Contributors
Sarah Allen is an Assistant Professor of English at the University of Northern Colorado, where she teaches courses in rhetoric, composition theory, and creative nonfiction. She is currently working on a book project on imitation practices in writing—how the practices of imitation can be re-conceptualized and rendered as practices in the care of the self.
Susan E. Antlitz completed her PhD in English Studies at Illinois State University in 2005. Her interests include digital writing environments, online communities, alternative textual structures, and the connections among technology, spirituality, and writing. Susan is currently an online writing instructor for Joliet Junior College and South University Online.
Anthony T. Atkins (Tony) is an assistant professor of English and the composition coordinator at UNC Wilmington. He teaches courses in professional writing, rhetorical theory, composition theory/pedagogy, and writing technologies. He has published in Kairos and Composition Studies. His recent article (co-authored with Colleen Reilly) is titled “Stifling Innovation: The Impact of Resource-poor Techno-ecologies on Student Technology Use” and published in Technological Ecologies & Sustainability by Computers and Composition Digital Press. His latest article is titled “It’s Complicated [with] Student-Professor Relationships: Using Facebook to Create Emotional Connections” and is forthcoming in the 2010 winter edition of The Journal of the Assembly for Expanded Perspectives on Learning.
Laura Bolin Carroll holds a PhD in Discourse Studies from Texas A&M University and is an associate professor of English at Abilene Christian University. Her current research includes the use of religious metaphor in British and American political discourse.
Collin Craig has a PhD in Cultural Rhetoric and Composition and teaches writing at Michigan State University. He is interested in the intersections of literacy and rhetoric as well as masculinity and writing. He enjoys writing courses that focus on popular culture, rhetorical analysis, race, and new literacies. His most recent work includes a co-edited freshman reader, A Reader for Writers, that is used by Michigan State’s first year writing program. He is currently working on a project exploring the literacy practices of young black college males from underrepresented communities. He will be teaching writing at Wake Forest University in the Fall of 2010.
Robert E. Cummings is Director of the Center for Writing and Rhetoric at the University of Mississippi. His most recent work includes Wiki Writing: Collaborative Learning in the College Classroom (co-edited with Matt Barton) (Michigan UP 2008) and Lazy Virtues: Teaching Writing in the Age of Wikipedia (Vanderbilt UP 2009).
Kerry Dirk is currently a PhD student in Rhetoric and Writing at Virginia Tech. Her research interests include genre theory, activity systems, computers and composition, and composition pedagogy. She has published short works in TETYC and Harlot, as well as an article on participation in Composition Studies.
Sandra L. Giles holds a Master’s Degree in Literature from Valdosta State University and a PhD in Creative Writing and Composition/Rhetoric from Florida State University. She is an Associate Professor of English at Abraham Baldwin Agricultural College, a small state college in Tifton, Georgia. She has published a range of creative writing and articles in such places as The Southeast Review, AWP Pedagogy Papers, On Writing: A Process Reader, Feeling Our Way: A Writing Teacher’s Sourcebook, and Pegasus. She is Faculty Co-Advisor to her school’s literary magazine and serves as a Teacher-Consultant for the Blackwater Writing Project.
Beth Hewett holds a PhD from The Catholic University of America in English (Rhetoric and Composition). She is an adjunct Associate Professor at University of Maryland University College and an expert in online writing instruction. She is the author of The Online Writing Conference: A Guide for Teachers and Tutors and co-author of Preparing Educators for Online Writing Instruction: Principles and Processes, as well as numerous articles about teaching and tutoring in online and traditional settings. Dr. Hewett is the chair of the CCCC Committee for Best Practices of Online Writing Instruction and an NCTE Professional Development Consultant. She is an academic writing and educational consultant with Defend & Publish, LLC.
Corrine E. Hinton is currently the Student Success Center Coordinator at University of the West (Rosemead, CA). She is completing her PhD at Saint Louis University in English with an emphasis in Rhetoric & Composition. Her research interests include Renaissance rhetoric, first year composition, writing centers, student-veterans, and the first year student experience. For her dissertation, Corrine is investigating the effects of military service and education on the experiences of student-veterans in the first year composition classroom.
L. Lennie Irvin teaches first year writing at San Antonio College, and has been a community college writing teacher since 1989. He is the CoDirector of the San Antonio Writing Project, and a PhD Candidate in Technical Communication and Rhetoric at Texas Tech University (projected to finish 2010).
Megan Lynn Isaac is an Associate Professor of English at Elon University and teaches writing, Shakespeare, and assorted other courses. Her most recent book is titled Suzanne Staples: The Setting is the Story (2010), and her newest project explores surveillance and observation in children’s and young adult literature.
Rebecca Jones is an Assistant Professor of Rhetoric and Composition at the University of Tennessee, Chattanooga. She feels lucky to be able to teach courses in argument theory, rhetorical analysis, rhetorical theory, writing, and women’s studies. Her published work includes articles on argument theory, activism, protest rhetoric, and pedagogies for HSI’s. She is currently working on a project about the intersection of belief and public discourse.
Christopher Leary worked as a consultant in writing centers at New York City College of Technology, Long Island University in Brooklyn, and Skidmore College before joining the St. John’s University Writing Center as an Associate Director in 2007. He is pursuing a doctorate in Composition Studies at CUNY’s Graduate Center and serves on the steering committee for the Northeast Writing Centers Association (NEWCA).
Steven T. Lessner is Research Assistant to the Director of Tier I Writing at Michigan State University and teaches a first year writing course that explores intersections between masculinities and writing. He also consults with student athletes in the MSU Student Athlete Support Services Writing Center and serves as an Assistant Editor on CCC Online. He is currently pursuing a PhD at MSU in Rhetoric and Writing. His current research focuses on examining the activist practices of Writing Program Administration work as well as promoting writing pedagogies inclusive of first generation college students and their transitions into higher education.
Kate McKinney Maddalena is an instructor in North Carolina State University’s First Year Writing Program. She is currently pursuing a PhD at NCSU in Communication, Rhetoric, and Digital Media. Kate is interested in the intersections of sociolinguistics and rhetoric. Her most recent research describes the negotiation of social capital and the evocation of expertise in academic, political and popular writing about science.
James P. Purdy is an assistant professor of English/writing studies at Duquesne University, where he teaches composition and digital writing and directs the University Writing Center. He has published his research in College Composition and Communication, Computers and Composition, Computers and Composition Online, Kairos, and Pedagogy and has chapters forthcoming in Reading (and Writing) New Media and The New Work of Composing. He (along with Joyce R. Walker) received the 2008 Kairos Best Webtext Award for “Digital Breadcrumbs: Case Studies of Online Research.”
Ben Rafoth directs the Writing Center and is University Professor at Indiana University of Pennsylvania. He teaches courses in writing, research methods, and composition theory and pedagogy. His essays and articles have appeared in Research in the Teaching of English, Written Communication, Assessing Writing, and the Writing Lab Newsletter. He is the author of A Tutor’s Guide, 2nd ed., and, with Shanti Bruce, ESL Writers, both published by Heinemann Boynton/Cook. He is a recipient of the Ron Maxwell Award from the National Conference on Peer Tutoring in Writing.
Michelle D. Trim holds a PhD in Rhetoric and Technical Communication and teaches writing and writing intensive seminars in gender and technology studies as a Lecturer at Elon University. Her most recent article argues for a reconsideration of compositionists’ motives in the use of service learning. Her current project investigates the transformative effects of an ethnographic-based assignment designed to increase students’ critical awareness of technology.
