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Assistant Professor Department of English Long Island University |
2006-Present |
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Assistant Professor Department of Communication University of Colorado at Denver |
2001-2006 |
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Assistant Professor Department of English Language and Literature Brock University, Ontario, Canada |
1999-2001 |
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Instructor Professional Writing Programme University of Toronto at Mississauga, Ontario, Canada |
1996-1999 |
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Instructor Department of English University of Waterloo, Ontario, Canada |
1989-1996 |
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PhD in English: Language and Professional Writing University of Waterloo: Waterloo, Ontario, Canada |
1999 |
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MA in English: Language and Professional Writing Programme University of Waterloo, Waterloo, Ontario, Canada |
1991 |
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BA in English (Conferred with Distinction) Concordia University, Montréal, Québec, Canada |
1989 |
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BA in Mathematics (Conferred with Great Distinction) Concordia University, Montréal, Québec, Canada |
1986 |
Abstract of my paper.
"ePluribus Unum? Dialogism and Monologism in Organizational Web Discourse." Journal of Technical Writing and Communication 35.2 (2005): 129-153.
Abstract of my paper.
“Homepages, Blogs, and the Chronotopic Dimensions of Personal Civic (Dis-)Engagement.” Rhetorical Democracy: Discursive Practices of Civic Engagement. Ed. Gerald A. Hauser and Amy Grim. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.
“The Gnome in the Front Yard and other Public Figurations: Genres of Self-Presentation on Personal Home Pages.” Biography: An Interdisciplinary Quarterly 26.1 (Winter 2003): 66-83.
Abstract of my paper.
“Under Constriction: Colonization and Synthetic Institutionalization of Web Space.” Computers and Composition 19.1 (April 2002): 19-37.
Abstract of my paper.
“@ home among the .com’s: Virtual Rhetoric in the Agora of the Web.” Alternative Rhetorics: Challenges to the Rhetorical Tradition. Ed. Laura Gray-Rosendale and Sibylle Gruber. Albany, NY, SUNY Press, 2001.
Abstract of my chapter.
“Virtual Presence, Virtual Absence: The Cheshire Cat Phenomenon on the Web.” Inkshed (Newsletter of the Canadian Association for the Study of Language and Learning) 18.3 (Winter 2000): 14-15.
“Under Construction: A ‘PR’ Department for Private Citizens.” Business Communication Quarterly 62.2 (June 1999): 101-104.
“Representing Professional Identities with Self-Published Web Resumes . . . and Plenty of Digitalizable Cultural Capital.” Conference on College Composition and Communication. New York, 23 March, 2007.
“A New Medium, An Old Genre and Its Genre Systems.” Conference of the Canadian Association of Teachers of Technical Writing. Toronto, 30 May, 2006.
“Internet-Mediated Research using Surveys and Content Analyses.” Modern Language Association Conference. Washington, 30 December, 2005.
“Healthy Genre Systems for a Genre Transplanted to the Web.” National Communication Association Conference. Boston, 19 November, 2005.
“Value and the Art of Web Résumé Maintenance.” Conference on College Composition and Communication. San Francisco, 19 March, 2005.
“Monologism, Dialogism, and Centripetal and Centrifugal Forces in the Web Page Interface.” Conference on College Composition and Communication: Bakhtin SIG. San Francisco, 18 March, 2005.
“résumé.html: A Survey of New Genre Systems for an Old Genre.” Internet Research 5.0 Conference. University of Sussex, Brighton, England, 22 September, 2004.
“Genre, Agency, and Technological Determinism: A Survey of Web Resume Authors.” Rocky Mountain Communication Association Conference. Denver, 6 March, 2004.
“From Print Objects to Web Subjects: The Reorientation of the Resume.” National Communication Association Conference. Miami Beach, 22 November, 2003.
“From Print Resume to Web Resume: The Destabilizing of a Genre.” Conference of the Canadian Association of Teachers of Technical Writing. Halifax, 29 May, 2003.
“Private Domains in the Public Domain: The Synthetic Institutionalization of Personal Web Space.” Internet Research 3.0 Conference. Maastricht, The Netherlands, 15 October, 2002.
"Controversy and ‘the information provider of choice’: The Reconceptualization of Ethos in a Government Web Project.” Conference of the Canadian Association of Teachers of Technical Writing. Toronto, 27 May, 2002.
“Homepage, Homebound; Web Log, We Blog: Web Genres for Personal Civic (Dis-)Engagement.” Conference of the Rhetoric Society of America. Las Vegas, 25 May, 2002.
“A Home(page) Divided Unto Itself: Heteroglossia as the Ground of Web Site Style.” Association of Teachers of Technical Writing Conference. Chicago, 20 March, 2002.
