, Louisiana

2 April 2008
Conference on College
Composition & Communications
National Council of the Teachers of
English
Fifty-Ninth Annual Convention

2008 Research Network Forum at CCCC

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A Welcome from the 2008 Chairs
On behalf of the Executive Committee, we would like to welcome you to the 21 st
annual Research Network Forum at CCCC in New Orleans, Louisiana. Since both of

us spent considerable amounts of time in Louisiana (Norbert grew up here and Risa
did her doctorate at UL-Lafayette), we are pleased to return to this region in an
effort to aid in strengthening its Post-Katrina growth; we hope that you find the city
as enticing as the venue at RNF.
As in our recent past, the RNF has continued to grow. This year, we listened to past
participants and changed our schedule, limiting the plenary address to 3 scholars in
the morning session, which will allow for more time for work-in-progress presenters
to receive mentoring on their research projects. Our plenary speakers are working
on cutting edge research in areas that don’t often receive a venue at national
conferences, so we think all in attendance will find their work on nontraditional
communities intriguing and informative. Katherine Kelleher Sohn examines
intergenerational literacies in Appalachia. Jaime Armin Mejía searches for
Chicanos/Chicanas in Composition/Rhetoric Studies. Peter Elbow explores speakers
of Nonmainstream versions of English in the writing classroom. By exploring the
research opportunities in Appalachia, Chicano/Chicana Studies, and Nonmainstream
writers, our plenary speakers will share how they come to hear voices often
overlooked in our field and remind us of the importance of inclusion, not only in our
classrooms, but also in our research. We are grateful that Plenary Coordinator Kim
Brian Lovejoy encouraged Katherine Kelleher Sohn, Jaime Armin Mejía, and Peter
Elbow to share their new work with us.
We have listened to past participants and thus moved our Editors’ Roundtable to
earlier in the afternoon, so that more editors have the time to participate fully with
RNF and get back to set up booths in the exhibit hall. As many university presses
are declining in number and in their ability to produce the monograph once needed
for tenure, this year Editor Coordinators Brad Lucas and William Macauley have
invited two editors to briefly speak on the role of digital scholarship in the academy.
As Kris Blair and Cheryl Ball will outline, digital scholarship must be taken seriously
by those who write it, post it, read it, and evaluate it in terms of tenure and
promotion. After their brief remarks, RNF participants are welcome to meet with
editors to discuss where their research may best fit in hopes of helping those who

are work-in-progress presenters publish their research. Thank you to all the editors
who have agreed to join us today. We hope that this exciting change to RNF’s
program will persuade participants to grab a quick po-boy or gumbo for lunch and
return in time for the Editors’ Roundtable.
One aspect of the RNF that remains unchanged is our commitment to mentor workin-progress presenters on their research. At many of our home institutions, we find
ourselves as the sole composition/rhetoric specialist (or one of a few) and find it
difficult to share our work with people who can offer assistance with our research
projects. Paul Butler and his team of co-coordinators, Sally Chandler and Mark
Sutton, and assistants, Rob Lively and Sarah Perrault, have once again done a
splendid job of grouping researchers into fascinating roundtables where the
discussions offer endless opportunities for networking. Our work-in-progress

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coordinators worked closely with discussion leader coordinators Lisa J. McClure and
Gina M. Merys to place excellent mentors at tables with those presenting their
research. Thank you to all of the discussion leaders—many who come year after
year—for your time and expertise. The RNF could not operate without our discussion
leaders’ willingness to fill this important role. Finally, thank you to Katherine V. Wills
for the publicity that draws so many proposals so we can organize such a wonderful
RNF.
It is with great sadness, though, that we must inform you that Paul Butler’s role as
Chief Work-in-Progress Coordinator will be missed as he cannot continue to serve in
this role (though we keep hoping he will change his mind). We will miss him on the
executive committee and hope he will find new ways support RNF in the future.
We do want to point out that after many years of doing the behind the scenes work
at RNF that Deanya Lattimore has finally been given a title that better fits what she

does for us. She is now the Assistant Chair and Web Coordinator (and overall RNF
electronic guru). Her tireless work on behalf of RNF allows us to keep track of our
ever growing annual conference. We could not do what we do without Deanya
keeping track of everyone and everything. Thank you!
Thanks to Lisa J. McClure for taking the time to create an index so people can easily
find their tables. Lisa also spent a lot of time checking facts to make sure that
discussion leaders and work-in-progress presenters were listed at the correct tables.
She has very keen eyes! Additionally, Lisa coordinates the RNF participants’ survey
so we can make changes for future RNFs. Please make sure you fill out the form
and return it to one of the RNF Executive Committee members before you leave.
Thanks to Graduate Research Network Liaison Janice Walker (who sends her regards
as she misses RNF as she sits on CCCC Executive Committee) for reminding the
CCCC Executive Committee of RNF’s role at the conference. We encourage
everyone to attend GRN at the Computers & Writing Conference on May 21, 2008 at
the University of Georgia. For more information, contact

