Michelle Cox, PhD Institute for Writing and Rhetoric Room 205 Baker Library Dartmouth College Hanover, NH 03755 Phone: 603-646-9843 Email: [email protected]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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“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.
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),
Michelle Cox - 10
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)
Michelle Cox - 11
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.