Writing NotesSpring 201 4 Volume 1 4, Issue 2

visi t us on l ine at: h ttp: //eng l i sh . clas. asu . edu/wri ti ngprograms

contents

1 Director's Notes3 Composition Conference

Instructors Awards4 Alice Daer Awarded Centennial

ProfessorshipNight of the Open Door Recap

5 Kelly Ritter, "What Makes WritingPrograms Local"

ASU Composition Conference6 Celebration of Writing in Digital

Spaces Recognizes WP Studentsand Teachers

7 Chuck Paine, "What is FYC for (andHow Do We Support It)?

Milestones8 Kudos and Milestones

contributors

editorial team

Editor & Designer | Brent ChappelowContributing Editor | Egyirba HighSupervising Editor | Shirley Rose

Shirley RoseLaura CruserDawn OpelElizabeth LowryDan BommaritoRyan ShepherdEgyirba HighAlice HaysSusan Naomi BernsteinBrent Chappelow

in this issue: crossing borders

director's notes: ViTA crosses borders

The work of ASU WritingPrograms intersects with a variety ofaudiences in countless contexts. Fromsharing our pedagogies with fellowteachers to doing research located withinthe university, we interact as scholars ofwriting. We reach out toward studentsduring all stages of their academiccareers, and we encourage work thatextends beyond the borders of ourclassrooms. We engage with disciplineswithin the university as well as externalpublics.

The work of writing and teachingwriting is often that of crossing borders,and this issue of Writing Notescelebrates the borders we cross as aprogram and as individuals. We inviteyou to read about special events,lectures, and awards related to our work.

by Shirley Rose, Director of Writing ProgramsIf you’ve walked down the corridor of the third floor in LL past my office

this spring, you may have noticed a large (40” by 60”) poster about WritingPrograms’ ViTA (Visualizing Teach in Action) project (view the poster online here:http://english.clas.asu.edu/files/ViTAPosterWeb.pdf). This is the poster thatWriting Programs Assistant Directors Brent Chappelow and Ryan Shepherd helpedme design and produce for presentation at the Writing Research Across BordersConference at the University of Paris-Ouest Nanterre la Defense in February. Theposter presentation genre has a format particularly well suited to discussing aproject like ViTA, which is a participatory visual ethnography exploring studentand teacher engagement in writing classes.

The goal of the Writing Research Across Borders Conference, which broughttogether about 800 writing researchers from all over the world who work in a widerange of disciplines on all aspects of writing at multiple levels of development andacross diverse segments of society, was to provide a means for disseminatingestablished knowledge about writing as well as provide an occasion for “encountersamong different approaches to writing, and among different writing researchcommunities” (from the conference CFP) continued on pg. 2

director's notes: ViTA crosses borders (continued)

continued from pg. 1Conference plenary session, panels and poster presentationsfocused on these questions:

What does it mean to write in the 21st century? Inthese times of multimedia technologies andglobalization, in an era where the frontiers are blurringbetween the intimate and the social, between the privateand the professional, what does Writing now mean?How might we respond to major societal challenges andface inequalities in access to writing are our currently-available research methodologies and tools up to thetask of helping us to better understand what writing is,its functionalities, how it is acquired, its role in personaldevelopment, its history? (conference CFP)

It was important for me to present information aboutour ViTA projects demonstrate what is going on in writingclasses in the largest undergraduate writing program in theUnited States researchers from international contexts, whomight not be aware of what goes on in university-levelcourses devoted to writing instruction because they don’thave equivalent courses in their higher education system.

Images from our ViTA project that we used for theposter showed what classrooms look like—the architectureand the way space is used, kinds of activities in whichstudents and teachers often engage—suchas peer review and collaborative work—,how teachers and students typically arepositioned in relation to one another, andhow various technologies—fromsmartphones to whiteboards—are used inclassrooms. (Learn more about the ViTAproject here:http://asuwp.wordpress.com/).

As a visual ethnography project,ViTA also contributed to researchmethodology discussions, which were afocal point of the conference as thesponsoring group, the InternationalSociety for the Advancement of WritingResearch, seeks to understand the breadthand variety of methodological approachesused in writing research around the worldand to identify methodological

approaches that may be particularly useful in cross-culturalresearch contexts.