As we have continued to grow, the budgets of our collective universities have
continued to shrink. Once again, Bedford/St. Martin’s Press has provided us with a
grant to cover our program printing. Thank you to Nick Carbone, Director of New
Media, Angela Dambrowski, Advertising Project Manager, and Karen Melton Soeltz,
Director of Marketing at Bedford/St. Martin’s for their generous grant. Additionally,
Joan Feinberg, President of Bedford/St. Martin’s, continues to support what Research
Network Forum values and is indeed a good friend to RNF. Please make sure you
visit the fine people at Bedford/St. Martin’s Press in the exhibit hall, thank them for
supporting RNF, and share your RNF experience with them.
Without all of these wonderful people, the RNF would not exist. Additionally, we
must thank the Executive Committee of CCC, chaired this year by RNF’s founder
and friend Charles Bazerman, for its generous offer to keep the RNF fee-free for
those who register for CCCC and allow us space to meet at the annual convention.
Convention Manager Eileen Maley worked with us to ensure all RNF participants

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received invitations and updates. Please let the CCCC Executive Committee know
how you enjoyed your day with RNF.
Whether this is your first or twenty-first RNF, we hope you enjoy your day at the
Research Network Forum as we celebrate the fact that we are probably old enough
to have a drink (after your presentation, please). We know you will “pass a good
time” and “Laissez les Bons Temps Rouler!” Please let us know if we can be of any
assistance.
Risa P. Gorelick and Norbert Elliot
Co-Chairs

Deanya Lattimore
Assistant Chair

Research Network Forum at CCCC
Louisiana
2 April 2008

New Orleans,

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2008 CCCC Research Network Forum
Executive Committee
Co-Chair: Risa P. Gorelick / Monmouth University
Co-Chair: Norbert Elliot / New Jersey Institute of Technology
Assistant Chair & Web Site Coordinator: Deanya Lattimore / Syracuse
University
Work-in-Progress Chief Coordinator: Paul Butler / University of Nevada, Reno
Work-in-Progress Co-Coordinator: Sally Chandler / Kean University
Work-in-Progress Co-Coordinator: Mark Sutton / Kean University
Work-in-Progress Assistant: Rob Lively / Truckee Meadows Community College
Work-in-Progress Assistant: Sarah Perrault / University of Nevada, Reno
Plenary Coordinator: Kim Brian Lovejoy / Indiana University-Purdue University
Publicist: Katherine V. Wills / Indiana University-Columbus
Discussion Leader Co-Coordinator: Lisa J. McClure / Southern Illinois
University
Discussion Leader Co-Coordinator: Gina M. Merys / Creighton University
Graduate Research Network Liaison: Janice R. Walker / Georgia Southern
University
Journal Editor Co-Coordinator: Brad Lucas / Texas Christian University
Journal Editor Co-Coordinator: William Macauley / College of Wooster
Co-Proposal Writer: Vincent Casaregola / Saint Louis University
Co-Proposal Writer: Paul Stabile / Saint Louis University

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2008 Research Network Forum
DoubleTree Hotel New Orleans

Morning Session:
8:30-9:00

Registration

9:00-9:10
Gorelick

Welcome Remarks from the Chairs, Risa P.
and Norbert Elliot

9:10-9:15
Lovejoy

Introductions of Plenary Speakers by Kim Brian

9:15-10:15

Plenary Addresses:

Katherine Kelleher Sohn,
Assistant Professor of English
Pikeville College
“Whistlin' Women and Mountain Echoes: Intergenerational
Effects of Literacy”
Jaime Armin Mejía
Associate Professor, Rhetoric, Composition, & Chicano/a
Literature
Southwest Texas SU, San Marco
“Looking for Chicanos and Chicanas in Rhetoric and

Composition Studies”
Peter Elbow
Professor of English Emeritus
U of Massachusetts, Amherst
“Why Deny to Speakers of Nonmainstream Versions of
English a Choice Most Writing Teachers Offer Mainstream
Students?”
10:15-10:30

Questions/Answer of Plenary Speakers

10:30-10:45

Break

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10:45-12:15

Work-in-Progress Presentations Part I

12:15-1:30

Lunch (on your own)

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Afternoon Session
1:30-2:30

Editors’ Roundtable
Kris Blair
Bowling Green SU
“Digital Scholarship and the Future of Composition
Studies: A Call to Action”
Cheryl E. Ball
Illinois SU
“The Placement of Digital Scholarship in Tenure
Issues in the Field”
Open Discussion with Journal and Press Editors
Meet with Journal and Press Editors

2:30-2:40

Break

2:40-2:45
Elliot

Welcome from the Chairs Risa Gorelick & Norbert

2:45-4:15

Work-in-Progress Presentations Part II

Come Plan Next Year’s RNF
Friday, April 4th, 2008
7:00 – 9:00 a.m.
Breakfast Meeting
We’ll meet in the Hilton Lobby by 7:00 and find an
inexpensive place for breakfast where we can plan
for next year’s RNF and assign any unfilled roles
on the RNF Executive Committee. All are welcome
to attend.

