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Education
All content tagged with this term:
People
Kendall Archer
Graduate Student
Kellianne Bennett
Graduate Student
Megan Callow
Associate Teaching Professor, Director, Interdisciplinary Writing Program
Emily George
Part-time Lecturer
Coleen Griffin
Graduate Student
Andrew Grimm
Graduate Student
Joshua Guernsey
Graduate Student
Jake Huebsch
Program Coordinator, Expository Writing
Vivian Jung
Graduate Student
Ashley Kim
Graduate Student
Alice Kuo
Graduate Student
Rachel Lee
Graduate Student
Frances McCue
Teaching Professor
Julie Michel
Graduate Student
Danbee Moon
Graduate Student, Predoctoral Instructor
Elizabeth Simmons-O'Neill
Principal Lecturer Emerita
Yan Wang
Graduate Student, Predoctoral Instructor
Brodie Willard
Graduate Student
News
Following English Alumni: Melvin Sterne
-
May 15, 2011
Research
Publications
,
Textbooks
Contexts for Inquiry: A Guide to Research and Writing at the University of Washington
. New York: Bedford St. Martin’s Custom Books, 2013. (Co-edited with Amanda Hobmeier, Kirin-Wachter-Grene, Taylor Boulware, Lilly Campbell, Leaane Day, Kimberlee Gillis-Bridges, Jeffery Janosik)
Yan, W. (2014)
IELTS Speaking
(Chinese edition). Foreign Lanaguage and Study Press. Beijing.
Publications
,
Essays and Articles
Angela Rounsaville, Rachel Goldberg, and Anis Bawarshi. “From Incomes to Outcomes: FYW Students’ Prior Genre Knowledge, Meta-Cognition, and the Question of Transfer.”
WPA: Writing Program Administration
32.1 (Fall/Winter 2008): 97-112.
Anis Bawarshi and Stephanie Peklowski). “Postcolonialism and the Idea of a Writing Center.”
The Writing Center Journal
19.2 (Spring/Summer 1999): 41-58.
Edelman, Rachel. "Implied Freedom: Adrienne Rich's Radical Writer/Teacher."
The Critical Flame
April 2015. web.
Ottinger, Aaron. “Geometry, the Body, and Affect in Wordsworth&Apos;s The Ruined Cottage.”
Essays in Romanticism
, vol. 21, no. 2, 2014, pp. 159–178.
Candice Rai. with Ann Feldman. “The Impact of Partnership-Centered, Community-Based Learning on First-Year Students’ Academic Research Papers.”
Michigan Journal of Community Service
13.1 (2006), 16-29.
Gillian Harkins and Erica Meiners, “Beyond Crisis: College in Prison through the Abolition Undercommons,” “Theory” section of
Lateral: Cultural Studies Association Journal
(Spring 2014): online.
Gillian Harkins, “Access or Justice? Inside-Out and Transformative Education,”
Turning Teaching Inside Out: A Pedagogy of Transformation for Community-Based Education
, Eds. Simone Davis and Barbara Roswell (Palgrave, December 2013): 187-196.
Gillian Harkins, Mary Gould, and Kyes Stevens, “College Civic Engagement and Education Behind Bars: Connecting Communities, Creating Change,” Special Issue: “Bringing College Education into Prisons ”
New Directions for Community Colleges
, Eds. Rob Scott and Susan Walker (Wiley Periodicals, Inc, 2015): 101-109.
Leroy Searle. “Literature Departments and the Practice of Theory.”
MLN
121 (2006), 1237-61.
Publications
,
Books
Anis Bawarshi, Amy J. Devitt, and Mary Jo Reiff.
Scenes of Writing: Strategies for Writing with Genres
. Addison Wesley Longman. 2004.
Richard Dunn.
Approaches to Teaching Dickens’s David Copperfield
. MLA. (1984).
Graduate
,
Dissertations
Brown, Elizabeth.
Pedagogies of U.S. Imperialism: Racial Education from Reconstruction to the Progressive Era
. 2016. University of Washington, PhD dissertation.
Cohen, Sarah.
