I have a chapter on peer review/feedback in Developing Writers in Higher Education: A Longitudinal Study (University of Michigan Press, 2019), edited by Anne Ruggles Gere. It will soon be available in digital form, but you can also pre-order paper or hardcover here! From the Press webpage: “This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers.”
Come check out my panel “Identity, Disability, and Time: New Theoretical Orientations for Undergraduate Peer Review Performances” at CCCC 2019 in Pittsburgh, PA. Michelle LaFrance will be respondent.
Looking forward to MLA 2018 in New York City. “Teaching the Fragments: English Education, Democracy, and Digital Media.”
Excited to present my work on equity in peer review at the Council of Writing Program Administrators in Knoxville, Tennessee (July 20-23). The working title of my presentation is “I didn’t want to keep asking, Do you know what I mean? Do you get it?”: Peer review as Linguistic and Cultural Contact Zone.
Check out my latest research project with University of Michigan’s Sweetland Center for Writing. Our article, “Mutual Adjustments: Learning From and Responding to Transfer Student Writers,” appears in the March 2017 edition of College English.