College of Humanities and Social Sciences
College of Humanities and Social Sciences

E Shelley Reid

E Shelley Reid

E Shelley Reid

Associate Professor

Writing and Rhetoric: composition and rhetoric, writing program administration, writing pedagogy education

Shelley Reid is currently Director of the Center for Teaching and Faculty Excellence, and also teaches a range of courses for the English Department on writing, the teaching of writing, and writing program scholarship. Her recent articles in Composition Studies, Pedagogy, Writing Program Administration and College Composition and Communication argue for more comprehensive and discovery-based teacher preparation in composition programs, propose strategies for mentoring and development of new and continuing faculty, and examine strategies for curriculum assessment and revision. She is interested more generally in questions of how learners transfer knowledge from one context to another, and how institutions shape the work of teachers and learners at all levels. Prior to coming to George Mason, Shelley taught at Oklahoma State University, Austin College (Sherman, TX), and the University of Wyoming; she earned her BA at Grinnell College and her MA and PhD from the State University of New York at Buffalo.

Current Research

She is currently working on a composition textbook, Solving Writing Problems, designed as an integrated, multimedia online resource for college writers.

Selected Publications

“Peer Review for Peer Review’s Sake: Resituating Peer Review Pedagogy.”  Peer Pressure, Peer Power: Collaborative Peer Review and Response in the Writing Classroom. Ed. Steven J. Corbett, Michelle LaFrance, and Teagan Decker. Southlake, TX: Fountainhead Press, 2014. 217-231.

“The Effects of Writing Pedagogy Education on Graduate Teaching Assistants’ Approaches to Teaching Composition.” First author with Heidi Estrem and Marcia Belchier. Writing Program Administration 36.1 (Fall 2012): 32-73. Winner: Kenneth Bruffee Award for Best Article in WPA: Writing Program Administration, 2012-2013.

“What New Writing Teachers Talk About When They Talk About Teaching.” Second author with Heidi Estrem. Pedagogy 12.3 (Fall 2012): 447-478.

“Ten Ways To Think About Writing: Metaphoric Musings for College Writing Students.” Writing Spaces: Readings on Writing, Volume 2. Ed. Charlie Lowe and Pavel Zemliansky. West Lafayette, IN: Parlor Press, 2010. 3-23. http://writingspaces.org/volume2

"Teaching Writing Teachers Writing: Difficulty, Exploration, and Reflection." College Composition and Communication 61.2 (December 2009): 376 [W197-W221].

"Mentoring Peer Mentors: Program Design and Mentor Education in the Composition Program." Composition Studies 36.2 (Fall 2008): 51-80.

Expanded Publication List

Peer-reviewed Articles and Book Chapters

“Peer Review for Peer Review’s Sake: Resituating Peer Review Pedagogy.” Peer Pressure, Peer Power: Collaborative Peer Review and Response in the Writing Classroom. Ed. Steven J. Corbett, Michelle LaFrance, and Teagan Decker. Southlake, TX: Fountainhead Press, 2014.

“What is Teaching Assistant Preparation?” A Rhetoric for Writing Program Administrators. Ed. Rita Malenczyk. Anderson, SC: Parlor Press, 2013. 197-210.

“The Effects of Writing Pedagogy Education on Graduate Teaching Assistants’ Approaches to Teaching Composition.” First author with Heidi Estrem and Marcia Belchier. WPA: Writing Program Administration 36.1 (Fall 2012): 32-73. Winner: Kenneth Bruffee Award for Best Article in WPA: Writing Program Administration, 2012-2013.

“What New Writing Teachers Talk About When They Talk About Teaching.” Second author with Heidi Estrem. Pedagogy 12.3 (Fall 2012): 447-478.

Selected for and reprinted in The Best of Independent Rhetoric and Composition Journals 2012. Ed. Steve Parks et al. Lafayette, IN: Parlor Press. Forthcoming, 2015.

“Writing Pedagogy Education: Instructor Development in Composition Studies.” Co-authored with Heidi Estrem. Exploring Composition Studies: Sites, Issues, and Perspectives. Ed. Kelly Ritter and Paul Matsuda. Logan: Utah State University Press, 2012. 223-240.

“Preparing Writing Teachers: A Case Study in Constructing a More Connected Future for CCCC and NCTE.” College Composition and Communication 62.4 (June 2011): 687-703.

“Ten Ways To Think About Writing: Metaphoric Musings for College Writing Students.” Writing Spaces: Readings on Writing, Volume 2. Ed. Charlie Lowe and Pavel Zemliansky. West Lafayette, IN: Parlor Press, 2010. 3-23. <http://writingspaces.org/volume2 >

“Managed Care: All-Terrain Mentoring and the ‘Good Enough’ Feminist WPA.” Performing Feminist Administration in Rhetoric and Composition Studies. Ed. Rebecca Rickly and Krista Ratcliffe. Cresskill, NJ: Hampton Press, 2010. 128-141.