“Archi-texture and Home Construction: Form vs. Content on the WebScape.” Conference of the Canadian Association of Teachers of Technical Writing. Quebec, 25 May, 2001.
“Singular Authors / Plural Spaces: Communal Architecture for Personal Homepages.” Canadian Society for the Study of Rhetoric. Quebec, 24 May, 2001.
"Sheep in Wolves’ Clothing: Citizen Webmasters in Institutional Guise.” Conference on Computers and Writing. Muncie, Indiana, 18 May, 2001.
“Little Flies in Big Webs: Affinity, Modality, and Parody on the World Wide Web.”Conference on College Composition and Communication. Minneapolis, 13 April, 2000.
“To Write, Intransitively . . . But with an Indirect Object.” Conference on College Composition and Communication. Atlanta, 26 March, 1999.
“Under Construction: Revision Strategies on the Web.” Conference on College Composition and Communication. Chicago, 3 April, 1998.
Co-Recipient (with principle investigator Prof. Brad Mudge of the English Dept.) of $2000.00 UCD Faculty Grant for “Rowlandson Web Project” (2002)
Abstract of my PhD Dissertation.
| Visual Principles in Technical Communication A cross-listed senior-level / graduate-level course that introduces students to perspectives on the visual dimension of technical communication (TC): physiological, technological, and especially cultural and rhetorical. The course draws on over two dozen research readings—ranging from typography to information visualization to document design ethics—to build students’ understanding of the research basis underscoring the principles of usable visual TC. |
2 sections 2005-06 |
| Technical Communication: Writing A graduate course incorporating research on, and practice of, writing in various technical communication genres (proposals, reports, instructions) and across print and electronic media. As a core graduate course in the Technical Communication MS program and also students’ main entryway into the program, the course also introduces graduate students to the field of technical communication and to a range of technical communication practices and issues. |
3 sections 2003-05 |
| Web Design A cross-listed senior-level / graduate-level course split 50-50 between a classroom and a Mac computer lab. The classroom component focuses on the principles of Web design. In the computer lab, students, in their two main projects, are walked through the comprehensive sequence of activities in the professional Web design process: project proposal, wireframing and storyboarding, peer review and usability testing, interface testing, beta releases, staged public releases, technical report, design report, and finally a showcase of their work. Students are taught hand coding of HTML and CSS, Dreamweaver, Photoshop, and procedures for posting and maintaining their sites on a Web server. |
8 sections 2001-05 |
| Technical Communication A junior-level course split 50-50 between a classroom and a Mac computer lab. Students make use of Internet applications (e-mail, the Web) and several software applications (MS Word, Excel, Powerpoint, Dreamweaver) to research, analyse, draft, revise, design, review, and test documents in technical communication genres. |
11 sections 2001-06 |
| Professional Writing and Computer Communications A 3rd-year course that developed communication perspectives and writing strategies for computer-mediated communications (CMC). The course drew on recent research in CMC and adapted perspectives originally developed for oral and print media, such as document design perspectives, to offer students strategies for critically analysing and effectively producing communication on computer networks. The course was taught primarily in a computer lab; almost all readings and assignments were electronic. |
6 sections 1996-99 |
| Desktop Publishing and Design A 3rd-year course using a task-oriented approach. Students critique and construct business cards, résumés, brochures, a class cookbook, and group-produced zines. Students are taught how to use QuarkXPress, Pagemaker, Illustrator, and Photoshop strategically for these projects. |
2 sections 2000-01 |
| Technical Writing A 2nd-year course with a modular organization. Modules include technical specifications, technical instructions, a multi-document employment project, and Web site proposal and construction. The course includes critical analysis of Web site organization, design, and rhetoric. Collaborative work, primary research, and usability testing are emphasized. |
2 sections 1999-2001 |
| Thesis Writing A non-credit course for Masters and Doctoral students in the faculties of Mathematics / Computer Science and Engineering. In the six years I taught the course, I developed it from its original incarnation—a course in technical writing and editing—to a course that draws primarily on research on the composing and revision processes of experienced writers (e.g., Jone Rymer, Nancy Sommers) and on the genres of scholarly writing (e.g., John Swales). In line with developments in Writing Across the Disciplines pedagogy, the course also made use of such discipline-sensitive activities as peer-review workshops of students’ thesis drafts. |
7 terms 1991-96 |
| Communication for Organizations A 2nd-year course similar to Organizational Communication described below. |
1 section 2000 |
| Organizational Communication A 2nd-year course that developed students’ strategies and processes for communicating in organizational contexts by analysing the situation, purposes, and audiences of their communication. Students practiced these strategies and processes with several organizational communication scenarios: interviews and a presentation, memos and letters, a proposal and report, and a cover letter and résumé. |
7 sections 1996-99 |
