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Curriculum Vitae

Paul Arthur Prior

275 English Building, University of Illinois, Urbana, IL  61801

Tel:  (217) 333-3024  Fax: (217) 333-4321  E-mail:  pprior@illinois.edu (Back to home)

Education

  Ph.D., Curriculum and Instruction (Second Languages and Cultures Education) University of Minnesota-Twin Cities, 1992.
  Thesis title:  Contextualizing Writing and Response in Graduate Seminars: A Sociohistoric Perspective on Academic Literacies.
  M.S., Applied Linguistics, Indiana University-Bloomington, 1979.
  B.A., Arabic Language and Literature, Indiana University-Bloomington, 1977.

Academic Positions

University of Illinois at Urbana-Champaign

Faculty Positions

  Professor, Department of English/Center for Writing Studies, 2009-present.
  Associate Professor, Department of English/Center for Writing Studies, 1998-2009.
  Assistant Professor, Department of English/Center for Writing Studies, 1992-1998.

Administrative

  Director, Center for Writing Studies, 2016-present; 2011-2014.
  Associate Director, Center for Writing Studies, 1999-2010 (on leave 2006-2009).
  Acting Director, Center for Writing Studies, Fall 2009, Spring Semester 2003.
  Director, Freshman Rhetoric and the Academic Writing Program, 2006-2009, 1998-1999.
  Acting Director, Freshman Rhetoric, 1997-1998.
  Director, Graduate Student Writing Across the Curriculum Programs, Center for Writing Studies, 1992-1998.

.University of Minnesota

  Dissertation Fellow, 1991-1992.
  Research Assistant, Center for Interdisciplinary Studies of Writing, 1990-1992.
  Research Assistant, Curriculum and Instruction, 1990-1991.
  Teaching Assistant, Curriculum and Instruction, 1989-90.
  Graduate School Fellow, 1988-89.

University of Wisconsin-Madison

  Lecturer, English as a Second Language Program, Department of English, 1982-1988.

Institute of Public Administration, Riyadh, Saudi Arabia

  English Instructor, 1979-1981.

.Indiana University-Bloomington

  Associate Instructor, English as a Second Language Program, 1978-79.

Publications—Book

  Paul Prior.  (1998). Writing/Disciplinarity:  A Sociohistoric Account of Literate Activity in the Academy.  (The Rhetoric, Knowledge and Society Series, Charles Bazerman, Series Editor).  Mahwah, NJ:  Lawrence Erlbaum Associates. [cloth and paperback editions]

Publications—Edited Books

  Paul Prior and Julie Hengst. (2010). Exploring Semiotic Remediation as Discourse Practice. Houndsmill, UK: Palgrave Macmillan. [cloth and electronic editions]
  Charles Bazerman and Paul Prior. (2004). What Writing Does and How It Does It:  An Introduction to Analysis of Texts and Textual Practices.  Mahwah, NJ:  Lawrence Erlbaum. [cloth and paperback editions]

Publications—Book Chapters

  Paul Prior, Joyce Walker, and Deb Riggert-Kieffer. (in press). Languaging the rhetorical tradition:  Pedagogical CHAT in middle school and college. In Richard Beach and David Bloome (Eds.), Languaging Relations for Transforming the Literacy and Language Arts Classroom.
  Paul Prior and Andrea Olinger. (2019). Academic Literacies as Laminated Assemblage and Embodied Semiotic Becoming. In David Bloome, Jennifer Rowsell, Dave Bloome, Maria Lucia Castanheira, Constant Leung, and Jennifer Rowsell (Eds.), Retheorizing Literacy Practices: Complex Social and Cultural Contexts (pp. 126-139). New York: Routledge.
  Paul Prior. (2018). How Do Moments Add Up to Lives? Trajectories of Semiotic Becoming vs. Tales of School Learning in Four Modes. In Rick Wysocki and Mary Sheridan (Eds.), Making Future Matters. (A digital edited book for the Watson 2018 Conference.) Utah Sate Press/Computers and Composition Digital Press. http://ccdigitalpress.org/book/makingfuturematters/
  Paul Prior. (2015). Writing, Literate Activity, Semiotic Remediation: A Sociocultural Approach. In Georgeta Cislaru (Ed.), Writing(s) at the Crossroads: The Process/Product Interface (pp. 183-202). John Benjamins.
  Kevin Roozen, Rebecca Woodard, Sonia Kline, and Paul Prior. (2015). The Transformative Potential of Laminating Trajectories of Pedagogical Practice: Three Teachers’ Developing Practices and Identities. In Theresa Lillis, Kathy Harrington, Mary Lea, and Sally Mitchell (Eds.), Working with Academic Literacies: Research, Theory, Design (pp. 205-215). WAC Clearinghouse & Parlor Press. http://wac.colostate.edu/books/lillis/chapter15.pdf
  Paul Prior. (2015). Community. In Peter Vandenberg and Paul Heilker (Eds.). Keywords in Writing Studies (pp. 26-31). Utah State University Press.
  Paul Prior. (2014). Semiotics. In Constant Leung and Brian Street (Eds.), The Routledge Companion to English Studies (pp. 160-173). London: Routledge.
  Paul Prior and Steven Thorne. (2014). Research Paradigms: Beyond Product, Process, and Social Activity. In Eva-Maria Jakobs and Daniel Perrin (Eds.), Handbook of Writing and Text Production (pp. 31-54). The Mouton de Gruyter Handbooks of Applied Linguistics Series, Volume 10. Berlin: Walter de Gruyter.
  Paul Prior. (2014). Phenomenological and Sociohistoric Frameworks for Studying Literate Practices: Some Implications of Deb Brandt's Methodological Trajectory. In Julie Christoph, John Duffy, Eli Goldblatt, Nelson Graff, Rebecca Nowacek, and Bryan Trabold (Eds.), Literacy, Economy, Power: Writing and Research 10 Years after Literacy in American Lives (pp. 166-182). Southern Illinois University Press.
  Paul Prior. (2013). Multimodality and ESP Research. In Brian Paltridge and Sue Starfield (Eds.), The Handbook of English for Specific Purposes (pp. 519-534). Blackwell-Wiley Press.
  Paul Prior, with desgin by Amber Buck. (2012). new scholarly genres: a response. In Debra Journet, Cheryl Ball, and Ryan Trauman (Eds.), The New Work of Composing. Computers and Composition Digital Press and Utah State University Press. http://ccdigitalpress.org/book/nwc/chapters/prior/
  Paul Prior and Rebecca Bilbro. (2012). Academic Enculturation: Developing Literate Practices and Disciplinary Idenities. In Montserrat Castelló and Christiane Donahue (Eds.), University Writing: Selves and Texts in Academic Societies (pp. 19-31). (Studies in Writing Series, Volume 24). Emerald.
  Paul Prior and Julie Hengst. (2010). Introduction: Exploring Semiotic Remediation. In Paul Prior and Julie Hengst (Eds.), Exploring Semiotic Remediation as Discourse Practice (pp. 1-23). Houndsmill, UK: Palgrave Macmillan.
  Paul Prior. (2010). Remaking IO: Semiotic Remediation in the Design Process. In Paul Prior and Julie Hengst (Eds.), Exploring Semiotic Remediation as Discourse Practice (pp. 206-234). Houndsmill, UK: Palgrave Macmillan.
  Paul Prior. (2009). From Speech Genres to Mediated Multimodal Genre Systems: Bakhtin, Voloshinov, and the Question of Writing. In Charles Bazerman, Adair Bonini, and Debora Figueiredo (Eds.), Genre in a Changing World (pp. 17-34). Fort Collins, CO: WAC Clearinghouse http://wac.colostate.edu/books/genre/ and Parlour Press http://www.parlorpress.com/genre .
  Gail E. Hawisher, Paul Prior, Patrick Berry, Amber Buck, Steven E. Gump, Cory Holding, Hannah Lee, Christa Olson, and Janine Solberg. (2009). Ubiquitous Writing and Learning: Digital Media as Tools for Reflection and Research on Literate Activity. In Nicholas Burbules & Bill Cope (Eds.), Ubiquitous Learning: Emerging Ecologies (pp. 254-264). Urbana, IL: University of Illinois Press.
  Paul Prior and Young-Kyung Min. (2008). The Lived Experience of Graduate Work and Writing: From Chronotopic Laminations to Everyday Lamentations. In Christine Pearson Casanave and Xiaoming Li (Eds.), Learning the Literate Practices of Graduate School: Insiders' Reflections on Academic Enculturation (pp. 230-246). Ann Arbor: University of Michigan Press.
  Paul Prior and Julie Hengst. (2007). Exploring Reformulation as a Multimodal Discourse Practice. In Mohamed Kara (Ed.), Usages et Analyses de la Reformulation (Recherches Linguistiques Numero 29) (pp. 271-292). Metz: Le Centre d'Études Linguistiques des Textes et des Discours, Université Paul Verlaine—Metz.
  Paul Prior and Karen Lunsford. (2007). History of Reflection and Research on Writing. In Charles Bazerman (Ed.), Handbook of Research on Writing: History, Society, School, Individual, Text (pp. 81-96) . New York: Lawrence Erlbaum.
  Paul Prior. (2005). A Sociocultural Theory of Writing. In Charles A. MacArthur, Steve Graham, and Jill Fitzgerald (Eds.), The Handbook of Writing Research (pp. 54-66). New York, Guilford Press..
 

Charles Bazerman and Paul Prior. (2005).  Participating in Emergent Socio-literate Worlds:  Genre, Disciplinarity, Interdisciplinarity.  In Richard Beach, Judith Green, Michael Kamil, and Timothy Shanahan (Eds.), Multidisciplinary Perspectives on Literacy Research Second  Edition (pp. 133-178).  Cresskill, NJ: Hampton Press.