Our poster also addressed some of the ways the ViTAproject has been misunderstood and misconstrued by variousproject participants and audiences and suggested ways thatthe design features of the WordPress blog software interfacemight have misdirected viewers’ and readers’ attention andinterpretation of the data presented in the images that arecentral to the project.

Though I’ve attended many poster sessions, our ViTAposter was the first poster presentation that I have worked on,and the same was true for Brent and Ryan. We learned aabout poster design and production, and we also learnedmore about the ViTA project itself in the process of decidinghow to capture and represent it in relatively few words andimages. I’m very grateful for the time and thought Brent andRyan devoted to this discussion and to the production of aposter I was proud to carry with me across the ocean andback.

I urge readers to take a look at our poster. Our onlinedigital version is handy, but if you stop by LL 306 for a lookat the print version on the bulletin board outside my officedoor, I might have a chance to talk with you in person aboutour plans for future developments of the ViTA project.

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instructors honored for outstanding assignments

by Laura Cruser, InstructorDon Fette and Valerie Fazel, this year’s winners of the

Writing Programs Instructor Teaching Awards, were honoredat the ASU Composition Conference on Saturday, February15th. Each winner was awarded $200 to use for professionaldevelopment or teaching-related supplies or activities. TheInstructor Teaching Awards Committee consists of AngelaChristie (Chair), Balbir Backhaus, and Laura Cruser.

To complete her Cultural Critique: Pecha Kuchaassignment, Valerie Fazel’s WAC 107 students deliver aprecisely timed four-minute presentation on an internationalfood vendor of their choice, critiquing their own ideasinformed by both primary and secondary research about whatconstitutes “authentic cuisine.” The added twist to this oralpresentation, and what contributes significantly to theproject’s effectiveness, is that while a student speaks, 12images they’ve carefully selected to cohere with theirargument shift every 20 seconds on the screen in front of theclassroom. The Pecha Kucha assignment is part of theprocess work students complete for their third writing projectof the semester.

“The Pecha Kucha serves as a meta-analytical assignmentas it not only calls for students to fulfill the Project Threerequirements of critical analysis, but the presentation spursstudents to think analytically about the assignment, theresearch, and the organization of the written product,” wroteFazel in her cover letter to the Teaching Awards Committee.

“I believe designing the Pecha Kucha, that is, by usingvisuals within a succinct time frame, made students aware ofthe value of precise writing,” Fazel states. “I also noted a shiftin each class’s student community—it seemed like some ofthe anxiety about being in the course fell away and studentsbegan verbally communicating more openly and frequently inEnglish.”

Don Fette’s award-winning peer review worksheet is partof the process work his ENG 105 students complete for the

first writing project of the semester in which, according to hiscover letter, “students assess the rhetorical effectiveness oftwo scholarly articles on the same topic.”

Students come to class having read and summarized onescholarly article and, guided by the worksheet, review eachother’s work. In Fette’s words, the worksheet “does notmerely ask students how they felt about the writing, but itrequires them to identify precisely which words, combinationsof words, or sections of the writing made them respond in acertain way.”

On the worksheet, Fette provides students with anonsensical example summary. This paragraph is partly whythis assignment is particularly helpful for students, especiallyin terms of keeping them focused on how a summary isstructured. Fette notes that though students “do notunderstand what that summary is ‘about,’ they nonethelesscan readily follow it very easily because it ‘flowed,’ felt‘coherent,’ or ‘hung together.’” According to Fette, thisassignment fosters critical reading, writing, and thinking skills.

“I see these skills improve directly in the very firstassignment itself,” Fette says. “Indeed, students must use thetechniques they’ve learned from our session to summarize asecond scholarly article, which is incorporated into their firstpapers.”

Every year, the Instructor Teaching Awards Committeeaccepts a wide range of submissions, from mini-lessons togroup activities to major writing projects. Each assignment isevaluated in terms of the adaptability to other courses, theways in which it meets Writing Programs objectives, and thecapacity to foster critical thinking and creativity.

The Committee would like to once again congratulateFette and Fazel on their award winning assignments, and tothank everyone who submitted an entry this year. TheCommittee was delighted with the number of submissionsreceived—every one of them strong and interesting—andeagerly looks forward to next year’s contest.

