Faculty Scholarship from 2021
Introduction, Heather Neff
Toward explaining language: The minimalist perspective, T. Daniel Seely
[Review of the book Theory for beginners: Children's literature as critical thought by K. Kidd], Annette Wannamaker
Faculty Scholarship from 2020
Young adult romance, Amanda K. Allen
Shakespeare’s “vicious blots” and the diction of later English bible translations, Phillip Arrington
Artaud the Mômo, Antonin Artaud and Clay Eshleman
Bruce Boone dismembered: Selected poems, stories, and essays, Bruce Boone and Rob Halpern
Cruising dystopia in Gulliver's Travels, Abby Coykendall
Reception and criticism (1960 to present), Joseph Csicsila
Cognitive ethology studies, Craig Dionne
Shakespeare's cognitive ethology: Bias as plasticity, Craig Dionne
Studying the over-time construction of knowledge in educational settings: A microethnographic discourse analysis approach, Judith L. Green, W. Douglas Baker, Monaliza Maximo Chian, Carmen Vanderhoof, Lee Anna Hooper, Gregory J. Kelly, Audra Skukauskaite, and Melinda Z. Kalainoff
Positioning theory and discourse analysis, Judith L. Green, Cynthia Brock, W. Douglas Baker, and Pauline Harris
A voice to perform: One opera / two plays, Carla Harryman
A different shade for each person reading the story, Christine Hume
Alternative hospitalities on the margins of Europe, Nataša Kovačević
Language matters [Review of the book American fictionary by D. Ugrešić], Nataša Kovačević
Composition, decomposition, and the rhetoric of the war story, Bernard A. Miller
Introduction, Heather Neff and Jasmine Lee
A framework for résumé decisions: Comparing applicants’ and employers’ reasons, Chalice Randazzo
Faculty Scholarship from 2019
Pragmatics and the social life of the English definite article, Eric K. Acton
Analyzing and judging the manifest rationality of Gloria Steinem’s “Supremacy crimes”, Phillip Keith Arrington Arrington
Writing assignments in epidemiology courses: How many and how good?, Ella August, Karen Burke, Cathy Fleischer, and James A. Trostle
Transforming classroom discourse as a resource for learning: Adapting interactional ethnography for teaching and learning, W. Douglas Baker
Becoming a writing researcher, Ann M. Blakeslee and Cathy Fleischer