Michelle Cox, PhD

Institute for Writing and Rhetoric

Room 205 Baker Library

Dartmouth College

Hanover, NH 03755

Phone: 603-646-9843

Email: michelle.cox@dartmouth.edu

Academic Appointments

Multilingual Specialist, Institute of Writing and Rhetoric, Dartmouth College, 2012-present

Associate Professor of English, Bridgewater State University, spring 2012.

Writing Across the Curriculum Coordinator, Bridgewater State University, Spring 2007 to spring 2012.

Assistant Professor of English, Bridgewater State University, 2006 to 2012.

Graduate Instructor, University of New Hampshire, 1999-2005.

Education

Ph.D. in English, University of New Hampshire, Durham, May 2006.

Primary Area: Composition Studies

Secondary Area: ESL Writing

Passed exams with distinction

Dissertation: When the Workplace is on Campus: Learning to Write for a University

Speech Language Clinic

Committee members: Paul Kei Matsuda, chair; Thomas Newkirk; Cinthia Gannett;

Jessica Enoch; John Brereton

M.A. in English, University of New Hampshire, Durham, 2000.

Concentrations in literature and composition studies.

Master’s thesis: “Familiar Landscapes”

Committee members: Diane Freedman, first reader; Cinthia Gannett, second reader.

B.A. in English, Summa Cum Laude, University of New Hampshire, Durham, 1998.

Major: English

Minor: Classics

Elected to Phi Beta Kappa Honor Society, University of New Hampshire Chapter, 1996.

Continuing Scholarship

Publications

“Conversations among Teachers on Student Writing: WAC/Secondary Education Partnerships at

BSU,” with Phyllis Gimbel. Special issue of Across the Disciplines, “Writing across the

Secondary School Curriculum,” edited by Pamela Childers and Michael Lowry.

December 2012. http://wac.colostate.edu/atd/second_educ/cox_gimbel.cfm

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Special Issue of Across the Disciplines. Edited with Terry Myers Zawacki. “Writing across the

Curriculum and Second Language Writers: Cross-Field Research, Theory, and Program

Development.” 8(4): December, 2011. <http://wac.colostate.edu/atd/ell/index.cfm>

“Introduction to WAC and Second Language Writing.” Written with Terry Myers Zawacki.

“Writing across the Curriculum and Second Language Writers: Cross-Field Research,

Theory, and Program Development [Special Issue].” Across the Disciplines, 8(4):

December, 2011. <http://wac.colostate.edu/atd/ell/zawacki-cox.cfm>

“WAC: Closing Doors or Opening Doors for Second Language Writers?” In “Writing across the

Curriculum and Second Language Writers: Cross-Field Research, Theory, and Program

Development [Special Issue].” Across the Disciplines, 8(4): December, 2011.

<http://wac.colostate.edu/atd/ell/cox.cfm>

“Reading an ESL Writer’s Text” with Paul Kei Matsuda. Reprinted in Studies in Self-Access

Learning Journal. March 2011.

“Snapshots of Our Literacies.” Written with Katherine E. Tirabassi. In The College Writing Toolkit: Tried and Tested Ideas for Teaching College Writing. Ed. Martha Pennington

and Pauline Burton (London, UK: Equinox): 2011.

“Undergraduate Research as Faculty Development.” Written with Ed Brush, Andrew Harris, and

Lee Torda. CUR Quarterly, Fall 2010.

“WAC-WID and Second Language Writing.” WPA-CompPile Research Bibliographies, No. 8.

WPA-CompPile Research Bibliographies, June 2010.

<http://comppile.org/wpa/bibliographies/Bib8/Cox.pdf>

Reinventing Identities in Second Language Writing. Edited collection with Jay Jordan, Christina

Ortmeier-Hooper, and Gwen Gray Schwartz. Urbana, IL: NCTE, 2010.

“Identity, Second Language Writers, and the Learning of Workplace Writing.” Reinventing

Identities in Second Language Writing. Eds. Michelle Cox, Jay Jordan, Christina

Ortmeier-Hooper, and Gwen Gray Schwartz. Urbana, IL: NCTE, 2010. 75-95.

“Reading an ESL Writer’s Text” with Paul Kei Matsuda. ESL Writers: A Guide for Writing

Center Tutors, 2nd

ed. Ed. Shanti Bruce and Ben Rafoth. Portsmouth, NH: Boynton/Cook

Heinemann, 2009. 39-47.

“Teaching Writing for the ‘Real World’: A Rationale and Project for Community and Workplace

Writing” with Christina Ortmeier-Hooper and Katherine E. Tirabassi. English Journal,

May 2009.

Second Language Writing in the Composition Classroom: A Critical Sourcebook. Editor, with

Paul Kei Matsuda, Jay Jordan, and Christina Ortmeier-Hooper. Boston: Bedford/St.

Martin’s, 2006.

Writing for the Clinical Practicum” with Cinthia Gannett, Jeanne O’Sullivan, and Amy Solomon

Plante. Communication Sciences Student Survival Guide. Ed. Marie A. Patton. Clifton

Park, NY: Thomas Delmar Learning, 2005. 101-14.

“Reading an ESL Writer’s Text” with Paul Kei Matsuda. ESL Writers: A Guide for Writing

Center Tutors. Ed. Shanti Bruce and Ben Rafoth. Portsmouth, NH: Boynton/Cook

Heinemann, 2004. 39-47.

“Dangerous Responses” with Katherine Tirabassi. The Teacher's Body: Issues of Embodiment,

Authority, and Identity in the Academy. Ed. Diane Freedman and Martha Stoddard

Holmes. Albany: SUNY Press, 2003. 235-47.

Works in Progress

WAC and Second Language Writers: Research towards Developing Linguistically and Culturally

Inclusive Programs and Practices. Edited with Terry Myers Zawacki. Edited collection

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under development and under contract with the WAC Clearinghouse and Parlor Press for

the Perspectives in Writing Series. Forthcoming in summer 2013.

“WAC, Faculty Development, and Second Language Writers.” Forthcoming in WAC and Second

Language Writers: Research towards Developing Linguistically and Culturally Inclusive

Programs and Practices. Edited with Terry Myers Zawacki. Edited collection under

development and under contract with the WAC Clearinghouse and Parlor Press for

the Perspectives in Writing Series. Forthcoming in summer 2013.

