rowid,id,year,session_id,ord,role,role_group,name_as_printed,affiliation_as_printed,paper_title,person_id,institution_id,source_document_id,page
44096,51067,2018,pdf:2018:J.46,2,Speakers,speaker,Casey Kohs,"University of North Dakota, Grand Forks",In the Margins: Student Notetaking and Reading Comprehension in First-Year Composition,p:casey-kohs,ror:04a5szx83,pdf-2018-2018__program__program.pdf,270
44097,51068,2018,pdf:2018:J.46,3,Speakers,speaker,Kjerstine Trooien,"University of North Dakota, Grand Forks",Attempts at Pedagogy: What Writing Center Techniques Can Accomplish in a Nontraditional Classroom,p:kjerstine-trooien,ror:04a5szx83,pdf-2018-2018__program__program.pdf,270
44098,51069,2018,pdf:2018:J.46,4,Speakers,speaker,MaKayla Valdez,"University of North Dakota, Grand Forks",‘Big Picture’ Reading and Writing,p:makayla-valdez,ror:04a5szx83,pdf-2018-2018__program__program.pdf,270
44099,51070,2018,pdf:2018:J.46,5,Speakers,speaker,Ashleah Wimberly,"University of North Dakota, Grand Forks",Teaching for Transfer Is Teaching for Metacognition,p:ashleah-wimberly,ror:04a5szx83,pdf-2018-2018__program__program.pdf,270
44100,51071,2018,pdf:2018:J.46,6,Speakers,speaker,Julia Wold,"University of North Dakota, Grand Forks",The Knowledge/Argument Disconnect: Reading Strategies and Their Impact on Rhetorical Choice in Student Writing,p:julia-wold,ror:04a5szx83,pdf-2018-2018__program__program.pdf,270