Here is a short, annotated list of my recent, published, academic writing. For a full list of all of my previous publications, please view my CV, here. For more information about the projects I’m currently working on, but that haven’t yet been published, please contact me directly.
“Perpetual Beta: The Problem of Defining Writing in Changing Time, Fields, and Terms.” Article, 2014.
- [Seeking publication]
- Delivered in slightly different form as “Perceptual Beta: The Importance of Changing Terms for Online and ‘New’ Writing with Our Students” at CCCC 2016, Houston, TX
The Life and Death of the Online Writer: How and Why Student-Users Write Online and Out of Class. Book Proposal, 2016.
- [In revision]
“Authoring the Archive: Connecting Research and Recording of Podcasts.” Article, 2016.
- [In revision]
“Author in the Arts: Composing and Collaborating in Text, Music, and the Visual Arts.” In Across the Disciplines, “Create, Perform, Write: WAC, WID, and the Performing and Visual Arts” special issue. Ed. Steven Corbett. Volume 12, Issue 4. 2015.
- This article revisits an experimental undergraduate course taught at the University of Michigan in 2001. The course–focused primarily on collaboration across various genres of composition–allowed (creative) writers, visual artists, and musicians to work together in small groups to create projects, and explore the process, assessment, and performance of each in a studio-based context.
- The article can be viewed (for free) here: http://wac.colostate.edu/atd/performing_arts/gerben2015.cfm
“Make It Work: Project Runway as Model and Metaphor of Authority and Expertise.” Chapter in edited collection Peer Pressure/Peer Power. Edited by Steven J. Corbett, Michelle LaFrance, and Teagan Decker. Fountainhead Press. 2014.
- This chapter looks at issues of authority and agency in peer group settings. It draws its central metaphor from an analysis of Tim Gunn’s mentor role on the fashion reality show Project Runway, and applies that metaphor to writing workshops to better understand the pedagogy and group dynamics entailed. It remains the most fun I’ve ever had writing an academic piece.
“The Copyright Alert System: Implications of ‘Six Strikes’ on Authorship.” The CCCC-IP Annual: Top Intellectual Property Developments of 2013. Edited by Clancy Ratliff. 2014.
- This article explores the motivations and history of the Copyright Alert System, aka “Six Strikes.” Specifically, I look at how this “law” positions computer users as passive consumers of online media where only corporations create content, and user-produced content is ignored, if not unprotected. Corporations are not just people; they’re authors.
“Free and Easy: A Rubric for Evaluating Everyday Technology.” The Writing Instructor. 2014.
- This is one of those articles that took forever to come out, and may have suffered from being left on the shelf (it was originally slated to be included in an interactive CCDP collection). Still, it works as a justification and rubric for deciding how and when to use technology in the writing classroom. Its primary argument is in the title: for most instructors I think it’s best to use tools and websites that are free to use and easy to pick up. Your students will thank you.
“The Harvard Cheating Scandal: The Language of Plagiarism and Collaboration in the Age of the Social Internet.” The CCCC-IP Annual: Top Intellectual Property Developments of 2012. Edited by Clancy Ratliff. 2013.
- This was the first of two co-authored pieces I co-wrote with my friend and colleague, Steve. This article not only allowed us to put my theory (collaborative composition, negotiation, etc.) into action (using synchronous online editors, shared research, etc.), but was also a perfect marriage of Steve’s interest in textual ownership and mine in authorship.
“Rule-Playing: Gamers’ Role in Interacting with the Rules of Play.” Chapter co-authored with Steven Engel for edited collection Terms of Play: Essays on Words that Matter in Videogame Theory. Edited by Zach Waggoner. McFarland & Company, Inc. Publishers. 2013.
- This article had been a piece of conversation ever since Steve and I helped teach an education course in videogames and learning. There we began to wonder why breaking rules was seen as an asset in one world and an unforgivable sin in another. To answer these questions, we sought out undergraduate voices so that they could contribute their ideas to this evolving debate.
“A Review of Discourse Analysis in Literacy Research: Equitable Access.” Co-authored with Lesley A. Rex, Mike Bunn, Bethany Davila, Hannah Dickinson, Amy Carpenter Ford, Melinda McBee Orzulak, and Heather Thomson. Reading Research Quarterly 45.1 (2010): 94-115.
- This was my first experience with large scale collaboration and meta-analysis. The topic was one that is close to my heart–increasing equity and access–and also close to my methodology. A few years later I’d pull from this research as I used discourse analysis to study students’ online writing for my dissertation.
“An Administrator’s Guide to Writing Instruction.” Council Chronicle. Contributing Editor. Policy Research Brief produced for the National Council of Teachers of English (NCTE) by the James R. Squire Office of Policy Research. November 2009.
- I was a contributing editor for NCTE’s Policy Research arm for several years. It was a great opportunity to add some empirical heft to what can be a very anecdotal profession. I likewise took pleasure in providing teachers with ammunition for conversations around teaching and policy, especially those teachers in K-12 settings.
“Putting 2.0 and Two Together: What Web 2.0 Can Teach Composition About Collaborative Learning.” Computers and Composition Online, “Composition in the Freeware Age” Special Issue. 2009.
- For all intents and purposes, this was my first academic publication related to my current research interests. Though it’s a bit embarrassing to look back on now (it was written during my first semester in grad school), it really did sow the seeds for the kinds of things I’d be interested in in the coming years.