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If you can’t make the meeting and wish to
participate, see one of the current Executive
Committee Members.

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2008 Morning Table Groupings
Table 1: Rethinking the Rhetorical Situation in the Postmodern Classroom
Table Discussion Leaders: Ellen C. Carillo, University of Pittsburgh; Lisa McClure,
Southern Illinois University, Carbondale
Ellen C. Carillo, University of Pittsburgh

“Enriching Our Students’ Rhetoric”
Cristy Hall, Middle Tennessee State University
“Listening, Negotiating, Liberating: A Cognitive Pursuit for Postmodern Times”
Amy Jessee, Clemson University
“Situating Rhetoric: Assignment as Exigencies in the Classroom”
Elisabeth LoFaro, University of South Florida
“Rhetoric and Democracy in the Composition Classroom”
Table 2: Constructing Classroom Identity: Teachers, Training, and Online
Democracy
Table Discussion Leaders: George Pullman, Georgia State University; Mary Wright,
Christopher Newport University
Jennifer K. Johnson, Indiana University of Pennsylvania
“What Are We Doing Here Anyway? An Exploration of the Attitudes and Responses
of TAs from Composition and Literature Regarding Their TA Training”
Nicole D. Provencher, University of Texas, San Antonio
“Learning Communities and the Construction of Teacher Identity”
Christine Vassett, Arizona State University
“Developing Democratic Models for Designing TA Training”
Mary Wright, Christopher Newport University
“Caught in the Vise: Grade Inflation between Tenured and Tenure-Track Faculty”
Table 3: Transferring Knowledge: Pedagogical Approaches to Student SelfAwareness
Table Discussion Leaders: Dawn M. Formo, California State University, San Marcos;
Risa Gorelick, Monmouth University
Dawn M. Formo, California State University, San Marcos
“In Their Own Words: High School Students’ Writerly Agency in an Online Writing
Lab (OWL)”
Billie Hara, University of Texas, Arlington
“Student-Athletes as Athletes or Students: Constructing Writerly Identity in First Year
Composition”
Dana Lynn Driscoll, Purdue University

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“Student Perceptions of Transfer of Knowledge from First Year Composition”
Keri M. Tidwell, Middle Tennessee State University
“FYC Students and Their Writing Voice(s)”
Table 4: Reconfiguring Spaces: Cultures, Classrooms, and Institutional
Contexts
Table Discussion Leaders: Barry Maid, Arizona State University; Deborah H. Reese,
Armstrong Atlantic State University
Pauline Burton, Georgia Southern University
“Negotiating Discursive Space: A Case Study of Student Writers in Multinational
Classrooms”
Ruth M. Kistler, Florida State University
“The Grander View: An Argument for a Critical WAC Model”
Loren Loving Marquez, Salisbury University
“Dramatic Consequences: Integrating Performance into the Writing Classroom”
Deborah H. Reese, Armstrong Atlantic State University
“Writing Centers and ESL Students: Assessing an Experimental Workshop Program”
Table 5: Bodily Incursions: Enabling, Disabling, (Re)Facing
Table Discussion Leaders: Deborah Martinson, Occidental College; Katherine V. Wills,
Indiana University, Purdue University, Columbus
Brian Bailie, Syracuse University
“300 and the Trope of Disability”
Alicyn Butler, Clemson University
“Celebrity Images in Crisis: Reforming Image Restoration Strategies”
Deanya Lattimore, Syracuse University

“Public Faces, Private Bodies: Reading Facebook through Goffman”
Lonie McMichael, Texas Tech University
“Resisting Socially Accepted Stigma: Hooks’ Ideology of Domination and the Fat
Acceptance Movement”
Table 6: Sites of Diversity: Queering the Classroom, Negotiating Cultural
Spaces
Table Discussion Leaders: Paul Butler, University of Nevada, Reno; Patricia T. Price,
Georgia Southern University
Patricia Austin, University of New Orleans
“Nudging the Closet Door Open: How Gay Themed Literature Is Presented in the
Textbooks Used to Instruct Pre-Service Teachers about Children’s and Young Adult
Literature”

