My research interests are based in composition and rhetoric, but address specific areas of authorship, collaborative writing, social technology, textual ownership, and archival research. My research informs my teaching, and vice versa. I’m likewise actively sharing my methods and findings in conferences and publications, which you can read more about here.

Current Research
My current research continues my exploration of students’ online writing literacies, with a strong focus on what is consider authorship and writing online. I’m also increasingly interrogating why students leave social networks, and to where (if anywhere) they transfer their writing skills. After surveying over 350 Bay Area undergraduates, I am now interviewing approximately 10 students as part of a case study approach. Once the interviews are complete, I will take samples of their online writing and perform computer-mediated discourse analysis (CMDA) on them in order to further investigate literacies and activities that our field may not yet fully value.

In late 2015, I received a Presidential Excellence Summer Grant for research in summer 2016. This grant will allow me to complete this phase of research and begin summarizing findings for publication.

Findings are forthcoming, but one interesting survey result–what polled students considered “writing” online–is displayed in the graph below. I am interested how these textual and non-textual activities are seen as writing (or not) and how that affect students’ views of themselves as authors. Click below to enlarge:

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Previous Research
My previous research (completed in 2012) focused on collaborative composition in social online spaces. As part of my dissertation research, I surveyed nearly 200 undergraduates, interviewed 9 as case studies, and collected hundreds of samples of their online writing for analysis. My findings argued that students are indeed co-authoring (though often unknowingly) when the write and interact online. In order to illuminate this, I put forth the Collaborative Triangle, a heuristic for writing instructors to help students study and visualize their online writing alongside their classroom writing.

To read/download my complete 2012 dissertation, please click here.

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