  Translated into Portuguese as "A participação em mundos socioletrados emergentes" and reprinted in: Charles Bazerman. (2007). Escrita, Gênero e Interação Social (pp. 150-197). (Eds., Judith Hoffnagel and Angela Dioniso; Trans., Judith Hoffngel, Ana Regina Viera, Leonardo Mozdzenski, and Benedito Gomes Bezerra). Sao Paulo, Brazil: Cortez Editora.
  Charles Bazerman and Paul Prior. (2004). Introduction.  In Charles Bazerman and Paul Prior (Eds.), What Writing Does and How It Does It:  An Introduction to Analysis of Texts and Textual Practices  (pp. 1-10).  (Eds., Charles Bazerman and Paul Prior).  Mahwah, NJ:  Lawrence Erlbaum.
  Paul Prior. (2004).  Tracing Process:  How Texts Come into Being.  In Charles Bazerman and Paul Prior (Eds.), What Writing Does and How It Does It:  An Introduction to Analysis of Texts and Textual Practices (pp. 167-200).  Mahwah, NJ:  Lawrence Erlbaum.
   

Reprinted in Elizabeth Wardle and Doug Downs. (2014). Writing about Writing: A College Reader 2nd Edition. Bedford St. Martin’s.

  Kevin Leander and Paul Prior. (2004).  Speaking and Writing: How Talk and Text Interact.  In Charles Bazerman and Paul Prior (Eds.), What Writing Does and How It Does It:  An Introduction to Analysis of Texts and Textual Practices  (pp. 201-238).  Mahwah, NJ:  Lawrence Erlbaum.
  Paul Prior and Jody Shipka. (2003).  Chronotopic lamination:  Tracing the contours of literate activity.  In Charles Bazerman and David Russell (Eds.), Writing Selves, Writing Societies:  Research from Activity Perspectives.  (pp. 180-238). Fort Collins, CO:  The WAC Clearinghouse and Mind, Culture, and Activity. http://wac.colostate.edu/books/selves_societies/
  Paul Prior. (1998).  Contextualizing Instructors' Responses to Writing in the College Classroom.  In Robert Calfee and Nancy Nelson (Eds.), The Reading-Writing Connection  (pp. 153-177).  Chicago:  National Society for Studies of Education.
  Paul Prior, Gail Hawisher, Sibylle Gruber, and Nicole MacLaughlin. (1997).  Research and WAC Evaluation:  An In-Progress Reflection.  In Kathleen Blake Yancey and Brian Huot (Eds.), WAC and Program Assessment:  Diverse Methods of Evaluating Writing Across the Curriculum Programs  (pp. 185-216).  Norwood, NJ:  Ablex.
  Paul Prior. (1995).  Redefining the Task:  An Ethnographic Examination of Writing and Response in Graduate Seminars.  In Diane Belcher and George Braine (Eds.), Academic Writing in a Second Language:  Essays on Research and Pedagogy (pp. 47-82).  Norwood, NJ:  Ablex.

Publications—Articles

 

John Y. Yoritomo, Nicole Turnipseed, Ashley Warfield-Oyirifi, S. Lance Cooper, Celia M. Elliott, John R. Gallagher, John S. Popovics, Paul Prior, and Julie L. Zilles. (2018).  Examining engineering writing instruction at a large research university through the lens of writing studies. Proceedings of the 2018 ASEE Conference and Exposition, Salt Lake City, UT.

  Paul Prior. (2017). Setting a research agenda for lifespan writing development: The long view from where? Research in the Teaching of English, 52, 211-218
  Paul Prior and Spencer Schaffner. (2011). Bird identification as a family of activities: Motives, mediating artifacts, and laminated assemblages. Ethos: Journal of the Society for Psychological Anthropology, 39, 51-70.
  Daniella Molle and Paul Prior. (2008). Multimodal genre systems in EAP writing pedagogy: Reflecting on a needs analysis. TESOL Quarterly, 42, 541-566.
    Reprinted in Helen Basturkmen (Ed.). (2015). English for Academic Purposes: Critical Concepts in Linguistics. Volume 1, Historical, Methodological, and Theoretical Perspectives (pp.240-265). London: Routledge.
  Sally Mitchell, Paul Prior, Kelly Peake, Rebecca Bilbro, Beng Huat See, and Richard Andrews. (2008). A reflexive approach to interview data in an investigation of argument. International Journal of Research and Method in Education, 31, 229-241.
  Julie Hengst, Melissa Duff, and Paul Prior. (2008). Multiple voices in clinical discourse and as clinical intervention. International Journal of Language and Communication Disorders, 43 (S1), 58-68.
  Paul Prior, Janine Solberg, Patrick Berry, Hannah Bellwoar, Bill Chewning, Karen Lunsford, Liz Rohan, Kevin Roozen, Mary Sheridan-Rabideau, Jody Shipka, Derek Van Ittersum, and Joyce Walker. (2007). Re-situating and re-mediating the canons: A cultural-historical remapping of rhetorical activity: A collaborative webtext. Kairos 11.3 (May 2007).
  Paul Prior. (2007). Remaking IO, Remaking Rhetoric: Semiotic Remediation as Situated Rhetorical Practice. In Paul Prior, Janine Solberg, Patrick Berry, Hannah Bellwoar, Bill  Chewning, Karen Lunsford, Liz Rohan, Kevin Roozen, Mary Sheridan-Rabideau,  Jody Shipka, Derek Van Ittersum, and Joyce Walker, Re-situating and re-mediating the canons: A cultural-historical remapping of rhetorical activity: A collaborative webtext. Kairos 11.3 (May 2007).
  Paul Prior, Julie Hengst, Kevin Roozen, and Jody Shipka. (2006).  "I'll be the sun:" From reported speech to semiotic remediation practices. Text and Talk, 26, 733-766.
  Paul Prior. (2005). Towards the ethnography of argumentation: A response to Richard Andrews’ “Models of argumentation in education." Text, 25. 129-144.
  Paul Prior. (2005). Moving Multimodality Beyond the Binaries: A Response to Gunther Kress's "Gains and Losses." Computers and Composition, 22, 23-30.
  Paul Prior. (2001).  Voices in text, mind and society:  Sociohistoric accounts of discourse acquisition and use.  Journal of Second Language Writing, 10, 55-81.
  Paul Prior. (1997).  Literate activity and disciplinarity:  The heterogeneous (re)production of American Studies around a graduate seminar.  Mind, Culture, and Activity, 4 , 275-295.
  Paul Prior. (1995).  Tracing authoritative and internally persuasive discourses:  A case study of response, revision, and disciplinary enculturation.  Research in the Teaching of English, 29, 288-325.
  Paul Prior. (1994).  Response, revision, disciplinarity:  A microhistory of a dissertation prospectus in sociology.  Written Communication, 11, 483-533.
  Paul Prior. (1994).  Girl talk tales, causal models, and the dissertation:  Exploring the topical contours of context in sociology talk and text.  Language and Learning Across the Disciplines, 1, 5-24. (wac.colostate.edu/llad/v1n1/prior.pdf)
  Dale Lange, William Sims, and Paul Prior. (1992).  Prior instruction, equivalency formulas, and functional proficiency:  Examining the problem of secondary school-college articulation.  Modern Language Journal, 76, 284-294.
  Paul Prior. (1991).  Contextualizing writing and response in a graduate seminar.  Written Communication, 8, 267-310.
  Paul Prior. (1990).  Schemata, strategies, and social construction:  Some implications for second language pedagogy.  MinneTESOL Journal, 8, 53-72.

Publications—Other.

  Paul Prior. (2017). Foreword. Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinary Development. Kevin Roozen and Joe Erickson. Computers and Composition Digital Press. http://ccdigitalpress.org/expanding/
  Paul Prior. (2016). Introduction: Words fail me. Provocations: Reconstructing the Archives, Jody Shipka, Alexandra Hildago, Erin R. Anderson, and Trisha Campbell. Computers and Composition Digital Press. http://ccdigitalpress.org/reconstructingthearchive/
  Paul Prior. (2013). Bazerman, Charles. In Carol Chapelle (Ed.), The Encylopedia of Applied Linguistics (pp. 370-374). Wiley-Blackwell.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2012). Editors' Introduction: Literate Practices Are Situated, Mediated, Multisemiotic, and Embodied. Research in the Teaching of English, 47, 5-8.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2012). Editors' Introduction: Challenging Simplicity, Embracing Complexity. Research in the Teaching of English, 46, 337-339.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2011). Editors' Introduction: Tracking, Assessment and Persistent Problems of Inequality. Research in the Teaching of English, 46, 229-231.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2011). Editors' Introduction: 100 Years of Research. Research in the Teaching of English, 46, 133-140.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2011). Editors' Introduction: On the Complexities of Writing and Writing Research. Research in the Teaching of English, 46, 5-7.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2011). Editors' Introduction: Generalizability or a Thousand Points of Light: The Promises and Dilemmas of Qualitative Research. Research in the Teaching of English, 45, 349-352.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2010). Editors' Introduction: Semiotics in New Hard Times. Research in the Teaching of English, 45, 221-223.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2010). Editors' Introduction: Representations of Diverse Populations. Research in the Teaching of English, 45, 5-6.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2010). Editors' Introduction. Research across the Currents.. Research in the Teaching of English, 44, 365-367.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2010). Editors' Introduction. Countering Theoretical and Curricular Narratives. Research in the Teaching of English, 44, 253-254.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2009). Editors' Introduction. Literate practices: Theory, Method and Disciplinary Boundary Work. Research in the Teaching of English, 44, 133-135.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2009). Editors' Introduction. Voice, Space, and Activity in English Teaching andLlearning. Research in the Teaching of English, 44, 5-7.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2009). Editors' Introduction. Adolescents' Literacy and the Promises of Digital Technology. Research in the Teaching of English, 43, 345-347.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2009). Editors' Introduction. Rethinking Teacher Quality and Classroom Instruction. Research in the Teaching of English, 43, 245-246.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2008). Editors' Introduction. Tales of Transformation. Research in the Teaching of English, 43, 109-111.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (2008). Editors' Introduction. On Research in the Teaching of English. Research in the Teaching of English, 43, 5-11.
  Richard Andrews, Sally Mitchell, Paul Prior, Carole Torgeson, Rebecca Bilbro, Kelly Peake, Alison Robinson, and Beng Huat See. (2006) . Argumentative Skills in First Year Undergraduates: A Pilot Study. A research project report to the Higher Education Academy, England. (Available at www.heacademy.ac.uk).
  Paul Prior. (2004). From Writing in Discourse Communities to Literate Activity in Sociohistoric Networks. TESOL Applied Linguistics Interest Section Newsletter. Applied Linguistics Forum, Volume 24, Issue 2. (Available to TESOL members at www.tesol.org).
  Paul Prior. (2002).  Foreword.  To Christine Pearson Casanave's, Writing Games:  Multicultural Case Studies of Academic Literacy Practices in Higher Education (pp. VII-XI).  Mahwah, NJ:  Lawrence Erlbaum.
  Paul Prior. (2002)  Review of How We Work. [Edited by Marla Morris, Mary Aswell Doll, and William F. Pinar; Volume 90, Studies in the Postmodern Theory of Education; General Editors, Joe L. Kincheloe and Shirley R. Steinberg; Peter Lang; 1999], Journal of Curriculum Studies, 34, 501-505.