“Supporting Faculty Writing at a Teaching-Mission Institution,” with Ann Brunjes. In Working

with Faculty Writers edited by Anne Ellen Geller and Michele Eodice (Utah State

University Press). Forthcoming in summer 2013.

“Identity in Second Language Writing.” Under development for Shanti Bruce Ben Rafoth (eds.),

Tutoring Second Language Writers (Utah State University Press). Forthcoming in 2014.

“Talking about Writing across the Secondary and College Community.” Under development for

Jacob Blumner and Pamela Childers (eds.), WAC Partnerships Among Secondary and

Post-Secondary Institutions, which is under contract with the WAC Clearinghouse and

Parlor Press for the Perspectives in Writing Series. Forthcoming in 2014.

Selected Conference Presentations – National

“Revising our Categories: Some Conceptual Questions About Linguistic Diversity and Language

Identity” as part of a panel entitled, “The Language and Literacy Diversity Project: Using

Linguistic Survey Data to Inform Writing Pedagogy, Research on Writing, and Writing

Program Assessment” with Angela Dadak, Jonathan Hall, and Steven Simpson.

Conference on College Composition and Communication, Las Vegas, March 2013.

“Raising Awareness about Second Language Writers through Undergraduate Research and

Service-Learning” as part of a panel entitled, “Undergraduate Research as Teaching for

Social Justice” with Lee Torda and Joleen Hanson. Conference on College Composition

and Communication, St. Louis, April 2012.

“WAC: Opening Doors or Closing Doors for Second Language Writers?” as part of a panel

entitled, “Supporting Multilingual Writers: WAC/Second Language Writing Partnerships,

Pedagogies, and Best Practices” with Terry Myers Zawacki, Christopher Thaiss, and

Dana Ferris. Conference on College Composition and Communication, Atlanta, April

2011.

“Be OURs. Be WAC. Writing to Inquire across the Curriculum at BSC.” Panel with Lee Torda

and Nancy Van Leuven. Tenth Biennial 2010 National Writing Across the Curriculum

Conference, Bloomington, IN, May 2010.

“Sustaining WAC in Hard Times: The Creation of a Regional WAC Program Consortium.”

Panel with Susanmarie Harrington, Dan Frazier, Katherine Tirabassi, Robert Smart, and

Kati Pletsch de Garcia. Conference on College Composition and Communication,

Louisville, March 2010.

“Advocating for Second Language Writers through Writing Across the Curriculum.” Invited

Speaker. Symposium on Second Language Writing, Tempe, November 2009.

“L2 Writing and Universal Design: Creating Writing Assignments with L2 Writers in Mind.” As

part of a workshop entitled, “Keeping Multilingual Writers in Mind: How Universal

Design Can Lead to Inclusive Pedagogies and Practices.” Conference on College

Composition and Communication, San Francisco, April 2009.

“Researching Writing in the Juncture of School and Work, or What Happened When a

Composition Researcher Met HIPAA,” as part of a panel entitled, “The Research Plan is

Sinking -- Locate the Lifevest!: Navigating Research Methodologies and Realities” with

Kevin DePew, Christina Ortmeier-Hooper, and Katherine E. Tirabassi. Conference on

College Composition and Communication, San Francisco, April 2009.

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“Universal Design and Writing Programs: Constructing a Student-Centered Universe(ity).”

Discussant on roundtable Kimberly Bowers, Matthew Davis, Jay Dolmage, Susan

Cochran-Miller, and Domenica Vilhotti. Conference on College Composition and

Communication, San Francisco, April 2009.

“Fostering a Campus-Wide Culture of Writing: The WAC Network.” Panel with Victoria Bacon,

Anne Doyle, and Teresa King. Ninth Biennial 2008 International Writing Across the

Curriculum Conference, Austin, August 2008.

“Beyond the Deficiency Model: Second Language Writers as Rhetorically Savvy” with Christina

Ortmeier-Hooper, as part of a panel entitled, “Rethinking Assumptions: Second

Language English Users as Rhetorically Savvy” with Jay Jordan. Conference on College

Composition and Communication, New Orleans, April 2008.

“Advocating for Second Language Writers through WAC” as part of a workshop entitled,

“Changing Realities of Multilingual Students: Special Issues and Topics in Second

Language Writing.” Conference on College Composition and Communication, New

Orleans, April 2008.

“’Trials and Errors’: Implications of Being Identified as an ‘ESL’ Graduate Student,” as part of a

panel entitled, “Interpreting Second Language Writers' Identities: Designations,

Complications, and Implications” with Jay Jordan, Christina Ortmeier-Hooper, and Gwen

Gray Schwartz. Conference on College Composition and Communication, New York

City, March, 2007.

Selected Conference Presentations – Regional

“Mentoring the Next Generation of K-12 Educators: WAC, Writing Pedagogy, and the Common

Core State Standards” panel with Phyllis Gimbel, Nicole Glen, and Robert Sylvester.

Critical Thinking and Writing Conference, Quinnipiac University, CT, November 2012.

“WAC and Second Language Writers: Directions for Research.” Northeast Writing Across the

Curriculum Consortium, St. John’s University, Queens, April, 2012.

“Writing-to-Learn(ing)-to-Write Across the Curriculum” with Michelle LaFrance. First Annual

Southeastern Massachusetts Regional Composition Conference, Bridgewater State

University, May 2011.

“Sharing Successes and Struggles among Colleagues: FAN, WAC, and UR” with Jenny

Shanahan, Steve Haefner, Pam Russell, and Teresa King. New England Faculty

Development Consortium Conference, Mount Holyoke College, Worcester, May 2011.

“Graduate Writing Fellows Programs at a State University: From Pilot to Institutionalization”

with Barbara Bond, Emily Douglas, and Karen Fein. Critical Thinking and Writing

Conference, Quinnipiac University, CT, November 2010.

“What Is Critical Thinking and How Do We Teach It?: Perspectives from Across the Disciplines”

with Pamela Hayes-Bohanan, Edward Deveney, Laura McAlinden, Ward Heilman, Anne

Doyle, and John-Michael Bodi. Critical Thinking and Writing Conference, Quinnipiac

University, CT, November 2008.

