Joining us today is Dr. Amy Cicchino, an Associate Professor and Director of the University Writing Center here at UCF. Dr Cicchino’s research focuses on praxis and digital composition, experiential and high-impact learning experiences, and writing program administration and has appeared in journals such as WPA: Writing Program Administration, the International Journal of ePortfolio, and the Writing Center Journal, among others.Her 2024 publication with Troy Hicks titled Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces, was the Winner of the 2024–2025 Computers & Composition Johndan Johnson-Eilola Distinguished Book Award and received an honorable mention for the 2025 CCCC Outstanding Book Award.

Dr Cicchino also serves on the Executive Board of the Global Society of Online Literacy Educators (GSOLE), where she collaborates with specialists in online literacy instruction to advance pedagogy and professional development tailored to digital and online learning contexts. She is also deeply engaged with the Association for Authentic, Experiential, Evidence-Based Learning (AAEEBL), where she was a founding co-chair and active member of the Digital Ethics Task Force. Lastly, Dr. Cicchino is a contributor to the field through editorial work, collaborating on a special issue of Across the Disciplines on ePortfolios across the disciplines and serving on the editorial board and as incoming editor for the Experiential Learning and Teaching in Higher Education (ELTHE) journal.

Transcript Episode 25

When we recorded this episode, it was about a month after the conference, but before the events of the summer of 2026. We did not know it would encapsulate possibly one of the last C’s ever. Meeghan was a first time attendee and decided as a bonus (in addition to attending) to record moments and impressions with participants and use it for the podcast. After the conference, Nick and Meeghan spent time in the studio recording the host portion of the episode and shared context, thoughts, and feelings on C’s. We had no idea we would be preserving part of a community now de-chartered. We feel a deep sense of privilege at having captured such a moment, and thank all of the attendees that shared their thoughts and reflections with Meeghan. All of the audio clips that Meeghan recorded are included in this episode.

Founded in 1949 as part of the National Council of Teachers of English, the Conference on College Composition and Communication—often called “the Four Cs” or just “C’s”—was the largest professional organization in the world dedicated to the teaching and study of writing, rhetoric, and composition. C’s grew into a central gathering point with attendees representing a wide range of institutions—research universities, community colleges, and writing programs—and included everyone from first-year graduate students to senior scholars shaping the field.

Until 2026, CCCC hosted an annual major national convention that typically drew over 3,000 attendees, with membership in the organization numbering in the thousands. The program was built around dozens of concurrent panels running in 75-minute sessions, often with three or more presenters sharing research, pedagogy, or creative work. Additionally the conference included workshops, roundtables, research network forums, poster sessions, and Special Interest Groups and Caucuses.

The guests you hear in this episode were captured in a variety of locations throughout the conference and from a wide range of attendees. We are incredibly grateful for their participation as it has turned into such a watershed moment. Our contributing guests are:

Sayed Ali Reza Ahmadi, University of Anchorage; Yanni Angelis, University of Pittsburg; Ashley Beardsley, University of Massachusetts Dartmouth; Joel Bergholtz, University of Central Florida; Casie Cobos, Baylor University; Anne Ruggles Gere, University of Michigan; Su Yin Khor, College of the Atlantic; Vee Kennedy, University of Central Florida; Melissa Ianetta, Georgia Institute of Technology; Joyce Inman, University of Southern Mississippi; Benjamin Luczak, University of Central Florida; Natalie Madruga, University of Central Florida; Khushi Patel, Ohio State University; Bethany Van Scooter, NC State University

Time Stamps 00:00 – Introduction 01:38 – Live Participants from the 4C’s and Their Takeaways 09:00 – Back In the Studio 12:20 – What are the 4C's (Conference on College Composition and Communication)? 18:50 – Food [Rhetoric] for Thought 29:20 – Interviewee Open-Mindedness 33:56 – Fostered Community at the Convention 37:17 – A.I.'s 3 Big Pulls 44:45 – Closing

Rhetorical Concepts 12:20 – The 4C’s Pedagogy 26:01 – Translanguaging in both Lingual and Sensory Respects

Transcript Episode 24

Many students can get stuck in the idea that college is just time spent waiting between high school and actual adulthood, confined only to completing coursework before heading off into the real world to get actual experience. But what if I told you there are plenty of opportunities already to get your voices heard? Hannah Benton, a UCF Writing & Rhetoric graduate who worked in the writing center, is here to clear up those misconceptions. Writing an Honors Undergraduate Thesis, “Fanfiction as a Reflection of Available Representation: A Critique on Mass Media,” and presenting it at Knights Write, UPenn’s National Research Conference, and the Conference on College Composition and Communication, instilled her with the confidence that has helped in pursuing her pedagogical interests.

