My research situates in composition studies and writing pedagogies. My book manuscript-in-progress enacts this focus as I reexamine writing process histories in the field, assemble a theory of processes as physical and material, and renew process as a flexible teaching concept focused on the situated, improvisational, and material contingencies of composing. Other interests represented in my scholarship include composition history, expressivism, writing objects and environments, grammar instruction, multimodality, writing and embodiment, graduate literacies, and K-12 writing instruction.
CCC 69.3 (February 2018): 402-432. Print.
"Sensing the Sentence: An Embodied Simulation Approach to Rhetorical Grammar"
Composition Studies 45.1 (2017): 19-38. Print.
"Composing Environments: The Materiality of Reading and Writing"
With Kelly Blewett and Janine Morris.
CEA Critic 78.1 (March 2016): 24-44. Print.
"The Difficulties of Thinking Through Freewriting"
Composition Forum 27 (Spring 2013). Web.
"Literacy in the Raw: Collecting, Sharing, and Circulating Graduate Literacy Narratives"
With Allison Carr and Kathryn Trauth Taylor
Computers and Composition Online (Winter 2013). Web.
"Multimodality, Performance, and Teacher Training"
With Laura R. Micciche and Liv Stratman.
Computers and Composition Online (Spring 2012). Web.
"Good Writers Must Know Grammatical Terminology."
Bad Ideas about Writing. Cheryl E. Ball and Drew M. Loewe, eds.
West Virginia Libraries Digital Publishing Institute, 2017: 150-154.
"Rereading Romanticism, Rereading Expressivism: Revising Voice through Wordsworth's Prefaces."
Critical Expressivism: Theory and Practice in the Composition Classroom.
Roseanne Gatto and Tara Roeder, eds. Parlor Press (2014): 201-217. Print. Web.
“A Review of Tate et. al. A Guide to Composition Pedagogies, 2nd Edition.”
Journal of Teaching Writing 30.1 (2015): 103-110. Print.
"Doing Style: A Review of Holcomb and and Killingsworth's Performing Prose."
Enculturation: A Journal of Rhetoric, Writing, and Culture 15 (2013). Web.
"CCCC 2012 Reviews: Enlisting the Spoken Voice in Teaching Composition and Teaching Literature."
Kairos 17.2 (Spring 2013). Web.
2014-2015 Student Guide to English Composition 1001
With Janine Morris, Michelle Holley, Carla Sarr.
Plymouth: Hayden McNeill, 2014.
2011-2012 Student Guide to English Composition 101 & 102.
With Alli Hammond, Joyce Malek, Laura Micciche.
Plymouth: Hayden McNeill, 2011.
"Composition as Improv"
CCCC Portland 2017
Postprocess theory emphasizes that writing situations are infinitely complex and unrepeatable. Accepting this characteristic novelty, though, challenges assumptions about the mission and possibility of composition pedagogy (Dobrin; Lynch): how can we reliably teach that which we cannot predict? Using Thomas Kent’s figure of writing as artistic improvisation, this presentation imagines a process pedagogy of unpredictability, or composition as improv, that teaches writers to react “on the spot” to others, environments, tools, programs, genres, and aims.
"Sensing the Sentence: Embodied Simulation and 'Label-less Grammar,'" ATEG 2017
Working from the assumptions of embodied simulation, a theory of meaning in linguistics and cognitive science that suggests we simulate language in our mind's eye and in our bodies, I demonstrate sensory methods for grammar discovery and sentence-craft that deemphasizes labels, emphasizes creativity rather than correctness, and creates access to student-writers' unconscious intuitions about language.
Select Scholarly Presentations
"Annotation Practices and Student Success in Reading and Writing" (handout)
Invited Presentation: SC Technical College System Faculty Institute, October 2017
"Annotation as Writing Practice."
UNCC University Writing Program Conference, October 2017
"Coffee, Friendship, Writing: Graduate Student Writing Groups and the Question of Community."
With Janine Morris and Christina LaVecchia.
11th Biannual Feminisms and Rhetorics, Dayton OH, October 2017
"Sensing the Sentence: Embodied Simulation and "Label-less Grammar"
Assembly for the Teaching of English Grammar (ATEG), Central Michigan U, August 2017.
"Composition as Improv"
CCCC Portland, March 2017.
"The Touch and Feel of Typing"
CCCC Houston, April 2016.
"The Case for Romping: Questioning the Rhetoric of Distraction in Composing Processes."
UNC Charlotte University Writing Program Conference, October 2015
"Collaborative Rubrics: Having Students Discover and Define Criteria for Evaluation"
USC/CTE 2015 Oktoberbest: A Symposium on Teaching, Columbia, SC. October 2015.
CTE Faculty Workshop, March 25, 2016.
"The Case for Romping: Questioning the Rhetoric of Distraction in Composing Processes"
College English Association (CEA) Conference, Indianapolis, IN. March 2015.
"Hands to Keyboard: In Search of the Sensorium of Typing"
Computers and Writing, University of Wisconsin-Stout. May 2015.
"Writing and Indebtedness."
MMLA, Cincinnati, OH. November 2012.
"Reorienting Ourselves: A Map(ping) of Embodiment(s)."
CCCC, St. Louis, MO. 2012
"Ethnographic Perspectives on the Reading Practices of Graduate Students."
CCCC, Atlanta, GA. 2011.
"Teaching Performance: Embodiment and Risk in Multimodal Composing."
CCCC, Louisville, KY. 2010.
"Engaging Composition in Graduate Literature Studies: A Case for Critical Writing Instruction."
Feminisms and Rhetorics, Michigan State University. 2009.
Multimodal and Design
With the support of the 2011 Pearson Emerging Pedagogies Research and Travel Grant, I composed this photo essay that explores embodied rhetorics and pedagogies at CCCC Atlanta to explore how the conference experience is embodied. Interspersed are summaries of conference presentations that addressed embodiment in different ways.
This powerpoint presentation, presented at CCCC Louisville, explores the teaching body as a communicative mode. Working with several raw videos of my classes, I used video software to isolate stills of my teaching body in action. This multimodal process helped me understand my teaching persona as improvisational and embodied.
I developed this presentation into a co-authored article, appearing in Computers and Composition Online (Spring 2012) that argues for multimodal composing as a part of teacher training courses.