@UMDEnglish #4C19

March 13, 2019

NCTE hosts its annual CCCCs convention in Pittsburgh March 13-16, 2019. UMD English faculty, students, and alumni present research in twenty-one sessions.

Complete program is available at this link. Did we miss you? Send information about your session to englweb@umd.edu.

Participants include Chelsea Bock, Katie Bramlett, Robin Earnest, Jessica Enoch, Shenika Hankerson, Nabila Hijazi, Lyra Hilliard, Michael Israel, Shirley Logan, Linda Macri, Cameron Mozafari, Patrick Nelson, Ruth Osorio, Margaret Peterson, Brittany Starr, Scott Wible, and Sara Wilder

2019.03.13: Graphic with information about @UMDEnglish at 4Cs conference 2019 in Pittusburgh

Wednesday, 9:00 am-12:30 pm. 408.
Writing Pedagogies and Processes
MW.11 Beyond Grammar Hacks: Resources for Play and Performance
Introduces the grammar knowledge and practices that help writers perform their voices in specific rhetorical situations.
Sponsored by the Linguistics, Language, and Writing Standing Group
Workshop Facilitators:

  • Maria Gapotchenko, Boston University, MA
  • Whitney Gegg-Harrison, University of Rochester, NY
  • Michael Israel, University of Maryland, College Park
  • Cameron Mozafari, University of Maryland, College Park
  • Deborah Rossen-Knill, University of Rochester, NY
  • Joseph Salvatore, The New School, New York, NY
  • Stella Wang, University of Rochester, NY
  • Nanette Wichman, Eastern Washington University, Cheney

Wednesday, 9:00am-5:00 pm. 330.
Writing Pedagogies and Processes
W.09 Establishing a Community of Inquiry in Online Writing Courses through Student and Instructor Presence
This workshop aids instructors in establishing a successful Community of Inquiry (CoI) within their online classes.

  • Standing Group Chair: Kevin Eric DePew, Old Dominion University, Norfolk, VA
  • Speaker: Tiffany Bourelle, University of New Mexico, Albuquerque
  • Workshop Facilitators: Jessie Borgman, Texas Tech University, Lubbock
  • Sharon Burns, University of Cincinnati Clermont College, Batavia, OH
  • Jennifer Cunningham, Kent State University, OH
  • Kimberly Fahle, Old Dominion University, Norfolk, VA
  • Heidi Skurat Harris, University of Arkansas at Little Rock
  • Lyra Hilliard, University of Maryland, College Park
  • Cat Mahaffey, University of North Carolina, Charlotte
  • Jude Miller, Rowan University, Glassboro, NJ
  • Elizabeth Monske, Northern Michigan University, Marquette
  • Janine Morris, Nova Southeastern University, Fort Lauderdale, FL
  • Abigail Oakley, Arizona State University, Tempe
  • Jason Snart, College of DuPage, Glen Ellyn, IL
  • Sarah Snyder, Arizona Western College, Yuma
  • Mary Stewart, Indiana University of Pennsylvania
  • Natalie Stillman-Webb, University of Utah, Salt Lake City
  • Scott Warnock, Drexel University, Philadelphia, PA
  • Joanna Whetstone, Lakeland Community College, Kirtland, OH

Thursday, 10:30-11:45 am. Spirit of Pittsburgh Ballroom C
Writing Programs
A.02 Framework for Success with Black Student-Writers: Profiles of Writing Programs
This roundtable provides a framework for success with Black perspectives in writing program administration and briefly highlights and showcases a few writing programs.

  • Chair and Roundtable Leader: Collin Craig, St. John’s University, Queens, NY
  • Roundtable Leaders:
  • Alexandria Lockett, Spelman College, Atlanta, GA “Framework for Success at an HBCU: A Profile of a Small Liberal Arts College for Women”
  • Staci Perryman-Clark, Western Michigan University, Kalamazoo
  • Adrienne Redding, Western Michigan University, Kalamazoo, “The First-Year-Writing Intensive and Minoritized Student Voice and Enculturation”
  • Shawanda Stewart, Huston-Tillotson University, Austin, TX, “Centering Students in the First-Year Composition Classroom: Engagement, Improvement, and Pedagogical Practices”
  • Scott Wible, University of Maryland, College Park, “‘The Creation of an Appropriate Response’: How White Allies Listen to, Learn from, and Support Black WPAs”

Thursday, 12:15-1:30 pm. 310
First-Year and Advanced Composition
B.11 Researching Communities of Inquiry in Blended and Online Writing Courses: Results of a Multi-Institutional, Mixed Methods StudyThis panel shares results from a multi-institutional study regarding student vs. instructor perceptions of teaching presence and online vs. blended students’ performance of community.