Writing Across the Curriculum Activities

Writing Across the Curriculum Coordinator, Bridgewater State University, Spring 2007 to Spring

2012.

In this role, I advocated for the inclusion of writing instruction in courses across the

disciplines and levels, organize faculty development programs and workshops, and offer

individual consultations with faculty to talk about writing instruction, assignment design,

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and writing assessment. For more information on the WAC program, see the website I

developed, www.bridgew.edu/wac.

Co-organizer, “BSU Community of Writers: Writing Groups,” in collaboration with Theresa

Coogan, CART Research Fellow, Fall 2011 to Spring 2012.

This program works to assist part- and full-time faculty and librarians with forming and

organizing effective writing groups. Faculty interested in being part of a writing group

attend the COW Writing Groups Opening Reception in early September, during which

they learn about effective peer review and writing group dynamics, join a writing group,

and meet with this writing group to plan their work together. In spring, these faculty

come together again for the COW Writing Groups Closing Reception, during which they

report on their successes and challenges.

Co-organizer, “BSU Community of Writers: Writing Days,” in collaboration with Theresa

Coogan, CART Research Fellow, Fall 2011 to Spring 2012.

This program provides part- and full-time faculty and librarians with dedicated space

and time for writing. The CART Boardman is reserved for 4-hour blocks twice a month,

and writers are provided with light refreshments and a distraction-free space for writing.

Co-organizer, “BSU Community of Writers Colloquia,” in collaboration with Theresa Coogan,

CART Research Fellow, Fall 2010 to Spring 2012.

These monthly colloquia feature BSU faculty who lead informal workshops on topics

related to faculty writing. The colloquia responds to an expressed desire by faculty

across the curriculum for more support for and community around writing.

Co-organizer, “Teacher-Scholar Writing Retreat,” BSU, August 2010 to Spring 2012.

This program provides part- and full-time faculty with a space, fuel (food and coffee),

and support (in the form of a writer’s group, as well as stipends) for writing. Faculty

come together for a week in August to push forward a writing project, which can range

from a book prospectus to a scholarly article to a creative writing project, undistracted

by office or home distractions. Research on similar programs has shown that faculty

participants will carry writing process pedagogies – such as peer review and revision—

into their classrooms after experiencing such support in their own writing. This initiative

is the result of a collaboration between WAC, the Office of Teaching and Learning,

Academic Affairs, and the CART Research Fellow.

Organizer, “Graduate Writing Fellows Program,” BSU, Spring 2009 to Spring 2012.

This initiative, piloted in the Masters in Social Work program in Spring 2009, grew out of

a collaboration between MSW faculty, WAC, the AAC, and the Director of Teaching and

Learning. The program provides writing support for graduate students by training

selected graduate students in responding to peer writing who then provide writing

support for peers in the same program. Three programs are now participating in this

program: the Masters in Social Work program, the Masters in Criminal Justice Program,

and the Masters in Public Administration program. Each semester, I provide training for

new writing fellows, work closely with faculty in each program to help shape the

program to best fit their needs, and stay in contact with the writing fellows to provide

ongoing support.

Organizer, “WAC Network Program,” BSU, Spring 2007 to Spring 2012.

Now in its third year, this initiative has brought together 52 faculty from across the

disciplines and from a local high school who share a commitment to integrating writing

into their curriculum. These faculty receive training in Writing Across the Curriculum

pedagogy and then mentor colleagues through individual consultation and by leading

WAC Discussion Groups, which are bimonthly WAC workshops focused on topics related

to writing instruction. Through this program, I also organize a speaker series, bringing

outside speakers to campus each fall to lead WAC workshops for WAC Network members

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and the broader campus. This speaker series has included Dr. Toby Fulwiler, Dr. John

C. Bean, and Dr. Neal Lerner.

Workshop presenter, “Using Writing to Engage Students.” Visiting Lecturer Development at

Bridgewater State University, organized by the Office of Teaching and Learning, BSU.

January 4, 2012.

Workshop presenter, “Teaching Writing-Intensive Courses.” FYS/SYS May Workshop. Organized

by the Coordinators of First- and Second-Year Seminar. May, 2010.

Co-organizer. Hearing Every Voice. December 11, 2009.

This full-day event, co-organized by WAC, the Office of Teaching and Learning, the

Office of Undergraduate Research, and the coordinators of First and Second Year

Seminar, brought two outside speakers to BSC: Dr. Matthew Oulette of UMass Amherst

who presented on inclusive pedagogies, and Dr. Patricia Palmerton of Hamline

University who presented on speaking-intensive pedagogies.

Co-organizer. Writing to Inquire: Researched Writing and First and Second Year Students.

August 25, 2009.

This full-day faculty development workshop grew out of collaboration between the Office

of Undergraduate Research and WAC, and featured nationally known scholar on inquiry-

driven student writing, Bruce Ballenger. The workshop also included roundtables

developed in collaboration with the coordinators of First Year Writing, First Year

Seminar, Second Year Seminar, Diversity, Sustainability, and Service Learning, as well

as Maxwell Library.

Co-organizer. Conversations about Teaching: Diverse Students. Diverse Methods. One Mission.

May 5, 2009.

This full-day faculty development workshop was a collaboration between a number of

faculty development programs, including: WAC, the Office of Teaching and Learning,

First and Second Year Seminar, Service Learning, First Year Writing, Office of

Institutional Diversity, Global Studies, Second Language Services, Center for

Sustainability, Undergraduate Research, and the Adrian Tinsley Program.

“Roundtable on Graduate Student Writing” with Ann Brunjes. Conversations about Teaching:

Diverse Students. Diverse Methods. One Mission. May 5, 2009.

“Teaching Student Writing with Student Writing” workshop session with Lee Torda.

Conversations about Teaching: Diverse Students. Diverse Methods. One Mission. May

5, 2009.

“Working with ESL Students in Book Clubs,” presentation with Julia Stakhnevich for Book Club

Facilitator Training Workshop, organized by Elaine Bukowiecki, August 2008.

