Andrea Olinger

Assistant Professor

Contact Information

Bio 

Dr. Olinger joined the faculty in 2014 after receiving her PhD in English with a specialization in Writing Studies from the University of Illinois at Urbana-Champaign. Her current research focuses on how writers in different disciplines understand and practice “style." She is also a co-founder of the UofL Discourse and Semiotics Workshop and a Co-Coordinator of the CCCC Standing Group on Writing about Writing pedagogies.

Courses Taught

Prerequisite: Meet admission requirements of the University of Louisville. Students engage in critical thinking and writing by developing their writing processes and producing finished prose. Required writing consists of multiple drafts of 4-6 papers of varying lengths.
Prerequisite: ENGL 101, or approved transfer credit for ENGL 101. Students practice more sophisticated approaches to writing processes and products. Additional emphasis on conducting primary and secondary research, generating longer texts, and improving critical reading. Required writing consists of multiple drafts of at least 4 papers of varying lengths, with one extended documented paper.
Prerequisite: ENGL 102 or 105. Note: Approved for the Arts and Sciences upper-level requirement in written communication (WR). Designed for advanced students (juniors and seniors) studying science and technology in engineering, natural sciences (biology, chemistry, physics, mathematics), and computer sciences. Concentrates on writing in a variety of scientific and technical forms of discourse. Emphasizes practicing writing processes, secondary research, and problem-solving; recognizing the rhetorical character of scientific and technical discourse with its multiple purposes and audiences; evaluating and integrating a variety of written, visual, and oral elements of design; and developing field-specific vocabularies for talking about this discourse.
Prerequisite: ENGL 102 or 105. Focuses on responding to differing rhetorical situations at an advanced level in appropriate modes for diverse audiences. Emphasizes creating and revising several substantial writing projects. Develops critical reading and writing abilities in multiple genres.
Prerequisite: ENGL 300 or ENGL 309 or ENGL 310, or consent of instructor. Note: Approved for the Arts and Sciences upper-level requirement in written communication (WR). Introduction to the theory, research, and practice that informs the effective teaching of writing.
Prerequisite: ENGL 310; junior standing. Note: Approved for the Arts and Sciences upper-level requirement in written communication (WR). In-depth analysis of and intensive writing about a focused area of study within the discipline of English.

 

Educational Background

M.A University of California, Los Angeles
Ph.D. University of Illinois at Urbana-Champaign

Research Interests

Writing across the curriculum/writing in the disciplines; metalinguistic awareness and linguistic (and semiotic) flexibility; language and literacy ideologies; methods of discourse analysis, qualitative research; second language writing, translingual approaches to writing; literacy and composition studies

Select Publications

“A Sociocultural Approach to Style.” Rhetoric Review 35.2 (2016): 121-134.

“On the Instability of Disciplinary Style: Common and Conflicting Metaphors and Practices in Text, Talk, and Gesture.” Research in the Teaching of English 48.4 (2014): 453-478.

“Computer-Mediated Collocation: Resources for Exploring Word Choice in English Academic Writing” (with Ulugbek Nurmukhamedov), Writing and Pedagogy 5.1 (2013): 121-150.

“Prisoners Teaching ESL: A Learning Community among ‘Language Partners’” (with Hugh Bishop, Jose R. Cabrales, Rebecca Ginsburg, Joseph L. Mapp, Orlando Mayorga, Erick Nava, Élfego Núñez, Otilio Rosas, Andre D. Slater, LuAnn Sorenson, Jim Sosnowski, and Agustin Torres). ESL Teaching and Learning: Writings in Diverse Voices. Ed. Natasha Lvovich and Martha Clark Cummings. Spec. issue of Teaching English in the Two-Year College 40.1 (2012): 68-83.

“Constructing Identities through ‘Discourse’: Stance and Interaction in Collaborative College Writing.” Linguistics and Education 22.3 (2011): 273-286.