Contributors
Editors/Authors
Paige V. Banaji is an assistant professor of English and Director of First-Year Writing at Barry University, where she teaches courses in composition, rhetorical theory, and research methods. Her research interests include history and theory of rhetoric, women’s rhetoric, and composition pedagogy. Her work has been published in Rhetoric Review and in Rhetoric, History, and Women’s Oratorical Education: American Women Learn to Speak.
Lisa Blankenship is an assistant professor of English and Writing Director at Baruch College, City University of New York. Her research focuses on rhetorical ethics and engagement across marked social differences, both historically and in contemporary, digital contexts. She has published in Present Tense: A Journal of Rhetoric in Society and Computers and Composition.
Katherine DeLuca is an assistant professor of English at the University of Massachusetts, Dartmouth. She teaches in the Writing, Rhetoric & Communication and Master's in Professional Writing and Communication Programs. Her research focuses on the intersections of digital media studies, composition studies, and rhetoric. Her work has been published in Kairos: A Journal of Rhetoric, Technology, and Pedagogy, the Journal of Teaching Writing, WLN: A Journal of Writing Center Scholarship, and Computers and Composition. Her current research projects explore the relationships among online communities, collective ethos formation, and writing pedagogy.
Lauren Obermark is an assistant professor of English at the University of Missouri-St. Louis. She teaches courses in composition, rhetoric, and disability studies to undergraduate and graduate students. She is currently completing a book project that investigates national historical museums as complex spaces of rhetorical education and civic engagement. She has recently published articles in Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning, WPA: Writing Program Administration, and Composition Forum. Lauren still believes rhetoric and participation can change the world, so she’s thrilled to be involved with this collection.
Ryan Omizo is an assistant professor of English at Temple University. He teaches courses in digital rhetoric, professional writing, and the digital humanities. He is currently working to develop rhetorical apps for Michigan State University’s Writing, Information, and Digital Experiences (MSU-WIDE), where he is an affiliated researcher, and embarking on a long-term research study on the use of electronic peer review. His work has appeared in Enculturation: A Journal of Rhetoric, Writing, and Culture, The Journal of Writing Research (with Bill Hart-Davidson), the Journal of Interactive Technology and Pedagogy, Currents in Teaching and Learning (with Jim Henry and Holly Bruland), and Kairos: A Journal of Rhetoric, Technology, and Pedagogy.
Authors
Kelly S. Bradbury teaches writing and rhetoric at Colorado State University. Her work has appeared in the Journal of Teaching Writing, Computers and Composition, and the Community Literacy Journal. She is the author of Reimagining Popular Notions of American Intellectualism: Literacy, Education, and Class.
Elizabeth Brewer is an assistant professor of English and the Director of Composition at Central Connecticut State University. Her research focuses on disability rhetorics, accessible composition pedagogies, and writing program administration. She coauthored The SAGE Reference Series on Disability: Key Issues and Future Directions with Brenda Jo Brueggemann, Nicholas Hetrick, and Melanie Yergeau and has published in Composition Studies, Kairos, and the Disability Studies Quarterly.
Tony Cimasko is the coordinator of the ESL Composition program at Miami University, Ohio. His research interests include digital composition, mixed L1-L2 classrooms, genre analysis and learning, and issues surrounding plagiarism. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, and the online edition of What Is College Writing, volume 2. With Melinda Reichelt, he is the coeditor of Foreign Language Writing Instruction: Principles and Practices.
Kathryn Comer is an assistant professor of English and Associate Director of Composition at Portland State University, where she teaches courses in writing pedagogy and rhetorical theory. She is a founding editor of Harlot: A Revealing Look at the Arts of Persuasion, an experiment designed to bridge the gap between academic and public discourses about rhetoric in everyday life. Her work has appeared in Computers and Composition, Composition Studies, and edited collections.
Matthew Cox is an associate professor of English at East Carolina University. He teaches courses in technical and professional writing and communication, visual and digital rhetorics, queer/LGBT and cultural rhetorics, and rhetorics of workplace communication and professionalization. His work has appeared in Present Tense: A Journal of Rhetoric in Society, Computers and Composition, the Journal of Technical Writing and Communication, and several edited collections.
Abby M. Dubisar is an associate professor of English and affiliate faculty member in Women’s and Gender Studies and Sustainable Agriculture at Iowa State University, where she teaches classes on women’s/feminist rhetorics, activist rhetorics, gender and communication, and popular culture analysis. Every semester her students teach her something new about what it means to “participate,” as they engage course topics and assignments in striking and inventive ways. Her research has been published in edited collections, the Community Literacy Journal, Rhetoric Review, and Computers and Composition.