“ESL Writers and the Seminars,” presentation with Julia Stakhnevich for First and Second Year

Seminar Planning Workshop, organized by Teresa King and Thomas Kling, December 7,

2007.

“Teaching Rhetoric in Writing I,” presentation for Writing I and II Staff Orientation, organized

by Anne Doyle, August 2008.

“Writing for Speaking,” workshop with Teresa King, presented as part of faculty development

workshop, Engaging First and Second Year Students, BSC, May 2008.

Co-organizer. Engaging First and Second Year Students, Faculty Development Workshop, May

2008.

“Designing Writing Assignments,” workshop with Kathryn Evans for First and Second Year

Seminar Planning Workshop, organized by Teresa King and Thomas Kling, December 7,

2007.

“WAC Coffee Break on Teaching Writing in the Major,” with Lee Torda and Pam Hayes-

Bohanan, December 6 and 7, 2007.

“WAC Coffee Break on Research and the Second Year Seminar,” with Teresa King, Jordon

Barkalow, Lee Torda, and Pam Hayes-Bohanan, November 29, 2007.

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“WAC Coffee Break on Designing Writing Assignments,” with Kathryn Evans and Writing

Studio consultants, November 9, 2007.

“WAC Coffee Break on ESL Writing,” with Julia Stakhnevich, Oct 4, 2007.

“Revision,” presentation for Writing I and Writing II Staff Orientation, organized by Anne Doyle.

August, 2007.

Co-organizer, “It’s Okay Not to Do Everything”: Teaching First and Second Year Students,

Faculty Development Workshop, BSC, May 2007.

“’Write to Talk: Writing Activities that Enhance Class Discussion,” presented with Ann Doyle at

faculty development workshop, “It’s Okay Not to Do Everything’: Teaching First and

Second Year Students, BSC, May 2007.

“WAC Coffee Break: Responding to Writing,” BSC, April 2007.

“WAC Coffee Break: Writing with Research,” BSC, March 2007.

“WAC Coffee Break: ESL Writing,” BSC, February 2007.

“Designing Writing Assignments for Second Year Seminar.” Workshop. BSC, February 2007.

Invited Talks and Presentations

“Working with ESL Students across the DCC Curriculum: Helping U.S. Resident and

International Second Language Learners Succeed” with Christina Ortmeier Hooper.

Dutchess Community College, Poughkeepsie, NY, January 2013.

During this four-hour workshop, we presented research on L2 writing and writers, and

led faculty in discussions and activities that explored experiences with L2 writers at

Dutchess, effective pedagogy, and responding to and assessing L2 writing.

“Is Your Writing Course ‘ESL-Ready’?” Colby College, Waterville, ME, November 2012.

During this two-hour workshop, I led faculty from the first-year writing program and

from across the curriculum in activities and discussions focused on creating linguistically

and culturally inclusive writing pedagogy.

“Multilingual Writers in the Composition Classroom,” with Christina Ortmeier-Hooper. Boston

Rhetoric and Writing Network.(BRAWN) Summer Institute, June 2012.

During this presentation, we provided background on international L2 students, resident

L2 students, and what research says about second language writing development and

pedagogy, and then walked participants through an activity focused on responding to and

evaluating L2 writing.

“Fostering Writing Across the Curriculum.” ELA Literacy: How It Fits into College Readiness.

Organized by the Education Resource and Enrichment Center, BSU. January 12, 2012.

During this workshop, I led breakout sessions for groups of secondary school

administrators focused on the role of WAC in writing development and approaches to

launching WAC programs in secondary schools.

“Tutoring Second Language Writers.” University of Connecticut, Storrs, CT, August 2011.

During this two-hour workshop, a follow-up workshop to one I led in May 2011, I led

writing center tutors in activities and discussions that will help them find more effective

approaches for working with second-language students.

“Writing across the Curriculum.” Westfield State University, MA, May 2011.

During this full-day consultation, I met with the director of the university writing center,

the first-year writing program administrator, and the vice provost for academic affairs to

discuss strategies for starting a WAC program at Westfield, and then led a 6-hour

workshop for faculty across the curriculum on WAC pedagogy, drawing on recent

findings of the effectiveness of WAC for student writing and learning.

“From Learning Outcomes to Writing Assignments Across the Curriculum.” University of

Massachusetts, Dartmouth, April 2011.

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During this 1-hour workshop, I walked participants through writing-to-learn and

writing-to-communicate concepts, assignment descriptions, and hands-on activities, and

led a discussion on ways in which individual faculty could adapt curricula to further

engage students through writing.

“Working with Second Language Writers.” University of Connecticut, Storrs, February 2011.

During this full-day consultation, I met with the directors of the university writing center,

graduate teaching assistants teaching a newly designed course for graduate ESL writers,

and writing center consultants to share approaches to working with second language

undergraduate and graduate students.

“Writing Across the Curriculum.” Central Connecticut State University, October 2010.

During this full-day workshop, participants engaged in writing-to-learn activities, small

group brainstorming, and large group discussions about the different uses and functions

of writing, writing pedagogies, peer review, teacher response, and assessment. I then met

with faculty who would make up the inaugural WAC Steering Committee, which would

build and launch a WAC program.

“Engaging Students with Writing” with John Kucich, McDurfee High School, Fall River, June

2010.

In collaboration with John Kucich, an English Education specialist and literature

professor, I led two workshops for teachers at McDurfee High School in Fall River. The

workshops focused on writing-to-learn and learning-to-write pedagogies, and included

opportunities for teachers to share their own experiences with writing and brainstorm

ways to incorporate WAC approaches into their existing curriculum.

“ESL Writers, Identity, and Writing Assignment Design.” UNH, Graduate course, “Issues in

ESL Writing,” March 2010.

During this presentation, I shared research on identity and L2 writing, and then walked

composition-rhetoric graduate students through an activity focused on assessing the

linguistic and cultural inclusivity of sample writing assignments.

“Sustaining Our Students’ Writing, Sustaining Ourselves as Teachers.” Salem State College,

May 2009.

