Bartholomew Brinkman is a graduate student at the University of Illinois, Urbana-Champaign. His research interests include modern poetry, cultural studies, creative writing, and critical pedagogy.
MaryAnn K. Crawford, an associate professor of English, directs the Basic Writing/Writing Center at Central Michigan University, where she teaches composition and applied linguistics. Her publications and research interests focus on a broad range of language and literacy issues, including discourse and genre studies, oral and written language, composition pedagogy, and ESL writing. She is also coeditor of SHAW: The Annual of Bernard Shaw Studies.
Melissa Free is a PhD candidate in English literature at the University of Illinois, Urbana-Champaign. She studies the British Empire in the late nineteenth and early twentieth centuries and has articles forthcoming in Texas Studies in Literature and Language, Book History, and Victorian Freaks: The Social Work of Freakery in the Nineteenth Century.
Colin Irvine is an assistant professor of English at Augsburg College in Minneapolis, Minnesota, where he teaches composition, American literature, and secondary education methods.
Kristine Johnson is a graduate student in the Rhetoric and Composition Program at Purdue University, where she teaches introductory composition. She presented a paper, with Karen Schiler, on mimetic theory and composition at the 2005 Colloquium on Violence and Religion in Koblenz, Germany, and she will present at the 2006 Conference on College Composition and Communication in the Rhetoric and Christian Tradition Special Interest Group.
Nancy Mack is an associate professor of English and a codirector of the Summer Institute on Writing and Teaching at Wright State University. She teaches undergraduate courses for preservice teachers and graduate courses in memoir and composition theory. Working in conjunction with local PBS stations, she developed the Write Site and the Ohio Reading Road Trip multimedia programs. Her publications include chapters in books from Heinemann, the National Council of Teachers of English, and Scholastic and articles in English Journal, The Writing Instructor, and Pretext.
Lance Massey completed his PhD in English/writing studies from the University of Illinois, Urbana-Champaign, in September 2005. His recent publications include “Just What Are We Talking About? Disciplinary Struggle and the Ethnographic Imaginary,” in Stephen Brown and Sidney Dobrin’s Ethnography Unbound: From Theory Shock to Critical Praxis (2004); and Feminism and Composition: A Critical Sourcebook (2003), coedited with Gesa Kirsch, Faye Spencer Maor, Lee Nickoson-Massey, and Mary Sheridan-Rabideau. He currently teaches at Elon University, where he has taught composition, composition theory, and literature courses.
Kelly Ritter is an associate professor of English and First-Year Composition Program coordinator at Southern Connecticut State University in New Haven. Her articles and essays have appeared in College English, College Composition and Communication, The Terministic Screen: Rhetorical Perspectives on Film (2003), and Composition Studies. She is the coeditor, with Stephanie Vanderslice, of the essay collection This Is (Not) Just to Say: Lore and Creative Writing Pedagogy (forthcoming from Boynton/Cook).
Liz Rohan is an assistant professor of English at the University of Michigan-Dearborn. She has published other articles about women’s literacy and women’s work during the Progressive Era. One of her articles received the 2004 Ellen Nold Award for Best Article in Computers and Composition Studies. Another one of her articles won the 2002 NCTE Award for Best Article Reporting Historical Research or Textual Studies in Technical or Scientific Communication.
Kirsti Sandy is director of writing at Keene State College. In collaboration with Phyllis Benay and Mark Long, she co-coordinates the Calderwood Institute on the Teaching of Writing, a faculty development workshop intended to help faculty in all disciplines teach and assess writing more effectively. Her scholarship includes The Guide to Writing: A New Way of Thinking about College Writing and Research (with Phyllis Benay) and articles and reviews in Teaching Writing Teachers (with Douglas Hesse); Preparing College Teachers of Writing: Histories, Theories, Programs, Practices; WPA: Writing Program Administration; and Toward Deprivatized Pedagogy.
Johanna Schmertz teaches composition, film, and rhetorical theory at the University of Houston-Downtown, Texas’s only open-admissions university, where she also coordinates the Developmental Reading Program. Her essay began as part of her dissertation on the use of film in the writing classroom. She has published in Reader, Postscript...