Michele Eodice is the director of the OU Writing Center at the University of Oklahoma. Eodice works extensively with faculty and graduate-student writers and facilitates writing groups, camps, and retreats across the country. With Anne Ellen Geller as coeditor, she published Working with Faculty Writers. With coresearchers Anne Ellen Geller and Neal Lerner, she published a study of students’ meaningful writing experiences: meaningfulwritingproject.net
Michael Harker is an associate professor of English and teaches courses in literacy studies, composition, and rhetoric at Georgia State University. He is the author of the book The Lure of Literacy: A Critical Reception of the Compulsory Composition Debate, as well as several articles in journals including Computers and Composition Online, Computers and Composition: An International Journal, Literacy in Composition Studies, and College Composition and Communication. He currently serves as codirector of the Digital Archive of Literacy Narratives.
Mary Hocks is an associate professor of English at Georgia State University in downtown Atlanta, where she teaches undergraduate and graduate courses in composition theory and practice, digital rhetoric and multimodal composition. Dr. Hocks has published articles in College Composition and Communication, WPA: Writing Program Administration, and Computers and Composition, and book chapters in Virtual Publics, Feminist Cyberscapes, and Webbing Cyberfeminist Practice. Her coedited collection, Eloquent Images: Word and Image in the Age of New Media, was published in 2003 and she coauthored The Technical Communication Handbook (2009). She is currently working on a book about sonic rhetorics.
Lynn C. Lewis is an associate professor of English and Director of First-Year Composition at Oklahoma State University. She teaches courses in new literacy and digital studies, visual rhetorics and design, professional writing, and dissent rhetorics. Her edited book, Strategic Discourse: The Politics of New Literacy Crises was published in 2014. Her monograph, Time Constructions: Temporality, Speed, and Writing is forthcoming. Her work has also appeared in JAC: A Journal of Rhetoric, Culture, and Politics and Williams and Zenger’s New Media Literacies: Participatory Popular Culture across Borders.
Paul Muhlhauser is an assistant professor of English at McDaniel College in Westminster, Maryland. His work has appeared in Harlot: A Revealing Look at the Arts of Persuasion, Women and Language, and Computers and Composition Online. He makes beautiful Web sites, loves his chickens, and is a gentleman farmer.
Jason Palmeri is an associate professor of English and Director of Composition at Miami University. He is the author of Remixing Composition: A History of Multimodal Writing Pedagogy (2012). Recently, Jason has been working with fellow writing teachers at Miami to implement a weekly participation-journal assignment that engages students in documenting and assessing the diverse forms of participation that enable their own learning as well as the learning of their peers.
Donna Qualley is a professor of English at Western Washington University where she teaches courses in writing studies, literacy, pedagogy, and young adult literature. She is the author of the barely alive, but still breathing Turns of Thought: Teaching Writing as Reflexive Inquiry (1997) and co-editor of the now deceased Pedagogy in the Age of Politics: Writing and Reading (in) the Academy (1994). Since 1997, she has published an eclectic smattering of essays on reading, teaching, writing program administration, and the remixing of CCCC clusters, among others. For the last several years she has been engaged in studying writing and learning transfer, and her chapter, “Building a Conceptual Topography of the Transfer Terrain” in Critical Transitions: Writing and the Question of Transfer is forthcoming from Parlor Press. Currently, she is engaged in an institutional research project examining the university’s upper level writing proficiency requirement. In June, 2015, Donna hung up her hat as the Director of Composition at Western Washington University, after wearing it pretty much 24/7 for fifteen of the last twenty years.
Matthew Sansbury is a PhD student in rhetoric and composition working at the intersections of multimodal composition and literacy studies. He teaches courses in composition, editing, and business writing at Georgia State University; he also works as an interview coach and facilitator for business management and communication courses at the Goizueta Business School at Emory University. His work has appeared in Computers and Composition Online, and he has a piece forthcoming for “2015 CCCC Reviews” in Kairos – PraxisWiki. He is a research fellow for the Digital Archive of Literacy Narratives (DALN) and production editor for the South Atlantic Modern Language Association (SAMLA).
Dong-shin Shin is an assistant professor in the Literacy and Second Language Studies program at the University of Cincinnati. Her research interests include digital literacies for L2 academic literacy development, computer-mediated communication, systemic functional linguistics, and multimodal writing. Her work has appeared in Language Learning & Technology, Language and Education, Computers and Composition, the CALICO Journal, and Journal of International and Intercultural Communication, among others.