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by Dawn Opel, Teaching AssociateOn April 14, 2014, at an awards luncheon held at the University Club,

Assistant Professor Alice R. Daer was named an Associated Students’ CentennialProfessor for the 2014-2015 academic year. Dr. Daer received this award on thebasis of her teaching and mentoring, and was nominated by her students RebeccaHoffman (M.A. student in Rhetoric and Composition) and Dawn Opel (Ph.D.student in Rhetoric and Composition and Writing Programs TA).

Dr. Daer also submitted an extensive research proposal to outline herintended use of the award. At the awards luncheon, she was honored with apresentation by former student and Centennial Professorship Award Chair JasonStriker, who spoke of the life-changing impact she has had on her students, manyof whom have gone on to graduate work and careers in the field of digitalliteracies and social media as a result of her teaching.

The Centennial Professor award includes the named professorship as well as acash prize of $7,500 and a stipend of $7,500 to be used for the benefit of studentsand classroom learning. She is also invited to give a public lecture next year, whichshe will give on the topic of social media use in learning contexts at ASU.

Dr. Daer will use the funds from the award to conduct a qualitative study ofhow instructors are using social media in their teaching across ASU, and to hireone advanced undergraduate student and one graduate student to assist her in herin this research. She envisions that the study will yield a web-based resource guidefor the ASU community, both students and instructors alike.

The goal of this project is to inspire other instructors to use social media inteaching and influence curriculum design at the program level. As WritingPrograms teachers whocontinue to learn andutilize digital tools in ourclassrooms, we will allbenefit greatly from herwork as a result of thisaward.

Please congratulateCentennial ProfessorAlice Daer when younext see her.

professor Alice Daer awarded Centennial Professorship

by Ryan Shepherd, TeachingAssociateThe Night of the Open Door is an

event which ASU “opens its doors” tothe general public to show them whatwe do. Each department createsactivities for the public to learn moreabout what each department has tooffer.

This year was the third annualNight of the Open Door and the thirdtime that Writing Programs took part.Writing Programs created a booth titled“’I am a Writer’ Selfie Slideshow” todraw in participants in this year’s event.

Well over 100 people from thecommunity received information aboutWriting Programs, and 59 people tookpart in the selfie slideshow. Eachparticipant came in and added hashtagsto modify the phrase “I am a Writer”written on a whiteboard.

Then, the participant took apicture with the whiteboard to add toour slideshow. The slideshow wasdisplayed on a screen for anyone passingby to view. All 59 pictures from theslideshow can be found here.

People wrote “I am a Writer” andelaborated about what kind of writerthey were, what kind of writing theyliked, or even what problems that theyhave with writing. Some of the besthashtags included:#tomakethingshappen,#brainstormingiswriting,#bloodsweattears, and #tobeawesome.

The Selfie Slideshow was a way todemonstrate not only the various kindsof writing and writers in the communitybut also to demonstrate the connectionsbetween digital and analog writing aswell as between writing and images.

"opening doors" between writing

programs and the public

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by Dawn Opel, Teaching Associate, and ElizabethLowry, LecturerOn March 31, we received a visit from Dr. Kelly Ritter,

Professor of English and Director of the UndergraduateRhetoric program at University of Illinois at Urbana-Champaign. In her first presentation “What Makes Writing(Programs) Local?" Dr. Ritter, a prominent historian ofwriting programs, discussed the research that she conductedfor her recent monographs. To Know Her Own History: Writingat the Woman’s College, 1943-1963 (Univ. of Pittsburgh Press,2012) and Before Shaughnessy: Basic Writing at Yale and Harvard,1920-1960 (CCCC Studies in Writing and Rhetoric Series.Southern Illinois Univ. Press, 2009).

She also contextualized her work by providing thebackdrop of scholarship of writing program archival researchas a whole, which included discussion of published works byDr. Shirley Rose and Writing Programs alumnus Dr. RyanSkinnell. The talk concluded with a spirited discussion aboutthe nature of “local” writing.

Later that day, in a more informal talk, Dr. Ritter sharedsome of the finer points of how to submit work forpublication in academic journals. As an Editor for CollegeEnglish, Dr. Ritter provided valuable insight with respect towhat she looks for in submissions. She responded to graduatestudents’ questions with regard to both substantive concerns(What is the subject matter of projects are you seeking?) andprocedural ones (What kinds of texts are you seeking? Inwhat format? How does double-blind peer review processwork?). Her candor about the process of article revision andresubmission was particularly beneficial to many graduatestudents just beginning to submit for publication.