During this full-day faculty development workshop, participants engaged with

strategies for using writing to foster deeper understanding of content, facilitating

peer review, responding to and evaluating student writing, creating writing

assignments that support a course’s learning outcomes, designing writing

curricula with second language writers in mind, and using the framework of

“backward design” to consider student writing development across a course,

program, and major. Throughout the workshop, participants had many

opportunities to share experiences with teaching with writing and supporting

student writing development with colleagues from across campus. “Writing Across the Curriculum” with John Kucich, Taunton School District, October 2008.

In collaboration with John Kucich, I presented two workshops for the Taunton School

District, one for middle-school teachers and one for high-school teachers. The

workshops focused on writing-to-learn and learning-to-write pedagogies, and included

opportunities for teachers to share their own experiences with writing and brainstorm

ways to incorporate WAC approaches into their existing curriculum.

Teaching

Dartmouth College, 2012-2013

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Writing 5: Writing Rhetorically (3 sections)

In this 9-week course, students design and carry out a term-long research project on a question

related to one of their communities, and write four projects based on this research: an annotated

bibliography, a research proposal, an academic researched essay, and a human interest essay

(profile or feature story). During this extended project, students read articles on aspects of

rhetoric, writing, and research, evaluate the credibility of text-based sources, design and conduct

primary research, engage in a supportive writing group and peer-review workshops, and make

use of recursive writing and research processes.

Bridgewater State University, 2006 to 2012

ENGL 101 XL: Writing I XL (1 section)

In this stretched section of Writing I dedicated to ESL students, I emphasize increasing students’

confidence in using English and their fluency in reading and writing in English while meeting the

outcomes established for this course by the English department. Many of the projects are

designed to engage the students with the wider BSU community, asking them to profile a BSU

community member or review a BSU event or place, or engage in a book club facilitated by a

BSU administrator or staff member.

ENGL 101: Writing I (1 section)

In this workshop-based course, students meet in writing groups while brainstorming, writing, and

revising pieces that require attention to the rhetorical situation. The course is designed to

immerse students in writing, asking them to work on single pieces of writing over several weeks,

while examining the rhetorical context of the writing, learning to see their writing through

readers’ eyes, and analyzing several examples of the same genre written by both published

authors and other students. At the end of the course, students select their best work for inclusion

in a class newsletter and present a collaborative project at the Midyear Symposium.

ENGL 101: Writing I (renamed Writing Rhetorically in fall 2011) Targeted for Language (3

sections)

Second-language students self-select this section in order to receive additional language support

as well as write and speak in a space where they feel safer speaking in class and taking risks in

writing. The syllabus mirrors my other sections of Writing I, but the students meet weekly with a

Book Club and writing fellow, and receive an additional credit for participating in these

programs by co-enrolling in ENGL 144.

ENGL 102: Writing II (3 sections)

Using collaborative pedagogies, my sections of Writing II emphasize using small groups to

support invention, planning of research, the research process, the writing process, and

discussion. Students spend five weeks writing a Researched Essay Proposal, during which they

focus on crafting a research question; planning a research project that includes print-based,

web-based, and primary sources; evaluating the credibility and rhetorical appropriateness of

sources; avoiding plagiarism; and effective note-taking. Students then spend five weeks on their

Researched Essay, during which they continue the research begun while writing the Proposal,

and crafting an essay written in the genre of their choice (i.e. argument, profile, personal essay),

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which goes through several drafts. The course ends with a collaborative research project that

culminates in a presentation at the Undergraduate Research Symposium.

ENGL 102: Writing II (renamed Writing Rhetorically with Sources in spring 2012) Targeted for

Language (4 sections)

Second-language students self-select this section in order to receive additional language support

as well as write and speak in a space where they feel safer taking risks in writing and more

comfortable speaking. The syllabus mirrors my other sections of Writing II, but the students meet

weekly with a Book Club and writing fellow, and receive an additional credit for participating in

these programs by co-enrolling in ENGL 145.

ENGL 202: Business Communication (2 sections)

In this rhetoric focused course, students gain experience with team work, collaborative writing,

and the genres common to business communication by engaging in a ten-week service-learning

project. During this project, they learn to communicate with a client, analyze a client’s needs,

develop documents for a client’s use, test the functionality of a document, and present their work

to a diverse audience.

ENGL 280 The Journalistic Essay (1 section)

Focused on exploring the journalistic essay, my section of this course includes discussions of

texts from the “New Journalism Movement,” student-led discussions of student-selected

contemporary journalistic essays, and writing groups where students work together to focus

topics, plan research, discuss research notes, and take essays through multiple drafts. Field

research and discussions of issues relevant to local communities are important elements of the

course.

ENGL 301 Writing and the Teaching of Writing (5 sections)

In this course, largely enrolled by pre-service secondary school English teachers, I

introduce students to contemporary writing pedagogies, while engaging students in many of the

pedagogical approaches we read about, such as teacher-student writing conference, writing

group, writing workshop, scaffolded projects, and in-class low stakes writing activities. The

projects are specially designed to help students position themselves as writers and writing

teachers: I, Writer (a literacy narrative), I, Writing Scholar (an annotated bibliography on a

topic related to writing instruction), and I, Writing Teacher (a teaching unit that focuses on

writing).

ENGL 389 Special Topics: Writing Our Heritages (2 sections)

In this course, students use field research, primary sources, and second sources to investigate

their family histories and heritage, and then use creative nonfiction approaches to write a series

of essays that draw on this research. Readings of contemporary memoirs and class discussion

focus on the complexities of heritage: what is remembered and what is omitted in family histories,

the complexity of ethnic and national identity in postmodern and postcolonial times, what aspects

of heritage families choose to identity with, and complexities of being shaped by and pushing

against heritage.

ENGL 389 Special Topics: Teaching ESL Writing (1 section)

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This course, built around an extended service-learning project, focuses on the teaching of writing

to students who use English as a Second Language. Students read landmark and contemporary

research on tutoring ESL writing; the impact of culture, educational background, linguistic

background, and history of writing on ESL writing development; ESL writers and secondary

schools; ESL writers and college; writing assignment design; and responding to and assessing

ESL writing. During the course the students also meet with an ESL student to provide tutoring, a

service-learning project that results in a final report in which students make connections between

theory and practice.