Work in progress

  Paul Prior and Anna Smith. (co-editors). Special Issue on Writing across: Tracing transliteracies as becoming over time, space, and settings. In progress for Learning, Culture, and Social Interaction. (Accepting pending revisions).
 

Paul Prior and Anna Smith." Introduction--Writing across: Tracing transliteracies as becoming over time, space, and settings." (Accepted).

  Anna Smith and Paul Prior. "A Flat CHAT Perspective on Transliteracies Development. (Accepted pending revisions).
  Julie Hengst, Paul Prior, Katherine Flowers, and Martha Sherrill. (article in preparation). Chronotopes of SHS Research Articles.
  Paul Prior and Cory Holding. (article in preparation). Inscriptional gestures and writing.
  Paul Prior. A monograph on academic writing.
  Paul Prior and Julie Hengst. A monograph on disciplinarity and disability.
  Julie Hengst, Paul Prior, Melissa Duff, Andrea Olinger and Jake Kurczek. (2-3 articles examining metaphors in talk and gesture among adults with and without brain damage).

Editorial credits

  Mark Dressman, Sarah McCarthey, and Paul Prior. (Editors.) (2021-2013). Research in the Teaching of English, Volume 47.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (Editors.) (2011-2012). Research in the Teaching of English, Volume 46.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (Editors.) (2010-2011). Research in the Teaching of English, Volume 45.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (Editors.) (2009-2010). Research in the Teaching of English, Volume 44.
  Mark Dressman, Sarah McCarthey, and Paul Prior. (Editors.) (2008-2009). Research in the Teaching of English, Volume 43.
  Paul Prior. (1992).  Abstracts of CISW Grants:  Completed Projects and Works in Progress.  (CISW Monograph Number 4; Series Editor, Lillian Bridwell-Bowles).  Minneapolis: Center for Interdisciplinary Studies of Writing.
  Irving Fang. (1991). Writing Style Differences in Newspaper, Radio, and Television News.  (CISW Monograph Number 1; Series Editors Lillian Bridwell-Bowles and Paul Prior).  Minneapolis:  Center for Interdisciplinary Studies of Writing.

 

Invited Presentations

American Educational Research Association Annual Meeting

  Paul Prior. (2000).  Presentation. "Position Paper on Academic Writing:  At the Heart or Beside the Point?"  Special Interest Group on Writing and Literacy.  New Orleans, Louisiana.

Association of Teachers of Technical Writing

  Paul Prior. (2010).  Workshop Leader. "Analyzing Literate Activity." ATTW Research Methods Workshop.  Louisville, Kentucky.

City University of Hong Kong English Department

 

Paul Prior. (2013).  Lecture. “Writing, Literate Activity, Semiotic Remediation: Implications for Practice.”Hong Kong, China.

College Composition and Communication Conference

  Paul Prior. (2012). Keynote, Qualitative Research Network. “Refining Theory and Methods through Qualitative Research: Tales from the Field.” St. Louis, Missouri.
  Paul Prior. (2012). Discussant. “How Rhetoric and Composition Doctoral Programs can Respond Productively to Globalization.” Doctoral Consortium in Rhetoric and Composition. St. Louis, Missouri.
 

Paul Prior, (2012). Panel. “Everything You Always Wanted to Know about Publishing but Were Afraid to Ask: NCTE Editors Rroundtable.” St. Louis, Missouri.

  Paul Prior. (2011). Panel. “Globalization and Publishing Writing Research: An Editors’ Roundtable sponsored by the CCCC Committee on Globalization of Postsecondary Writing Instruction and Research.” Atlanta, Georgia.
  Gail Hawisher and Paul Prior. (2000).  Presentation."Assessing Writing Across the Curriculum."  Assessment Special Interest Group.  Minneapolis, Minnesota.
  Paul Prior. (1998). Presentation,"Research in Literate Activity."  Bakhtin/Vygotsky SIG Meeting, Chicago, Illinois.
  Gail Hawisher and Paul Prior. (1994 ).  Presentation. "WAC Assessment and Research."  Assessment Special Interest Group.  Nashville, Tennessee.

Dartmouth College, College Writing: From the 1966 Dartmouth Seminar to Tomorrow

  Paul Prior. (2016).   Paper. "“The Units-of-analysis Problem for Writing Research: Tracing Laminated Chronotopic Trajectories of Becoming a Biologist." In a featured session Growth through Embodied Semiotic Practices: Laminating Trajectories of Writing, Learning, and Socialization with Kevin Roozen and Ryan Dippre. Hanover, New Hampshire.

English Language Institute, University of Michigan.

  Paul Prior. (2009).   Lecture. "Writing and the Shape of Multimodal Genre Systems." Ann Arbor, Michigan.

GRIG (Guild of Reality Integrators and Generators), Intermedia, and University of Oslo Institute of Design Seminar on Research Mediation and the Arts

  Paul Prior. (2009).  Plenary. "Semiotic Remediation in New Media Productions: Perspectives from Writing Studies and CHAT." Oslo, Norway.

Hong Kong University 2nd  Conference on Knowledge and Discourse:  Speculating on Disciplinary Futures

  Paul Prior. (2002).  Plenary.  "Disciplinarity:  From Discourse Communities to Dispersed, Laminated Activity."  Hong Kong, People's Republic of China.

Illinois State University Writing Program Speakers Series

  Paul Prior. (2012).  Lecture. "writing/socialization::rhetoric/socialization::flat chat/socialization." Bloomington, Illinois

Interdisciplinary Colloquium on Language, Interaction, and Social Organization

  Paul Prior. (2000).  Lecture. "If Learning Is Situated and Schools Aren't...  Reimagining the Links between School and Society from a Sociohistoric Perspective."  University of California at Santa Barbara.

4th International Symposium on Genre Studies (Simposia Internacional de Estudos de Generos Textuais)

 

Paul Prior. (2007). Plenary. From Voloshinov and Bakhtin to Mediated Multimodal Genre Systems. (De Voloshinov e Bakhtin aos sistemsa de genero multimodais mediados). Turabao, Brazil.

  Paper published in The Proceedings of the 4th International Symposium on Genre Studies, pp. 270-286. Editors: Adair Bonini, Debora de Carvalho Figueriedo and Fabio Jose Rauen. University of Southern Santa Catarina, Tubarao, Santa Catarina, Brazil.

Karlstad University Center for Language and LiteratureTeaching

  Paul Prior. (2013).  Lecture.  "Writing, Literate Activity, and Semiotic Remediation: A Flat CHAT Perspective." Karlstad, Sweden.

King's College London, Festschrift Seminar in Honor of Brian Street

  Paul Prior. (2016).  Panel Presentation. "Writing, Literate Activity, Semiosis: Tracing Becoming in Practice."  In a panel on Literacy as Personhood with Janet Maybin and Andre Singer. London, United Kingdom.

Kristianstad University Departments of English and Pedagogy

  Paul Prior. (2013).  Lecture.  "Writing, Literate Activity, and Semiotic Remediation: Implications for Pedagogical Practice." Kristianstad, Sweden.

Learning, Text, and Language Seminar. Department of Swedish.

  Paul Prior. (2011). Open Seminar. "Entextualization Troubles across Scales: Utterance, Writing, Genre System, and Interdiscursive Recognizability.” University of Gothenburg, Sweden.

Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society.

  Paul Prior.(2014). Seminar. “Becoming: Tracing Laminated Trajectories of Literate Activity, Semiotic Remediation, and Disciplinarity.” University of Gothenburg, Sweden.
 

Paul Prior.(2011). Open Seminar. "Writing, Literate Activity, Semiotic Remediation: Frameworks for Theory, Research, and Practice.” University of Gothenburg, Sweden.

L’interface proccessus/produit: Regards croisés sur l’écrit(ure)—Journées d’étude / Writing(s) at the crossroads:  The process/product interface—Workshop.

  Paul Prior. (2013).  Lecture. "Writing, Literate Activity, Semiotic Remediation: A Sociocultural Approach.” Université Sorbonne Nouvelle-Paris 3. Paris, France..