 “Voices at the Table: Balancing the Needs and Wants of Program Stakeholders to Design a Value-added Writing Assessment Plan.” With Terry Zawacki, Sarah Baker, and Ying Zhou. Across the Disciplines 6 (2010): n. p. <http://wac.colostate.edu/atd/assessment/zawackietal.cfm>

 “Teaching Writing Teachers Writing: Difficulty, Exploration, and Reflection.” College Composition and Communication 61.2 (December 2009): 376 [W197-W221].

 “Mentoring Peer Mentors: Program Design and Mentor Education in the Composition Program.” Composition Studies 36.2 (Fall 2008): 51-80.

“Will Administrate for Tenure.” The Promise and Perils of Writing Program Administration.
Ed. Theresa Enos and Shane Borrowman. West Lafayette, IN: Parlor Press, 2008. 203-211.

“The Progress of Generations.” With Anthony Baker, Karen Bishop, Suellynn Duffey, Jeanne Gunner, and Rich Miller. WPA: Writing Program Administration 29.1/2 (Fall 2005): 31-58.

“Uncoverage in Composition Pedagogy.” Composition Studies 32.1 (2004): 15-34.

“Starting Somewhere Better: Revisiting Multiculturalism in First-Year Composition.” Pedagogy 4.1 (2004): 65-92.

“A Changing for the Better: Curriculum Revision as a Means to Reflective Practice in Teaching and Administration.” WPA: Writing Program Administration 36.3 (2003): 10-27.

 

Review Essay:

“Anxieties of Influencers: Composition Pedagogy in the 21st Century.” Review Essay: Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants by Sally Barr Ebest, Don’t Call It That: The Composition Practicum edited by Sidney I. Dobrin, and Relations, Locations, Positions: Composition Theory for Writing Teachers edited by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon. WPA: Writing Program Administration 31.1/2 (Fall/Winter 2007): 246-254.

 

National Newsletter Articles:

“Teaching Risk-Taking in College Classrooms.” The Teaching Professor 23.8 (October 2009): 3.

“Twenty Questions About Writing Assignments.” The Teaching Professor 22.7 (August/September 2008): 4.

“Student Engagement: Tradeoffs and Payoffs.” The Teaching Professor 22.2 (February 2008): 4.

“A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments.” The Teaching Professor 21.5 (May 2007): 1.

“Peer Review: Successful from the Start.” The Teaching Professor 20.7 (October 2006): 3.

 

Conference Proceedings:

“Solving Writing Problems: Reframing What Writing Teachers Know and Do.” Writing Program Administration, Philadelphia, PA, July 14-17 2010. Ed. Charlie Lowe and Terra Williams. Council of Writing Program Administrators, 2011. 49-52. <http://wpacouncil.org/wpa-2010-conference-proceedings>

 

Courses Taught

ENGH 101: Composition

ENGH 302: Advanced Composition

ENGH 382: Writing Nonfiction Genres

ENGH 386: Editing for Audience, Style, and Voice

ENGH 488: Topics in Writing and Rhetoric: How Writers Learn

ENGH 503: Theory and Practice of Editing

ENGH 615: Composition Pedagogy

ENGH 697: Composition Theory

ENGH 821: Writing Program Administration

ENGH 822: Studies in Composition -- Responding to and Assessing Student Writing

Recent Presentations

“Linking Faculty Development to Student Learning: A Peer Review Case Study.” Writing Program Administration Conference, Raleigh, NC, July 16, 2016.

“The Lightbulb Has To Want To Change: Guiding and Assessing Student Intention as a Pathway to Learning Transfer in FYC.” Conference on College Composition and Communication, Houston, TX, April 7, 2016.

“Letter to a New TA: Threshold Concepts for Writing Pedagogy Learners.” Writing Program Administration Conference, Normal, IL, July 22, 2014.

“Teach it Forward: A ‘Solving Writing Problems’ Reorientation for Composition Curricula.” Conference on College Composition and Communication, St. Louis, MO, March 23, 2012.

“The Decoder Assignment: Solving Once and Future Writing Problems in the Composition Classroom.” Writing Program Administration Conference, Baton Rouge, LA, July 15, 2011.

“Developing Inquiry-Based Education Experiences at George Mason University.” With Kimberly Eby, Mary Kayler, and Bethany Usher. International Institute for SoTL (Scholarship of Teaching and Learning) Scholars and Mentors, Omaha, NE, June 3, 2011.

Dissertations Supervised

Jennifer C. Nardacci, How Do First-year College Students Experience a Self-regulated Learning Intervention in a Composition Course (2016)