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Patricia T. Price, Georgia Southern University
“Diversity and Dialog: Negotiating Cultural Spaces in the English Writing Classroom”
Katie Rose Guest Pryal, University of North Carolina, Chapel Hill
“Actions in the Affirmative: Pedagogy and Pragmatism for Meaningful Diversity”
Anne E. Sisk, University of Tennessee, Knoxville
“Queer Theory Approaches the Freshman Comp Classroom”
Table 7: Pedagogical Persuasions: Rethinking Rhetorical Strategies in the
Composition Classroom
Table Discussion Leaders: William FitzGerald, Rutgers University, Camden; Emily
Golson, American University in Cairo
Lisa Arnold, University of Louisville
“What Happens When the Music Stops? Silence and Resistance in Critical Pedagogy”

Rebecca Bobbitt, Middle Tennessee State University
“The Role of Advertising in the Composition Classroom”
Laura Ellis-Lai, University of Texas, San Antonio
“Creative Writing Techniques in the Composition Classroom”
William FitzGerald, Rutgers University, Camden
“It Brings Out the Compositionist in Me: Teaching the Gateway to the Literature
Major”
Emily Golson, American University in Cairo
“Disciplines that Nourish Composition”
Table 8: Telling Tales: Autoethnography, Autobiography, and Fables of War
Discussion Leaders: William J. Macauley, Jr., College of Wooster; Donald K. Pardlow,
Georgia Highlands College
Denise Crlenjak, California State University, San Marcos
“Autoethnography as a Pedagogical Tool in the Composition Classroom”
Donald K. Pardlow, Georgia Highlands College
“The Role of Autobiography in Teaching Usage and Mechanics Creatively”
Meagan S. Rodgers, University of New Hampshire
“Race and Autobiographical Narrative in the Teaching of Writing”
Michael Warren, University of Tennessee, Knoxville
“Telling War Stories”
Table 9: From Reverbiage to Rhetoriconics: New Directions in Technical
and Digital Writing

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Table Discussion Leaders: William Carney, Cameron University; Ollie Oviedo, Eastern
New Mexico University

William Carney, Cameron University
“Situational Factors in the Development of Technical Writing Programs: A Grounded
Theory Study”
Ollie Oviedo, Eastern New Mexico University
“Small Tech: The Culture of Digital Tools”
Steven John Thompson, Clemson University
“Recognizing Rhetoriconics: The Strategic Positing of Rhetorics for Iconic Media”
Table 10: Composition by Design: Courses, Conferences, and
Conversations
Table Discussion Leaders: Linda K. Hanson, Ball State University; Robert T. Koch, Jr.,
University of North Alabama
Robert T. Koch, Jr., University of North Alabama
“Conference Assessment, or Teaching Students to Realistically Grade Themselves”
Mysti Rudd, Indiana University of Pennsylvania
“Leavings, Returnings, and the Explanations in Between: Students’ Stories of
Withdrawing from FYC”
Stacia Watkins, Middle Tennessee State University
“Incorporating the Student: A Question of Course Design”
Table 11: Performing Pedagogy: Online and Civic Engagements with
Rhetoric
Table Discussion Leaders: Beth Hewitt, Independent Scholar; Stephen Schneider,
University of Alabama, Tuscaloosa
Jennifer O. Curtis, Indiana University of Pennsylvania
“Reality Check: (Re)Centering Writing in the Community”
Dana Harrington, East Carolina University
“The Disappearing Body: Online Writing Instruction and Civic Education”
Milissa Riggs, University of Texas, Arlington
“Developing Better Critical Thinking Skills through Service Learning”
Stephen A. Schneider, University of Alabama, Tuscaloosa
“Rhetoric, Pedagogy, and Social Change”

Jessica Shumake, University of Arizona
“Siblings under the Skin: Argumentation, Pragmatics and Rhetoric”
Table 12: Reimagining Reading, Writing, and Race: Critical Interventions in
Composition Classrooms

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Discussion Leaders: Christy Friend, University of South Carolina; Maura G. Cavell,
Louisiana State University, Eunice
Erika J. Galluppi, North Carolina State University
“Speaking and Writing So as to Evade the Grammar Nazi in the Classroom”
Elliot Randall Knowles, Towson University
“Radical Spaces of Possibility: Should the FYE Classroom Remain a Place of
Judgment?”
Dianna Rockwell Shank, Southwestern Illinois College/Southern Illinois University at
Carbondale
“An Approach to First Year Writing: Social Constructionism”
Table 13: Identity Markers as Literacy: Social Class, Geography, Ethnicity,
Sexual Orientation
Table Discussion Leaders: Deborah Brandt, University of Wisconsin, Madison;
Michelle Sidler, Auburn University; Katherine K. Sohn, Pikeville College
Carol A. Hawkins, Mount Ida College
“Smart Mouth: A Working Class Woman’s Struggle for Literacy”
Marcia Kmetz, University of Nevada, Reno
“Meanwhile Back at the Ranch: The Rural Rhetorical Tradition, Citizenship
Narratives, and the Challenge to Agrarian Discourse”
Wendy Olson, Washington State University

