Conference Schedule

Wednesday August 10

9:00-9:30: Welcome and introductory remarks.

  • Carolyn Dever, Provost
  • Graziella Parati, Director of the Leslie Center for the Humanities and Paul D. Paganucci Professor of Italian Language and Literature.

9:30-10:30: Plenary 1

“After the Big Bang: The Expanding Universe of Writing Studies”

Chris Anson, North Carolina State University

Moore Hall, Filene Auditorium

10:45-12:00: Concurrent A1

Haldeman 031

  • “Situating the Dartmouth Conference for English Studies: Moment, Movers, Monument, Movement, Memory,” Cinthia Gannett, Fairfield University, and John Brereton, University of Massachusetts, USA
  • “Was Dartmouth a Watershed? What the Archives Can Tell Us,” John Hardcastle, Institute of Education, UK

10:45-12:00: Concurrent A2

Carson L01

  • “Coding Curriculum—Towards a Methodology,” Neal Lerner, Northeastern University, USA
  • “Mixing Methods to Maximize Results: A Case for Using Qualitative and Quantitative Approaches in Practice-Based Research,” Justine Neiderhiser, Ohio Northern University, USA
  • “Using Textual Analysis to Unpack Classroom Writing Practices,” Jessica Early, Arizona State University, USA

 10:45-12:00: Concurrent A3

Haldeman 041

  • “Is Assessment Research? If It Isn’t Research, Then We Are Doing Something Very Wrong,” Mya Poe, Northeastern University, USA
  • “In Praise of the Reductive,” Joanna Wolfe, Carnegie Mellon, USA
  • “Slouching Toward Sustainability: Mixed Methods in the Direct Assessment of Student Writing,” Ellen Barton, Wayne State University, USA

 10:45-12:00: Concurrent A4

Rockefeller 209

  • “Keeping Translingualism Critical,” Lucas Corcoran, The Graduate Center, CUNY, USA
  • “Writing Resources Deployed by Multilingual International Students in the Disciplines,” Xiaoqiong You, University of New Hampshire, USA
  • “Writing Authority in the Disciplines: Literacy Practices and the Legitimization of Multilingual PhD Scholars,” Shakil Rabbi, Pennsylvania State University, USA

 10:45-12:00: Concurrent A5

Kemeny 108

  • “The Rhetorical Situation, Student Learning, and Transfer of Writing Knowledge from Basic Writing to Writing in the Disciplines,” Melissa Bugdal, University of Connecticut, USA
  • “From Perception to Performance: Examining the Impact of a Writing Studio Program on Student Academic Performance and Retention,” Polina Chemishanova, UNC-Pembroke, USA
  • “The Role of Writing in Interdisciplinary Social Entrepreneurship Networks,” Seán McCarthy, James Madison University, USA

12:00-1:30: Lunch Break

1:45-3:00: Concurrent Session B1

Carson L02

  • “A Discursive Context for the Essay Genre in U.S. English Studies,” Laura Aull, Wake Forest University, USA
  • “Writing at University: A Corpus for Studying Students’ Skills and Needs,” Marie-Paule Jacques, Université de Grenoble, France
  • “Crow: Corpus & Repository of Writing,” Bradley Dilger, Pudue University, USA

1:45-3:00: Concurrent Session B2

Haldeman 041

  • “Writing and Speaking and/as Inoculation,” Josh Compton, Dartmouth College, USA
  • “Kitzhaber’s Methodological Legacy,” Emily Isaacs, Montclair State University, USA
  • “Composition and Computation Converge at Dartmouth in 1966,” Annette Vee, University of Pittsburgh, USA

1:45-3:00: Concurrent Session B3

Haldeman 031

  • “Looking at the Future of Writing in Higher Education with a Pair of Glasses Focused on Disciplinary Literacy Expertise,” Magnus Gustafsson, Chalmers University, Sweden
  • “Collaborating across Disciplines and Contexts: Reflections from the Civil Engineering Writing Project,” Susan Conrad, Portland State University, USA
  • “One Professor at a Time: An Archipelagic Model of Learning to Write in the Disciplines,” Bill Fitzgerald and Brynn Kairis, Rutgers University-Camden, USA

1:45-3:00: Concurrent Session B4

Kemeny 108

  • “Unsettling Histories: Language Ideologies and Nationalist Formation in North America,” Jason Peters, California Polytechnic State University, San Luis Obispo, USA
  • “History as a Methodology for Researching ‘Academic Literacies’,” Mary Scott, Institute of Education, UK
  • “Renewing the Collaboration between L1 and Multilingual Research (1966 and now),” Joel Bloch, The Ohio State University, USA