Multimodality and Academic Writing Practices in the 21st Century

  Paul Prior. (2007). Plenary. "Multimodal Representations of Knowledge and Action in the Design Process.” A Research Conference of the Productive Learning Practice Group, Department of Education, University of Bergen. Bergen, Norway.

National Council of Teachers of English Assembly of Research (NCTEAR)

  Paul Prior. Plenary. (2016). Plenary. "Literate activity, dialogic semiotics, and disciplinarity: Tales of learning vs. trajectories of becoming." Eastern Michigan University, Ypsilanti, Michigan.
 

 

Pre-Conference Mentoring Workshop. (Mentors: Mollie Blackburn, David Bloome, Caroline Clark, Cathy Fleischer, Judith Green, Mary Juzwik, Paul Prior, George Newell, Peter Smagorinsky, and Mariana Souto-Manning)

Nordiske Morsmålsdidaktiske Forskningskonferanse (Literacy—A Didactic Challenge)

  Paul Prior. Plenary. (2011). Plenary. "Re-thinking Writing, Learning, and Teaching around Notions of Multimodal Genre Systems and Semiotic Remediation.” Third Annual Nordic Network for Research on Mother Tounge Didactics.. Tønsburg, Norway.
 

 

Sigmund Ongstad and Paul Prior. Ph.D. Research Course."Studying Literacies: Use and Misuse of Discourse, Genre and Positioning Analyses"

Syracuse University Humanities Center

 

Paul Prior and Jody Shipka. (2017). Syracuse Symposium on Belonging: Making and remaking a literate life: Being, longing, belonging.
 Paul Prior (Plenary) “Becoming and Belonging With: Laminating Literate Activity and Disciplinarity.” Syracuse, New York.

 

 

Event Workshop for faculty and graduate students:  Paul Prior.Enough with all these border walls: Redrawing disciplinary becoming and belonging.”

Thomas R. Watson Conference

  Paul Prior. (2018). Conference Keynote. “How do Moments Add up to Lives: Trajectories of Semiotic Becoming vs. Tales of School Learning in Four Modes” University of Louisville.
  Paul Prior. (2017). Pre-Conference Symposium Plenary Workshop. “How do Moments Add up to Lives: Trajectories of Semiotic Becoming vs. Tales of School Learning in Four Modes” University of Louisville.

Universidade Federal de Minas Gerais International Colloquium on Academic Literacies: Writing and Reading in Educational Contexts

  Paul Prior. (2015). Plenary. "A Sociocultural Framework for Academic Literacies: Literate Activity, Semiotic Remediation, and Laminated Trajectories of Participation." Belo Horizonte, Minas Gerais, Brazil.

University of Louisville English Department

  Paul Prior. (2015). Lecture and Seminar. "A Sociocultural Framework for Academic Writing: Literate Activity, Semiotic Reemediation, and Laminated Trajectories of Participation.” Louisville, Kentucky.

University of Maryland Conference on Academic and Professional Writing

  Paul Prior. (2014). Plenary. "A Sociocultural Framework for Disciplinary and Professional Writing: Literate Activity, Semiotic Remediation, and Laminated Trajectories of Participation." University of Maryland. College Park, Maryland.

University of Pittsburgh English Department

 

Paul Prior. (2012). Lecture. "Writing, Literate Activity, Semiotic Remediation, and Latour’s Rhetoric." Pittsburgh, Pennsylvania.

Working Conference on Discourse Analysis in Educational Research

  Paul Prior. (2018).  Work in progress. "Integration of data from multiple sources in a lifespan study of disciplinary becoming." The Ohio State University. Columbus, Ohio.
  Paul Prior. (2017). Work in progress. "Disciplinarity and disability: A critical discourse analysis of represented chronotopes in texts." Indiana University. Bloomington, Indiana.
  Paul Prior. (2016).  Work in progress. "Tracing inscriptional gestures, talk, and action in an Art and Design studio." The Ohio State University. Columbus, Ohio.

Writing Program Administrator's Conference (Writing as Writing Program Administrators)

  Paul Prior. (2005).  Plenary. "The Literate Worlds of Writing Program Administration." Anchorage, Alaska.

Writing Research Across Borders: 2008 Santa Barbara Conference on Writing Research.

  Paul Prior. (2008).  Paper. "Flat CHAT: Reassembling Literate Activity."  University of California at Santa Barbara.

Writing Research Across Borders II: 2011 International Conference on Writing Research.

  Paul Prior. (2011).  Paper. " Re-Writing/Disciplinarity: A Flat CHAT Account of Semiotic Remediation and Academic Ways of Being in the World."  George Mason University, Fairfax, Virginia..

Writing Research in the Making: An Interdisciplinary Conference

  Paul Prior. (2005).  Plenary. "Re-situating and Re-mediating the Canons: Reflections on Writing Research and Rhetoric."  University of California at Santa Barbara.(Pdf. version: 3.5 Mb).

Zurich University of Applied Sciences

  Paul Prior. (2015).  Lecture. "Becoming a Biologist: Trajectories of Literate Activity and Disciplinarity." Department of Applied Linguistics.

 

Conference Presentations

III Conference for Sociocultural Research (New Conditions of Knowledge Production:  Globalization and Social Practices).

  Paul Prior and Julie Hengst. (2000).  "Tertiary Artifacts 'R' Us:  Play as a Leading Activity in the Development of Persons, Practices, and Institutions."  Campinas, Brazil.

American Association of Applied Linguistics Conference

 

Sarah Durst and Paul Prior. (2018, March). "Developing Disciplinary Literacies across the Lifespan:  Laminated Case sSudies of Writing Science. Paper in the Colloquium  Writing across the lifespan: Long-term aspects of text production research (Daniel Perrin & Paul Prior, Organizers). Chicago, Illinois.

 

Paul Prior. (2018). Becoming a Biologist:  A Lifespan Case Study of Chronotopic Lamination, Disciplinarity and Semiosis  Paper in the Colloquium  Chronotopes and chronotopic relations (Anna De Fina & Sabina Perrino , Organizers).Chicago, Illinois.

  Julie Hengst, Paul Prior, Suma Devanga, Martha Sherrill, Hilary Valention, and Maeve McCartin. (2017). "Chronotopic Lamination in Everyday Interactions: An Analysis of Contextualization with Material and Imagined Objects. Portland, Oregon.
 

Paul Prior, Julie Hengst, and Melissa Duff. (Colloquium co-organizers). (2011). "Entextualization Troubles across Scales: Theorizing and Analyzing Repetition, Genre, Register, Practices, Media, and Other Forms of Recognizability." Chicago, Illinois.

   

Paul Prior, Julie Hengst, and Melissa Duff. "Entextualization Troubles: Co-textualiy, Re-textuality, and Interdiscursive Recognizability across Scales."

   

Cory Holding and Paul Prior. "Drawing, Talk, Box Gesture, Database, Screen: Tracking a Chain of Representations across Media and Time."

  Paul Prior. (2003).  "Are Communities of Practice Really an Alternative to Discourse Communities?"  Arlington, Virginia.
  Paul Prior. (1993).  "Constructing Sociology, Constructing Sociologists:  Academic Discourse in Talk and Text."  Seattle, Washington.

American Educational Research Association Annual Meeting

  Paul Prior. (2018). Discussant for a structured poster session. Taking the Long View: Learning From Longitudinal Studies of Writing  (Chair, Juliet Wahleithner). New York, New York.
  Paul Prior. (2017). What’s Rising? Writing and Semiotic Remediation in Trajectories of Disciplinary Becoming. San Antonio, Texas.
  Anna Smith and Paul Prior. (2017). "Laminated Assemblage as Becoming: A Flat CHAT Approach to Transliterate Practice and Development. San Antonio, Texas.
  Anna Smith and Paul Prior. (2016). "Complex Mapping: Tracing Methods for Understanding Writing Development. Washington, D.C.
  Paul Prior. (1993).  "Girl Talk Tales, Causal Models, and the Dissertation:  Exploring the Topical Contours of Context in Sociology Talk and Text."  Atlanta, Georgia.

American Speech-Language Hearing Association Annual Meeting

  Julie Hengst, Melissa Duff, Jake Kurczek, Paul Prior, and Andrea Olinger. (2011). "Metaphor as an Interactional Discourse Resource in Aphasia." San Diego, California.
 

Julie Hengst, Melissa Duff, and Paul Prior. (2010). "Resituating Brain Injury within Functional Systems: Bridging Brain-Behavior-Environment." Philadelphia, Pennsylvania.

  Jake Kurczek, Melissa Duff, Julie Hengst, and Paul Prior. (2010). "Segmentation Tools for Analyzing Spoken Discourse Samples: Pitfalls and Promises." Philadelphia, Pennsylvania.

Annual Meeting of the Society for Social Studies of Science

  Paul Prior. (1993).  "Negotiating Disciplinarity:  A Microhistory of Textual Production and Reception in a Graduate Sociology Seminar"  West Lafayette, Indiana.

