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. He has been an active member of NCTE/CCCC since 1986.
LuMing Mao is Chair and Professor in the Department of English at Miami University of Ohio. He is the author of Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric, editor of Comparative Rhetoric: The Art of Traversing Rhetorical Times, Places, and Spaces, and co-editor of Representations: Doing Asian American Rhetoric, recipient of Honorable Mention for the MLA 2008 Mina P. Shaughnessy Prize. His essays on comparative rhetoric, Chinese rhetoric, Asian American rhetoric, and composition have appeared in book chapters and in major rhetoric and composition journals. He is an active member of NCTE/CCCC, having served as co-chair of the Asian/Asian American Caucus and a member of the 4C's Executive Committee.
Margaret Price is Associate Professor of English at Spelman College in Atlanta. She is the author of Mad at School: Rhetorics of Mental Disability and Academic Life (University of Michigan, 2011), which won the Outstanding Book Award from CCCC in 2013. Her work has also appeared in CCC, Kairos, Profession, Across the Disciplines, Disability Studies Quarterly, and Bitch: Feminist Response to Pop Culture. With Stephanie Kerschbaum, she is currently at work on a mixed-methods study of disabled faculty and the rhetorics of disclosure (http://margaretprice.wordpress.com/writing), which received a CCCC Research Initiative Grant in 2014.
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.
She 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 entitled 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, she 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. She 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). She 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 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 has been published in English Journal, English Leadership Quarterly, and SIGNAL Journal, among other periodicals. Book chapters appear in 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 press for publication in journals and edited books as well as a book manuscript tentatively titled Escribe, E-Scribe: Writing the Literacy Lives of U.S.-Latina and Latino Adolescents (Sense Publishers, 2015).
Joseph’s research interests include young adult literature, multimodal literacy, and academic writing. He enjoys writing, storytelling, cooking, traveling, hiking, and kayaking. He is a caregiver to three cantankerous canines.
Jeff Sommers is an associate professor English at West Chester University in Pennsylvania (2008-) and a Professor Emeritus at Miami University (1981-2008). He is currently editor of the NCTE journal Teaching English in the Two-Year College and a former NCTE essay winner as a high school student in the analogue days of the 1960s.
Jeff attended his first CCCC in 1984 in Detroit if memory serves and joined NCTE at that time. His primary affiliation in the organization, however, is as a member of the Two-Year College English Association (TYCA). Prior to joining the faculty at Miami University, he was an instructor at Allegany Community College in Maryland where he began his lifelong commitment to two-year education.
Jeff’s research interests are composition pedagogy, reflection in writing, response to student writing, and writing assessment. Married to a college professor, father to two college professors and a PhD candidate, Jeff is an avid theatre-goer in Philadelphia and New York and a life-long NY Yankee fan, thanks to his family’s roots in the Bronx.
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