E Shelley Reid
Spring 2013
| |
Courses |
I am on leave for Spring 2013
|
|
| |
|
|
|
| |
Office Hours |
|
|
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.
At Mason, I direct the composition program, which serves about 7000 students each year; I also serve on the Writing Across the Curriculum Committee, the Coordinating Committee for the Center for Teaching and Faculty Excellence, and the Assessment Committee for the Students as Scholars QEP. At home I direct a few tomato plants and three cats, which is sometimes nearly as challenging as all of the professional work listed above.
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 our new 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.
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 "Step Aerobics 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):
"Peer Review for Peer Review's Sake: Resituating Peer Review Pedagogy." Forthcoming in 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, 2013.
"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.
|