ENGL 390 Theories of Writing (1 section)

A survey course, my section of this course is designed to introduce students to theories of writing

that have been central to Composition Studies and have informed writing pedagogy across

different sites of writing instruction. Not only do students learn about these theories by reading,

responding to, and discussing primary texts, but also engage with the theories by trying out

different writing methods, studying writing instruction through a case study, and interrogating

their own theories about how writing is shaped ,learned, and taught.

ENGL 489 Advanced Portfolio Workshop (2 sections)

In this course, the capstone course for the Writing Concentration in the English major, students

investigate writing professions through an interview with a professional writing and investigation

of publication of a particular genre while building a professional writing portfolio that can be

shown to potential graduate programs, employers, and publishers.

ENGL 511 Special Topics: Teaching Multigenre Writing (3 sections)

Incorporating class discussions of multigenre novels, lesson planning, in-class writing activities,

and the writing of a multigenre essay, this course introduces graduate students to an inventive

form of writing that can be used with a wide range of grade levels and in conjunction with a wide

range of learning outcomes: multigenre writing.

ENGL 511 Special Topics: Writing Across the Curriculum Theory and Practice (1 section)

Largely enrolled by secondary school teachers, this course focuses on the theories and research

that inform the Writing Across the Curriculum (WAC) movement, WAC pedagogies, WAC

programming, writing center theory and programming, and approaches to connecting WAC

approaches in higher education to the secondary school setting.

ENGL 518 Issues in Second Language Writing (1 section)

In this course, designed as part of the TESOL Graduate Certificate Program, students explore

issues related to second language (L2) writing, such as second language writing development;

written accent; contrastive rhetoric; biliteracy as a resource for writing; identity in second

language writing; and inclusive and equitable writing pedagogy and assessment, reading

landmark and contemporary research based on studies situated in high school, first year college

composition, and courses across the curriculum.

University of New Hampshire, Durham, 1999-2006

Michelle Cox - 12

ENGL 401: First-Year Writing (6 sections)

ENGL 401H: First-Year Writing, Honors (1 section)

ENGL 401: First-Year Writing, linked with Animal Sciences 400, Food and People

(1 section)

ENGL 502: Technical Writing (2 sections)

ENGL 502: Technical Writing, linked with Mechanical Engineering 646, Experimental

Measurement and Data Analysis (1 section)

ENGL 514: British Literature Survey II: 1800 to the Present (1 section)

ENGL 519: Introduction to Critical Analysis (1 section)

Mentorship

Committee Chair, Honors Thesis, Sara Mulcahy, original research on transfer of writing

knowledge from an ESL section of first-year writing to simultaneous cross-curricular

courses. Fall 2011-spring 2012.

Committee member. Doctoral dissertation committee for Elizabeth Kramer, composition studies

graduate student at the University of New Hampshire. Spring 2010 to Summer 2012.

Committee member. Doctoral dissertation committee for Michael Pederson, composition studies

graduate student at the University of New Hampshire. August 2011 to April 2012.

Graduate Independent Study, Robert Matheson, “Novel Writing Workshop.” Spring 2011.

Graduate Independent Study, Tara Sullivan, “Novel Writing Workshop.” BSC. Fall 2010-Spring

2011.

Graduate Independent Study, Robert Matheson, “Short Story Workshop.” BSC. Fall 2010.

Adrian Tinsley Program for Undergraduate Research Summer Research Grant, Kathryn Johnston,

“’Substitution’: A Short Science Fiction Story.” BSC, summer, 2010.

Undergraduate English internship, with Kate Camerlin, BSC, summer 2010.

Undergraduate English internships, with Megan Wiggin and Sandra Stebben, BSC, spring 2010.

Committee chair. Master’s thesis committee for Mary Wisbach, BSC, spring and summer 2010.

Graduate independent study, “Young Adult Literature Writer’s Workshop,” with Mary Wisbach,

Fall 2009.

Committee member. Doctoral exams committee for Elizabeth Kramer, composition studies

graduate student at the University of New Hampshire. September 2009 to present.

Committee member. Doctoral dissertation committee for Alexandria Peary, composition studies

graduate student at the University of New Hampshire. June 2009 to September 2010.

Undergraduate directed study, “First Year Writing,” with Ngor Kot, Spring 2009.

Undergraduate English internship, with Katey Blaisdell, Fall 2008.

Graduate directed study, “First Year Composition and Service Learning Pedagogy,” with Patricia

Portanova, Fall 2008.

Committee member. Dissertation committee for Joleen Hanson, composition studies graduate

student at the University of New Hampshire. August 2007 to August 2009.

Committee Member. Doctoral exams committee for Joleen Hanson, composition studies

graduate student at the University of New Hampshire. August 2007.

Undergraduate English internship, with Whitney Hoyle, Fall 2007.

Undergraduate English internship, with Amanda Burke, Fall 2007.

Undergraduate directed study, “Writing I,” with Adelmar DoCanto, Fall 2007.

Professional Activities

National Service Activities

Michelle Cox - 13

Editorial board member, Across the Disciplines, 2012-present.

Multilingual writing consultant, Oxford Concise Guides to Writing in the Disciplines, edited by

Tom Deans and Mya Poe. 2012-present.

Committee Member. Nominated to the CCCC Committee on Diversity, 2012-2015.

Invited speaker, “WAC and Second Language Writing, Writing Across Communities Summit, led

by Michelle Hall Kells, Santa Fe, July 2012.

Workshop presenter. Embracing the Richness of Multilingualism through WAC/WID: Re-

envisioning Institutional Leadership, Advocacy, and Faculty Support, chaired by Angela

Dadak, Kathleen Neilsen-Dube, and Virginia Taylor. Conference on College

Composition and Communication, St. Louis, April 2012.

Member, National Consortium of Writing across Communities, 2011-present.

Member, International Writing Across the Curriculum (INWAC) Board of Consultants, 2011-

present.

Stage I Proposal Rater, Conference on College Composition and Communication, 2011-present.

Consulting Reader, Cengage, 2011.

Consulting Reader, Oxford University Press, 2011.

Committee Member. Nominated to CCCC Committee on Second Language Writing, 2009-2011.