College Composition and Communication Conference

  Paul Prior (2018). “Literate Activity and Disciplinarity as Laminated Assemblage: Being and Becoming a Biologist.” Part of a session Troubling the notion of transfer: Critical theory, research, and refection on becoming as laminated assemblages with Nicole Turnipseed and Bruce Kovanen. Kansas City, Missouri
  Melissa Ianetta, Lori Ostergaard, Stephanie Kerschbaum, Janel Atlas, Carolyne King, & Paul Prior. (2018).  Workshop. Teacher-researcher: Creating, conducting, and publishing classroom research to inform practice. Kansas City, Missouri.
  Paul Prior. (2017). "Girl Talk, Slider Bars, and Self-Medicating Monkeys: Taking Up Ethnomethodology in Research on Academic Writing." Portland, Oregon.
  Paul Prior. (2015). "Becoming a Biologist: Trajectories of Literate Activity and Disciplinarity across the Lifespan." Tampa, Florida.
  Paul Prior. (2010). "(Re)siting theory, (Re)mixing methods: A Flat CHAT Perspective on Writing Research." Louisville, Kentucky
  Paul Prior and Samantha Looker. (2009). "Anticipatory Response and Genre Systems: Rethinking Response Research, Pedagogy, and Practice." San Francisco, California.
  Paul Prior. (2008). "CHAT and Dialogic Semiotics as a Framework for Renewing Research on Composing Processes." New Orleans, Louisiana.
  Paul Prior. (2004). "Remediating IO (a Web-Based Art Object): Multimodal Composing as Situated Activity." San Antonio, Texas.
  Paul Prior. (2002).  "Vignettes of Identity Work: Laminating the Personal, Social, and Professional."  Chicago, Illinois.
  Paul Prior. (2000).  "Reimagining Writing in the Disciplines."  Minneapolis, Minnesota.
  Paul Prior. (1995).  "Evaluating the Text:  Exploring the Conflicting Representations of Professors and Students in Graduate Seminars."  Washington, D.C.
  Paul Prior. (1993).  "Who's Talking?  Images of Authorship and Non-authorship in a Sociology Research Team."  San Diego, California.
  Paul Prior. (1992).  "Negotiating Contexts and Identities:  Writing and Response in Graduate Seminars."  Cincinnati, Ohio.

Hong Kong University Conference on Knowledge and Discourse:  Changing Relationships Across Academic Disciplines and Profession

  Paul Prior. (1996).  "Resituating Academic Needs:  A Sociohistoric Perspective on Literate Activity in the Academy."  Hong Kong, Hong Kong.

International Association of Applied Linguistics Conference

  Paul Prior. (2005).  "Talk, Inscription, Gesture, and Multimedia Technologies in Art and Design."  Madison, Wisconsin.

International Society for Cultural and Activity Research

  Paul Prior. (2017). “A case study of writing withs in biology: Tracing laminated, dispersed, and diverse networks of semiotic remediation in scientific authorship.” Quebec, Canada.
  Paul Prior. (2014). "Becoming a Biologist: Laminated Trajectories of Literate Activity and Disciplinarity." Sydney, Australia.
 

Paul Prior and Kevin Roozen. (2011). "Beyond Multimodality: A Sociohistoric Approach to Semiotic Remediation Practices." Rome, Italy.

 

Paul Prior. (2008). “From Writing to Semiotic Remediation Practices: Toward a New Account of :Literate Activity.” (Paper in a panel Writing as fundamentally multimodal activity with Jody Shipka and William Hart-Davidson). San Diego, California.

  Paul Prior. (2008). “Functional Systems, Voices, and Semiotic Remediation: Theoretical Frameworks for Renewed Studies of Brain-Behavior Relationships.” (Paper in a panel Re-Situating Brain Injury within Functional Systems: Bridging Brain-Behavior Paradigms with Julie Hengst, Melissa Duff, and Steven Thorne). San Diego, California.
  Paul Prior. (2008). “Disciplinarity as Ways of Being in the World: Chronotopic Lamination, Semiotic Remediation, and Lliterate Activity.” (Paper in a panel Research Approaches to Disciplinary Forms of Knowing: On the Sociogenetic and Situated Nature of Learning  with Asa Makitalo, Ann-Marie Eriksson, Charles Bazerman and Annalisa Sannino). San Diego, California.
  Paul Prior. (2005).  "Exploring New Media Design Practices: Talk, Inscription, Gesture, and Multimedia Technologies."  Seville, Spain.
  Paul Prior, Kevin Roozen, Julie Hengst. (2005). "Playing with Worlds: Semiotic Remediation Practices in Comedy Skits and Pretend Play." Seville, Spain.

International Teachers of English to Speakers of Other Languages (TESOL) Conference

  Paul Prior. (1998).  "A Tale of Two Theses."  Seattle, Washington.
  Paul Prior. (1995).  "Negotiating Speech Genres in a Seminar:  Passing, Procedural Display, and Deep Participation."  Long Beach, California.
  Paul Prior. (1993).  "Literate Action in the Academy:  An Ethnographic Approach."  Atlanta, Georgia.
  Paul Prior. (1993).  "Dialogic Analysis:  A Sociohistoric Approach to Discourse and Knowledge." Atlanta, Georgia.
  Paul Prior. (1993).  "Theoretical Spaces/Human Places:  Reflections on Research Practices."   Atlanta, Georgia.
  Paul Prior. (1992).  "Defining the Task:  Writing and Response in Six Graduate Seminars."  Vancouver, British Columbia.
  Paul Prior. (1991).  "Negotiating Assignments:  Classroom Discourse, Student Writing, and Professor Response."  New York, New York.

Midwest Regional TESOL Conference

  Paul Prior. (1990).  "Academic Needs and Communicative Competence:  Reflections on an Ethnographic Study of Writing."  St. Paul, Minnesota.
  Paul Prior, William Perry, and Susan Ranney. (1985).  "An Academically Oriented Approach to ESL Composition."  Milwaukee, Wisconsin.

Modern Language Association

  Julie Hengst and Paul Prior. (1998).  "Playing with Voices:  Heterogeneous Socialization into Language in the Wild."  San Francisco, California.

The Penn State Conference on Rhetoric and Composition

  Paul Prior. (1993).  "Tracing Authoritative and Internally Persuasive Discourses:  A Microhistory of Response and Revision in a Graduate Sociology Seminar."  State College, Pennsylvania.

University of Louisville Thomas R. Watson Conference.

  Paul Prior. (2016). "We Have Always Been Mobile: Flat CHAT, Trajectories of Becoming, and Disciplinarity." Louisville, Kentucky.

Wisconsin TESOL Conference

  Paul Prior. (1987).  "English for Academic Purposes:  Selection and Use of Content."  Madison, Wisconsin.
  Paul Prior. (1985).  "Academic English:  Writing for the University."  Stevens Point, Wisconsin.

Writing Research Across Borders .

  Paul Prior. (2014). "Becoming a Biologist: Tracing Trajectories of Writing and Disciplinarity across the Lifespan." In a symposium: Writing and the trajectories of persons and practices: Sociohistoric perspectives on disciplinary and professional development (Paul Prior, Chair; Rebecca Woodard; Kevin Roozen; Brian Street, Discussant). Paris, France.
  Cory Holding and Paul Prior. (2011).  "Putting the Body, Gesture, and Interaction into Accounts of Writing Processes: Theoretical Frameworks and the Case of IO."  George Mason University, Fairfax, Virginia..

Honors, Awards, and Grants

  College of Engineering Strategic Instructional Innovations Program (SIIP) Exploration Award for 2018-189  Improving the Writing Skills of Undergraduate Engineering Students: Empowering Sngineering Raculty and Teaching Assistants. Julie Ziles (PI), Lance Cooper, Celia Elliott, John Gallagher, John Popovics, Paul Prior, Nicole Turnipseed, and John Yoritomo. $45,510.
  College of Engineering Strategic Instructional Innovations Program (SIIP) Exploration Award for 2017-18.  Improving the Writing Skills of Undergraduate Engineering Students: Empowering Engineering Faculty and Teaching Assistants. Julie Ziles (PI), Lance Cooper, Celia Elliott, John Gallagher, John Popovics, Paul Prior, Nicole Turnipseed, and John Yoritomo. $30,500.
  College of Engineering Strategic Instructional Innovations Project (SIIP) Start Up Award, Improving the Writing Skills of Undergraduate Engineering Sttudents: Identifying Common Challenges and Scalable Solutions. Julie Ziles (PI), Lance Cooper, Celia Elliott, John Popovics, Paul Prior,, and Nicole Turnipseed. $20,842.
  Sabbatical Leave of Absence for Faculty, granted for AY 2014-15.
 
Principal Investigator Sarah McCarthey, (Co-PI). National Writing Project US Department of Education SEED Teacher Leadership Development Grant, 2014-16, $20,000.
  University of Illinois Office of Public Engagement Grant. (2012-13). Paul Prior  (PI), Elizabeth Morley, Sarah McCarthey, and Scott Filkins. University of Illinois Writing Project.  $10,000.
 

University of Illinois Office of Public Engagement Grant. (2011-12). Paul Prior  (PI), Elizabeth Morley, Sarah McCarthey, and Scott Filkins. University of Illinois Writing Project Summer Institute.  $14,000.