  • Speakers: Jennifer Cunningham, Kent State University, OH
  • Lyra Hilliard, University of Maryland, College Park
  • Mary Stewart, Indiana University of Pennsylvania
  • Natalie Stillman-Webb, University of Utah, Salt Lake City

Thursday, 12:15 -1:30 pm. 312
Institutional and Professional
B.13 Performing Fit as an/Other: Embodiment, Performance, and the Cultural Politics of Academic HiringThis roundtable examines the academic job search as an embodied performance from various minoritized subject positions, including disability, race, gender, sexuality, nationality, class, and pregnancy.

  • Chair: Chen Chen, Winthrop University, Rock Hill, SC
  • Speakers: Dev Bose, University of Arizona, Tucson, “Disabled Professional Identities: Juggling the Work-Life Balance as a Contributing Caregiver and Disabled WPA”
  • Elizabeth Keller, Purdue University, Fort Wayne, “Could We Take the Elevator? I’m Having Difficulty Breathing: Surviving the Campus Visit with a Chronic (In)Visible Illness”
  • Ruth Osorio, University of Maryland, College Park, “Laboring in Every Sense of the Word: Pregnancy, Birth, and Breastfeeding on the Academic Job Market”
  • Jennifer Sano-Franchini, Virginia Tech University, Blacksburg, “Performing Professional Fit on the Academic Job Search: Race, Intersectionality, and the Politics of Academic Hiring”
  • Laura Tetreault, University at Albany, SUNY, “I Just Paid Off My Credit Card Debt and Now My Student Loans Are Due: The Hidden Costs of the Academic Job Market and the Financial Stress of New Faculty”

Thursday, 12:15-1:30 pm. 402
Creative Writing
B.33 Chronicles of Misplaced Belief
A presentation on different theoretical performances shedding light on gendered violence, motherhood, and the rhetoric of fertility.

  • Chair: Amanda Kay Cruz, Texas A&M University-Commerce
  • Speakers: Chelsea Bock, University of Maryland, College Park, “‘Maybe’: Using Creative Nonfiction to Illuminate Fertility Rhetoric”
  • Daysha Pinto, University of North Carolina, Greensboro, “Life Writing, Trauma, Language: Textual Performativity in Esmeralda Santiago’s When I Was Puerto Rican”
  • Jeanne Marie Rose, Penn State University, Berks, “Queering the Mommy Memoir: Motherhood Lost and Performed”

Thursday, 1:45-3:00 pm. 306
Community, Civic & Public
C.08 Women Refugees: Performance of Literacies and Shared AgencyThis panel examines the needs of refugee women living in the United States through the performance of literacies and shared agency.

  • Chair and Speaker: Katherine Tsiopos Wills, Indiana University Columbus
  • Speakers: Nabila Hijazi, University of Maryland, College Park
  • Andrea Paolini, University of Pittsburgh, PA

Thursday, 1:45-3:00 pm. 414
Writing Pedagogies and Processes
C.46 Performing Digital Politics: Teaching Writing as Political Agency in a Digital AgeThis panel examines the role of protest and social justice orientations for the composition classroom.

  • Chair: Shenika Hankerson, University of Maryland, College Park
  • Speakers: David Corwin, George Mason University, Fairfax, VA, “Can TV Be a Form of Social Justice: Television Pedagogy and Its Synergy with Writing Across the Curriculum Principles”
  • Matt McKinney, Texas A&M University, College Station, “Interface-to-Face: Performing and Critiquing Online Sociopolitical Dialogue in the Composition Classroom”
  • Jeramy Wallace, College of San Mateo, CA, “Sit-ins and Social Media: Performance-Rhetoric and the Occupation of Spaces”

Thursday, 3:15-4:30 pm. 409
Professional and Technical Writing
D.39 Role-Play Across the Disciplines
We sketch multidisciplinary role performance pedagogies in the health sciences and writing center.

  • Chair: Sandra Eckard, East Stroudsburg University, PA
  • Speakers: Melissa Bender, University of California, Davis, “The Rhetoric of Rehearsal: Performing Medical Ethics and Professionalism in the Multiple Mini Interview”
  • Linda Macri, University of Maryland, College Park, “Supporting Graduate Students as They Perform Their Disciplines in Multiple Modes”
  • Tim Giles, Georgia Southern University, Statesboro, “Role-Playing Scenarios for the Writing Classroom”

Thursday, 4:45-6:00 pm. 404
Information Technologies
E.33 Composing Realities in Digital Environments
This session explores opportunities for students to construct mixed realities utilizing online resources.