School of Unlikeness: American Poetry and the Creative Writing Workshop
. 2012. University of Washington, PhD dissertation.
Fiscus, Jaclyn.
Reflection in Motion: A Case Study of Reflective Practice in the Composition Classroom.
2018. University of Washington, PhD dissertation.
Fisher, Joshua Benjamin.
Misreading and the Parameters of Exemplarity in Early Modern England
. 2002. University of Washington, PhD dissertation.
He-Weatherford, Zhenzhen.
What and Whom Are We Teaching? Ideologies, Practices, and Preparation of First-Year Composition Teachers.
2019. University of Washington, PhD dissertation.
Hill, Heather.
Telling What They Know; Performing What They Say: Genre Awareness and the Transferability of Writing
. 2012. University of Washington, PhD dissertation.
Kang, Hee Seung.
Challenges and Successes of a Piloted First-Year Composition and English for Academic Purposes Link
. 2011. University of Washington, PhD dissertation.
Lee, Jane J.
Reading Matters: Liberal Discourse and the Democratization of Reading in Victorian Literary Culture
. 2011. University of Washington, PhD dissertation.
McCoy, Shane.
Texts That Teach : Curriculum, Affect, and Critical Pedagogy in the Neoliberal University
. 2017. University of Washington, PhD dissertation.
Medina, Dylan.
A Transfer Subject: Tracing Boundary-Work and Micro-Transfer in First-Year Composition.
2017. University of Washington, PhD dissertation.
Mitchler, Sharon.
Towards Using Critical Rural Pedagogy with Rural Community College Students in Undergraduate American Literature Classes
. 2015. University of Washington, PhD dissertation.
Read, Sarah.
Network Rhetoric: A Network Ethnography of Knowledge Work of System Builders in Child Care and Early Learning
. 2011. University of Washington, PhD dissertation.
Romero, Yasmine.
Intersectionality in the Language and Writing Classroom
. 2016. University of Washington, PhD dissertation.
Rompogren, Justina.
Identity Positioning in Mainstream and Multilingual First-Year Composition Courses.
2017. University of Washington, PhD dissertation.
Rygh, Todd A.
Revels End: A Conceptual History of the Late Medieval and Early Modern English University Stage.
2014. University of Washington, PhD dissertation.
Shapiro, Shawna.
From Isolated Remediation to Collaborative Mediation: Confronting Institutional Isolation in University ESL Programs.
2009. University of Washington, PhD dissertation.
Stuart, Christian D. D.
Succeeding through Uncertainty: Three L2 Students in a First-Year Composition Class.
2012. University of Washington, PhD dissertation.
Publications
,
Book Chapters
Juan Guerra and Anis Bawarshi. “Managing Transitions: Re-Orienting Perceptions in a Practicum Course.”
Don’t Call it That: The Composition Practicum
. Ed. Sidney I. Dobrin. NCTE, 2005. 43-66.
Candice Rai. with Ann Feldman and Megan Marie. “Assessing Student Writing and Learning.”
Making Writing Matter: Redesigning First Year Composition for the Engaged University
. SUNY Press. 2008.
John Webster. “Challenging the Commonplace: Teaching as Conversation in Spenser’s
Legend of Temperance
.”
Approaches to Teaching The Faerie Queene
. David L. Miller, ed. MLA. 1994, 82-92.
Undergraduate
,
Independent Research
Student Research Profile: Melanya Materne
Undergraduate
,
Symposia
Anthea Piong, "Education Reform in a Results-Oriented Society," 2013.
Melanya Materne, "Literature in the Common Core State Standards: A Critique," 2012.
Stephanie Whitney, "Exploring the International Student Experience: Improving the University's Response to a Changing Student Population," 2012.
Publications
,
Edited Collections
Gillian Harkins and Kate Drabinski, “Teaching Inside Carceral Institutions,” Special Issue of
Radical Teacher
95 (Winter 2012).
Undergraduate
,
Honors Theses
Melanya Sophia Materne.
Teaching Literature for College and Career Readiness: A Response to the Common Core State Standards.
Honors Thesis, University of Washington. 2012.
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