  Invited member, Scientific Committee, Writing Research across Borders Conference, 2009-present.
  2008 Michelle Kendrick Outstanding Digital Production/Scholarship Award. Awarded by Computers and Composition, to Paul Prior, Janine Solberg, Patrick Berry, Hannah Bellwoar, Bill Chewning, Karen Lunsford, Liz Rohan, Kevin Roozen, Mary Sheridan-Rabideau, Jody Shipka, Derek Van Ittersum, and Joyce Walker for “Re-situating and re-mediating the canons: A cultural-historical remapping of rhetorical activity, a collaborative webtext.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 11.3, 2007.
  Provost's Improvement of Teaching Award. 2007-2008. (Nancy Ableman, Peter Mortensen, Gina Bessa, and Paul Prior). Special topics courses with the Rhetoric Program centered on issues of race, diversity, and representation on the U of I Campus. $10,000.
  Higher Education Academy, York, UK. 2005-2006. Richard Andrews (PI), Sally Mitchell and Paul Prior (Co-P.I.'s), Improving argumentative skills in first-year undergraduates. 30,000£.
  Provost's Improvement of Teaching Award. Fall 2005. Response to Writing in the Undergraduate Curriculum at UIUC. $4,358.
  Sabbatical Leave of Absence for Faculty, granted for Spring 2006.
  Provost's Improvement of Teaching Award. 2004-2005. Response to Writing in the Undergraduate Curriculum at UIUC. $ 9,800
  Incomplete List of Teachers Ranked as Excellent by Their Students, University of Illinois at Champaign-Urbana, Fall 1995, Fall 1997, Fall 1998, Fall 2000, Spring 2001, Spring 2002, Spring 2003, Spring 2004, Spring 2005, Fall 2005, Fall 2006, Fall 2007, Spring 2008, Fall 2008, Spring 2010, Spring 2011, Fall 2013, Spring 2016, Fall 2016, Fall 2017.
  Robert Schneider Award for Service, 2002-2003, Department of English. $1,000.
  Co-Investigator.  (Cynthia Johnson, PI; Julie Hengst and Mavis Donahue, Co-Investigators).  Written Expression Begins (WEB) for Children with Language Impairment.  Mary Jane Neer Grant.  2002-2003. $15,000.
  UIUC Research Board Grant.  Remediating Texts/Remaking Rhetoric:  Writing as Embodied, Distributed, and Multimedia Activity.  2001-2002.  $16, 031.17.
  Co-investigator (with many others), Mathematics, English, Technology, and Education Resources (METER) Project at the University of Illinois and Danville High School, one site of the Illinois Professional Learners Partnership (IPLP) awarded $2,413,734 in the Teacher Quality Enhancement Program Partnership Grants program of the U.S. Department of Education, 1999-2001.
  Sabbatical Leave of Absence for Faculty; Granted for Spring Semester 2000.
  Writing Across the Curriculum:  Asynchronous Learning Networks.  With Gail Hawisher and Michael Pemberton.  Grant provided by The Sloan Center for Asynchronous Learning Environments, University of Illinois at Champaign-Urbana, 1995-1996, $25,000.
  With Gail Hawisher, Burks Oakley, and Roy Roper.  Educational Technologies Board Equipment Award, 1993-1994, $3,511.00.
  Graduate School Dissertation Fellowship (A university-wide competitive award providing a 12-month stipend, full tuition waiver, travel support, and Graduate Assistant health care benefits), University of Minnesota, 1991-1992.
  Summer Research Award. College of Education, University of Minnesota, 1990.
  Graduate School Fellowship (A university-wide competitive award providing a 9-month stipend, full tuition waiver, and a three-year guarantee of Graduate Assistant support), University of Minnesota, 1988-1989.
  Coffman Alumni Scholarship, University of Minnesota, 1988-1989.
  Departmental Fees Award, Indiana University, 1978-1979.

 

Courses taught at the University of Illinois

English 593:  Professional Seminar in the Teaching of College English

  The Teaching of Rhetoric

English 591:  Independent Study

English 584/Curriculum and Instruction 569: Topics in Discourse and Writing Studies

  From the Writing Process to Literate Activity
  Sociohistoric Theory: Writing in Disciplines and Workplaces
  Responding to Writing:  Research, Theory, and Practice 

English 582:  Topics in Research, Inquiry, and Writing Studies

  Situated Studies of Writing and Semiotic Remediation
  Flat CHAT Studies of Literate Activity
  Sociohistoric Research in Writing Studies
  Assessment of Writing
  Cultural-historical Activity Theory (CHAT) and Research on Writing
  Analyzing Texts and Textual Practices

English 506/Curriculum and Instruction 564:

  Introduction to Writing Studies II

English 505/Curriculum and Instruction 563

  Introduction to Writing Studies I

English 504:  Seminar in the English Language

  Language, Discourse, and Literacy

Business and Technical Writing 490:  Studies in Professional Writing

  Workplace Writing:  Theory, Research, and Practice

English 481:  Composition Theory and Practice

Rhetoric 455:  Writing Tutorial

English 402:  Descriptive English Grammar

English 391:  Honors Individual Study

English 390:  Individual Study

English 380:  Topics in Writing Studies

  Writing Processes:  Theory, Research, and Practice

Business and Technical Writing 390:  Individual Study

Rhetoric 105:  Principles of Composition

External Courses

North Dakota State University. (Department of English Summer Scholar 2013). English 758: Writing, Disciplinarity, and English: A Global Perspective.

Graduate and Undergraduate Committees

Dissertation Committees (50 dissertations; 15 as chair):

  Martha Sherrill. (Speech and Hearing Science, 2018). "When Do I Get to See the Dog?": The Communicative Environment during Animal Assisted Speech Therapy Sessions for Adults with Aquired Cognitive-Communicative Disorders. Assistant Professor (Communication Sciences and Disorders), Southeastern Louisiana University.
  Katherine Flowers. (English, Chair, 2017). Local Language Policy: Shifting Scales in the English-Only Movement. Assistant Professor (English). Mississippi State.
  Katrina Kennett. (Curriculum and Instruction, 2017). Experienced teachers’ planning practices: Orienting, inventing, and envisioning. Director of Curricuulum and Research, America Campaign, Missoula, Montana.
 

Maggie Shelledy. (English, 2017). Against Social Death: Rhetorical Resilience at the Intersection of Higher Education and the Prison. Assistant Professor (Writing and Langauge Studies). University of Texas Rio Grande Valley.

  Suma Ramesh Devanga. (Speech and Hearing Science, 2017). Targeting Collaborative Referencing in Aphasia: Evidence from a Mixed Methods Study. Assistant Professor (Speech Pathology and Audiology), Western Michigan University.
  Yu-Kyung Kang. (English, Chair, 2016). English—Only When Necessary: Literacy Practices of Korean undergraduates at a 'Global' University. Assistant Professor (English). Gonzaga University.
  Amanda Cash. (English, 2016). A Considerable Distance: The Role of Writing Studies in Online Learning at Community Colleges. Associate Professor (English), College of Lake County.
  Kaitlin Marks-Dubbs. (English, Chair, 2015). Recruiting Composition: Examining the Social Relations in Promoting Text Circulation.
 
Andrea Olinger (English, Chair, 2014). Styling Academic Discourse: A Aociocultural Account of Writing Styles across Disciplines. Assistant Professor (English), University of Louisville.
 
Sonia Kline. (Curriculum and Instruction, 2014). Offline Mediators Online: Literate Activity in Two Language Arts Classes. Assistant Professor (School of Teaching and Learning), Illinois State University.
  Rebecca Woodard. (Curriculum and Instruction, 2013). "Writing Teachers Must Write": Tracing Trajectories of Teacher Participation across Professional and Everyday Practices. Assistant Professor (Curriculum and Instruction), University of Illinois at Chicago.
  Ai Leen Choo. (Speech and Hearing Science, 2013).Examining fluency patterns: An Interactional study of stuttering. Assistant Professor, Communicative Sciences and Disorders, California State University-East Bay.
  Cory Holding (English, 2012). Rhetorical Gestures in British Elocutionism. Assistant Professor, English, University of Pittsburgh.
 

Lauren Marshall Bowen. (English, 2012). Rewriting the Aging Body: Literacy, Technology, and History. Assistant Professor, University of Massachusetts, Boston.

  Jessica Bannon. (English, 2012). Capitalizing on Literacy: Federal Adult Education Policy in the Twentieth Century. Assistant Professor of English, University of Indianapolis.
  Amber Buck. (English, 2012).  Life, Learning, and Literacy on the Social Network: Digital Participatory Culture. Assistant Professor (English), University of Alabama.
  Hannah Bellwoar. (Director, English 2011). Sociocultural Studies of Biomedicine and Healthcare in Everyday Literate Lifeworlds. Associate Professor (English), Juniata College
  Patrick Berry. (English, 2011). Beyond Hope: Rhetorics of Mobility, Possibility, and Literacy. Associate Professor (Writing), Syracuse University.
 

Rebecca Bilbro (Director, English 2011). Engineering Literacy: The Practice of Discipline. Lead Data Scientist, Bytecubed; Adjunct Faculty, Data Science Certificate Program, University of Georgetown; Faculty and Partner, District Data Labs.

  Samantha Looker. (Director, English, 2011). Enacting and Interrogating the "Academic" in Undergraduate Language and Literacy Practices. Associate Professor (English), University of Wisconsin-Oshkosh.
  Young-Kyung Min. (Director, Curriculum and Instruction, 2010). Culture, Cognition, and Context: Situated Literacy Practices of L1 and L2 Writing Programs. Lecturer (English), University of Colorado-Boulder.
  Linda Vigdor. (Educational Psychology, 2010). An Intersectional Reading of Gender and Technology. Independent Artist and Scholar.
  Steven Fraiberg. (Chair, English, 2009). English, Israel, and Globalization: A Sociohistoric Study on Language and Cultural Shift. Associate Professor (Writing, Rhetoric, and American Cultures), Michigan State University.
  Jason Stegemoller. (Curriculum and Instruction, 2009). Latino Students and Bilieracy at a University: Literacy Histories, Agency, and Writing. Associate Professor (Language Minority Education), National Louis University-Wheeling.
  Timnah Card Gretencord. (Graduate School of Library and Information Science. 2009). From outreach to engagement: An actor-network theory analysis of attracting Spanish-speaking participants to public programming.
  Kory Ching. (Chair, English, 2008). Out of the Shadows: Rethinking Response through the Instructor-Led Peer Conference. Assistant Professor (University Writing Program), University of California-Davis.
  Marcia Buell. (Chair, English, 2008). Interplay of Culture, Voice, Identity, and Response among Five EAL University Writers Associate Professor (English), Northeastern Illinois University.
  Derek Van Ittersum. (English, 2008). Reassembling Writing Technologies: Historical and Situated Studies of Rhetorical Activity. Associate Professor (English), Kent State University.
 

JiYoung Kim (Educational Psychology, 2008). Development and Validation of a Diagnostic Reading-to Write Test: An Effect-Driven Approach.