The following day, Dr. Ritter generously agreed to visitthe TA Practicum in order to discuss TA Training at theUniversity of Illinois. Dr. Ritter did so keeping in mind thatTAs were, at that time, working on a project in which theyconsidered their future roles as composition instructors whilealso pursuing their respective studies in Literature, EnglishEducation, Rhetoric and Composition, Linguistics or CreativeWriting.

Since Dr. Ritter earned an MFA from the University ofIowa Writers’ Workshop in 1994, she was particularly well-positioned to address questions asked of her by MFAstudents regarding submission and publication as well as tocontinue a conversation on scholarly publishing with PhDcandidates. Further, Dr. Ritter was able to illuminate valuable

theoretical intersections between various fields in the study ofEnglish and to explain pedagogical expectations associatedwith them. TAs and numerous other members of ourdepartment found Dr. Ritter’s visit to be very helpful in lightof our continuing development as writers and scholars.

Ritter shares "what makes writing programs local"

WP teachers converge to share expertise

by Brent Chappelow, Teaching AssociateOn Saturday, February 15, teachers from ASU Writing

Programs and nearby institutions gathered for the annualComposition Conference. The event included a keynotespeech by Instructor Adam Webb entitled "Influx: DescribingOur Place Within the Cyber Age," concurrent sessions on avariety of topics, and the presentation of Teaching Awardsfor two instructors (see page 3).

Webb's keynote speech invited writing teachers toconsider the influences of digital technologies on theirteaching and to consider ways of incoporating digital work intheir curricula. During the concurrent sessions that followed,writing programs teachers shared pedagogical strategies andresearch with attendees..

Thanks to the conference steering committee: SusanFlores (chair), Brook Michaelik, Don Ownsby, CindyTekobbe, Sarah Dean, Andrea Dickens, and Adelheid Thiemefor all their hard work in making the conference a success.

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a celebration of writing in digital spaces recognizes WP students and teachers

by Brent Chappelow, TeachingAssociate

ASU Writing Programs recognizedexemplary student and faculty ePortfoliosduring the "Celebrating Writing in DigitalSpaces: A Showcase of ePortfolios" onApril 30, 2014, in the Memorial UnionVentana Ballroom.

The Celebration recognized 10students and 10 Programs teachers for their use of digitalePortfolio tools via the Digication software platform. Prior tothe awards ceremony, award winners were invited to sharetheir portfolios with the public during the Open House.

Winning portfolios were judged by two groups ofWriting Programs teachers. Student portfolios were judged bythe Digication Committee: Katherine Heenan, Dawn Opel,Emily Cooney, Elizabeth Lowry, Brent Chappelow, JacquelineBrady, Andrea Dickens, and Christy Skeen. Faculty portfolioswere judged by Sarah Duerden and Alice Daer.

The 10 winning student portfolios drew from ENG 101,ENG 102, ENG 107, ENG 218, and ENG 302 classes, andthey demonstrated a wide range of the capabilities ofePortfolio software to produce compositions that reached abroad range of audiences and demonstrated multiple genresof writing--personal, academic, and professional.

The winners of the Exemplary Student ePortfolio awardwere: Alexa Park, Bogdan Korishev, Carson Abernethy,Christian Peterson, Joseph Looker, Mega Susilawati,Stephanie Ringleb, Vincent Valez, Adam Lentowicz-Maciag,and James Sepulveda. These students shared their workduring the Open House session of the Celebration, and theywere recognized during the Awards Ceremony.

Ten Wrting Programs teachers were also recognized forthe exemplary ePortfolios, either for being a strong teachingportfolio with resources for curricula or for being a strong

professional portfolio that demonstratedtheir skills as a researcher/teacher. Thefaculty winners of this award were: JohnHenry Adams, Shavawn Berry, AimeeBlau, Jacqueline Brady, Brent Chappelow,Katherine Heenan, Ryan Shepherd, andKyndra Turner.

In addition, two Writing Programsteachers were given special recognition for

their work. Cindy Tekobbe Cowles and Adelheid Thieme wererecognized for their teaching portfolios, which demonstratedstrong committment to students and to sharing resources withother teachers online.

Following the Awards Ceremony, all Writing Programsteachers gathered for a discussion of ePortfolios. Teacherswere invited to talk with their colleagues regarding the use ofePortfolios in their classroom or for building their ownteaching or professional portfolios.