“Mired in Rhetorics of Crisis: Mapping the Historical, Political, and Economic in
Literacy Crises”
Monika Shehi, University of South Carolina
“Mind Your Language: Examining the Discourse of Authority Negotiations in the
Albanian-American Writing Classroom”
Trav Webster, Miami University of Ohio
“Pray the Gay Away: Rhetorical and Discursive Dilemmas of the American Ex-Gay
Movement”
Table 14: Cultural Rhetorics: Ethnicity, Technology, and Critical Pedagogy
Table Discussion Leaders: Byron Hawk, George Mason University; Diane Kelly-Riley,
Washington State University
Michelle Dacus Carr, Clemson University
“Rhetorics of the Silhouette in the Work of Kara Walker”
Heidi Skurat Harris, Ozarks Technical Community College
“A Grounded Theory Approach to Critical Pedagogy Using Technology in the
Composition Classroom”
April L. Kinkead, University of Texas, Arlington

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“African-American Oratory: Systematization of the African American Oral-Rhetorical
Tradition”
Yinqin Liu, Texas Tech University
“The Dynamic Nature of Intercultural Technical Communication: An EmpiricallyBased Approach”
Table 15: Ethnographic Explorations: Class, Classrooms, and Residence
Halls
Table Discussion Leaders: Jaime Armin Mejía, Texas State University, San Marcos;

Hephzibah Roskelly, University of North Carolina, Greensboro
Chris Drew, Temple University/Lynn University
“Physical and Material Effects on Literary Practices: An Ethnography”
Brett Griffiths, University of Michigan
“Ethnographic Study of Discourse Practices for Working Class in Composition
Classrooms”
Carla Maroudas, California State University - San Marcos
“Autoethnography as a Pedagogical Tool in the Composition Classroom”
Nicole Kraemer Munday, Salisbury University
“Peer Response Practices in a First Year Residence Hall: An Ethnographic Study”
Table 16: Recovering Traditions, Proposing Change: New Directions in
Theory and Pedagogy
Table Discussion Leaders: Chitralekha Duttagupta, Arizona State University; Gina M.
Merys, Creighton University
Dorene Ames, Washington State University
“Constraint Theory: Whose Model Is It?”
Dev Kumar Bose, Clemson University
“Sophistic Influences on Marxist Rhetoric”
David Carillo, University of Pittsburgh
“Recovering Expressivist Pedagogies”
Samantha NeCamp, University of Louisville
“No Money, No Class: The Problem of Disprivilege in Critical Pedagogy”
Table 17: Virtually Yours: New Media, Hybridity, and Digital Culture
Table Discussion Leaders: Sally W. Chandler, Kean University; Randall McClure,
Cleveland State University
Jason Loan, California State University, San Bernardino
“This Video Could Be Your Life: Amateur Video as Critical Discourse”
Keith N. Morton, Clemson University

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“Intercultural New Media and Pedagogy”
Lawrence Schwegler, University of Texas, San Antonio
“Embracing ‘Gombo:’ Re-thinking Hybridity through Food”
Table 18: Ecologies of Composition: Disease, Disability, and Dynamics of
Language
Table Discussion Leaders: Norbert Elliott, New Jersey Institute of Technology; Victor J.
Vitanza, Clemson University
Kimberly Bowers, North Carolina State University
“‘Retrofitting’ Is Not a Regression: A Panel on How to Best Train Composition
Teaching Assistants to Identify and Instruct a Learning-Disabled Population”
Lauren DiPaula, Indiana University of Pennsylvania
“Writing with Bipolar Disorder: The Experience of 25 Writers”
David M. Grant, University of Northern Iowa
“Toward Sustainable Literacies: Writing and ‘Re-creation’”
Fify Juliana, Arizona State University
“From Two-Year to Four-Year Colleges: Writing (and Surviving) in a Second Language”
Table 19: Pedagogical Interstices: New Approaches in Composition Studies
Table Discussion Leaders: Cheryl Brown, Towson University; M. Wade Mahon,
University of Wisconsin, Stevens Point
Cheryl Brown, Towson University
“Reading without Writing: Teaching More by Responding Less”
Vanessa Kraemer, University of Louisville
“My Parents Paid for This?: Questioning Privilege in Critical Pedagogy”
M. Wade Mahon, University of Wisconsin, Stevens Point
“Confidence, Correctness, and Conventional Wisdom: A Research Project Examining
the Relationship between Prior Knowledge, Self-Confidence, and Writing Ability.”