  Carrie Lamanna. (English, 2008). Disciplining Identities: Feminism, New Media, and 21st Century Research Practices. Independent scholar and entrepreneur.
  Janine Lynn Solberg. (English, 2007). Pretty Typewriters: Gender, Technology, and Literacy in Career Advice Literature for Women. Co-Director, Professional Writing and Technical Communication Program, (English), University of Massachusetts-Amherst.
  Yi-Huey Guo. (Curriculum and Instruction, 2006). An Analysis of Intertextuality in Disciplinary Writing. Assistant Professor, Foreign Languages and Literatures Department, Tunghai University, Taiwan.
  Jody Shipka. (Chair, English, 2005). Remediating Rhetoric and Composition: An Activity-based, Multimodal Framework for Composing. Associate Professor (English), University of Maryland at Baltimore County.
  Kevin Roozen. (English, 2005). Mapping Critical Connections: Tracing Undergraduates' Literate Lives. Professor (Writing & Rhetoric), University of Central Florida.
  Young-Ju Lee. (Educational Psychology, 2005). Construct Validation of an Integrated, Portfolio-based, and Computerized EAP Placement Test: A Mixed Method Approach. Assistant Professor (English), Hanbat National University, Korea.
  Steven Lamos. (English, 2004). Sponsoring Educational Opportunity: Race, Racism, and Writing Instruction at the University of Illinois. Associate Professor (English). University of Colorado-Boulder..
  Mary Holbrock (Curriculum and Instruction, 2004). "Que no olviden su cultura, y tambien el idiona": A case study of Mayan literacy revival in the pan-Maya culture and language revitalization movement in Guatemala. Independent Scholar.
  Karen Lunsford.  (Chair, English, 2003).  Distribued Argumentative Activity: Redefining Arguments and Their Re-Mediation from a Sociohistoric Perspective.  Associate Professor (Writing), University of California at Santa Barbara.
  Maria Luisa Spicer-Escalante.  (Spanish and Second Language Acquisition and Teacher Education, 2002).  Spanish Heritage Speakers' Spanish Writing:  A Linguistic and Contrastive Rhetorical Analysis.  Professor (Linguistics and Spanish), Utah State University.
  Elizabeth Rohan.  (English, 2002).  Imagined Communions:  One Woman's Spiritual Journey.  Professor (Language, Culture and Communication), University of Michigan-Dearborn.
  Jo Williamson.  (Curriculum and Instruction, 2002).  Teachers as Change Mediators in Educational Reform.  Professor (Instructional Technology), Kennesaw State University.
  Kim Gunter. (Chair, English, 2001).  Queering Composition and Identity: Moving Beyond Inclusion in Composition Classrooms and Scholarship.  Director of Core Writing, Fairfield University.
  Mary Sheridan. (Chair, English, 2000).  Discourse and Subjectivity in the GirlZone:  How Literate Activities Construct a Community Organization.  Professor (English), University of Louisville.
  Maureen Hogan. (Curriculum and Instruction, 1999).  What is C.A.R.E.?  The Birth and Identity Formation of an Alternative Public Middle School.  Associate Professor (Education), University of Alaska-Fairbanks.
  Kevin Leander. (Curriculum and Instruction, 1999).  Classroom Discourse, Identity, and the Production of Social Space.  Associate Professor (Education), Vanderbilt University.
  Patricia Webb/Patricia Boyd. (English, 1998).  Computing Cultures:  Information Technologies and Narratives of Self.  Associate Professor (English), Arizona State University.
  Kathryn Evans. (English, 1997).  Teacher Response to Student Writing:  Communication, Context, and Pedagogy.  Associate Professor (English), Bridgewater State College.
  Joyce Simutis. (English, 1997).  Toward a Writing Theory of Transition.  Initial position Assistant Professor (English), University of Scranton, New Jersey.
  Philip Eubanks. (English, 1996).  A War of Words in the Discourse of Trade:  A Case Study of Metaphor.  Professor Emeritus (English), Northern Illinois University.
  Ina Gabler. (Curriculum and Instruction, 1996).  The Writing Classroom as a Mosaic:  Three Perspectives.  Initial position, Assistant Professor (Education), Millikan University.

External Dissertation Committees (5 dissertations; 2 as opponent)

  Summer Dickinson.(Composition and Applied Linguistics, 2018). Writers Material and Sensorial Worlds: The Story of a Writer Who Raised a Writer. Indiana University of Pennsylvania. Lecturer, Middle Tennessee State University.
  Ann-Marie Eriksson. (Education, Opponent, 2014). Formulating Knowledge: Engaging with Issues of Sustainable Development through Academic Writing in Engineering Education. University of Gothenburg, Sweden. Director, Unit for Academic Languages. University of Gothenburg, Sweden.
  Jennifer Buckner. (English, Member, 2014). “That doesn’t sound like me”: Student perceptions of semiotic resources in written-aural remediations.  Old Dominion University, Norfolk, Virginia. Associate Professor (English), Gardner-Webb University, North Carolina.
 

Carina Hermansson. (Education, Opponent, 2013). Nomadic Writing: Exploring Processes of Writing in Early Childhood Education. Karlstad University, Sweden. Seinior Lecturer, Department of Language Studies. Umeň University, Sweden.

  Stephen Price. (Education, 2013). Engagement with Legal Discourse in an Australian University by International Postgraduate Law Students from Non-common Law and Non-English Speaking Backgrounds. University of Technology, Sydney, Australia.

Current Dissertation Committees:

 

Paul Beilstein (English), Maria Carvajal Regidor (Chair, English), Sarah Durst (Director, Curriculum & Instruction), Alexandria Kapczynski (English), Annie Kelvie (Chair, English), Allison Kranek (English), and Autumn West (Curriculum and Instruction).

Preliminary Examination Committees (55 committees, 15 as chair):

 

Jessica Bannon (English), Paul Beilstein (English), Hannah Bellwoar (Chair, English), Patrick Berry (English),Rebecca Bilbro (Chair, English), Lauren Marshall Bowen (English), Amber Buck (English), Teresa Bruckner (Chair, English), Marcia Buell (Chair, English), Maria Carvajal Regidor (Chair, English), Amanda Cash (English), Kory Ching (Chair, English), Ai Leen Choo (Speech and Hearing Science), Suma Devanga (Speech and Hearing Science), Sarah Durst (Curriculum and Instruction), Philip Eubanks (English), Kathryn Evans (English), Katherine Flowers (Chair, English), Steve Fraiberg (Chair, English), Ina Gabler (Curriculum and Instruction), Kim Gunter (Chair, English), Yi-Huey Guo (Curriculum and Instruction), Helena Hall (Curriculum and Instruction), Maureen Hogan (Curriculum and Instruction), Mary Holbrock (Curriculum and Instruction), Cory Holding (English), Maggie Kainulainen (English), Alexandria Kapczynski (English), Annie Kelvie (Chair, English), Yu-Kyung Kang (English), Katrina Kennett (Curriculum and Instruction), Jiyoung Kim (Educational Psychology), Sonia Kline (Curriculum and Instruction), Allison Kranek (English), Steve Lamos (English), Kevin Leander (Curriculum and Instruction), Young-Ju Lee (Educational Psychology), Samantha Looker (Chair, English), Karen Lunsford (Chair, English), Kaitlin Marks-Dubbs (Chair, English), Lance Massey (English), Young-Kyung Min (Curriculum and Instruction), John O'Connor (English), Andrea Olinger (Chair, English), Mary Sheridan (Chair, English), Martha Sherrill (Speech and Hearing Science), Jenica Roberts (English), Liz Rohan (English), Kevin Roozen (English); Joyce Simutis (English), Janine Solberg (English), Jason Stegemoller (Curriculum and Instruction), Derek Van Ittersum (English), Linda Vigdor (Educational Psychology), Rosalie Warren (Chair, English), Patricia Webb (English), Autumn West (Curriculum and Instruction), Jo Williamson (Curriculum and Instruction), Rebecca Woodard (Curriculum and Instruction). .

Early Research Committees:

  Sunday Cummins (Currriculum and Instruction), Ina Gabler (Curriculum and Instruction), Yi-Huey Guo (Curriculum and Instruction), Maureen Hogan (Curriculum and Instruction), Jiyoung Kim (Educational Psychology), Carrie James (Curriculum and Instruction), Sonia Kline (Curriculum and Instruction), Kevin Leander (Curriculum and Instruction), Noerhayati Ika Putri (Curriculum and Instruction), Linda Vigdor (Educational Psychology), Autumn, West, (Curriculum and Instruction), Jo Williamson (Curriculum and Instruction), and Rebecca Woodard (Curriculum and Instrcution)..

Master's Thesis/M.F.A. Committees:

  Hannah Harris. (Director, Linguistics, 2015). Translingual Students’ Dialogic Influence on Teacher-Centric Pedagogies. M.A. Thesis.
  Lin Zhou. (Linguistics, 2015). Impacts of Awareness of Cross-Cultural Contrastive Rhetoric of Academic Writing in English and Academic Writing in Students L1s. M.A. Thesis.
  Jaime Pratzel. (Speech and Hearing Sceinces, 2008). Conversational Narratives in the Discourse of Individuals with Aphasia and their Routine Communicative Partners, M.A. Thesis.
  Stephanie Vallera Bay. (Speech and Hearing Sciences, 2007). Fidelity of the In-Frame Therapy Approach Used during a Barrier Task Game. M.A. Thesis.
  Courtney Graice Erickson. (Speech and Hearing Science, 2007). Conversational Repetition in the Discourse of Amnesic and Non-Brain-Damaged Individuals. M.A. Thesis.
  Daniella Molle (Director, English as an International Language, 2005). Teaching Genre in the ESL Service Courses. M.A. Thesis.
  Nic Petry (Dance, 2005). M.F.A
  Sarah Zerwin (Curriculum and Instruction, 2003). Student-to-Student Mentoring via Web-Based Technology as an Instructional Tool for Writing in the High School English Classroom.  M.A. Thesis.
  Kristen Lee Chun (Dance, 2004). M.F.A

Master's Project Committees:

  Jennifer Brower (English), Lenora Thompson (DEIL), Nicole MacLaughlin (English), and Matthew Schreiber (Curriculum and Instruction).