Editor, “WAC and Second Language Writing,” WAC Clearinghouse, 2010-present.

<http://wac.colostate.edu/slw/>.

Discussion Leader, “Language,” Think-Tank for Newcomers: Developing Papers and Panels for

the Next CCCC.” 2008, 2009, 2010, 2011, 2012.

Invited Discussion Leader. “WAC and Second Language Writing.” Second Language Writing

Special Interest Group: Preparing Writing Instructors for Second Language Writers.

Conference on College Composition and Communication, Louisville, March 2010.

Organizing Chair. With Angela Dadak and Kathleen Neilsen-Dube. “Building on Their

Strengths: Advocating for L2 Writers through Teaching, Administrating, Mentoring.”

Full-day workshop. Conference on College Composition and Communication, Louisville,

March 2010.

Consulting Reader. Language and Education journal, 2010.

Consulting Reader. Pearson, 2010.

Consulting Reader, McGraw-Hill, 2010.

Organizing Chair. With Christina Ortmeier-Hooper and Steve Simpson. “Keeping Multilingual

Students in Mind: How Universal Design Can Lead to Inclusive Pedagogies and

Practices.” Half-day Workshop. Conference on College Composition and

Communication, San Francisco, April 2009.

Consulting Reader. Learning Inquiry journal. 2007, 2008.

Consulting Reader. Bedford/St. Martin’s, 2006, 2007, 2008.

Committee Member. Nominated to CCCC Committee on Second Language Writing, 2005-2008;

Organizing Chair. “Working toward Inclusive Pedagogy: Special Issues and Topics in Second

Language Writing.” Pre-conference half-day workshop. Conference on College

Composition and Communication, Chicago, March 2006.

Regional Service Activities

Northeast Writing Across the Curriculum Consortium (NEWACC) founder and chair, 2009-2010.

NEWACC Representative on the Northeast Writing Centers Association (NEWCA) Steering

Committee, 2009-2010.

Ex Officio. Northeast Writing Centers Association (NEWCA), 2008-2009.

Organizing Chair. “What Is Critical Thinking and How Do We Teach It? Perspectives from

across the Disciplines.” Second Biennial Writing Critical Thinking Conference: Writing

Across a Critical Thinking Continuum, Quinnipiac University, Hamden, CT, July 2008.

Michelle Cox - 14

Chair. Northeast Writing Centers Association (NEWCA) and conference, 2007-2008.

Vice Chair. Northeast Writing Centers Association (NEWCA), 2006-2007.

Committee Member. Elected to Northeast Writing Centers Association (NEWCA) Steering

Committee, 2005-2008.

Campus Service Activities

Round table presenter, “The Changing Nature of Scholarly Publishing in the Digital Age,”

organized by Barbara DeFelice, Dartmouth Center for the Advancement of Learning

(DCAL), Dartmouth College, October 24, 2012.

Co-director and instructor, Beijing English Faculty Institute, with Wing-Kai To, Yulia

Stakhnevich and Michael Kryzanek, BSU, June 25-July 20, 2012.

Committee member. Davis Foundation Grant Steering Group, with Andrew Harris, Ann Brunjes,

Jenny Shanahan, Sabrina Gentlewarrior, Eric LePage, Pam Russell, Teresa King, and

Karen Fein. Spring 2011 to Summer 2012.

Committee member. Adrian Tinsley Program Advisory Board -- Student Presentations and

Publications Committee. Fall 2011 to present.

Search committee member, Academic Affairs, for the Director of the Office of Teaching and

Learning, 2011-2012, resulted in the hire of Robyn Torosyan.

Invited Speaker. “Shop Talk Workshop.” BSU, Anthropology Second Year Seminar, “Migration

across Borders,” taught by Leyla Keough, March 2011.

Search committee member, Academic Affairs, for the Director of the Office of Undergraduate

Research, 2009-2010, resulted in the hire of Jenny Shanahan.

Invited speaker. “Identity and Second Language Writing.” Teaching Every Student speaker

series, sponsored by the Office of Teaching and Learning and Diversity and Inclusion

Research Institute (DIRI), April 2010. Committee member. TESOL Graduate Certificate Program Committee. Spring 2009.

In collaboration with the dean of the Graduate School, faculty in Education, and faculty

in the English department, I contributed to the creation of a TESOL Graduate Certificate,

by researching similar programs, learning about Department of Education guidelines for

professional development in TESOL for k-12 teachers, designing a series of graduate

courses for the program and moving them through governance, and designing a structure

for the certificate program that would meet the students of practicing teachers adding to

their expertise and credentials as well as MA English students wishing to build expertise

for working with adult learners.

Committee member. Parents Association Scholarship committee. Spring 2009 to present.

Committee member. Who’s Who Selection committee. Fall 2008.

Member. Internship Working Group. Spring 2007 to Spring 2010.

Member. Faculty Development Leadership Group. Spring 2007 to present.

Task Force Member. Engaged Student Learning Task Force. December 2007 to June 2008.

Advisory Board Member. English as a Second Language Advisory Board. Bridgewater State

College, 2006 to present.

CART Celebration (a BSU conference that showcases BSU faculty scholarship)

Panelist. “Preparing the Next Generation of Teachers to Support Second Language Writers” as

part of a panel entitled, “Multilingualism at BSU” with Yulia Stakhnevich, Boriana

Marintcheva, Kathryn Evans, and Ryan LaBrozzi. Center for the Advancement of

Research and Teaching (CART) Celebration XV, BSU, May 2011.

Michelle Cox - 15

Panelist. “Planning Faculty Development at BSU: Past, Present, and Future” with Ann Brunjes,

Karen Fein, and Andrew Harris. Center for the Advancement of Research and Teaching

(CART) Celebration XV, BSU, May 2011.

Panelist. “Providing Writing Support for Graduate-level Education: The Master in Social Work

Graduate Writing Fellow Program Report, Year 2” with Barbara Bond, Emily Douglas,

and Karen Fein. Center for the Advancement of Research and Teaching (CART)

Celebration XIV, BSU, May 2010.