3:15-4:15: Concurrent Session C1

Rockefeller 1930

  • “Professional Text Production and the Digital Literacy Shift: From Focused Writing to Writing By-the-way,” Daniel Perrin, Zurich University of Applied Sciences, Switzerland
  • “Writing as Orchestration: A Case Study of Genre in Action,” Catherine Schryer, Ryerson University, Canada

3:15-4:15: Concurrent Session C2

Haldeman 031

  • “Choose Your Tools Wisely: A Review of the Available Tools for the Rhetorical Analysis of Text, Talk, and Other Verbal Data,” Cheryl Geisler, Simon Fraser University, Canada

3:15-4:15: Concurrent Session C3

Kemeny 108

  • “The Media Ecology Project: New Scholarship and New Value(s) in Media Historiography,” Mark Williams, Dartmouth College, USA
  • “Doing Visual Research in the Digital Age ,” Laurie Gries, University of Colorado-Boulder, USA

3:15-4:15: Concurrent Session C4

Haldeman 041

  • “Writing Studies 2016: A Crowd-Sourced Experiment in Demarcation,”  Dylan Dryer, University of Maine, USA
  • “Multilingual Writers’ Challenge to Research: Then, Now, and in the Future,” Dudley Reynolds, Carnegie Mellon, Qatar and incoming President of TESOL, also celebrating its 50th anniversary

3:15-4:15: Concurrent Session C5

Silsby 113

  • “Studying the Course of the Writing Process for Understanding Expertise in Composition: Eye and Pen Studies,” Denis Alamargot, ESPE de l’Académie de Créteil, France
  • “Understanding, Validating, and Reporting Writing Processes in Summative and Formative Assessment Using Keystroke Logging,” Mo Zhang, Educational Testing Service, USA

4:30-5:30: Plenary 2

“Writing as Understanding”

David Galbraith, University of Southampton

Respondent: Sandy Tarabochia, University of Oklahoma

Silsby 028


Thursday August 11

9:15-10:15 Plenary 3

“Studying Writing Sociologically”

Deborah Brandt, University of Wisconsin-Madison

Respondent: June Griffin, University of Nebraska-Lincoln

Moore Hall, Filene Auditorium

10:45-11:45: Concurrent Session D1

Haldeman 041

  • “Neuroplasticity-based Cognitive and Linguistic Skills Training Improves
    Reading and Writing Skills in College Students,” Paula Tallal, Salk Institute for Biological Studies, USA

10:30-11:45: Concurrent Session D2

Rockefeller 1930

  • “Literacy and Civic Engagement in a Transnational WPA Practice: The Case of Russia,” Olga Aksakalova, LaGuardia Community College, CUNY, USA
  • “An Ethnographic Investigation of Faculty Perspectives and Attitudes in Writing Instruction in Pakistan,” Brian Stone, Huston-Tillotson University, USA
  • “Internationalising the Home Student: Building Intercultural Communicative Competence and Perceptions through a First Year Composition Course,” Johanna Einfalt, Queensland University of Technology, Australia

10:30-11:45: Concurrent Session D3

Haldeman 031

  • “The Effectiveness of Web-based Peer Review Is All about Social Presence,” Djuddah Leijen, University of Tartu, Estonia
  • “Instructor Comments on Student Papers: Student Perspectives,” Darsie Bowden, DePaul University, USA
  • “First Response: Studying the Significance of Initial Formative Comments in FYC,” Kelly Blewett, University of Cincinnati, USA

10:30-11:45: Concurrent Session D4

Kemeny 108

  • “Developing the ‘Text-ethnographic’ Approach to Study Academic Writing for Publication,” Mary Jane Curry, University of Rochester, USA
  • “‘As Close as Possible, As Free as Necessary’: Translation and Writing Pedagogy between Constraint and Freedom, Intimacy and Strangeness,” Monika Otter, Dartmouth College, USA
  • “Natural Scientists’ Translingual Practices for Writing Scientific Publications,” Melanie Brinkschulte, Georg-August-Universität Göttingen, Germany

