Next week, Writing Program faculty and TAs will have a strong presence at the largest national conference for composition instruction and writing studies, Conference of College Composition and Communication. You can find a full list of who'll be presenting below. UCSB is very well represented with some really interesting talks and sessions.
We are particularly happy to announce that one of our writing minor students and Raab Writing Fellows, Karina Lucero-Aleman (photo on right), will be presenting her research. Her poster is on Performance in Chicana Feminism, and the session is Thursday, March 14th, 10:30-11:45 at the David L. Lawrence Convention Center: Third Floor West Hallway. Great work, Karina!
UCSB Sessions at CCCC
Wednesday, March 13,
RNF Table Leaders: Chris Dean, Jennifer Johnson, Karen Lunsford, Nicole Warwick Workshop, 1:30-5:30
AW.12 Teach It Like We Mean It: Helping Students Perform Their Power in Peer Review. This highly interactive workshop will disrupt standard peer review practice with a goal to
support participants’ design or revision of one peer review assignment.
Aaron Block, Northeastern University, Boston, MA
Kara Mae Brown, University of California, Santa Barbara
Kristen Getchell, Babson College, Babson Park, MA
Kat Gonso, Northeastern University, Boston, MA
Intellectual Property in Composition Studies
Karen Lunsford, "Current Research in Intellectual Property"
Thursday, March 13
Session B, 12:15-1:30
B.46 What Really Changes in Undergraduate Student Writing Across the Curriculum. The three presentations on this panel, all adopting a longitudinal developmental approach,
look at changes in reasoning and analysis in student writing and compare that to student perceptions of what has changed for them.
Chair and Speaker:
Charles Bazerman, University of California, Santa Barbara, “Learning Not to Stigmatize Dialects: Writing about Linguistic Data”
Speakers: Christiane Donahue, Dartmouth College, Hanover, NH, “Meta-awareness and Growth in Writing: Perception and Performance”
Valentina Aahler, University of California, Santa Barbara, “Learning Not to Stigmatize Dialects: Writing about Linguistic Data”
Sarah Smith, Dartmouth College, Hanover, NH, “Growth in Writing: Tracing Change over Time in Student Learning”
Session E, 4:45-6:00
E.04 A Decade of Reaching Out: Ten Years of Bringing Student Communities Together This panel will present an innovative outreach program that has brought together first-
generation college students and middle school classes for a decade. 302
Christopher Dean, University of California, Santa Barbara
Jennifer Johnson, University of California, Santa Barbara
Robert Krut, University of California, Santa Barbara
Kathy Patterson, University of California, Santa Barbara
Kristin Storey, RJ Frank Intermediate School, Oxnard, CA
Nicole Warwick, University of California, Santa Barbara
Friday, March 14
Session F, 8:00-9:15
F.19 Religious Literacies and (Re)Formation of the Self This panel shows how religious literacy practices demand and sustain complex negotiations
of individual and communal identities.
Nathan Fredrickson, University of California, Santa Barbara
Kyle Piscioniere, University of Massachusetts Amherst
Sarah Stetson, University of Massachusetts Amherst
Session H: 11:00am - 12:15pm
H.22 Laughter, Play, and Song: Integrating Orality, Aurality, and Multimodality of Performance-Rhetorics in the Composition Classroom Considering writing across a spectrum of oral, aural, and digital techniques, this panel explores pedagogies that help teachers integrate multimodal performance-rhetorics in the classroom.
Chair and Performer: Steven Katz, Clemson University, SC
Speakers: Daniel Frank, University of California, Santa Barbara, “Stepping into the Spotlight: Performance, Flow, and Engagement in the Composition Classroom”
Eric Hamilton, Clemson University, SC, “Stand Up for Writing! Incorporating Humor in the FYC Classroom for Rhetorical Performance and Engagement”
David Measel, Clemson University, SC, “Music, Rhythm, and Rhetoric: A Theme of Effective Communication”
Session I, 12:30-1:45
I.22 Learning and/as Performance: Expanding Disciplines, Threshold Concepts, and Boundaries
This session presents a series of invitations to systematically consider questions associated with boundaries in/and the teaching and learning of writing.