| Journalism A 3rd-year course combining analysis and criticism of journalism with reporting and writing of journalism. The course covers journalism across several media: print, TV, radio, and the Web. |
2 sections 2000-01 |
| Social and Professional Languages A 3rd-year course that explored language issues relevant to professional writers. The course drew on a wide range of socio-linguistic and discourse scholarship, most notably the perspectives of Mikhail Bakhtin, to explore strategic language usage in Canadian publishing, advertising, politics, technical communication, cyberspace, and to explore such issues as inclusive language, prescriptivism and descriptivism in writing handbooks and dictionaries, the Plain English movement, and gendered and ethnic uses of English. |
2 sections 1998-99 |
| Writing Strategies A 2nd-year course organized into modules centered around a variety of genres (mechanism descriptions, advertisements, reports, etc.). The course emphasized analysing purpose, audience, and genre to develop heuristics for discovery and strategies for writing in each new context. |
3 sections 1993-95 |
| Report Writing A 2nd-year course giving particular attention to research of both primary and secondary sources and the use of computers in professional writing. |
(Teaching Assistant Winter 1993) |
| Creative Writing A 3rd-year course following a process-oriented pedagogy. Students engage in a series of discovery exercises to compose each of their poetry and prose drafts. All drafts are workshopped, and about half are revised for final portfolios. |
2 sections 1999-2000 |
| Contemporary Usage A 2nd-year course designed to develop editing skills for English majors. The course examined both Standard English usage and the social and professional dimensions of usage as a function of class, gender, race, genre, and lexical technologies (i.e., dictionaries, computers). |
2 sections 1994-96 |
| Science Fiction A 2nd-year course that included a creative writing component. |
1 section Winter 1990 |
| Academic Writing The second course in a two-course sequence with a pedagogy similar to that of the Introduction to Writing course described below. Students’ essays and reports draw on primary research (interviews, small-scale surveys, analysis of media texts) and secondary research (print and Web sources). |
1 section 2000 |
| Introduction to Writing A 1st-year course based on both a social-constructionist and a process-oriented pedagogy. Students are introduced to the “conversation” surrounding three issues through thematically-related readings and seminar group work. Each essay is composed in four stages, which receive peer-group and/or instructor feedback. Along with my own sections, I was responsible for close to 200 students and 4 TAs. |
2 sections 1999-2000 |
| Introduction to Essay Writing A 1st-year course with a process-oriented pedagogy involving reading and writing of essay discourses ranging from expressive prose to researched arguments. |
2 sections 1992-95 (also Teaching Assistant for 1 section Fall 1989) |
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Publisher of the Department of Communication’s newsletter, InterAction University of Colorado at Denver
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2001-2005 |
While at the University of Colorado at Denver . . .
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2001-05 |
While in Brock University’s English Department . . .
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1999-2001 |
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Faculty Coordinator, Faculty Advisor, and Discipline Representative University of Toronto at Mississauga, Professional Writing Programme
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1997-1999 |
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Publisher of UTM faculty and staff newsletter, thisweek@erindale University of Toronto at Mississauga
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1997-1999 |
While a graduate student at the University of Waterloo . . .
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1993-1996 |
- Designed and conducted Web-based research survey using HTML forms with php script
- Use SPSS to analyse research data
- Teach regularly in computer labs, 4 different labs since 1996
- Construct course Web sites for all my courses since 1997
- Teach using both PC Windows and Mac operating systems
- Teach Web publishing scripts such as HTML, CSS, and JavaScript
- Teach Web publishing applications such as Dreamweaver, Photoshop, and various FTP applications, and familiar with FrontPage, GoLive, ImageReady, Flash, LiveMotion
- Teach office applications such as Excel and Powerpoint, and advanced MS Word functionality
- Taught desktop publishing applications: QuarkXPress, Pagemaker, Illustrator, Photoshop
- In non-computer classrooms, incorporate Web research and Web authoring, e-mail, newsgroups, Powerpoint, Blackboard, and other applications into class activities and student projects
- Regularly post student projects on the Web
- Use QuarkXPress, MS Word, WordPerfect, Photoshop, Adobe Distiller and Acrobat to publish newsletters
- Work at advanced levels with MS Word, WordPerfect, and Office applications such as Access, Excel, Powerpoint, Quattro Pro.
- Programmed with dBase III during 1980s and early 1990s
Current
- STC: Society for Technical Communication
Periodic
- ATTW: Association of Teachers of Technical Writing
- CATTW: Canadian Association of Teachers of Technical Writing
- MLA: Modern Language Association
- CCCC: Conference on College Composition and Communication
- NCA: National Communication Association
- STC: Society for Technical Communication
- AIR: Association of Internet Researchers