E Shelley Reid
Fall 2017-Spring 2018
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Courses |
English 821: Writing Program Administration
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Spring 2018: Tues. 4:30-7:10
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Office Hours |
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W 3-4, R 4-5 |
About Me
I joined the faculty of George Mason University in 2004. Prior to that, I taught at Oklahoma State University, Austin College (in Sherman, Texas) and the University of Wyoming. I earned my PhD in American literature in 1994 from SUNY-Buffalo, focusing my work on contemporary women novelists. My recent work in composition studies addresses the issues of teacher preparation, program administration, and curriculum development. I joined the Stearns Center (formerly CTFE) in 2016.
What I Teach
At Mason, I teach the first-year composition course, English 101, as well as the advanced composition course, English 302 (I teach the Humanities version and the Multidisciplinary version, regular and honors sections). I have taught Introduction to Research for the Honors program at Mason. I also teach English 382, Writing Nonfiction Genres; English 386, Editing for Audience, Style, and Voice; English 503, Theory and Practice of Editing; and English 615, the graduate course in composition pedagogy. I now also teach and advise in the new PhD program in Writing and Rhetoric, including courses in writing program administration and student assessment.
In my previous lives, I have taught contemporary American literature, American autobiography, science fiction, introduction to literature, ESL writing, poetry workshops, technical writing, and literary criticism. (In my anxiety dreams, I sometimes find myself teaching courses such as "Philosophy of Dance" or "Pilates and Literature," but I hope not to encounter those courses in the real world any time soon!)
What I Write
Among my recent publications are the following (click here for a full cv):
Reid, E. Shelley. “Defining Dispositions: Mapping Student Attitudes and Strategies in College Composition.” Contemporary Perspectives on Cognition and Writing, edited by Patricia Portonova, J. Michael Riffenberg, and Duane Roen, WAC Clearinghouse Press, 2017, pp. 291-312.
Reid, E. Shelley. “On Learning to Teach: Letter to a New TA.” WPA: Writing Program Administration 40.2 (Spring 2017): 129-145.
"Peer Review for Peer Review's Sake: Resituating Peer Review Pedagogy." Peer Pressure, Peer Power: Collaborative Peer Review and Response in the Writing Classroom. Ed. Steven J. Corbett, Michelle LaFrance, and Teagan Decker. Southlake, TX: Fountainhead Press, 2014.
“What is Teaching Assistant Preparation?” A Rhetoric for Writing Program Administrators. Ed. Rita Malenczyk. Anderson SC: Parlor Press, 2013. 197-210.
"The Effects of Writing Pedagogy Education on Graduate Teaching Assistants' Approaches to Teaching Composition." With Heidi Estrem and Marcia Belchier. Writing Program Administration 36.1 (Fall 2012): 32-73.
"What New Writing Teachers Talk About When They Talk About Teaching.” With Heidi Estrem. Pedagogy 12.3 (Fall 2012): 447-478.
“Writing Pedagogy Education: Instructor Development in Composition Studies.” With Heidi Estrem. Exploring Composition Studies: Sites, Issues, and Perspectives. Ed. Kelly Ritter and Paul Matsuda. Logan: Utah State University Press, 2012. 223-240.
“Preparing Writing Teachers: A Case Study in Constructing a More Connected Future for CCCC and NCTE.” College Composition and Communication 62.4 (June 2011): 687-703.
“Ten Ways To Think About Writing: Metaphoric Musings for College Writing Students.” Writing Spaces: Readings on Writing, Volume 2. Ed. Charlie Lowe and Pavel Zemliansky. West Lafayette, IN: Parlor Press, 2010. 3-23. < http://writingspaces.org/volume2 >
“Teaching Writing Teachers Writing: Difficulty, Exploration, and Reflection.” College Composition and Communication 61.2 (December 2009): 376 [W197-W221].
“Managed Care: All-Terrain Mentoring and the ‘Good Enough’ Feminist WPA.” Performing Feminist Administration in Rhetoric and Composition Studies. Ed. Rebecca Rickly and Krista Radcliffe. Forthcoming from Hampton Press, 2010. 128-141.
"Voices at the Table: Balancing the Needs and Wants of Writing Program Stakeholders to Design a Value-Added Writing Assessment Plan." With Terry Zawacki, Sarah Baker, and Ying Zhou. Across the Disciplines 6 (2010): n.p. http://wac.colostate.edu/atd/assessment/zawackietal.cfm
“Teaching Risk-Taking in College Classrooms.” The Teaching Professor 23.8 (October 2009): 3.
“Mentoring Peer Mentors: Program Design and Mentor Education in the Composition Program.” Composition Studies 36.2 (Fall 2008): 51-80.
“Twenty Questions About Writing Assignments.” The Teaching Professor 22.7 (August/September 2008): 4.
“Will Administrate for Tenure.” The Promise and Perils of Writing Program Administration.
Ed. Theresa Enos and Shane Borrowman. West Lafayette, IN: Parlor Press, 2008. 203-211.
“Peer Review: Successful from the Start.” The Teaching Professor 20.7 (October 2006): 3.
“Uncoverage in Composition Pedagogy.” Composition Studies 32.1 (2004): 15-34.
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