UC Davis faculty, students, and alumni present at CCCC 2019

Faculty in the University Writing Program, along with students and alumni of the Designated Emphasis in Writing, Rhetoric, and Composition studies, will participate in over 17 sessions at this year’s Conference on College Composition and Communication in Pittsburgh.

UC Davis @ Conference on College Composition and Communication, 2019

The University Writing Program and the Designated Emphasis in Writing, Rhetoric, and Composition Studies are excited to have many faculty, students, and alumni presenting at this year’s Conference on College Composition and Communication in Pittsburgh. What follows is a list of sessions where you can see the great work being done by UC Davis people.

A.11 Performing the Public-Facing Self: Pedagogical Perspectives on ePortfolios for Public Audiences

We engage in conversation about how instructors can re-think ePortfolio pedagogy for public audiences in digital spaces.

Jenae Cohn, Stanford University, CA

B.11 Researching Communities of Inquiry in Blended and Online Writing Courses: Results of a Multi-Institutional, Mixed Methods Study

This panel shares results from a multi-institutional study regarding student vs. instructor perceptions of teaching presence and online vs. blended students’ performance of community.

Mary Stewart, Indiana University of Pennsylvania

B.30 The Performance of Portfolios Across the Curriculum

Using portfolios composed across the curriculum to explore how student performances can shape an institution’s understanding of writing and learning.

Speakers: Hogan Hayes, California State University, Sacramento

D.01 Re: Assessment

Panelists consider a variety of assessment practices and their effects for diverse student populations.

Carl Whithaus, University of California, Davis, “Contract Grading and Antiracist Writing Assessment”

D.08 What Identities Got to Do With It: Digital Underlives, Masculine Anxiety, and Love as a Framework for Black Liberation

These three presentations examine the various roles that identities play in teaching and learning writing.

Speakers: Aaron Lanser, University of California, Davis, “Am I Behaving Correctly, or Misperforming? First-Generation Students and Digital Underlife in the Writing Classroom”

D.39 Role-Play Across the Disciplines

We sketch multidisciplinary role performance pedagogies in the health sciences and writing center.

Speakers: Melissa Bender, University of California, Davis, “The Rhetoric of Rehearsal: Performing Medical Ethics and Professionalism in the Multiple Mini Interview

E.27 Encountering Difference in “Liberal” California: Reports from an Inter-institutional Study of Diversity Learning in Required Writing Courses

Inter-institutional assessment of diversity learning in FYW courses via artifacts and interviews contextualized by campus/regional culture.

Speakers: Tricia Serviss, University of California, Davis

H.27 Writing Fellows as Agents of Transfer: Training in Threshold Concepts to Support Campus-Wide Sites of Writing

Writing fellows and tutors, trained in writing studies theories of threshold concepts and transfer, develop their own professional identities and support campus-wide sites of writing.

Speakers: Lauren Fink, University of California, Davis

Lisa Sperber, University of California, Davis

I.16 Performing Disciplinary Identity through Undergraduate Degree Programs in Independent Writing Programs/Departments

Independent writing departments/programs will articulate strategies for stakeholder enlistment in undergraduate degree program development.

Chair and Speaker: Rebekka Anderson, University of California, Davis

I.31 Rethinking Legal Writing: Epistemologies, Performance Writing, and the Profession

This panel focuses on legal writing as a professional performance vital to contemporary professional writing instruction and composition studies.

Speakers: Lisa Klotz, University of California, Davis, “Law’s Malleability: Suspicions, Epistemology, Performance”

J.07 Directed Self-Placement: The Possibilities of Performance-Rhetoric/Composition

This session will discuss how Directed Self-Placement creates possibilities for students to construct and perform their subjectivities within and against localized institutional contexts.

Speakers: Aparna Sinha, California State University, Maritime Academy, Vallejo

J.12 Performance in Professional Conferences: Examining Rhetorical Delivery in the Field of Rhetoric and Composition

Embracing performance-rhetoric in our conference presentations allows us to draw upon feminist/Black /Latinx/queer theories and move toward more engaged knowledge making.

Chair and Speaker: Michal Reznizki, University of San Francisco, CA, “Survey Analysis of Participant Performance in Academic Conferences”

J.13 Exploring Lifespan Writing Research Methods: Integrating Our Performed Epistemologies

Studying writing through the lifespan poses interesting methodological challenges. These panelists investigate the epistemological assumptions behind their methodological choices and discuss steps toward integrating them.

Chair: Matthew Zajic, University of Virginia, Charlottesville

J.25 “Sustainability from the Start”: WAC-in-Progress at Diverse Institutions

Interactive presentation where WPAs from diverse institutions invite the audience to discuss and critique recent efforts to launch, grow, and sustain inclusive WAC initiatives.

Speakers: Kendon Kurzer, University of California, Davis

L.18 Disrupting Pedagogies through Digital Peer Feedback

Digital tools afford opportunities to reframe our understandings of peer feedback and how such tools help to refine our pedagogies.

Chair and Speaker: Kory Ching, University of California, Davis

Speaker: Stacy Wittstock, University of California, Davis

M.10 Writing as Knowledge Performance: Ruminations on Teaching Writing in History

A writing in the disciplines approach to instruction in history-based courses is vital to student performance in the discipline’s discourse community.

Speakers: Jillian Azevedo, University of California, Davis

N.40 The Intersectional Syllabus: Transnational, Transcultural, Translingual, Feminist, Antiracist

From conceptual grounds to syllabus design to classroom practice, panelists explore performance pedagogy in action in the writing classroom.

Jasmine Wade, University of California, Davis, “My Body Is Not Here: Building Archives for Antiracist Composition Syllabi”

Teacher 2 Teacher Sessions
  • Jambul Akkaziev
  • Sarah Faye
  • Michele Zugnoni