In breakout groups divided by courses, teachers reviewedthe portfolios recognized during the awards ceremony, andthen discussed the capabilities of ePortfolios in helpingstudents make their work more visible and accessible to theiraudiences. In addition, Writing Programs teachers were askedto consider how they might invest their time to utilizeePortfolios in their teaching during the fall semester. Thesebreakout sessions and followup allowed Writing Programsteachers to discuss writing in digital spaces.

"Celebrating Writing in Digital Spaces" was held torecognize the work of the Digication Pilot that began inSummer 2013, and to recognize the use of ePortfolios in ASUWriting Programs courses. The event was supported by theCollege of Liberal Arts and Sciences, the UniversityTechnology Office, the Department of English, and WritingPrograms.

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by Dan Bommarito, Teaching AssociateIn March, Writing Programs

welcomed Dr. Chuck Paine (U ofNew Mexico) for a day ofdiscussions related to his recentwork on student engagement,writing transfer, and first-yearcomposition. As part of theEnglish Department’s EdgeworkSeries, Dr. Paine’s visit served as areminder of the many boundaries that help us situate anddefine our work as writing teachers.

Dr. Paine’s morning presentation cast first-yearcomposition as a contested space, one occupied by amultiplicity of stakeholders—the institution, the public,parents, politicians, faculty in other disciplines, and writingteachers themselves. The critical task of defining what first-year composition is and can be in any given context,according to Paine, may begin by taking a step back andassessing the needs and expectations of these stakeholders inview of the expert knowledge staked out by writing studiesteachers and researchers.

The creative tension resulting from such an assessmentcan not only help articulate a local definition of writing—that

is, to “place” writing—but also to provide insight into thenature of the course itself. A key insight in Paine’spresentation was that first-year composition “is what it is byvirtue of being held in tension between these competingsenses of its purpose” (Downs 2013).

Paine called into question a commonly held view thatsays writing is the purely mechanical compliance withgrammatical norms, universally applicable and easilytransferable. To replace this view, Paine proposed that weconsider writing as a context-contingent, intellectual actinextricably tied up with the many complex practices it shapesand supports.

As such, Paine shared a number of pedagogicalsuggestions grounded in recent theoretical and empiricalresearch that teachers might enact to aid students’ ability tocarry their writing knowledge beyond the borders of thewriting classroom. Among these suggestions were: “teachstudents to explicitly abstract principles”; “teach awareness ofhow situations differ rhetorically”; “teach concepts andheuristics that will be useful in other situations”; and “teachstudents to self-monitor”.

Paine recognized the importance of the institutionalmandate for composition to “prepare” students for writing inother courses, but wished to also recognize the seriouschallenge such a mandate poses to teachers and students.Transferring writing, if indeed it is a situation-sensitive act,calls for explicit instruction in how to think about andbetween the particular as well as the general. It is Paine’s hopethat writing teachers can design curricula that cultivate thisliterate practice and, in turn, generate in students themotivation and self-efficacy to carry that thinking onward.Reference:Downs, D. (2013). What is first-year composition?. In R.

Malenczyk (Ed.), A Rhetoric for Writing ProgramAdministrators (pp. 50-63). West Lafayette, IN: ParlorPress.

what is FYC for (and how do we support it)?

compiled by Egyirba HighDemetria Baker celebrated her 20-year anniversary as an employee of Arizona State University.Egyirba High celebrated her 10-year anniversary as an employee of Arizona State University.Ian Johnson is proud father to Levon J. Johnson, born on January 4th, 4:46 AM, weighing in at 8 pounds, eleven ounces.

He says, “My son is the sweetest, happiest boy you have ever seen! I'm so blessed! A happy baby is a happy family!”Katherine Daily O'Meara eloped with husband Ryan O'Meara on January 17, 2014.

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compiled by Egyirba HighSusan Naomi Bernstein, Stretch co-coordinator and

lecturer in English, was an invited speaker at the Sixth AnnualDevelopmental Education Symposium at Baton RougeCommunity College on April 10th in Baton Rouge, Louisiana.Her talk was entitled "Learning from Learning Differences:What ADHD Teaches Us about Teaching Writing."

