Attending CCCC 2021? Be a Session Reviewer!

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The Sweetland Digital Rhetoric Collaborative is seeking reviewers for the 2021 Conference on College Composition and Communication (April 7-10), which takes place virtually this year. We are particularly interested in conference reviews pertaining to digital rhetoric, though you are welcome to propose your own session to review. Reviews are published on the DRC website to help facilitate conversations about conference sessions among attendees and others who may have not been present at the conference. 

If you would like to be a session reviewer for CCCC 2021, please visit this Google Spreadsheet to sign up for a session to review. You will be asked to provide information about the session and a short bio for yourself. 

Reviews can be composed in written text (500-1500 words) or in any other appropriate media as long as the information can be received by a user in 3-5 minutes. Your review should include an overview of the session but should also address key implications, stakes, or take-away points. Please also make sure that if you offer relevant critique in your review, you do so in a collegial and constructive manner. We may edit received reviews or send reviews back for revision, if necessary. Feel free to browse the CCCC 2019 and Computers & Writing 2019 reviews for models as you compose yours. 

Reviewers will receive an email near the start of the conference with information about the submission process. If you have any questions, or if you would like more information, please reach out to us at drcfellows@umich.edu

Reviews are due Saturday, April 24 by 11:59 pm EST.

Submission Timeline

  • April 6: Reviewers contacted by email with information about the submission process.
  • April 24: Drafts of reviews due on the DRC website.
  • April 28: Reviewers notified of review status (and of any revisions, if needed).
  • April 30: Reviews published on the DRC website.

Digital Rhetoric Sessions at CCCC 2021

The following sessions were chosen based on whether the session titles and/or majority of presentation titles referenced digital rhetoric, technology, and/or digital pedagogy. We only included sessions where the majority of participants appeared to be discussing topics related to digital rhetoric. Please note that session information, including dates and times, are subject to change, so please confirm your chosen session on the CCCC 2021 page

Wednesday, April 7

  • B-1: ALP in the Time of COVID: Perspectives on Accelerated Learning Programs in the Makeshift Online Environment Prerecorded w/ Live Q&A
  • B-2: Exploring Eco-Cognitive Approaches to Digital Composition: A Report and Interactive Data Analysis Session Live

Thursday, April 8

  • C-2: Imagined Identity: Teaching Challenging Texts in Embodied and Virtual Spaces Live
  • C-7: Re-writing Rhetoric(s): Examining Poetry, Public Spaces, Gaming, and Technology Prerecorded w/ Live Q&A
  • D-2: Information and Intellectual Property Literacy in an Age of Bots Live
  • E-7: Re/Turning to Less Commonplaces: Questioning Assumptions and Ethical Design for Multimodality Prerecorded w/ Live Q&A

Friday, April 9

  • F-3: Reimagining Community Engagement: Shifting the Ways We Engage in Challenging Times Live
  • F-5: Community College Transfer in the Time of COVID: Lessons on Teaching for Access in Our Summer Bridge Program Prerecorded w/ Live Q&A
  • F-8: Engaging Students in Online Writing Courses Prerecorded w/ Live Q&A 
  • G-8: Multimodal Composing Practices Prerecorded w/ Live Q&A
  • H-1: Composing across Contexts: Multimodality and Transfer Live
  • H-3: Retaining Online Students through Connection and Rapport: A Longitudinal Study of a Sustainable Independent Online Writing Program Live
  • I-9: Impacts of Online Writing Instruction on Students Prerecorded w/ Live Q&A

Saturday, April 10

  • K-2: More Than Replication: Reimagining Online Writing Instruction Using Affordance-Forward Design Live
  • K-5: Developing a Digital Commonplace for Research Methods in a COVID Climate Prerecorded w/ Live Q&A
  • L-2: Multimodal Composition as Commonplace Pedagogy Live 
  • L-12: Developing Multilingual Students’ Growth Mindset through Multimodal Assignments in FirstYear Composition Courses Live 
  • L-13: Disability Rhetorics in Professional and Technical Writing Live
  • M-2: New Possibilities in Online Writing Instruction: Considering Student Backgrounds to Achieve Inclusivity Live
  • M-3: Student Writer as Solicitor of Feedback: Shifting the Feedback Paradigm in Online and Face-toFace Classrooms Live 
  • M-7: Uncommon Places: The Recording Studio as Compositional Space Prerecorded w/ Live Q&A
  • N-5: Empathy as Commonplace in the Online Composition Classroom Prerecorded w/ Live Q&A 
  • O-3: Sustainability and Adaptability: Strategizing for Disruption in Community-Engaged Teaching Live

About Author

Jathan Day

Jathan Day is the Graduate Administrative and Editorial Associate for the DRC. He is a PhD candidate in the Joint Program in English and Education at the University of Michigan. Jathan's research interests include course management systems, digital literacies, online pedagogy, disability studies, and reading practices.

Danielle Koepke

Danielle Koepke is a second year PhD student in Public Rhetorics and Community Engagement at the University of Wisconsin-Milwaukee. She has an MA in Rhetoric and Composition, and her academic interests include multimodal composing practices, digital literacies, and feminist theories.

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