Colleen Reilly |
Kathy
Rugoff
|
| |
Associate Professor,
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.
|
