College of Liberal Arts & Social Sciences > Academics > Writing, Rhetoric and Discourse > About > Faculty Publications
From presenting at international conferences to publishing in world-renowned academic journals,
WRD faculty represent active scholars and researchers in a broad range of fields related to rhetoric and composition. Explore some of the recent publications by WRD faculty.
Professor Julie Bokser published “Inventing the Lady Manager: Rhetorically Constructing the ‘Working-Woman” in the Fall/Winter 2018 issue of Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric & Composition. The essay attends to how a group of women assumed leadership and asserted authority in their work with the 1893 World’s Columbian Exposition.
Professor Bokser contributed a chapter titled “Teaching and Inventing Public Memorials: Chicago Women Rhetors” to Pedagogies of Public Memory: Teaching Writing and Rhetoric at Museums, Archives, and Memorial, a 2016 book collection edited by Jane Greer and Laurie Grobman.
An article titled “Finding Common Ground: Identifying and Eliciting Metacognition in ePortfolios Across Contexts,” co-authored by Professor Bokser, Sarah Brown, Caryn Chaden, Michael Moore, Michelle Navarre Cleary, Susan Reed, Eileen Seifert, Kathryn Wozniak, and Liliana Barro Zecker, appeared in a 2016 issue of the International Journal of ePortfolio.
Professor Lisa Dush published “Nonprofit Collections of Digital Personal Experience Narratives: An Exploratory Analysis” in a 2017 issue of the Journal of Business and Technical Communication. The study analyzes how nonprofit organizations use digital personal experience narratives in their Web sites and communications.
In the December 2015 issue of College Composition and Communication, Professor Dush published “When Writing Becomes Content,” an essay that explores the word and concept of content within writing studies. The article won a 2016 Richard Braddock Award from the CCC organization.
Professor Tim Elliott co-authored with Kristen R. Moore (University at Buffalo) an article titled “From Participatory Design to a Listening Infrastructure: A Case of Urban Planning and Participation” that appeared in the Journal of Business and Technical Communication in 2016. In the article, Elliott and Moore describe a public planning project’s attempts to engage a city-wide public. The project’s attempts at participatory engagement were complicated by an opaque data collection process that gathered mass quantities of public opinion data but did not clearly discuss how this public data influenced the project’s outcome.
Professor Jason Kalin co-authored an article with Laurie Gries, Blake Watson, Jacqui Pratt, and Desiree Dighton titled “(Re)designing Innovation Alley: Fostering Civic Living and Learning Through Visual Rhetoric and Urban Design.” The article appears in a special 2020 issue of The Review of Communication that shares research from participants of the inaugural Rhetoric Society of America Project.
An article titled “Socializing the Gut in Probiotics Experimentation: Calibrating Microbiota and Science Policy,” co-authored by Professor Kalin and David Gruber, was published in a 2019 issue of the World Medical & Health Policy journal. The co-authors also published “Gut Rhetorics: Toward Experiments in Living with Microbiota” in a 2018 issue of Rhetoric of Health & Medicine.
In a 2018 issue of Present Tense: A Journal of Rhetoric in Society, Professor Kalin published an article titled “Visualizing Ambient Rhetorics.”
Professor Maria Prikhodko wrote a book chapter, “Rhizomes in Action: International Multilingual Student Writers’ Literacies,” for the 2019 edited book Re-Conceptualizing Connections Between Language, Learning, and Literacy. The chapter shares how two international multilingual student writers (re)negotiated their literacies through first-year writing in the US.
Professor Prikhodko’s forthcoming chapter “The Rhetoric of Nurturing in the Multilingual Writing Class Rooted in the Eloquent Tradition of Kievan Rus” will appear in the upcoming edited collection Alternative Sources for Rhetorical Traditions. Carbondale, Illinois: Southern Illinois University Press. Book chapter submitted for publication.
Professor Lydia Saravia’s article “Lessons from Guatemala: Fear of Cultural and Linguistic Loss and a Curriculum of Urgency” was published in the TESOLers for Social Responsibility Newsletter 2019 special issue on Indigenizing TESOL.
Professor Saravia also published a piece co-authored with Paola Zitlali Morales and María Fernandez Peréz titled “Multilingual Mexican-Origin Students’ Perspectives on Their Indigenous Heritage Languages,” which appeared in a 2019 issue of the Association of Mexican American Educators Journal.
A chapter co-authored by Professor Saravia and Paola Zitlali Morales, “The Practice of Cariño for Emergent Bilingual Students: Latinx Students in U.S. and Indigenous Guatamaltecos,” appeared in the 2019 edited collection Transforming Schooling for Second Language Learners: Policies, Pedagogies, and Practices.
In a 2019 edition of the Review of Higher Education, Professor Saravia co-authored an article with Syeda Raza, Zyshia Williams, and Dalal Katsiaficas titled “Interrupting the Cycle of Worrying: Financial Implications of the California DREAM Act in the Lives of Undocumented College Students.” The study analyzed 18 interviews with undocumented undergraduate students to understand the financial implications of the CA DREAM Act.
An article co-authored by Professor Jason Schneider and Ralph Cintrón (University of Illinois at Chicago) titled “Things of the World: Migration, Presence, and the Arts of Presencing” was published in the Philosophy & Rhetoric journal in 2019. That same year, Professor Schneider’s article “Teaching in Context: Integrating Community-based Service Learning into TESOL Education” appeared in the TESOL Journal. Another article co-authored with DePaul Professor Li Jin, titled “Faculty Views on International Students: A Survey Study,” was published in the Journal of International Students in 2019.
Professor Schneider also wrote “Passages into College Writing: Listening to the Experiences of International Students,” an article published in Volume 40 of Composition Forum. The article analyzes data from a qualitative, longitudinal study that Professor Schneider led with a cohort of undergraduate international students at DePaul.
In an article titled “Learning How To Support Multilingual Writers: A Framework for Faculty Education,” which appeared in Pedagogy in 2018, Professor Schneider describes how faculty and administrators can use knowledge from applied linguistics to facilitate the teaching of multilingual writers.
Professor Erin Workman co-authored an article with Kathleen Blake Yancey, Matthew Davis, Liane Robertson, and Kara Taczak titled “The Teaching for Transfer Curriculum: The Role of Concurrent Transfer and Inside-and-Outside School Contexts in Supporting Students’ Writing Development.” The article appeared in the December 2019 issue of College Composition and Communication.
Professor Workman co-authored another article with the same authors titled “Writing Across College: Key Terms and Multiple Contexts As Factors Promoting Students’ Transfer of Writing Knowledge and Practice.” The article appeared in the WAC Journal in 2018.