CCCC Undergraduate Researchers Poster Session – 2019 Presenters

The Undergraduate Researchers presenting at the 2019 Poster Session (March 14, 10:30 AM to 11:45 AM; Third Floor West Hallway of the David L. Lawrence Convention Center) in Pittsburgh, Pennsylvania, are:

  • Skyler Aikerson, Goucher College, “Black and African-American Students’ Perceptions of the Writing Center”
  • Amanda Ayers, University of North Georgia, “Embodied Composition Pedagogy: Methods of Reincorporating Bodies in the Classroom”
  • Emily Bremers, University of Nebraska – Lincoln, “(Per)Forming Photographic Literacies: Understanding Literacy Representation Through a Case Study of Instagram Photographers”
  • Kylie Carlson, Western Kentucky University, “Digital Badging: Comparing Potential Platforms for First Year Composition”
  • Jose Angel Corral-Rodriguez and Eduardo Mabilog, Nevada State College, “Who Gets to Collaborate? A Geographical Survey of Writing Center Conference Presenters”
  • Collyn Drake, York College of Pennsylvania, “Guilt and Grammar in Our Writing Center: (Re)Understanding Grammar Instruction and Directive Tutoring Practices”
  • Alexandra Ellis, University of Alaska – Anchorage, “Two Old Women: An Example of Gwich’s in Stewardship.”
  • Hannah Hart, Allegheny College, “Dyslexia and Universal Design in the Writing Center: Embracing Students with Learning Differences”
  • Alexandra Johnson, Calvin College, “Genre in Transition: Writing Centers and Writing in the First Year of College”
  • Corrine Longenbach, York College of Pennsylvania, “Women’s Rhetoric in the Anti-Suffrage Movement”
  • Karina Lucero Aleman, University of California – Santa Barbara, “Performance in Chicanx Feminism: An Oral History Project”
  • Moira Meijaard, Emory University, “Women of Color Resisting Rhetors”
  • Kathryn Monthie, Goucher College, “Workshop Construction: Creative Writing Workshops through an Undergraduate Lens”
  • Amanda Mooney, Millersville University, “To Tweet or Not to Tweet: Digital Citizenship, Empowered Use, and Prescriptive Pedagogy”
  • Alysha Robitaille, Lakeisha Reed, Anthony Valentino, and Emily Van Horn, Springfield College, “Academic and Emotional Supports: Embedding Undergraduate Peer Tutors in Writing Studios”
  • Karmen Rosiles, Abby Vakulskas, and Haley Wasserman with Sunaina Randhawa and Elena Fiegan, Marquette University, “Can You Force Connection: Lessons from The Meaningful Writing Project”
  • Melissa Spencer, Elizabethtown College, “‘Just Google It’: Keywords, Digital Marketing, and the Professional Writer”
  • Gabrielle Stanley, Moravian College, “Understanding the Learned Conceptions of Writing that First-Year Students Bring to College”
  • Sarah Tarter, Santa Clara University, “Human Rights as a Dominant Discourse: Examining Rhetorical Appeals in the Dakota Access Pipeline Protests”
  • Breanna Tavernini, Nevada State College, “You are What You Wear: Analyzing Performance of Identity Through Clothing Choice”
  • Bethany Toy, York College of Pennsylvania, “Women’s Rhetoric Within the Abolitionist Movement”
  • Hugo Virrueta, Nevada State College, “Los Primeros Pasos: The Inclusion of Hispanic Students Within Writing Centers”

Peer Feedback and Coaching for Proposals

New this year, undergraduate researchers who are writing proposals for the 2019 CCCC Undergraduate Researcher Poster Session may submit proposal drafts for peer feedback and coaching via Eli Review. This opportunity will be available October 8-November 2, 2018. Proposal authors who submit a draft for feedback must be willing to provide peer feedback on at least one other draft by November 2, 2018.

How can I participate in the feedback process?

To participate in the peer feedback and coaching opportunity:

  1. Follow the directions in this PDF document to create your Eli Review account. Thanks to Eli Review, your account is free for CCCC Undergraduate Researcher Poster Session tasks.
  2. Submit your proposal draft by composing or copying/pasting in the Proposal Draft writing task in Eli Review by 12:15 AM on November 2, 2018. (See more details below.)
  3. After you’ve submitted a draft, you’ll be assigned another undergraduate researcher’s draft to review. We’ll ask you to describe what you see the writer accomplishing in the draft, to evaluate how the draft meets the proposal guidelines, and to suggest specific strategies for strengthening the proposal. Complete your assigned peer review by 11:59 PM on November 2, 2018.

Proposal authors who submit earlier during the process will be paired with other authors who have submitted their drafts early; in other words, you do not need to wait until November 2nd to submit your draft. The earlier you submit, the earlier you’ll receive feedback.

What should I submit on Eli Review?

To receive feedback on your draft, submit a poster presentation title and a 400-word proposal that:

  • Explains your research project,
  • Indicates the anticipated status of the project by March 2019 (note that projects may just be beginning, or still in-progress, when you submit this proposal),
  • Discusses your interest in sharing your research with CCCC attendees, and
  • Identifies your mentor or supervising faculty member (name, professional title, and email) for your research project. If you are collaborating with a team, please also discuss your role in the research project.

If your research involves human participants and your school has an institutional review board or ethics review process for research, your proposal also should indicate if you have (or plan to apply for) IRB-approval for your research.

Proposal drafts are due by 12:15 AM on November 2, 2018, so that you can complete a peer review during the day of November 2nd. Proposal authors who submit earlier during the process will be paired with other authors who have submitted their drafts early; in other words, you do not need to wait until November 2nd to submit your draft. The earlier you submit, the earlier you’ll receive feedback.

 

Revised proposals are due via the online submission website by November 19, 2018.