Besides her usual weekly blog posts, Shavawn M. Berryparticipated in the A - Z Blogging Challenge for the monthof April, producing a new blog post every single day of themonth (except Sundays). In addition, she's published 31personal essays so far this year. Her credits include RebelleSociety (10 pieces), Be You Media Group (5 pieces), TheAnjana Network (8 pieces), elephant journal (1 piece),Kalliope (6 pieces) and The Good Men Project (1 piece). Heressay, Breadcrumbs in Dark Times: Any Minute Now,Everything Will Change(http://www.rebellesociety.com/2014/01/24/breadcrumbs-in-dark-times/ ), has been read and shared over 20,000 times,first on Rebelle Society, and later when re-published, on TheGood Men Project. She also published two poems, Dyslexiaand Blue Forest Elegy in Rebelle Society. Alongside Dr.Julianne White, she presented at the ASU CompositionConference regarding her experience as a Lincoln EthicsTeaching Fellow in 2013. She also wrote articles for Accentson English and the Writing Programs' Newsletter, WritingNotes.

Dan Bommarito co-presented at CCCC “Metawriting:Writing-about-Writing Write about Their Writing” with BrentChappelow and received the Outstanding Paper in SecondLanguage Writing Award for a paper co-authored with EmilyCooney. Dan received a Graduate College DissertationFellowship for 2014-2015 and, over the summer, will presentat RSA in San Antonio.

Brent Chappelow and Dan Bommarito presented"Metawriting: Writing about Writing Students Write aboutTheir Writing" at the Conference on College Compositionand Communication in March. Brent was awarded travelgrants from the WPA Graduate Organization and theGraduate and Professional Students Association inrecognition of his presentation at the Conference on CollegeComposition and Communication.

Angela Christie recently presented on March 31, 2014, atwo-hour seminar in French entitled "Un héritage de la

conquête:femmes amérindiennes et la violence sexuelle" ("AnInheritance of Conquest: American Indian Women andSexual Violence") at the University of Toulon, France. Thepresentation was based on post-doctoral research anddesignated for French university researchers, doctoralstudents, and the general public. Angela also presented aseminar entitled "Golden Rice and Golden Parachutes:Monsanto and the Ethics of Food Production" on February10, 2014, before an audience of research specialists in the areaof Monde Anglophone Contemporain (ContemporaryEnglish-Speaking World) at the University of Toulon. OnMay 23, 2014, at the Sorbonne Nouvelle University – Paris 3in Paris, France, she will be presenting a paper entitled "TheMuch-Maligned F Word" at the AFEA Annual Congress(Association Française d'Etudes Américaines – FrenchAssociation for American Studies). The paper will address theevolution of feminism in the United States from thenineteenth century and influential friendships that developedbetween early feminists and Native American women thathelped to shape the movement's vision. On June 5, 2014,Angela will be presenting in French a seminar entitled"L'identité de genre et les Deux-Esprits" ("Gender Identityand the People of Two Spirits") for research specialists in thearea of Women and Gender Studies at the University ofToulon, treating the subject of some traditional NativeAmerican perspectives on the question of gender.

Maureen Goggin's publications include: Bullock,Richard and Maureen Daly Goggin. A Guide to Teaching TheNorton Field Guide to Writing with Readings. Rev. 3rd ed.New York: W. W. Norton, 2014. She also published: Goggin,Maureen Daly. “(De)Constructing Gender in Needle andThread: Political Assertions and Gender Bias.” The Challengeof the Object. Ed. G. Ulrich Großmann and Pera Krutisch.Nuremberg, Germany: Germanisches National Museum,2014. 1191-98.Her presentations include: 2014 Yearning for GreaterTransparency and Freedom from Fear: Needlework Protestson Deaths and Disappearances from the “War on Drugs” inMexico. Conference on College Composition andCommunication, Indianapolis, IN, 20 March 2014. (cont.)Grandmother’s, or Great Grandmother’s Style. Conference onCollege Composition and Communication, Indianapolis, IN,19 March 2014. She also presented 2014 Knitting Arguments:Feminist Strategies for Public Protest. Writing Research

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Maureen Daly Goggin (continued) Across BordersConference. Paris, France, 21 February 2014. Anotherpresentation was 2014 Embroidering (for) Peace: A MemorialSampler for Every Victim in the Mexican War on Drugs. TheAttic’s 2014 Sampler Symposium. Mesa, AZ, 18 January 2014.(Keynote Address). Finally, she presented 2014 Stitching LifeNarrative: Elizabeth Parker’s Nineteenth-CenturyAutoethnography. The Attic’s 2014 Sampler Symposium.Mesa, AZ, 17 January 2014. (Keynote Address)

Richard Hart was an invited artist in the commerationof musician Bruce Hornsby's 25th anniversary in the musicbusiness. His track was responsible for the most number ofdownloads on the tribute website. All proceeds raised weredonated to charity. He was interviewed for the fan site and hisinterview was featured on the front page for several months.At the time of this writing you can read the interview athttp://www.bruuuce.com/2013/12/24/salivate-contributor-richard-hart/ .

