<aside> ▪️ 2026: Reimagining the English 125 “Conference Hour”
</aside>
https://www.canva.com/design/DAHT3H9uH8o/nwLAeTToCuYcKpG1GZn5Ug/view
▪️Reimagining the English 125 “Conference Hour” - York College Writing Program presentation, February 19, 2026
Summary: In Fall 2025, I conducted an experiment that would incorporate Writing Studio principles into ENG 125. Coded into the course description of English 125 is a one-hour conference. Over the years, many instructors have interpreted that hour in many different ways. Inspired by my work facilitating the English 199A Student Writing Workshop and by supplemental instruction models in other disciplines at York, I sought to reimagine that one-hour conference as a weekly studio session, wherein I divided one ENG 125 class into smaller learning communities that rotated through a weekly studio session. The goal was to create a more intimate environment for in-class writing, revision, peer feedback, and reflection on the writing process. Although the experiment did not produce the outcomes I had anticipated, it nonetheless provided useful insight into the challenges of integrating a supplemental studio model into a full-length composition course.
<aside> ▪️ 2025: The Conference on College Composition and Communication in Baltimore
</aside>
https://www.canva.com/design/DAGkRtGGqFQ/Fw1mVeaDDyEtOyPrFzIK8A/view
▪️Sampling Obsolescence: Remixing Angela Davis in Institutional Soundscapes - The Conference on College Composition and Communication in Baltimore (CCCC), April 2025
Summary: In April 2025, I presented at the Conference on College Composition and Communication (CCCC) as part of a panel titled “Repurposing Women, Race and Class by Angela Y. Davis as Inspiration for Rhetorical B-Sides.” My co-presenters were Andrew Heerah and Shereen Inayatulla of CUNY York College, and Michael T. MacDonald of the University of Michigan-Dearborn. Women’s Studies Quarterly extended an invitation for me to contribute a short article to their special issue, "Body Matters," based on this conference presentation. I submitted an article titled “Manufactured Obsolescence: Writing Centers Through the Lens of Housework,” which was accepted for publication in Fall 2025.
<aside> ▪️ 2017: National Conference on Peer Tutoring in Writing
</aside>
https://soundcloud.com/raquel-coy/translanguaging-ncptw-10-14-17/s-TFRSnH2m2Eq?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing
▪️Translanguaging in Peer Tutoring - National Conference on Peer Tutoring in Writing (NCPTW) October 14, 2017
Summary: Rather than seeing students’ languages as radically separate, and prioritized into “native” and “second” languages, translanguaging envisions a single communicative repertoire from which language users select appropriate resources for negotiating particular situations or projects. In the tutoring process, the repertoires of both tutor and tutee are in play. Our project explores how our tutors already experience translanguaging in their sessions, and surveys both tutors and tutees about leveraging language proficiencies to negotiate academic projects.
▪️Graduate Proposal of a Model for Tutoring for Transfer
Summary: This paper examines how the knowledge-making practices of “transfer” shift the perspective of writing centers from a place of remediation to a place of re-contextualization and active transfer. Proposal