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Laura Wilder

Laura Wilder (Ph.D. University of Texas at Austin) is Associate Professor in the Department of English at the University at Albany, SUNY, where she teaches courses in rhetoric, writing, film, literature, and composition theory. In 2014, her Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines (2012) received the Research Impact Award from the Conference on College Composition and Communication, and in 2015 she received both the President's Excellence in Teaching Award from the University at Albany and the Chancellor's Award for Excellence in Teaching from the SUNY system.


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Susan S. Williams

Susan S. Williams has taught American literature in the English Department at Ohio State University since 1991. At Ohio State, she has served as director of Graduate Studies in the English Department and is the recipient of the Alumni Award for Distinguished Teaching, the university’s highest recognition for teaching. She is the author of two books, both published by the University of Pennsylvania Press: Confounding Images: Photography and Portraiture in Antebellum American Fiction (1997) and Reclaiming Authorship: Literary Women in America, 1850-1900 (2006). Her work has also appeared in American Quarterly, The New England Quarterly, Nineteenth-Century Literature, and Narrative, among others. She is coeditor, along with her colleague Steven Fink, of a collection of essays entitled Reciprocal Influences: Literary Production, Distribution, and Consumption in America (Ohio State UP, 1999). She also coedits the journal American Periodicals and currently serves on the board of the Nathaniel Hawthorne Society and of the Bedford Anthology of American Literature. She is currently writing a study of nineteenth-century abolitionist and publisher James Redpath.


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Donna Haisty Winchell

Donna Haisty Winchell has directed the Freshman Composition program and codirected Digital Portfolio Institutes at Clemson University, where she is Professor of English.  She has edited several freshman writing anthologies—including Elements of Argument and The Structure of Argument for Bedford/St. Martin’s—and is a frequent presenter at professional conferences.


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Joanna Wolfe

Joanna Wolfe (Ph.D., University of Texas at Austin) is Director of the Global Communication Center at Carnegie Mellon University, where she develops new methods for improving communication instruction across the university. She is the author of numerous scholarly articles on teamwork, gender studies, collaborative learning technology , technical writing, and rhetoric Her research on collaborative writing in technical communication classes won the 2006 NCTE award for best article reporting qualitative or quantitative research in technical and scientific communication.


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Cassie A. Wright

Cassie A. Wright is a Lecturer in the Program in Writing and Rhetoric at Stanford University, where she also serves on the Curriculum Committee, and works as a writing and digital media consultant in the Hume Center for Writing and Speaking. She has helped design the assessment protocol for Stanford's Notation in Science Communication, a communication across the disciplines eportfolio initiative supporting undergraduate technical and professional writing. Her primary research interests focus on composition pedagogy, writing program administration, and assessment. Her previous published work concerns sports media’s pedagogical role in constructing desirable gendered subjectivities; she has a forthcoming first-year reader on sports media for Fountainhead Press’s V-Series and teaches composition courses at Stanford currently focused on sports media and international sport policy and diplomacy rhetorics.


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Adrian J. Wurr

Adrian J. Wurr is an adjunct professor at Washington State University and The University of Idaho, where he teaches TESOL and literacy education courses. A Fulbright Scholar in spring of 2007, he has published numerous scholarly articles in the U.S. and abroad on literacy, assessment, service-learning, and TESOL. He coedited Learning the Language of Global Citizenship: Service-Learning in Applied Linguistics (Wiley, 2007) and serves on the editorial boards of The Reading Matrix and Reflections: A Journal of Writing, Service-learning, and Community Literacy.


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