Isabel Baca received her Ph.D. in Rhetoric and Professional Communication from New Mexico State University. A bilingual and bicultural native El Pasoan, her scholarly areas of interest center on community writing, service-learning, and bilingual workplace communication. She created and directs The Community Writing Partners Program within the RWS program, collaborating with more than thirty non-profit organizations on both sides of the US/México border. Her publications include chapters and journal articles on community-based writing and service-learning. She has presented her research and scholarly work at professional conferences and give service-learning workshops to faculty, students, and non-profit organizations. She works closely with undergraduate and graduate students in placing them with appropriate local agencies for internships, writing practicums, and service-learning projects. Being family-oriented, she cherishes her time with her teenage son and enjoys networking with other scholars interested in writing studies and service-learning across the curriculum.
Bruce Horner is the Endowed Chair in Rhetoric and Composition at the University of Louisville, where he teaches courses in composition, composition theory and pedagogy, and literacy studies. His books include Terms of Work for Composition: A Materialist Critique, Representing the "Other": Basic Writers and the Teaching of Basic Writing, co-authored with Min-Zhan Lu, and Cross-Language Relations in Composition, co-edited with Min-Zhan Lu and Paul Kei Matsuda and winner of the 2012 CCCC Outstanding Book Award. Bruce has been an active member of NCTE/CCCC since 1986.
Asao B. Inoue is associate professor of rhetoric and composition and the Special Assistant to the Provost for Writing Across the Curriculum at Fresno State University, where he teaches writing courses and courses on composition theory, pedagogy, writing assessment, and race theory. He was the recipient of Fresno State’s 2011-2012 Provost’s Award for Excellence in Teaching, the highest award given to a faculty member at Fresno State. He has published numerous articles and chapters on writing assessment in journals such as Assessing Writing and the Journal of Writing Assessment.
Most recently, Asao's article on theorizing failure in U.S. writing assessments was published in an international journal, Research in the Teaching of English. His co-edited collection, Race and Writing Assessment, won the 2014 Conference on College Composition and Communication’s Outstanding book award for an edited collection. He is an active member of NCTE/CCCC, having chaired several committees, such as the Scholars for the Dream Award and the Committee on Preparing Teaching of College Writing. Also, he served on the CCCC Executive Committee (2009-2011).
Asao's latest manuscript, Writing Assessment Environments: An Ecological Theory of Judging, Grading, and Evaluating Writing, is under review at Utah State University Press, and he is currently working on a co-authored (with William Condon) book on the history of writing assessment contracted with Parlor Press.
LuMing Mao is Associate Professor and Director of Graduate Studies in the Department of English at Miami University. He teaches and researches Chinese and European American rhetorical traditions, Chinese American rhetoric, linguistics, pragmatics, and writing in multi-cultural spaces. He is co-editor, with Robert Hariman, Susan Jarratt, Andrea Lunsford, and Jacqueline Jones Royster, of the upcoming Norton Anthology of Rhetoric and Writing.
LuMing is currently involved in two major projects: he is writing a book, Searching for a Tertium Quid: Studying Chinese Rhetoric in the Present, and he is co-editing, with Jody Enders, Robert Hariman, Susan Jarratt, Andrea Lunsford, and Jacqueline Jones Royster, The Norton Anthology of Rhetoric and Writing.Mya Poe
is assistant professor of English at Northeastern University. Her research focuses on writing assessment, diversity, and writing in the disciplines. Previously, as Director of Technical Communication at MIT she worked with faculty and students across the Institute for 10 years to develop one of the leading writing-across-the-curriculum programs in the U.S.
Mya is co-author of Learning to Communicate in Science and Engineering: Case Studies from MIT, which won the CCCC 2012 Advancement of Knowledge Award. She is also co-editor of Race and Writing Assessment, which won the 2014 CCCC Outstanding Book of the Year for edited collections. Most recently, she guest edited a special issue of Research in the Teaching of English on diversity and international writing assessment. Currently, she is working on a book titled The Consequences of Writing Assessment, which brings together quantitative and qualitative methods to understand the effects of assessment on student writing development.
In her less than copious free-time, Mya works on her New England saltbox “project house,” rides her aging dressage horse (a wise investment from graduate school days), and attempts to be a good mother/wife/(fill in all desired additional roles here) to her husband and three-year old daughter. She's been a NCTE member since 1997.
Clancy Ratliff is assistant professor and Director of First-Year Writing at the University of Louisiana at Lafayette. Her research interests are feminist rhetorics, computers and writing, writing program administration, and authorship. She has published essays in Composition Forum, Women’s Studies Quarterly, Composition, Copyright, and Intellectual Property Law (SUNY Press), and The Scholar & Feminist Online.
Clancy is a mother of three children, and she enjoys teaching them informally. This experience in early childhood education has cultivated her interest in English education, and she has recently written about the implementation of the Common Core State Standards and the overlap between high school and college for Louisiana English Journal and The Next Digital Scholar: A Fresh Approach to the Common Core Standards in Research and Writing (Information Today). She is now working on her book manuscript titled Where Are the Women Bloggers? A Recent History of Rhetoric.
Jacqueline Rhodes is Professor of English at California State University, San Bernardino. Her scholarly work focuses on intersections of rhetoric, materiality, and technology, and has been published in a variety of venues, including College Composition and Communication, JAC: A Journal of Composition Theory, Computers and Composition, Enculturation, and Rhetoric Review. Her book Radical Feminism, Writing, and Critical Agency: From Manifesto to Modem was published in 2005 by SUNY, and her article "'Substantive and Feminist Girlie Action': Women Online" won the 2003 Elizabeth Flynn award for Best Feminist Article in Rhetoric and Composition. She is the author (with Jonathan Alexander) of On Multimodality: New Media in Composition Studies (Southern Illinois UP, 2014).
Jacqueline serves on several editorial boards in addition to her work as Interviews Editor for Composition Forum. Grounded in her past professional life as a graphic designer and typesetter, Jackie also focuses her energies on creative work, including multimedia installations, movies, and websites.
R. Joseph Rodríguez is an assistant professor in English Education in the Department of English at The University of Texas at El Paso, located on the border across from Ciudad Juárez, Chihuahua, México. He is a former English and Spanish language arts teacher.
In 1997, Joseph joined the National Council of Teachers of English to support his professional learning. His research articles have been published in English Journal, English Leadership Quarterly, Pennsylvania Literary Journal, and SIGNAL Journal, among other periodicals. Book chapters appear inThe Politics of Panem: Critical Perspectives on the Hunger Games, Challenging Authors and Genres Series (Sense Publishers, 2014), Generation BULLIED 2.0: Prevention and Intervention Strategies for Our Most Vulnerable Students (Peter Lang, 2013), and The Critical Merits of Young Adult Literature: Coming of Age (Routledge, 2014).
Additional research projects are in development or in press in journals and edited books as well as a book manuscript titled Escribe, Scribe: Writing the Literacy Lives of U.S.–Latina and Latino Adolescents (Sense Publishers, 2015).
Joseph’s research interests include children's and young adult literatures, disciplinary literacies, language acquisition, and academic writing. He enjoys writing, storytelling, cooking, traveling, hiking, and kayaking. He lives with the love of his life, and they are caregivers to three cantankerous canines.
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