10:30-11:45: Concurrent Session D5

Rockefeller 209

  • “‘Content-Less Pandering’: Collaborative Learning Mediated through Wikis,” Charles Grimm, Georgia State University, USA
  • “The Constraints and Affordance of ‘Good Writing’: What Student Editors Talk About When They Talk About Multimodal Writing,” Dalyn Luedtke, Norwich University, USA
  • “Sensation and Writing: Action for Somatic Minded Writing Instruction,” Summer Dickinson, Indiana University of Pennsylvania

12:00-1:30: Lunch Break

1:30-2:30 Plenary 4

“Decolonial Rhetorics and Sequoyan”

Ellen Cushman, Northeastern University

Respondent: Eric Leake, Texas State University

Cummings Hall, Spanos Auditorium

2:45-3:45 Coffee Hour

Informal coffee hour for interaction and conversation about conference themes among all conference presenters and participants

Cummings Hall, Spanos Auditorium

4:00-5:15 Plenary 5

“Using Integrationism, System D and Spontaneous Orders to Frame Economies of Language: Implications on Language Planning”

Sinfree Makoni, Pennsylania State University

Respondents: Talinn Phillips, Ohio University; Pearl Pang, Yonsei University, South Korea

Silsby 028

5:30 Reception and Remarks

5:30-6:30: Sanborn Library

Bruce DuthuFrank J. Guarini Associate Dean of the Faculty for International Studies & Interdisciplinary Programs and Samson Occom Professor of Native American Studies

Friday August 12

8:30-9:30 Plenary 6

“What’s Wrong with CHAT?”

Clay Spinuzzi, University of Texas at Austin

Respondent: Ann Shivers-McNair, University of Washington

Moore Hall, Filene Auditorium

9:45-11:00 Concurrent Session E1

Haldeman 041

Growth through Embodied Semiotic Practices: Laminating Trajectories of Writing, Learning, and Socialization

  • “The Units-of-analysis Problem for Writing Research: Tracing Laminated Chronotopic Trajectories of Becoming a Biologist,” Paul Prior, University of Illinois, USA
  • “Relocating Literate Development: Mapping the Laminated Trajectories of an Engineer-in-the-making,” Kevin Roozen, University of Central Florida, USA
  • “’I’m not the Same Person’: Tracing Laminated Literate Practices through Times, Places, and Selves,” Ryan Dippre, University of Maine, USA

9:45-11:00 Concurrent Session E2

Haldeman 125

  • “Reimaging Our Understanding of WPA Work at Two-Year Colleges,” Joe Janangelo, Loyola University Chicago, USA
  • “Critical Hip Hop Rhetoric Pedagogy at an Historically Black University: A Pilot Study,” Shawanda Stewart, Huston-Tillotson University, USA
  • “Centering Experiences: Writing Center Practices and the Discursive Resources of Social Class,” Aimee Krall-Lanoue, Concordia University Chicago, USA

9:45-11:00 Concurrent Session E3

Haldeman 031

  • “An Analysis of Similarities in Academic Writing across Disciplines,” Teresa Thonney, Columbia Basin College, USA
  • “Anglophone Writing Assessments: Contexts, Purposes, and Approaches,” Les Perelman, MIT, USA
  • “Research Methods for Studying Writing in Germany: An Informal Discussion,” Melanie Brinkschulte, Georg-August-Universität Göttingen, Germany

9:45-11:00 Concurrent Session E4

Rockefeller 1930

  • “Using Embedded Portfolios to Assess Student Progression in Writing in the Disciplines: A Four-Year Panel Study,” Kathleen Skubikowski and Adela Langrock, Middlebury College, USA
  • “Review of Current Studies of Student Text and Student Reflection at Dartmouth College,” Christiane Donahue, Dartmouth College, USA
  • “Bridging Micro and Macro Perspectives Through Critical Discourse Analysis of Written Texts,” Shawna Shapiro, Middlebury College, USA

9:45-11:00 Concurrent Session E5

Rockefeller 209

  • “The Ultimate Method Triangulation: Writer-Teacher-Researcher,” Christine Rosalia, Hunter College, CUNY, USA
  • “The Possibilities of Interactive Interviews for Composition and Literacy Research,” Sara Webb-Sunderhaus, Indiana University-Purdue University Fort Wayne, USA

11:15-12:15 Plenary 7

“The Puzzle of Conducting Research on Lifespan Development of Writing Abilities”

Chuck Bazerman, University of California Santa Barbara

Cummings Hall, Spanos Auditorium

12:15-1:00 Closing Session

1:00-2:00: Lunch