Andrea Olinger

PhD, University of Illinois

MA, University of California, Los Angeles

• Self-Contradiction in Faculty’s Talk about Writing: Making and Unmaking Autonomous Models of Literacy. Literacy in Composition Studies 8.2 (2021).
• Preparing Graduate Students and Contingent Faculty for Online Writing Instruction (with N. