Assistant Professor, Brock University, St. Catharines, Ontario, Canada.

PhD, Syracuse University, 2009. M.A. Teaching English as a Second Language (TESOL), Northern Arizona University, 1996. B.A. History, University of Wisconsi-Madison, 1990.

Research Interests: Discourses of the border, the nation, immigration, and globalization; transnational feminism; ancient rhetoric and its modern reception; rhetorical theory; historiography; second language writing; and critical pedagogies.

Dissertation Title: Borders and Bodies: Rhetoric(s) on theThreshold of Transnational (Re)Production

Assistant Professor, Eastern Michigan University.

PhD, Syracuse University, 2009. M.A., Missouri-Kansas City, 2000. B.A., Park, 1996.

Research Interests: Computers and writing, weblogs, critical geography and space, social networks, information science, mobile technologies, close reading and discourse analysis, distance education and labor, and new media.

Dissertation Title: Clouds, Graphs, and Maps: Distant Reading and Disciplinary Imagination

Assistant Professor of Humanities, Department of Liberal Arts and Business, State University of New York at Canton.

PhD, Syracuse University, 2008. M.A., Writing, Illinois State University, 2003. B.A., English, Illinois State University, 2001. Research Interests: feminist critical pedagogy, composition theory and practice, modern rhetorical theory, feminist theory, and writing-to-learn practices.

Dissertation Title: Who Cares? Rendering Care Readable in the 21st Century Writing Classroom

Assistant Director at the Academic Success Center, University of South Florida.

Dissertation Title: Challenges in Source Use for Chinese Graduate Students in the United States.

Assistant Professor, University of Houston.

PhD, Syracuse University, 2008; M.A., English with a Certificate in Teaching Composition at the College Level, CSU Sacramento, 2002; B.A., English with an emphasis in Teaching English at the Secondary Level, CSU Sacramento, 2000

Research Interests: Rhetorical theory, political rhetorics, Latin American philosophy and politics, transnational feminist theory, global labor, activist, and Indigenist movements, historical genealogy, and institutional ethnography.

Dissertation Title: Figuring Others: Toward a Transnational Feminist Rhetorical Analytic

http://www.class.uh.edu/English/faculty/wingard_j.asp

Susan M. Adams
2007

Assistant Professor of Writing, State University of New York at Canton.

PhD, Syracuse University, 2007; M.A. (English), Western Washington University, 1999; M.A. (Theatre), Western Washington University, 1992; B.A. (Drama), Whitman College, 1986.

Research Interests: Literacy and Pedagogy; Non-Traditional Students; Nineteenth and Twentieth Century U.S. Rhetoric; Feminist Rhetorics and History; Queer Theory; Cultural Studies.

Dissertation Title: Rhetorical Performance: Inscription, Embodiment, and Resistance in the Work of 19th Century Actress/Writers

Damian Baca
2005

Assistant Professor of Writing, Rhetoric, and American Cultures; Michigan State University.

PhD, Syracuse University, 2005; M.A., Writing, Discourse, and Community, Northern Arizona University, 2000.

Research Interests: Rhetoric; cultural studies in latin america, the caribbean, and u.s. latinidad; global historiography; institutional labor politics; ancestral language preservation.

Dissertation Title: Border Insurrections: How IndoHispano Rhetorics Revise Dominant Narratives of Assimiliation

http://www.msu.edu/~wrac/faculty_staff/baca.htmlM

Tennyson O'Donnell
2005

Assistant Professor and Director of the Writing Center; Mississippi State University.

PhD, Syracuse University, 2005; M.A. in English with emphasis in Composition, California Polytechnic State University, San Luis Obispo, 2000. B.A. English, Brigham Young University, Hawaii Campus, 1997.

Research Interests: Composition Theory and Pedagogy,Writing Center Theory and Administration, Literary Theory/Critical Theory, Discourse of Literacy and Social Change, Cultural Criticism, History of Rhetoric.

Dissertation Title: "Intertextuality and the Rhetorical Construction of Hawai'i: Examining Text and Context Relationships Through 'The Journals of M. Leopoldina Burns'

http://www.msstate.edu/dept/english/odonnell.htm

Mary Queen
2005

Assistant Professor of English and Comparative Literature; Coordinator of the Writing Center and Freshman Writing Program. American University of Kuwait. Safat, Kuwait.

PhD, Syracuse University, 2005; M.A., University of Colorado - Denver, 1999; B.A., University of Colorado - Denver, 1994.

Research Interests: Feminist rhetorics; transnational social movements; digital technology studies; queer theory and pedagogy; composition theory and pedagogy; curriculum development; teacher training.