Domenica Vilhotti, North Carolina State University
“‘Retrofitting’ Is Not a Regression: A Panel on How to Best Train Composition
Teaching Assistants to Identify and Instruct a Learning-Disabled Population”
Table 20: Local Rhetorics
Table Discussion Leaders: Brent Henze, East Carolina University; Brad Lucas, Texas
Christian University
Anthony Edgington, University of Toledo
“Reflecting on the Fallout: The Influence of Wartime Rhetoric on Current Culture”
Devon Fitzgerald, Illinois State University

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“Social Textualities: The Lived-In Spaces of User Interface Design”
Lauren E. Obermark, University of Missouri-Kansas City
“A New Sort of Rhetor: Museums in the Civic Sphere”
Anne Snellen, University of Notre Dame
“Rhetoric of the Table: Theorizing Food in Society and Culture”
Table 21: Training Talk: Professionalizing Selves and Others in Rhetoric
and Composition
Table Discussion Leaders: Lindal Buchanan, Kettering University; Toni Glover,
University of Scranton; Karen Lunsford, University of California of Santa Barbara
Lindal Buchanan, Kettering University
“Editing Collections: Selecting, Sorting, and Setting Up Scholarship”
Matthew Davis, North Carolina State University
“‘Retrofitting’ Is Not a Regression: A Panel on How to Best Train Composition
Teaching Assistants to Identify and Instruct a Learning-Disabled Population”
Anita Marie DeRouen, University of Georgia

“Reading and Writing through Rubrics: XML as a Training Tool”
Toni Glover, University of Scranton
“Interdisciplinary Composition Pedagogies”
Table 22: Rhetoricizing History and Science
Table Discussion Leaders: Geoffrey V. Carter, Saginaw Valley State University; Kim
Brian Lovejoy, Indiana University Purdue University, Indianapolis
Cynthia Britt, University of Louisville
“Rachael Carson and the U.S. Fish and Wildlife Service: Rhetoric and Crisis in
Government Agency 1930-1960”
Shelley DeBlasis, Illinois State University
“Rhetorics of Genocide”
Joshua Hilst, Clemson University
“Heidegger’s Rhetoric of Science”
Rebecca Jackson, Texas State University, San Marcos
“Narrating Identity: The Writing Center Oral History Project at Texas State
University”
Susan Giesemann North, University of Tennessee
“Rhetoric of the Table: Theorizing Food in Society and Culture”
Table 23: Looking at Language: Rhetoric and Reality in Public and Digital
Contexts

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Table Discussion Leaders: John G. Barnitz, University of New Orleans; Cynthia Jeney,
Missouri Western State University;
John G. Barnitz, University of New Orleans
“Reading, ‘Riting, and Recovery from a Hurricane Left Behind”

Scott Gage, Florida State University
“A Rhetoric of Rumor: Shaping Reality from Falsehood in Post-Katrina Baton Rouge”
Cynthia Jeney, Missouri Western State University
“Attitudes toward Online Language”
Patrick McHugh, University of California, Santa Barbara
“Peak Oil, Apocalypse, and the Rhetoric of Sustainable Hope”
Table 24: Feminist Pedagogies and Movements: Past, Present, and Future
Table Discussion Leaders: Melissa Nicolas, Rochester Institute of Technology; Trixie
G. Smith, Michigan State University
Kirstin Collins Hanley, University of Pittsburgh
“Mary Wollstonecraft’s Feminist Pedagogy”
Elizabeth Simpson Mcknight, University of Alabama
“Audience, Identity, and a Safe Place to Write: A Study of Women’s Online Diaries
and Blogs”
Melissa Nicolas, Rochester Institute of Technology
“Feminist Movement at RIT”
Marcie Tucker, University of Central Arkansas
“Something Borrowed—Something Blue: When Working Class Women Join the
Middle Class Academy”
Table 25: Dialogues of Discourse: Coherence, Voice, Narrative, and
Invention
Table Discussion Leaders: Amy A. Childers, North Georgia College & State
University; Peter Elbow, University of Massachusetts, Amherst
Amy A. Childers, North Georgia College & State University
“Mapping the Voice Swamp: Speaking from the Body and Soul”
Sherry Rankins-Robertson, Arizona State University
“Making a Place for Family Writing in the Composition Classroom”
Jamie Thornton, Kaplan University
“Disabled Write(r)s”
Stewart Whittemore, Michigan State University

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“A Methodology for Studying Memory Tools in the Invention Processes of Technical
Writers”
Table 26: Extending Composition: Looking Beyond the Department and
University
Table Discussion Leaders: Allison D. Smith, Middle Tennessee State University; Mark
Sutton, Kean University
Heather G. Lettner-Rust, Old Dominion University
“Value Added Assessment: What Does this Writing Course Add to the University?”
Barbara J. Ramirez, Clemson University
“Archives in the Digital Age”
Mark Sutton, Kean University
“Training Programs for Part-Time Composition Faculty: An Exploratory Study”
Table 27: (Re)mediating Legal, Communication, and Scientific Contexts:
From Disability to Plain Language
Table Discussion Leaders: Ronda Dively, Southern Illinois University, Carbondale;
Diane Penrod, Rowan University
Jason Helms, Clemson University
“Cold Fusion: From Orality to Electracy and Beyond”
Kelly R. Simon, University of California, Santa Barbara
“Plain Language and the Law”
Rachel Strickland, Middle Tennessee State University
“Writing the MTSU University Writing Center History into a Reality”
Table 28:Pedagogical Intersections: Literature and Poetics, Faith and
Technology