It’s crucial for us writing students to recognize our value, so join us as we make a place in the conversation!

Time Stamps

· 00:07 - Intro

· 01:46 - Hannah’s Writing and Rhetoric History

· 11:09 - How Hannah Views Disability Studies

· 14:14 - Fan Culture and the Need for More Fan Studies

· 20:47 - Hannah’s Research/Problematic Disability Representation in Comics

· 36:04 - Fan Culture Influencing Mass Media

· 41:09 - Hannah’s Perspective When Tutoring/Teaching

· 46:51 - Allow Yourself to Take Up Space

Rhetorical Concepts

· 21:50 - Adrienne Raw, “Normalizing Disability: Tagging and Disability Identity Construction through Marvel Cinematic Universe Fanfiction”

· 31:42 - Narrative Prosthesis

· 37:50 - Stuart Hall’s Encoding/Decoding Model

Transcript Episode 23

Internet comment sections can be a complex space for human interaction, to say the least. We’ve all been tempted by some particularly enraging user to throw on the virtual boxing gloves and engage in some rhetorical fisticuffs. But how can we best engage with the Wild West of the internet and its many algorithms as academic rhetoricians? Dr. Joel Bergholtz, currently teaching Composition I and II and ENC 4416 Writing in Digital Environments, is here to answer just that as we discuss his research into social media pedagogies, online circulation, LLMs, and if we’ve gone post-human.

It’s always important to re-evaluate our rhetorical understanding as the forms we communicate in evolve, so join us as we brave these uncharted waters together!

Time Stamps

· Introduction - 00:07

· Joel’s Goals: Compassion in Rhetoric - 02:09

· Context, Intent, and Bridging Ideologies - 07:30

· How Culture is Engaged with and Circulated Online - 16:42

o Are We Post-Human? - 23:46

o How Social Media Platforms are Run - 27:41

· "R-R-R-Reeeemixxxx” - 35:53

o How AI Retrieves Info - 43:43

o What Makes Productive Political Debate - 46:40

· Engaging with Rhetoric Going Forward - 50:14

· Closing Thoughts - 59:48

Rhetorical Concepts

· 05:38 - The Rhetorical Situation

· 15:37 - Doxa After Digitality

· 54:22 - “The Perils of Not Paying Attention,” “Made Not Only in Words”

· 1:00:24 - Doxa, Nicomachean Ethics, techne

Transcript Episode 22

As rhetoricians, it’s essential that we recognize and study the traditions of not just the English language, but languages from around the world. UCF professor Dr. Esther Milu, our guest this episode, is working to bring one of the more underserved rhetorical communities to the forefront: Global Black Rhetorics. Through research into African rhetorical traditions, Black language diversity, and the history of Black cultures worldwide, Dr. Milu aims to develop comprehensive pedagogies that embrace the unique language identities students bring from their international or family backgrounds.

Join us as we discuss the value of these diverse language practices and how to make our classrooms more inclusive and mindful spaces!