Dissertation Title: Technologies of Representation: Rhetorical Action in Transnational Feminist Encounters.

Joseph J. Williams
2005

Assistant Professor of Rhetoric and Writing; University of Arkansas at Little Rock.

PhD, Syracuse University, 2005; M.A., English, West Chester University, B.A., English/Theatre, Lehigh University.

Research Interests: Public sphere theories/public writing, social theories of discourse, writing and technology, Foucault.

Dissertation Title: User, Text, System: A Phenomenology of Publicness in the Digital Age

Paul Bender
2004

Assistant Professor of Writing Studies; Roger Williams University, Bristol R.I.

PhD, Syracuse University, 2004; M.A., Western Illinois University, 1996.

Research Interests: Institutional Technology Policy, Teacher Training, Multi-Media Design.

Dissertation Title: Subversive Planning: Critical Administration of Technology In and Out of Writing Programs

http://english.onu.edu/bender/index.html

Paul Butler
2004

Assistant Professor, University of Houston, Houston, Texas

PhD, Syracuse University, 2004; J.D., M.A., University of Colorado at Boulder; M.A., Middlebury College; B.A., Colorado College.

Research Interests: Style, form, and imitation, language theory, composition history, theory, and pedagogy, second language acquisition, Bakhtin

Dissertation Title: Out of Style: A Retrospective and Prospective Look at Style in Composition Theory and Practice

Amy Robillard
2004

Assistant Professor of English; Illinois State University, Normal, Illinois.

PhD, Syracuse University, 2004; M.A., University of Massachusetts Boston, 1999; B.A., Clark University, 1994.

Research Interests: Authorship theories, feminist autiobiography, composition pedagogies, creative nonfiction, and working-class literacies

Dissertation Title: Reimagining Students' Writerly Authority: Co-Investigation and Representations of Student Writers in Composition Studies

http://www.english.ilstu.edu/aerobil/

Tracy Hamler Carrick
2003

Director of Writing Walk-In Service, John S. Knight Institute for Writing, Cornell University

PhD, Syracuse University, 2003; M.A. in English with a Concentration in Composition, San Francisco State University, 1997.

Research Interests: Counter-hegemonic literacies, basic writing, radical pedagogy, social justice and education, writing program administration, institutional activism.

Dissertation Title: (A) Just Literacy

Assistant Professor of Composition/Rhetoric, Colorado State University, Fort Collins, CO.

PhD, Syracuse University, 2003; M.A., University of Illinois at Chicago, 1998.

Research Interests: Critical prison literacies, activist pedagogies, feminist theories and methodologies, writing theory, writing program administration, and community-based literacies.

Dissertation Title: Contaband Literacies: Incarcerated Women and Writing as Activism

http://www.colostate.edu/Depts/English/faculty/jacobi.html

Associate Professor of Rhetoric & New Media, Director of Undergraduate Studies, Texas Christian University

PhD, Syracuse University, 2003; MFA, Poetry, Southwest Texas State University, 1999; M.Ed., Adult Education and Higher Learning, University of Oklahoma, 1995; B.S., United States Air Force Academy, 1990.

Research Interests: image studies, new media, multimodal/multimedia composing, language theory, rhetoric.

Dissertation Title: Imagining the Non-Discursive: Image and the Affective in Inventing and Composing

Publication: Non-Discursive Rhetoric: Image and Affect in Multimodal Composition (SUNY 2009)

http://personal.tcu.edu/jmurray

Associate Professor, West Chester University, West Chester, Pennsylvania.

PhD, Syracuse University, 2002; M.A., Florida State University, 1998. Dissertation: Grassroots Democracy in Process: Ethnographic Writing as Democratic Action

Research Interests: Teaching and scholarship as activism; qualitative research methodologies, particularly postmodern ethnography; ethnography as composition pedagogy; cultural studies theory and pedagogy; popular culture studies; history of punk.

Associate Professor, Director of Professional Writing, State University of New York at Cortland, Cortland, NY

Ph.D. Syracuse University, 1999 

Scholarly interests: rhetoric, composition, professional writing in composition, workplace literacies.