Panelist. “Providing Writing Support for Graduate-Level Education: The Master in Social Work

Graduate Writing Fellow Pilot Program Report, Stage 1.” Panel with Emily Douglas,

Barbara Bond, Ann Brunjes, Karen Fein, Sabrina Gentlewarrior, and Anna-Martin-Jearld.

Center for the Advancement of Research and Teaching (CART) Celebration XII, BSC,

May, 2009.

Organizing chair. “Teaching Critical Thinking: Perspectives from Across the Disciplines.” With

John-Michael Bodi, Edward Deveney, Anne Doyle, Pamela Hayes-Bohanan, Ward

Heilman, and Laura McAlinden. Center for the Advancement of Research and Teaching

(CART) Celebration XII, BSC, May, 2009.

Panelist. “The Emerging Bridgewater.” Panel with Ann Brunjes, Thomas Kling, Lee Torda,

Jonathan White, Ed Brush, Phyllis Gimbel, and Andrew Harris. Center for the

Advancement of Research and Teaching (CART) Celebration XII, BSC, May, 2008.

Organizing Chair. “Graduate Writing Across the Curriculum.” Center for the Advancement of

Research and Teaching (CART) Celebration XII, BSC, May, 2008.

Organizing Chair. “Integrating Writing into the Science Curriculum.” Center for the

Advancement of Research and Teaching (CART) Celebration XII, BSC, May, 2008.

Panelist. “Current Issues in Language Studies.” Panel with Anne Doyle and Fernanda Ferreira.

Center for the Advancement of Research and Teaching (CART) Celebration XI, BSC,

May, 2007.

Department Service Activities -- Dartmouth College

ESL Ongoing Training (OGT), Research, Writing, and Information Technology Center, Winter

2013-Spring 2013.

During this two-term writing center tutor training program, I led RWIT tutors in

discussions on L2 writing theory, research, and practice in relation to tutoring L2

students, and led them in a small research project on L2 writers in the writing center.

Workshop leader, “Multilingual Writers: The Big Picture,” with Karen Gocsik. Faculty

Professional Development Workshop Series, Institute for Writing and Rhetoric.

Dartmouth College, April 24, 2013.

Partnerships Subcommittee, Institute for Writing and Rhetoric, Dartmouth College, Spring 2013.

Department Service Activities -- BSU

Committee member, Graduate Committee, English department, 2011-2012.

Committee chair. Writing Committee, English department. BSU. 2010-2011.

Search Committee member for assistant professor in Composition-Rhetoric, 2009-2010, brought

in Stacey Sheriff.

Embracing Writing: First and Second Year Writing at Bridgewater State College 4rd

ed. Lead

editor with Joyce Rain Anderson, Anne Doyle, and Julia Stakhnevich. Kendall/Hunt,

2009.

“Writing Rhetorically” with Anne Doyle. Embracing Writing: First and Second Year Writing at

Bridgewater State College 4rd

ed. Eds. Michelle Cox, Joyce Rain Anderson, Anne

Michelle Cox - 16

Doyle, and Julia Stakhnevich. Kendall/Hunt, 2009. Search Committee member for

assistant professor in English Education, 2008-2009, position was not filled.

Committee chair. Writing Committee, English department, 2008-Spring;

Committee member, Writing Committee, English department, 2008-2009

Embracing Writing: First Year Writing at Bridgewater State College 3rd

ed. Lead editor with

Anne Doyle, Kathryn Evans, and Evelyn Pezzulich. Kendall/Hunt, 2008.

“Inventing throughout the Writing Process,” written with Anne Doyle. Embracing Writing: First

Year Writing at Bridgewater State College 3rd

ed. Michelle Cox, Anne Doyle, Kathryn

Evans, and Evelyn Pezzulich. Kendall/Hunt, 2008. 49-53.

Committee member. Writing Committee, English department. BSU. Fall 2007-2008.

Graduate Faculty and Advisor, English Department, 2008 to present.

Internship Coordinator, English Department, Spring 2007 to Spring 2010.

Committee Member. Ad Hoc Committee on Improving the Workload for Teachers of Courses in

the Writing Concentration. English department, Spring 2007.

Search Committee member for assistant professor in Composition-Rhetoric, 2007-2008, brought

in Joyce Rain Anderson.

Embracing Writing: The First-Year Writing Program at Bridgewater State College 2nd

ed. Editor

with Anne Doyle, Benjamin Carson, Kathryn Evans, and Evelyn Pezzulich.

Kendall/Hunt, 2007.

“Playing with Revision,” with Katherine E. Tirabassi. Embracing Writing: The First-Year

Writing Program at Bridgewater State College 2nd

ed. Eds. Anne Doyle, Benjamin

Carson, Michelle Cox, Kathryn Evans, and Evelyn Pezzulich. Kendall/Hunt, 2007.

Awards

2012 Presidential Award for Distinguished Teaching, BSU

2012 Presidential Award for Academic Excellence, BSU

Office of Teaching and Learning Travel Award, BSU, Spring 2012

CART Travel Award, BSU, Spring 2012

2011 Presidential Award for Academic Excellence, BSU

CART Travel Award, BSU, Spring 2011

2010 Presidential Award for Excellence in Collaboration to Improve Teaching, with Barbara

Bond, Emily Douglas, Karen R. Fein, Sabrina Gentlewarrior, and Anna Martin-Jearld

2010 Presidential Award for Academic Excellence, BSC

CART Travel Award, BSC, Spring 2010

2009 Presidential Award for Academic Excellence, BSC

CART Small Grant Award, BSC, Spring 2009

CART Travel Award, BSC, Spring 2009

CART Travel Award, BSC, Spring 2008

CART Travel Award, BSC, Spring 2007

Dissertation Fellowship, The Graduate School, UNH, 2005-2006

Robert J. Connors Memorial Scholarship, Northeast Writing Centers Association, 2005

Summer Teaching Assistant Research Fellowship, The Graduate School, UNH, 2004

Professional Memberships

Conference on College Composition and Communication (CCCC)

International Writing Centers Association (IWCA)

National Council of Teachers of English (NCTE)

Northeastern Writing Across the Curriculum Consortium (NEWACC)

Michelle Cox - 17

Northeastern Writing Centers Association (NEWCA)

Teachers of English to Speakers of Other Languages (TESOL)