Time Stamps: • 00:07 – Introduction • 01:19 – Dr. Milu’s Path to Writing and Rhetoric • 05:49 – Rhetoric of African Oral Literature • 12:17 – Recognizing Diverse Black Languages • 24:50 – Black Language Scholarship in Composition Classes • 31:55 – Language and Power • 37:51 – Global Black Rhetorics Course • 42:55 – Healing and Community • 49:15 – Dr. Milu’s Class at CCCC • 51:40 – Dr. Milu’s Upcoming Projects

Rhetorical Concepts: • 06:38 – Geneva Smitherman • 07:40 – Indirection, Proverbs • 08:42 – Chinua Achebe, Ngũgĩ wa Thiong'o, Wole Soyinka • 09:29 – Call and Response • 14:34 – U.S. Ebonics • 18:01 – “Diversity of Raciolinguistic Experiences in the Writing Classroom” • 20:07 – April Baker-Bell, Black Linguistic Justice • 26:02 – Vershawn Ashanti Young • 26:33 – Talking Black in America, Talking Black in America – Roots • 31:22 – Kamau Brathwaite • 34:00 – Gloria Anzaldúa, “From Ghetto Lady to Critical Linguist” • 46:38 – Ubuntu • 48:08 – Frantz Fanon • 50:19 – Griots

Transcript Episode 21

One of the more unique aspects of our discipline are the many opportunities we’re given to reflect on our work. From revision to feedback and other forms of collaboration, much of the knowledge we gain as writers is from returning to our work to really think about the choices we make, and how that inspires growth and adaptability throughout our education and experiences. Here to advocate for the importance of reflection is Dr. Kara Taczak, an assistant professor at UCF and the current co-editor of College Composition and Communication, who also talks about how crucial it is for initiating transfer, a particularly uncomfortable ice breaker exercise, and the beneficial effects reflective exercises can have outside of writing.

Join us as we reflect on this vital step to become more mindful writers and self-assured people in general!

Time Stamps: • 00:07 – Intro • 01:39 – Dr. Taczak’s Interest in Rhet/Comp • 11:17 – The Best Part of Teaching • 17:41 – Reflection in Writing • 27:59 – Using Reflection for Transfer • 33:32 – Disruption Through Discomfort • 43:43 – Wellness Over Efficiency • 55:18 – Upcoming Projects/Closing Thoughts

Rhetorical Concepts: • 28:08 – Transfer • 34:40 – Marina Abramović, Performance Art • 52:19 – Atomic Habits • 58:23 – Teaching for Transfer curriculum

Transcript Episode 20

Education should be a right granted to every person willing to seek it out, regardless of upbringing, background, or situation. This a value that our guest today, UCF lecturer Heather Vazquez, strongly believes in. Working in the UCF Global program, Heather helps international students adjust to life and learning away from home, and as the Education Coordinator for the Florida Prison Education Project, she gives incarcerated Central Floridians the opportunity to earn an undergrad degree.

Join us as we discuss the vital work these programs do and the positive impact they leave on students and instructors alike!

Time Stamps

• 00:07 – Intro • 01:30 – What is UCF Global? • 10:58 – Considerations When Teaching Global Students • 18:20 – Translingualism and Unique International Perspectives • 27:36 – Working in FPEP • 34:16 – Creating Curriculum • 40:21 – First Joining FPEP • 46:06 – Adjusting to Working for FPEP • 54:04 Closing Thoughts/Upcoming Projects

Rhetorical Concepts

01:30 - TESOL 12:31 – Code Meshing 15:25 – Writing About Writing 17:50 – Vershawn Ashanti Young, “Should Writers Use They Own English” 35:27 – Anna Levi

Transcript Episode 19

Two of the most valuable programs offered by DWR are the Writing Internship course and Stylus, a writing journal that publishes first-year UCF student projects. So, it’s incredibly exciting to be joined by the person in charge of both, Professor Megan Lambert, who also teaches Composition I & II, Professional Writing, and Professional Editing. She goes all in on why an internship course is beneficial, tips and tricks on how to find the internship that’s best for you, and the unique and eye-opening opportunity Stylus offers to young writers.

Seeing our work get published and officially recognized is what every writer strives for, so join us as we discuss how you can make that dream a reality!

Time Stamps

· 00:07 - Intro

· 01:28 - What’s the Value of an Internship Course?

· 13:34 - Advice for Finding the Right Internship

· 18:09 - The Value of Writing & Rhetoric Everywhere

· 21:39 - Stylus Editorial and Publication Process

· 37:12 - Complicated Screening Process

· 46:32 - The Transformative Experience of Stylus

· 51:55 - How Professor Lambert Teaches Professional Editing

· 1:03:16 - Closing Thoughts