Table Discussion Leader: Diane Langlois, Louisiana State University, Eunice; Michael
R. Moore, Michigan Technological University
Aaron Beveridge, University of Akron
“Writing Their Own Realities: Examining the Evangelical Conflation of Truth and
Faith”
Diane Langlois, Louisiana State University, Eunice
“Composing from the Culture”
Jennifer N. Maloy, Temple University
“Composition as Experimentation: Intersections of Avant Garde Poetics and
Composition in the 20th Century”

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Graduate Research Network
May 21, 2008
Computers & Writing Conference
University of Georgia
Computers and Writing 2008 announces the ninth annual Graduate
Research Network, a forum for discussion of research projects and work in
progress related to Computers and Writing. The C&W Graduate Research
Network is an all-day pre-conference event, open to all registered conference
participants at no charge.
Roundtable discussions will group those with similar interests and discussion
leaders who will facilitate discussion and offer suggestions for developing
research projects and for finding suitable venues for publication. We
encourage anyone interested or involved in graduate education and
scholarship--students, professors, mentors, and interested others--to

participate in this important event.
The GRN welcomes those pursuing work at any stage—from those just
beginning to consider ideas to those whose projects are ready to pursue
publication.
The Graduate Research Network is free to all registered conference
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2008 Afternoon Table Groupings
Table 1: Student Contexts and Teaching Composition
Table Discussion Leader: Risa Gorelick, Monmouth University; Diane Langlois,
Louisiana State University, Eunice
Denise Crlenjak, California State University, San Marcos
“Autoethnography as a Pedagogical Tool in the Composition Classroom”
Dana Lynn Driscoll, Purdue University
“Student Perceptions of Transfer of Knowledge from First Year Composition”
Amy Jessee, Clemson University
“Situating Rhetoric: Assignments as Exigencies in the Classroom”
Diane Langlois, Louisiana State University, Eunice
“Composing from the Culture”
Table 2: Reading Rhetoric / Rhetorical Reading
Table Discussion Leaders: Ellen C. Carillo, University of Pittsburgh; William
FitzGerald, Rutgers University, Camden
Alicyn Butler, Clemson University
“Celebrity Images in Crisis: Reforming Image Restoration Strategies”
Ellen C. Carillo, University of Pittsburgh
“Enriching Our Students’ Rhetoric”
William FitzGerald, Rutgers University, Camden

“It Brings out the Compositionist in Me: Teaching the Gateway to the Literature
Major”
Rebecca Jackson, Texas State University, San Marcos
“Narrating Identity: The Writing Center Oral History Project at Texas State
University”
Table 3: Teaching and Research for Intercultural Communication
Table Discussion Leaders: William Carney, Cameron University; Katherine K. Sohn,
Pikeville College
Pauline Burton, Georgia Southern University
“Negotiating Discursive Space: A Case Study of Student Writers in Multinational
Classrooms”
William Carney, Cameron University
“Situational Factors in the Development of Technical Writing Programs: A Grounded
Theory Study”

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Yingqin Liu, Texas Tech University
“The Dynamic Nature of Intercultural Technical Communication: An EmpiricallyBased Approach”
Table 4: Students Constructing Voices: Rhetorical Theory and Teaching
Table Discussion Leader: Beth Brunk-Chavez, University of Texas, El Paso; Byron
Hawk, George Mason University
David Carillo, University of Pittsburgh
“Recovering Expressivist Pedagogies”
Erika J. Galluppi, North Carolina State University
“Speaking and Writing So as to Evade the Grammar Police in the Classroom”
Dianna Rockwell Shank, Southwestern Illinois College

