Thursday, July 16, 2020
3:00–4:30 p.m. ET
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This panel, featuring three CCCC 2020 award winners, focuses on activist transnational rhetorics, the influence of language ideologies on transnational students’ identities as writers, and approaches for affirming linguistic diversity in the writing classroom. An audience-driven Q&A as well as networking time will follow the presentations.
Presenters:
Wenqi Cui, Indiana University of Pennsylvania, “Multilingual Writers’ Identity Construction through Academic Writing Discourse Socialization”
Subhi Hindi, University of Houston, “The Commonplace Writing Classroom: Code-Meshing FYC Students’ Rhetorics in College Writing”
Zhaozhe Wang, Purdue University, “Assemble Commonplaces through Activist Rhetoric in Transnational Cyber-Public Spaces”
Moderator: Vershawn Ashanti Young, CCCC Chair, University of Waterloo, Ontario, Canada
Respondent: Michael A. Pemberton, Georgia Southern University, Statesboro
Share your learning on Twitter at #4Cchat.
Cassandra Woody is an assistant teaching professor in the First-Year Composition Department at the University of Oklahoma, where she coauthored the first-year composition curriculum. Her research interests include feminist rhetorics, feminist writing program administration, rhetorical theory, and composition studies. Her area of focus is currently housed within first-year composition. As a researcher and teacher, she is concerned with the way rhetorics and the teaching of them may move students to recognize power, privilege, and the fluidity of one’s subject position within rhetorical negotiations.
Scott Wible is an associate professor in the English Department, director of the Professional Writing Program, and a faculty fellow in the Academy for Innovation & Entrepreneurship at the University of Maryland, College Park.
Dana Lynn Driscoll is a professor of English at Indiana University of Pennsylvania, where she directs the Kathleen Jones White Writing Center and teaches in the Composition and Applied Linguistics doctoral program. She currently serves as coeditor for the open-source first-year writing textbook series Writing Spaces, which offers free readings and instructional materials for composition courses. She has published widely on writing transfer, learning theory, writing centers, and research methods and has offered plenary addresses and workshops around the globe. Her coauthored 2012 article with Sherry Wynn Perdue won the IWCA’s Outstanding Article Award.
S. Rebecca Leigh is a professor in the Department of Reading and Language Arts at Oakland University in Rochester, MI. Her research interests include multiple ways of knowing, writing, teacher, and doctoral education. Her current research focuses on how access to art serves as a pathway to literacy learning and its impact on students as writers. Her work has appeared in Language Arts, English Journal, and Journal of Adolescent and Adult Literacy. Leigh can be reached at 
Nadia Francine Zamin is an assistant professor of the practice at Fairfield University. Her academic work centers around supporting faculty teaching writing across the curriculum, mindfulness interventions in composition, and writing program assessment, while her research is concerned with the cultures surrounding learning and on the creation of healthy and sustainable learning and composing environments for student and faculty writers. Her work has also appeared in Across the Disciplines.
Antonio Byrd is an assistant professor of English at the University of Missouri-Kansas City. He teaches Black/African American literacy histories, digital rhetoric, multimodal composition, and professional and technical writing. Byrd researches how Black/African American adults learn and use computer programming to address racist policies and create sustainable futures for their communities. His work has appeared in Literacy in Composition Studies.