Undergraduate Honors Projects:

  Susan Myers (Director, High Distinction) and Gail Weilandt (Member).

 

University Service, Professional Consulting

Instructional Development:

Illinois State University, Mennonite College of Nursing.

  Exploring Processes and Genres: Connecting Your Writing Practices to Your Mentoring and Teaching. A 3-hour workshop presented with Joyce Walker to Nursing faculty and doctoral students. October 30, 2015.
  Helping Graduate Nursing Students Develop as Writers in the Discipline. A 90-minute workshop presented to Nursing faculty. March 27, 2015.

Center for Writing Studies, University of Illinois, Urbana.  1992-2014, 2016-present.

  Activities have included co-planning and presenting annual faculty WAC seminars (2-4 days, introductory and advanced) and annual TA WAC seminars (1-2 days); co-planning and presenting occasional short WAC workshops for faculty and TAs; presenting at and participating in the Writers' Workshop Orientation Program for new consultants; individual and group consultation with faculty and TAs on uses of writing in programs and courses; presentations for various other faculty development efforts (e.g., the LAS Teaching Academy,ACES, AEEE in the College of Engineering, the College Teaching Effectiveness Network, and the All-Campus TA Orientation Program); and on-going research relevant to WAC programs.

Champaign Unit 4 School District, Champaign, Illinois, October 14, 2005

  Children's Writing Disorders and the Transition to College Writing. A 1-day in-service workshop co-presented to speech-language pathologists by Cythnia Johnson, Julie Hengst, and Paul Prior.

Dodge City Community College, Dodge City, Kansas.  September 1996

  Presented workshops on WAC and EAP, consulted with faculty and wrote a report to the Director of Title III Programs.

Departmental Committees:

  Writing Studies Committee, Chair, 2010-11, 2011-12, 2013-14, 2015-18
  English Curriculum Committee, 2017-18.
  Third-Year Assessment Committee and Search Committee for John Gallagher, Chair, 2016-17.
  English Graduate Admissions Committee, 2010-11, 2013-14
 

Dual Career Search Committee for John Gallagher, Chair, 2014.

  English Advisory Committee, elected for Spring 2010.
  Rhetoric Advisory Committee, 1993-1994; Chair, 1997-1999 and 2006-09.
  English Articulation Conference Committee, 1992-2000 (Chair, 1997-1999), 2006-08.
  Writing Programs NTT Faculty Search Committees, 2006-07 (chair), 2006, 2005.
  Undergraduate Curriculum Committee, 2003-04, 2005-06.
  Undergraduate Awards Commitee 2004-05.
  Writing Studies Faculty Search Committees 1995-1996, 1996-1997,1997-98,1998-99, 2004-05, 2009-10, 2011-12.
  Media Studies Committee, 2003-2004.
  Graduate Studies Committee, Spring/Summer 2003, 2009-10, 2011-12, 2015-16.
  English Education Committee, 1997-2003 (Chair, 1999-2002).
  Writing Studies Coordinating Committee, 1994-2000.
  M.A. Area Exam Committee, 1994-98.
  Professional Writing Degree Committee, 1993-95.
  Grade Review Committee 1994-1995, Fall 1999.

College Committees:

  General Education Task Force, 2009-10.
  Executive Committee, Center for Writing Studies, 1994-2014, 2016-present.
  Center for Writing Studies, Graduate Programs Committee, 1992-2014, 2016-present.
  English Department Head Search Committee, 2002-03.
  Policy and Development Committee, 2000-01.
  Language Learning Laboratory Executive Committee, 1993-96.

Campus Service and Committees:

  Illinois Program for Research in the Humanities Reading Group, Embodying situated activity. Co-organizers: Julie Hengst, Bruce Kovanen, Martha Sherrill, and Paul Prior, 2018-19.
  Discourse, Social Interaction, and Translation Lab, Supporting Faculty, 2015- 2017.
  Graduate College, Chair, Block Grant Area Committee on Humanities and the Creative Arts and Block Grant Executive Committee, 2013-14.
 

Graduate College Fellowship Board, 2011-13.

  Senate Educational Policy Committee, 2011-2013. Chair, Subcommitee A, 2012- 2013.
  Illinois Program for Research in the Humanities Reading Group, Narrative tellings, retellings, and remediations: Readings on situated discourse practice. Co-organizers: Alexandra Cavallero, Julie Hengst, Michele Koven, Andrea Olinger, and Paul Prior, 2011-12.
 

Campus Advisory Committee to the Center for Writing Studies (ex officio), 1992-2014.

  University Senate, 2010-14.
  General Education Board, Chair, 2002-04.
  General Education Board, Chair, Subcommittee for Certification of Advanced Composition, 2002-04.
  Council of Teacher Education,  Co-chair, Communications Area Committee, 1997-2002 (excepting Spring 2000).
  General Education Board, (Member, Subcommittee for Certification and Recertification of Advanced Composition), Spring 2002.
  Senate Continuing Education and Public Service Committee, 2001-02.
  Committee for the Registration of New Students, 1997-99.
  General Education Board, Subcommittee for Certification and Recertification of Composition II Courses, 1997-2000.
  Campus Instructional Awards Selection Committee, 1997-98.

 

Professional Activities and Affiliations

Editorship:

  With Sarah McCarthey and Mark Dressman, Research in the Teaching of English, 2008-2013.

Editorial Boards:

  Writing & Pedagogy, 2015-present
  Research in the Teaching of English, 2013-present.
  Written Communication, 1998-2004, 2011-present.
  WAC Clearinghouse Publications Review Board, 2009-present.
  Computers & Composition Digital Press, 2007-present.
  Text and Talk, 2005-present.
  College Composition and Communication, 1999-2002.
  Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Academic Writing, 2004 - 2017. (continuing tfrom the former Journal of Language and Learning Across the Disciplines, 1993-2003).

Peer Reviewer–Journals:

  College Composition and Communication
  College English
  English for Specific Purposes
  FORMakademisk
  Journal of Applied Linguistics
  Journal of Language and Learning Across the Disciplines
  Journal of Second Language Writing
  Journal of Technical and Business Communication
  Journal of Writing Research
  L1 Educational Studies of Language and Literature
  Learning, Culture, and Social Interaction
  Linguistics and Education
  Mind, Culture, and Activity
  Pedagogy
  Reading Research Quarterly
  Research in the Teaching of English
  Review of Educational Research
  TESOL Quarterly
  Text and Talk
  Theory & Psychology
  Writing & Pedagogy
  Written Communication

Peer Reviewer—Professional Books:

  Ablex, Boytnon/Cook Heinemann, John Benjamins, Lawrence Erlbaum, Palgrave MacMillan, Routledge, Southern Illinois University Press, University of Wisconsin Press, and WAC Clearinghouse/Parlor.

Other professional service

  External Reviewer for Tenure and Promotion, (2006, 1 case at Assistant; 2009, 1 case at Assistant; 2010, 1 case at Associate; 2013, 1 case for accreditation as lecturer in Europe; 2014, 2 cases at Assistant; 2016, 1 case at Assistant, 1 3rd year review at Assistant; 2017, 1 case at Associate, 1 case at Assistant; 2018, 3 cases at Assistant.
  Critical Friend, WIDA Consortium, Wisconsin Center for Education Research. University of Wisconsin-Madison. July-August, 2016.
  Research Proposal Reviewer, The Foundation for Baltic and East European Studies, 2015.
  Chair, 2014 Research Impact Award Selection Committee, College Composition and Communication Conference.
  Proposal Reviewer, 2012 National Council of Teachers of English Annual Convention.
  Stage II Reviewer, 2012 College Composition and Communication Conference.
  Proposal Reviewer, 2011 International Society for Cultural and Activity Research (ISCAR) Congress.
  Proposal Reviewer, 2011 National Council of Teachers of English Annual Convention.
  Member, CCCC Exemplar Award Selection Committee, 2009, 2010.
  Member, Standing Committee on Research, National Council of Teachers of English, 2008-present
  Proposal Reviewer, 2008 National Council of Teachers of English Annual Convention.
  Stage 1 Reviewer, 2008. College Composition and Communication Conference.
  Member, Advisory Board for the Handbook of Research on Writing: History, Society, School, Individual, Text, Charles Bazerman (Editor), Lawrence Erblaum, 2007.
  Peer Reviewer, 2005. International Applied Linguistics Association Conference (for the Professional Communication areas).
  Peer Reviewer, 2001. Annual Meeting of the American Educational Research Association (for the Writing and Literacy Special Interest Group and the Cultural Historical Research Special Interest Group)
  Faculty, Linguistics Society of America Summer Institute at UIUC, 1999.
  Awards Committee, 1994. College Composition and Communication Conference.
  Session Organizer, 1993. College Composition and Communication Conference.
  Peer Reviewer, 1993. College Composition and Communication Conference.
  Program Committee, 1987. Wisconsin TESOL Conference.
  Executive Board, Wisconsin Educators for Social Responsibility, 1985-1987.
  Chair, Publicity Committee, 1985 Midwest Regional TESOL Conference.
  Executive Board of Wisconsin TESOL, 1984-1985.

Professional Memberships:

  American Anthropological Association, American Association of Applied Linguistics, American Association of University Professors, American Educational Research Association, Conference on College Composition and Communication, International Society for the Advancement of Writing Research, International Society for Cultural and Activity Research, and National Council of Teachers of English.

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