David Franke teaches at SUNY-Cortland, where he joined the faculty as an Assistant Professor in 1999. He teaches courses in academic writing, rhetoric, professional writing, grammar for teachers, writing as technology, literature, and other courses offered as part of the Professional Writing Major. Franke is co-founder of the Major in Professional Writing, which in 2001 will matriculate its first students into its advanced writing curriculum, and also co-founder of the Faculty Writing Group, a writing community of (mostly untenured) faculty at Cortland (http://dinosaur.cortland.edu/FWG/), which meets every other week to discuss writing in-progress. His publications include Poem: “Night Class.” In Writing on the Edge Spring/Fall 1999 &Fall/Winter 2000 and a co-authored book chapter with Patricia Lambert Stock, Amanda Brown, David Franke, John Starkweather entitled “The Scholarship of Teaching: Contributions from Contingent Faculty” in Moving a Mountain: Contingent Faculty in Composition Studies and Higher Education., Eileen E. Schell and Patricia Lambert Stock, eds. NCTE, 2000. Forthcoming are exercises and commentary in Strategies for Teaching First-Year Composition (NCTE 2002) and New Directions for Writers, Volume 1 and Volume 2, Addison Wesley Longman, and a book chapter: “A Short Course in Composition: Composition Teachers as Professional Writers” for Writing What We Teach, David Starkey, ed. Boynton/Cook, 2001.

607-753-5945
dtfranke@cortland.edu
http://dinosaur.cortland.edu/

Professor, Northern Arizona University, Flagstaff, AZ

Ph.D, in Humanities/Composition and Cultural Rhetoric, Syracuse University, August 1997, Dissertation: A Different Politics of Difference: Exploring Alternatives in Teaching Basic Writers.

Scholarly interests: history of rhetoric, rhetorical and composition theory, cultural studies, gender studies, basic writing.

Laura Gray Rosendale is Associate Professor of English at Northern Arizona University where she teaches undergraduate and graduate courses in rhetoric, composition, visual studies, race and ethnicity research, gender theory, and autobiography. Laura is Director of a Summer Writing Program for first generation, economically disadvantaged, and/or minority students and has  served as Chair of NAU’s Presidential Commission on the Status of Women. She is in the process of seeking promotion to full professor for 2008-2009. Along with over thirty published articles and chapters, Laura’s books include Rethinking Basic Writing, Alternative Rhetorics, Fractured Feminisms, Radical Relevance, and Pop Perspectives. Currently she is at work on a project for a broader audience that draws together memoir and autobiographical theory. Laura welcomes correspondence with past and future graduate students, professional writing instructors, and faculty—and remains forever grateful for and impressed by the intellectually rigorous and supportive environment of the Syracuse University Writing Program

Dissertation Title: A Different Politics of Difference: Exploring Alternatives in Teaching Basic Writers

http://jan.ucc.nau.edu/~lag/

Associate Professor and Director of English Education, Stony Brook University (SUNY), Stony Brook, New York.

Ph.D, in English/Composition and Cultural Rhetoric, 1996, Dissertation: Toward a Theory of Discourse Based on the Socio-Discursive Nature of Knowledge: A Synthesis of Sophistic Nomos and Gricean Cooperation.

Ken Lindblom left Illinois State University in 2003, where as Associate Professor of English he taught graduate and undergraduate courses in classical rhetoric, composition, English Studies, and English Education. He moved to Stony Brook University to return to his home state and to direct the English Education Program, which grants BA and MAT degrees that lead to NYS Teacher Certification in English, Grades 7-12. Under Ken?s leadership, the program earned?for the first time?national accreditation from the National Council of Teachers of English and the National Council for the Accreditation of Teacher Education in the Fall of 2004. At Stony Brook, Ken also teaches courses in the teaching of writing and English for aspiring secondary and college teachers and he serves on the Program in Writing and Rhetoric's Advisory Board. Previously, at Illinois State University, Ken founded the university's first post-baccalaureate certificate program: a series of six new courses designed for full-time secondary teachers leading to a Graduate Certificate in the Teaching of Writing in High School/Middle School. Ken's published scholarship includes articles and chapters on theory, history, and practice of composition-rhetoric in Rhetoric Review, English Journal, and, most recently, in Historical Studies of Writing Program Administration (Eds. L'Eplattenier and Mastrangelo. West Lafayette, IN: Parlor Press: 2004) and in Bringing Linguistics to the Schools (Eds. Denham and Lobeck. Mahwah, NJ: Erlbaum: 2005); several of these essays were co-authored with Patricia A. Dunn, who is also Associate Professor of English at Stony Brook. Ken has also published articles on Grice's Cooperative Principle in Journal of Pragmatics (where he serves as manuscript reviewer), RASK: International Journal of Language and Communication, and, most recently, in The International Encyclopedia of Language and Linguistics (Elsevier, in press). Ken is also editor/author of a regular column in English Journal that focuses on socio-political issues in the teaching of secondary English: "Teaching English in the World." At the 2004 NCTE Convention, Ken was appointed to a three-year term on the new CEE Commission on Writing Teacher Education.