  • Chair: Sara Wilder, University of Maryland, College Park
  • Speakers: Brenta Blevins, University of Mary Washington, Fredericksburg, VA, “Authoring Resistance through Augmented and Mixed Reality Composing”
  • Nicholas Hoffman, University at Buffalo, SUNY, “First-Year Composition on Discord”
  • Francis Macarthy, Illinois State University, Normal, “Breaching the Screen: A Digital Technofeminist Methodology for Virtual and Augmented Realities”

Thursday, 4:45-6:00 pm. 405
Institutional and Professional
E.34 In Real Time: Rhythmic Positioning and Antiracist TransformationsThis panel offers new strategies for positioning and performing professional identity.

  • Chair: Megan Titus, Rider University, Lawrenceville, NJ
  • Speakers: Jennifer LeMesurier, Colgate University, Hamilton, NY, “Rhythmic Positioning, or How New Graduate TAs Perform Pedagogical Time”
  • Brittany Starr, University of Maryland, College Park, “Toward Antiracist Transformation in Composition: Starter Strategies for Interrogating Whiteness”

Thursday, 6:30-7:30 pm. 329
Community, Civic & Public
TSIG.21 Standing Group for Disability Studies Business Meeting
Sponsored by the Disability Studies Standing Group
This meeting provides the opportunity for anybody interested in disability studies and writing studies to learn more about and connect with our standing group.
The Disability Studies Standing Group is excited to welcome the Pittsburgh Center for Autistic Advocacy (PCAA) to our meeting. The PCAA will facilitate an interactive workshop titled, “Building Neurodivergent Culture: From Grassroots Organizing to the Profession.” The workshop will begin at 7:00 p.m., after standing group introductions and announcements.

  • Chairs: Ruth Osorio, University of Maryland, College Park
  • Muffy Walter, Washburn University, Topeka, KS

Friday, 8:00-9:15 am. 312
Professional and Technical Writing
F.14 Student Inclusion toward More Representative Diversity in College Writing Courses
Educates on the benefits of including underrepresented minorities as classroom UTAs in order to increase: 1) teaching diversity, and 2) student enthusiasm with peer-to-peer learning paradigm.

  • Speakers: Robin Earnest, faculty fellow/senior lecturer
  • Patrick Nelson, University of Maryland, College Park, “Student Inclusion toward More Representative Diversity in College Writing Instruction”
  • Dorothy Phaire, University of the District of Columbia

Friday, 8:00-9:15 am. 317/318
History
F.16 Spotlight Session: Feminist Archival Research: Performance, Ethics, and Remixing the Past
Building on established feminist research and methodologies, this roundtable explores new questions about how we perform the complexities and ethical dimensions of feminist historiographic research.

  • Speakers: Tobi Jacobi, Colorado State University, Fort Collins, “Ribbon Girls, Cottage Matrons, and Parole Letters: A Feminist Reads the 1915 Annual Report from the New York State Training School for Girls”
  • Laura Rogers, Albany College of Pharmacy and Health Sciences, NY, “Performing Lila: Remixing a Life in Prison Teaching and Archival Materials from the New York State Training School for Girls”
  • Reva Sias, California State University, Fresno, “Myrtilla Miner’s School for Colored Girls: Searching for Literacy Practices and Discourses of Free Colored Women at the First African American Normal School”
  • Jennie Vaughn, Gannon University, Erie, PA, “Cookbooks, Archives, and Responsible Rhetorical Action: Performing Feminist Archival Research with an Ethic of Hope and Care”
  • Respondent: Jessica Enoch, University of Maryland, College Park

Friday, 9:30-10:45 am. 304
Community, Civic & Public

G.06 Public Memory at the Intersections: Performances of Gendered Memorial Practice, Production, and Pedagogy in Four Keys
This panel examines public memorials to consider how gender, culture, and power animate public memorial performances and pedagogy.

  • Speakers: Sonia Arellano, University of Central Florida, Orlando
  • Katie Bramlett, University of Maryland, College Park
  • Jessica Enoch, University of Maryland, College Park
  • Joanna Sanchez-Avila, The University of Arizona, Tucson

Friday, 9:30-10:45 am. 338
First-Year and Advanced Composition

G.32 Perform That! Actions in Peer Review, Multimodal Composing, Research, and Algorithms
This session focuses on incorporating action and movements into teaching strategies that will allow students to learn in innovative ways that can then be transferred to future classes and their personal and professional lives.

