CCCC 2022 Call for Session Reviewers

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Attending CCCC 2022? Be a Session Reviewer!

The Sweetland Digital Rhetoric Collaborative is seeking reviewers for the 2022 Conference on College Composition and Communication (March 9-12th), 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 2022, 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 2021 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

Please sign up for session reviews by: FRIDAY, MARCH 11TH BY 11:59PM EST 

Reviews are due Friday, April 1st by 11:59pm EST 

Submission Timeline

  • March 11th: Reviewers contacted by email with information about the submission process. 
  • March 9th – 11th: Reviewers attend CCCC’s workshop or panel presentation(s). 
  • April 1st: Drafts of reviews due on the DRC website.
  • April 8th: Reviewers notified of review status (and of any revisions, if needed).
  • April 15th: Reviews begin to be 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 2022 Page

Wednesday, March 9th: Workshop Descriptions and Times

  • W-5: (Re)Conceptualizing Online Writing Instruction: Designing and Teaching Online Academic Writing Courses for Multimodal Writers
  • W-6: In Praise of Multimodality: Decolonizing Writing
  • W-7: CCCC 2022 Edits Wikipedia! 
  • W-20: Interest-Driven Public Writing Pedagogy with Reddit: Classroom Reconceptualized as a Workshop to Support Student Writing for Concrete Authentic Audiences 

Thursday, March 10th: Presentation Descriptions and Times

Friday, March 11th: Presentation Descriptions and Times

  • D-9: Sonic Approaches to Inclusivity and Social Justice 
  • E-9: Ethics, Equality and Big Data in Composition
  • F-3: Creating and Sustaining Antiracist Pedagogy Group in Technical and Professional Communication 
  • F-9: Creative-Critical Scholarship and/as Survival in the Academy 
  • G-8: Knowledge Equity and the Promise of Public Scholarship on Wikipedia 
  • I-10: One Step Forward and Two Steps Back: Accessibility and Conflicting Implications of Remote Learning Triage during COVID-19

Saturday, March 12th: Presentation Descriptions and Times

  • J-6: Design you Content: How to Effectively Plan and Develop Online Courses with Intention for Diverse Learners 
  • J-10: Transforming the National Archives on Composition and Rhetoric: New Modalities, New Sites, New Uses 
  • K-9: Problem-Solving Hybrids: Developing Teaching Resources for Equitable and Inclusive Hybrid Composition Courses 
  • L-3: Pride in the Public: Queer Digital Literacies as Disruption(s) of Narrative Boundaries 

About Author

Alyse Campbell

Alyse is a PhD student in the Joint Program for English and Education who studies digital writing tools and Asian American rhetoric.

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