“An Approach to First-Year Writing: Social Constructionism”
Stacia Watkins, Middle Tennessee State University
“Incorporating the Student: A Question of Course Design”
Table 5: Online Rhetorics: The Internet as a Pedagogical Tool
Table Discussion Leaders: Dawn M. Formo, Cal State University, San Marcos; Ollie
Oviedo, Eastern New Mexico University
Dawn M. Formo, Cal State University, San Marcos
“In Their Own Words: High School Students' Writerly Agency in an Online Writing
Lab (OWL)”
Cristy Hall, Middle Tennessee State University
“Listening, Negotiating, Liberating: A Cognitive/Expressivist Pursuit for Postmodern
Times”
Dana Harrington, East Carolina University
“The Disappearing Body: Online Writing Instruction and Civic Education”
Ollie Oviedo, Eastern New Mexico University
“Small Tech: The Culture of Digital Tools”
Table 6: What You Read Is What You Get?: Online Discourse and Problems
of Interpretation
Table Discussion Leaders: Cynthia Jeney, Missouri Western State University; Mary
Wright, Christopher Newport University
Anita Marie DeRouen, University of Georgia
“Reading and Writing through Rubrics: XML as a Training Tool”
Devon Fitzgerald, Illinois State University
“Social Textualities: The Lived-in Spaces of User Interface Design”

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Cynthia Jeney, Missouri Western State University
“Attitudes toward Online Language”
Mary Wright, Christopher Newport University
“Caught in the Vise: Grade Inflation between Tenured and Tenure-Track Faculty”

Table 7: What You See Is What You Think: Images and Critical Analysis
Table Discussion Leader: Beth L. Hewett, Independent Scholar; Karen Lunsford,
University of California, Santa Barbara
Rebecca Bobbitt, Middle Tennessee State University
“The Role of Advertising in the Composition Classroom”
Jason Loan, California State University, San Bernardino
“This Video Could Be Your Life: Amateur Video as Critical Discourse”
Anne Snellen, University of Notre Dame
“Rhetoric of the Table: Theorizing Food in Society and Culture”
Steven John Thompson, Clemson University
“Recognizing Rhetoriconics: The Strategic Positing of Rhetorics for Iconic Media”
Table 8: Identifying Identity
Table Discussion Leaders: Maura G. Cavell, Louisiana State University, Eunice;
William J. Macauley, Jr., College of Wooster
Kimberley Bowers, North Carolina State University
“‘Retrofitting’ Is Not a Regression: A Panel on How to Best Train Composition
Teaching Assistants to Identify and Instruct a Learning-Disabled Population”
Nicole D. Provencher, University of Texas, San Antonio
“Learning Communities and the Construction of Teacher Identity”
Anne E. Sisk, University of Tennessee, Knoxville
“Queer Theory Approaches to the Freshman Composition Classroom”
Keri M. Tidwell, Middle Tennessee State University
“FYC Students and Their Writing Voice(s)”
Table 9: Performative Truths: Rhetoric, Rumor, and Civic Discourse
Table Discussion Leader: Norbert Elliott, New Jersey Institute of Technology; Victor

Vitanza, Clemson University
Scott Gage, Florida State University
“A Rhetoric of Rumor: Shaping Reality from Falsehood in Post-Katrina Baton Rouge”
Loren Loving Marquez, Salisbury University
“Dramatic Consequences: Integrating Performance into the Writing Classroom”

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Lauren E. Obermark, University of Missouri-Kansas City
“A New Sort of Rhetor: Museums in the Civic Sphere”
Katie Rose Guest Pryal, University of North Carolina, Chapel Hill
“Actions in the Affirmative: Pedagogy and Pragmatism for Meaningful Diversity”

Table 10: Telling Autobiographies: What We Can Learn through Writing
about Self
Table Discussion Leaders: Ronda Leathers Dively, Southern Illinois University,
Carbondale; Diane Penrod, Rowan University
Carol A. Hawkins, Mount Ida College
“Smart Mouth: A Working-Class Woman’s Struggle for Literacy”
Carla Maroudas, California State University, San Marcos
“Autoethnography as a Pedagogical Tool in the Composition Classroom”
Sherry Rankins-Robertson, Arizona State University
“Making a Place for Family Writing in the Composition Classroom”
Meagan S. Rodgers, University of New Hampshire
“Race and the Autobiographical Narrative in the Teaching of Writing”
Table 11: Context Matters: Institutional Policies / Individual Concerns
Table Discussion Leader: Paul Butler, University of Nevada, Reno; Deborah

Martinson, Occidental College
Christine Dvornik, University of California, Santa Barbara
“University Plagiarism Policy and Today's Composition Classroom”
Billie Hara, University of Texas, Arlington
“Student-Athlete as Athletes or as Students: Constructing a Writerly Identity in FirstYear Composition”
Jennifer K. Johnson, Indiana University of Pennsylvania
“‘What are we doing here anyway?’: An Exploration of the Attitudes and Responses
of TAs from Composition and from Literature Regarding Their TA Training”
Mysti Rudd, Indiana University of Pennsylvania
“Leavings, Returnings, and the Explanations in Between: Students’ Stories of
Withdrawing from FYC”
Table 12: Putting It Together Again: Making Sense through Writing
Table Discussion Leader: M. Wade Mahon, University of Wisconsin, Stevens Point;
Barbara Roswell, Goucher College
John G. Barnitz, University of New Orleans

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