I’m an academic and writer whose scholarly work concerns writing assessment, applied linguistics, writing program administration, and higher education policy. I attempt to inform administrators, instructors, and others on how better to teach writing, particularly to college students and to second language writers, and how to assess writing in a fairer, more constructive way. To that end, I utilize empirical methods to investigate how these populations write and learn, frequently drawing from applications in computational linguistics to make observations of real-world writing. These observations, I hope, can help us make effective administrative and pedagogical decisions.
I completed a doctorate in English in the Rhetoric and Composition program at Purdue University in May of 2015, with secondary areas in Writing Program Administration and English as a Second Language. My dissertation considered the College Learning Assessment+ (CLA+), a standardized test of college learning, and its potential impact on Purdue specifically and higher education generally. I have been published in the academic journals System, Kairos, Teacher-Scholar, and Writing Commons, along with a variety of textbooks and edited collections. I hold a Bachelor of Arts in English with a minor in Philosophy from Central Connecticut State University and a Master of Arts in English with a focus in Writing and Rhetoric from the University of Rhode Island.
In the fall of 2015, I will be working as a Continuing Lecturer at Purdue in our special composition program for second language students. I also am a regular blogger and writer. I frequently consider political and cultural issues in my work, which has been published in places like The Los Angeles Times, The New York Times, Politico, Playboy, The Observer, Vox, Salon, Talking Points Memo, N+1, Jacobin, In These Times, The New Inquiry, Quartz, The Huffington Post, and others. I sometimes provide professional editing and ghostwriting work as well.