Linda Adler-Kassner, University of California, Santa Barbara
Heidi Estrem, Boise State University, ID
Rebecca Nowacek, Marquette University, Milwaukee, WI
Dawn Shepherd, Boise State University, ID
Elizabeth Wardle, Miami University, Oxford, OH
Session I, 12:30-1:45
I.34 Cultural Materials of Performance
Chair: Trevor Meyer, Northwest Missouri State University, Maryville
Christopher Garland, Georgia Southern University, Statesboro, “Why This Monument Matters: Visual Rhetoric and the Performance of Black Revolution in the American South”
Sarah Hirsch, University of California, Santa Barbara, “Mardi Gras Indians and the Performance of Material Culture”
Doug Kulchar, Penn State University, State College, “We Have Fed You All a Thousand Years: Materialist Rhetorical Ecologies and the Industrial Workers of the World”
Session J, 2:00-3:15
J.26 Performing Access in, through, and because of the Writing Center This writing center panel argues for the importance of performing disability access in
conferencing spaces, training, mentoring, and staff development.
Leigh Elion, University of California, Santa Barbara
Rachel Herzl-Betz, Nevada State College, Henderson
Neil Simpkins, University of Wisconsin, Madison
Brenna Swift, University of Wisconsin, Madison
Respondent: Allison Hitt, University of Central Arkansas, Conway
Session K, 8:00-9:15
K.05 Performing Professionalism in a Faux-Populist Moment This panel gathers high school and college writing teachers, scholars, and administrators to explore the challenges of “going public” in the contemporary moment.
Chris Gallagher, Northeastern University, Boston, MA
Eric Turley, Clayton High School, MO
James Webber, University of Nevada, Reno
Respondents: Linda Adler-Kassner, University of California, Santa Barbara
Peggy O’Neill, Loyola University Maryland, Baltimore
Session K, 8:00-9:15
K.34 Performance-Reading and Performance-Writing across Academic Contexts The four speakers in this session will consider performance-reading and performance-
writing across academic contexts, offering transdisciplinary perspectives, practical applications, and data-driven reflections.
Chair: Tricia Rizza, Florida State University, Tallahassee
Daniel Keller, The Ohio State University, Newark, “Reading as Performance”
Addison Koneval, The Ohio State University, Columbus, “Rhetorical Grammar as CodeMeshing: Disrupting the White Habitus”
Rebecca Ottman, Indiana University, Bloomington, “Using Translingual Readings to Teach Rhetorical Sensibility”
Charlyne Sarmiento, University of California, Santa Barbara, “Understanding Consequential Transitions: Four Case Studies of STEM Students Navigating Transitions in Disciplinary Writing and Research”
Session M, 11:00-12:15
M.30 Social Media’s Justice Edges
We account for the raising of social justice voices in selected social media spaces.
Michelle Grue, University of California, Santa Barbara, “R’ooting for e’rybody Black’: Black Women’s Performances on Twitter”
Katie Rieger, Oklahoma State University-Stillwater, “Inviting Performative Rhetoric into a Technical Writing Classroom using Flipgrid, YouTube, and Other Multimodal Approaches”
Michelle Sidler, Auburn University, AL, “Two Tales of Marlon Bundo: Online Reviews as Political and Social Performance”
Session N, 12:30-1:45
N.36 New Dimensions for Post-Humanism, Critical Pedagogy, and Transfer. Now more than ever, we need to remind ourselves and each other that bodies as well as
ideas transfer across contexts and environments.
Mark Houston, University of Nebraska, Lincoln, “Composing the Nonhuman Subject: Teaching and Thinking Environmental Rhetorics in a Posthuman World”
Jeanette Lehn, Florida State University, Tallahassee, “A Renewed Critical Pedagogy: Rethinking Activism within Writing Studies and Higher Education”
Kenny Smith, University of California, Santa Barbara, “The Myth of the Conscious Writer: Embodiment, Transfer, and the Tacit Dimension of Practice”
Matt Whitaker, University of Nebraska, Lincoln, “Composing the Nonhuman Subject: Teaching and Thinking Environmental Rhetorics in a Posthuman World”