Egyirba High participated in the A - Z BloggingChallenge for the month of April, producing a daily blog post(except Sundays).

Emily Hooper-Lewis presented a bit of work from herdissertation in the form of a conference paper titled"Individuals Negotiating Access to Religious Social Goods viaFacebook: The United Methodist Church’s Ongoing Debateover LGBTQ Inclusion" in March at CCCC 2014 inIndianapolis, IN.

Paul Matsuda's recent publications include: Jeffery, JillV., Michael Kieffer and Paul Kei Matsuda. “ExaminingConceptions of Writing in TESOL and English EducationJournals: Toward a More Integrated Framework for ResearchAddressing Multilingual Classrooms.” Learning and IndividualDifferences 28 (2013): 181-192. Print. Then there is: Matsuda,Paul Kei, and Matthew J. Hammill. “Second Language WritingPedagogy.” A Guide to Composition Pedagogies, 2nd ed. Ed.Gary Tate, Amy Rupiper, Kurt Schick and H. Brooke Hessler.New York: Oxford UP, 2014. 266-282. Print. Third: Matsuda,Paul Kei. “What is Second Language Writing—and WhyDoes it Matter?” Journal of Second Language Writing 22(2013): 448-450. Print. Finally: Racelis, Juval V., and Paul KeiMatsuda. “Integrating Process and Genre into the SecondLanguage Writing Classroom: Research into Practice.”Language Teaching 46.3 (2013): 382-393. Print.

Nicholas Behm and Keith D. Miller contributed an

essay to Race and Writing Assessment, which won the CCCCOutstanding Book Award for the best edited collection of2013. The award was announced at CCCC in Indianapolis inMarch 2014. The essay by Behm and Miller is titled"Challenging the Framework of Color-blind Racism: Why WeNeed a Fourth Wave of Writing Assessment Scholarship."Editors of the collection are Asao Inouye and Mya Poe.Additionally, along with Kathleen Blake Yancey and MichaelNeal, Keith appeared on a panel titled "New Views ofWriting Assessment" at Florida State University on April 17,2014. On the same day he delivered a presentation titled"Rethinking the Civil Rights Movement: Why the NationalMemory Is Wrong" at Florida State University.

Katherine Daily O'Meara was also recipient of theGPSA Teaching Excellence Award. She also presented at theResearch Network Forum at CCCC in March 2014.

Shirley Rose presented “Access and the Digital Exhibit:Revelations, Alterations, Surprises and Critiques.” at the 2014Conference on College Composition and Communication inIndianapolis, March 19, 2014. She also presented “ViTA: AVisual Ethnography of Teaching and Learning Writing in anAmerican University,” at the Writing Research Across BordersConference, University of Paris West Nanterre La Defense,February 19-22, 2014.

Kaitlin Gowan Southerly was a recipient of the GPSATeaching Excellence Award.Kyndra Turner, a Ph.D. candidate researching Americanliterature, film, and material ecocriticism at Arizona StateUniversity, completed her dissertation chapter, “Rethinkingthe Commons from the Global North to the Global South:Mary Shelley’s Frankenstein and Richard Power’s The EchoMaker,” which has been accepted for publication in theforthcoming collection Critical Norths: Space, Nature,Theory, edited by Kevin Maier and Sarah Jaquette Ray,published by Univ. of Alaska Press. In this chapter, she arguesthat by juxtaposing Shelley’s prescient Frankenstein (1818)with Richard Power’s US novel, The Echo Maker (2006), thereader can see how novels, both old and new, and, morespecifically, the environmental humanities, are contributing togrowing awareness of the Global North’s long term/largescale human impact on the planet. She was competitivelyawarded the Wilfred A. Ferrell Memorial Fellowship (2014-2015). She was also elected, to co-represent ASU's GraduateWomen's Association (GWA) to CLAS.

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