  • Chair: Linda Macri, University of Maryland, College Park
  • Speakers: David Fisher, Emory University, Atlanta, GA, “Show Your Work/Work Your Show: Performing an Algorithm to Enable Critique in a Writing Classroom”
  • Kate Ganski, University of Wisconsin-Milwaukee, “Rethinking How We Teach Research in Performance-Composition”
  • Sarah Haak, Ohio University, Athens, “Collaborative Teaching as Performance-Composition”
  • Claire Lutkewitte, Nova Southeastern University, Fort Lauderdale, FL, “A Focus on ‘Why?’: Performing Writing through Teaching and Peer Review”
  • Andrew Pinkerton, Ohio University, Athens, “Collaborative Teaching as Performance-Composition”
  • Shevaun Watson, University of Wisconsin-Milwaukee, “Rethinking How We Teach Research in Performance-Composition”

Friday, 9:30-10:45 am. 413
Language
G.44 Language Awareness, Opening Spaces, and Challenging Conventions
This session explores critical pedagogy, linguistic freedom, and student agency.

  • Speakers: Shenika Hankerson, University of Maryland, College Park, “‘The World Has to Stop Discriminating against African American Language’: Critical Language Awareness and Its Impact on the Writing Attitudes and Writing Self-Efficacy of African American Language Learners in English Composition”
  • Matt Homer, Virginia Tech, Blacksburg, “Reconsidering English Diversity as Praxis”
  • John Mason, EOP, “Widening the Classroom Dialect”
  • Debbie Morrison, University at Albany, SUNY, “Letting in the Creole Heritage”

Friday, 12:30-1:45 pm. 315/316
Theory
I.14 Spotlight Session: More Than Mere Words: Silence, Representation, Listening
The panelists will explore the powerful, often metalinguistic work rhetoric performs through purposeful silence, intentional listening, and nonverbal representations.

  • Chair: Jacqueline Jones Royster, Georgia Institute of Technology, Atlanta
  • Speakers: Cheryl Glenn, Penn State University, University Park, “Delivering Silence: More Than Mere Words”
  • Shirley Logan, University of Maryland, College Park
  • Kris Ratcliffe, Arizona State University, Tempe, “Rhetorical Listening across Political Affiliations”
  • Respondent: Andrea Abernethy Lunsford, Stanford University, CA

Friday, 12:30-3:15 pm. 407
Language
IJ.01 Spotlight Session: African American Language (AAL): Give It Propers and Put Some R-E-S-P-E-C-K on It!
Showcases new, cutting-edge research by Womanist scholars who are taking the study of AAL beyond quantitative sociolinguistics and narrow conceptions of systematic variation. Combining native-speaker competency with their research trajectory, these language scholars are charting a course for innovative, organic scholarship and pedagogy in Critical Black Language and Literacies Studies.

  • Chair and Speaker: Geneva Smitherman, Michigan State University, East Lansing, “(You Make Me Feel Like) A Natural Woman: The Evolution of Scholarship on AAL”
  • Speakers: Shenika Hankerson, University of Maryland, College Park, “Resistance, Power, and Liberation: How Critical Language Awareness Shapes AAL-Speaking Students’ Experience in English Composition”
  • Sonja Lanehart, The University of Texas at San Antonio, “Who’s Zooming Who? Gen Z on AAL and Identity”
  • Elaine Richardson, The Ohio State University, Columbus, “The Language and Literacies of the #BlackLivesMatter Movement”

Friday, 3:30-4:30 pm. 408
FSIG.27 Linguistics, Language, and Writing Standing Group Business Meeting
Sponsored by the Linguistics, Language, and Writing Standing Group
This group examines how knowledge of language relates to learning and teaching writing.

  • Group Leaders: Laura Aull, Wake Forest University, Winston-Salem, NC
  • Angie McKinnon Carter, Utah Valley University
  • Orem Craig Hancock, University at Albany, SUNY
  • Zak Lancaster, Wake Forest University, Winston-Salem, NC
  • Cameron Mozafari, University of Maryland, College Park
  • Deborah Rossen-Knill, University of Rochester, NY
  • Stella Wang, University of Rochester, NY

Saturday, 8:00 am-9:15 am. 334
Writing Pedagogies and Processes
K.23 Performing Inquiry, Grounded in the Self: Place-BasedResearch Writing
Grounded in autobiographical reflection, this panel explores inquiry authentically connected to places and people, performing in the world.

  • Speakers: Thor Gibbins, SUNY Oneonta
  • Sarah Morris, West Virginia University, Morgantown
  • Margaret Peterson, University of Maryland, College Park

Saturday, 11:00 am-12:15pm. 330
Writing Pedagogies and Processes
M.18 Emotional Labor and Professional Identity Performances for Advanced Academic Writers
This panel discusses three studies of faculty, graduate student, and undergraduate writers to reveal the role of emotional labor in these writers’ professional identity development.

  • Chair and Respondent: Clarissa Walker, University of Rhode Island, South Kingston
  • Speakers: Shannon Madden, North Carolina State University, Raleigh
  • Kristin Messuri, Texas Tech University, Lubbock
  • Sandra Tarabochia, University of Oklahoma, Norman
  • Sara Wilder, University of Maryland, College Park