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07.03.2026 03:35
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Congratulations to you and the authors!
A speaker talking from behind a lectern. To his right is a slideshow with the visible heading that reads, “Guide to Collaborative Prompting: A Framework for Making Collaborative Thinking Visible”.
Joe Moses demonstrates “collaborative prompting” as a co-learning activity in writing pedagogy. Team promoting uses a role-based, task-specific method to building information density in shared projects. #4c26
A speaker talks behind a lectern. Next to her is a slideshow with a multi-colored design thinking diagram and a visible heading, “Design Thinking for Writing Teams”.
Meghalee Das introduces design thinking as a productive framework for teaching & facilitating teamwork in writing pedagogy. #4c26
#4c26 Most of the learning that happens at CCCC is confined to people who attended the sessions. A collection of knowledge work should help mobilize our collective wisdom beyond the physical conference. Can we do something like this companion publication again? publicationsncte.org/content/CCCC...
The first “table discussion” at the all-attendee session asks, “What professional purposes can the CCCC conference fulfill?” #4c26
“Far too many of us cannot listen because we have we have not learned how to be silent” — Prof Kofi Adisa on allyship, linguistic justice, etc #4C26
I like the in-person interactions and relational dynamics we may get at conferences, but let’s not overlook the needs of MANY members of our community who cannot afford to participate due to various factors—including funding, accessibility, citizenship/status, + other marginalizing forces. #4c26
Melissa Ianetta speaking behind a lectern giving the contexts for the session. On stage, she is joined by three other panelists (past CCCC program chairs) to her left and a sign language interpreter on her right. The ambience of the stage is cool with fading blue, purple, and white spotlight colors. The silhouette of the audience is in the foreground.
#4c26 program chair Melissa Ianetta opens the all-attendee session with past CCCC program chairs regarding their lessons learned and the collective goals of our future. Panels include Doug Hesse, Carolyn Calhoon-Dillahunt, & Gwendolyn Pough.
The flyer features knitting needs and yarn and a record and reads: "2nd Annual 4C26 Stitch & Spin. Fri, Mar. 6th 7:30-9:30 pm, The Loft, Atrium 4th Floor. Add a song to our collaborative playlist!"
Tonight! Stitch & Spin will be from 7:30-9:30 in The Loft, Atrium 4th floor. Part record nite, part craft slam. Refreshments provided! Contribute to the music playlist at bit.ly/4C26playlist.
Brought to you by: Handcrafted Rhetorics SIG, Sound Studies & Writing Collective, SJAC Committee, and LAC.
The antiracist reviewing heuristic is a great, widely adopted resource that many journals and presses are asking reviewers to use when making their contributions. #4c26 docs.google.com/document/d/1...
I echo this sentiment: Graduate students can start getting involved with the publishing/editorial process while still in their program. My editing experience started as a guest co-editor for a journal special issue during my 2nd year in PhD coursework.
I am skeeting from the Editing & Publishing roundtable now, and am loving the experience shared by the panel of editors here.
LOVE the energy, passion, talent, resources, and sense of community shared here at the CCCC Asian/Asian American Caucus. #4c26
Dori Coblentz believes that framing “authentic” (pure) writing as most desirable can perpetuate ableism that marginalizes or even harms students who need assistive technologies to compose. There’s friction between responsibility and disability. Transparency and documentation aren’t neutral. #4c26
What’s problematic about framing “the AI problem” as problems to be solved? Sean Dolan asks during the slow rhetoric panel and recounts the entanglements in writing-as-thinking and thinking about AI writing. #4c26
Moinak Choudhury observes a “systemic shock” brought about by the rapid introduction of AI to higher education and the largely distributed approach to policymaking (instructor-driven policies) about AI use in teaching & learning. #4c26
Luke Rodewald asks an important question—how can instructors value and encourage slowness that holds the potential to yield benefits in a labor-intensive teaching & learning condition? #4c26
Kathleen Dillon poses excellent respondent questions that challenge us to consider capitalist practices that we enforce in our pedagogy and what we might do differently to be more caring toward our students. In the face of fast tech & productivity demands, how might we slow down thoughtfully? #4c26
Olivia Rowland reminds us that race and racism can be manipulated as technologies of capitalism, and such manipulation finds its way into our pedagogies when we reproduce capitalist practices of mainstreaming languages and ranking and sorting student performance. #4c26
Márcia Rego compares capitalist mindsets and effects on value & transactions with the commodification of research (its speed, impact) in the name of productivity. Slow is not anti-fast or anti-new. Slow can be resistance. Ethnography, though not unproblematic, can be used to study slowness. #4c26
Angela Glotfelter draws from the Marxist tradition, combined with racial-cultural, feminist, and intersectional critiques/augmentations to create a heuristic for studying capitalist technologies and creating anticapitalist technology design. #4c26
A speaker talking next to a slideshow with a network graph diagram and a few lines of texts that read, “GenAI does not replace the rhetorical process; instead, it can redistribute it across assemblages of people, tools, interfaces, and institutions”.
Adam Phillips argues that generative AI “redistributes” agency across assemblages of people, tools, interfaces, and institutions. #4c26
A presenter speaking next to a slideshow with the heading “Preliminary Findings & Conclusions” and the main text that reads, “Practicing trauma informed pedagogical principles with online, statewide students in higher education fosters community and a sense of belonging that cultivates academic confidence”.
Cara Haderlie finds (preliminarily) that a trauma-informed approach to online pedagogy helps foster community and a sense of belonging, which cultivates academic confidence. #4c26
A presenter points to her slideshow with the heading, “Implementation of the Infographic Project”.
A presenting showing a slideshow on steps in deploying a synthesis assignment, with the headings on the slide reading “GenAI integrated infographic project”.
Ju-A Hwang shares the rationale and sample learning assignment for teaching students to synthesize information through AI prompting and revising AI output. #4c26
Queer sessions tomorrow! #4C26
1. Risky Click: The Rhetorical Closeting of Queer Desire at 1:45, Room 307 B
2. Queer Archival Approaches to Comp/Rhetoric Scholarship at 1:45, Room 205 A
3. What Do We Value (and Love)? Redesigning the Introduction to the English and Writing Major" at 2:30, Room 17
I'm noticing that during the opening session at #4c26, my emotions and thoughts are being enlarged already, as I'm called to attend to the broader world of our field, beyond my little world on campus.
In writing, that doesn't sound very profound. But in my chest, my belly, it feels more so.
Accurate comparison!
A speaker presents a slideshow during a conference session. The slide is displayed on a screen to the right of the speaker, with a main heading that reads “Can aesthetics increase usability?” and a visual example (a famous Edward Tufte reference) that shows complex but delicately designed data visualization.
Daocheng Lin makes the argument that aesthetics aren’t just a concern for the usability of data, but also intercultural engagement/critique/exchange through design. #4c26
Re-upping this post because Andrea Lunsford has just charged our field with some action items re: collaborative writing:
- more case studies on team collaborations
- longitudinal studies on team processes
- theories for collaborating with machines
The CWP series has relevant insights & tips! #4c26
Letizia Guglielmo & Lynee Gaillet share a “framework for mindful looking” to support intergenerational collaboration:
- Look back: re-engage with a collaborator for a new goal
- Look around: foster new connections through grounded in current work
- Look forward: extend collab in new directions #4c26