Contributors
- Contributors
Nicholas N. Behm is director of the Center for Scholarship and Teaching and a professor in the English department at Elmhurst University, where he teaches first-year composition, rhetorical theory, and business and technical writing courses. He publishes and presents scholarship that complicates composition pedagogy and theory, writing assessment, and critical race theory. He is coeditor of The WPA Outcomes Statement—A Decade Later (2012), which won the 2013 Best Book Award from the Council of Writing Program Administrators. He is also coeditor of The Framework for Success in Postsecondary Writing: Scholarship and Applications (2017).
Noel Holton Brathwaite is assistant professor of English at State University of New York (SUNY) Farmingdale College, where she is the composition coordinator and teaches English composition, journalism, and technical writing courses, and serves as a member of the editorial review board of the Journal of College Reading and Learning. Teaching primarily first-generation students (traditional and nontraditional) from diverse backgrounds has deepened her pedagogical commitment to learning about how students acquire academic literacy. Her research focuses on the connection between student reading practices and writing proficiency.
Ellen C. Carillo is professor of English at the University of Connecticut and writing coordinator at its Waterbury campus. She is author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer (2015), A Writer’s Guide to Mindful Reading (2017), Teaching Readers in Post-truth America (2018), and the MLA Guide to Digital Literacy (2019) and editor of Reading Critically, Writing Well (12th ed., 2019).
Irene L. Clark is professor of English and director of composition at California State University, Northridge. She has published in the Journal of Basic Writing, College Composition and Communication, WPA Writing Program Administration, Composition Forum, WAC Journal, Writing Center Journal, and Journal of Writing Assessment. Her books include College Arguments: Understanding the Genres (2016) and Concepts in Composition: Theory and Practice in the Teaching of Writing (2019). Her scholarship focuses on identity, imitation, critical thinking, and neuropsychology.
Peg Cook is interim library director at Elmhurst University in Elmhurst, Illinois. She developed the information literacy curriculum for first-year students and is responsible for library assessment efforts. She works with academic units to integrate information literacy instruction into many aspects of the college’s curriculum and has served on the college’s general education and assessment committees.
Doug Downs is associate professor of writing and rhetoric at Montana State University, founder of its writing major, and director of its core writing program from 2013 to 2018. He was also editor of Young Scholars in Writing, a national journal of undergraduate research in rhetoric and writing studies, from 2015 to 2019. Downs researches conceptions of writing, student reading, and writing pedagogy. With Elizabeth Wardle, he is coauthor of the textbook Writing about Writing (2020). He is coeditor of Next Steps: New Directions for/in Writing about Writing (2019) and has published numerous chapters and articles on first-year composition, writing pedagogy, student reading practices, and the disciplinarity of writing studies.
Joanne Baird Giordano and Holly Hassel’s previous collaborative work on two-year college readers and writers has been published in edited collections and in Teaching English in the Two-Year College, College Composition and Communication, Pedagogy, and College English. Their work has received the 2010 Mark Reynolds Teaching English in the Two-Year College Best Article Award and the 2017 Council of Writing Program Administrators’ Outstanding Scholarship award. Giordano teaches at Salt Lake Community College; Hassel is professor of English at North Dakota State University.
Mara Lee Grayson is assistant professor at California State University, Dominguez Hills, where she teaches courses in composition and rhetoric and directs the university writing center. She is author of Teaching Racial Literacy: Reflective Practices for Critical Writing (2018) and Race Talk in the Age of the Trigger Warning: Recognizing and Challenging Classroom Cultures of Silence (2020), as well as numerous articles and book chapters. Her awards include the 2018 Mark Reynolds Teaching English in the Two-Year College Best Article Award and a 2019 CCCC Emergent Researcher Award.
Alice S. Horning is professor emerita of writing and rhetoric/linguistics at Oakland University. Her research focuses on the intersection of reading and writing...
