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Colleen Reilly

Associate ProfessorColleen Reilly - Photo by Rory Laverty

Coordinator of Graduate Studies
Morton Hall 157
910.962.7548
reillyc@uncw.edu

Website

Degrees

Postdoctoral Research Appointment in Professional Writing, Purdue University
Ph.D., English Literature, Purdue University
M.A., English Literature, Purdue University
B.A., English, John Carroll University, Cleveland, Ohio

Academic Interests

Dr. Reilly's teaching and research focus on professional writing theory and pedagogy; electronic composition, citation, and publication; computer gaming and literacy; distance learning; and the intersections of genders, sexualities, and technologies.

Courses Taught

ENG 204: Introduction to Professional Writing
ENG 313: Writing about Science
ENG 314: Writing and Technology
ENG 319: Document Design
ENG 496: Senior Seminar in Writing and Rhetoric

Major Publications

  • “Bibliographic Entries and Usability: Teaching Citation of Electronic Sources” Rhetorically Rethinking Usability: Theories, Practices, and Methodologies. Eds. Susan Kay Miller and Shelley Rodrigo. Creskill, NJ: Hampton Press. (forthcoming)
  • with Douglas Eyman. “Multifaceted Methods for Multimodal Texts: Alternate Approaches to Citation Analysis for Electronic Sources” Digital Writing Research: Technologies, Methodologies, and Ethical Issues. Eds. Dànielle Nicole DeVoss and Heidi A. McKee. Creskill, NJ: Hampton Press, 2007. 353-75.
  • with Douglas Eyman. “Revising with Word Processing/Technology/Document Design.” Revision: History, Theory, and Practice. Eds. Alice Horning & Anne Becker. Reference Guides to Rhetoric and Composition Series. Ed. Charles Bazerman. Parlor Press and WAC Clearinghouse, 2006. 102-16.
  • with Joseph John Williams. “The Price of Free Software: Labor, Ethics, and Context in Distance Education.” Computers and Composition: An International Journal for Teachers of Writing 23 (2006): 68-90.
  • “Sexualities and Technologies: How Vibrators Help to Explain Computers.” Computers and Composition: An International Journal for Teachers of Writing 21 (2004): 363-85. 

 


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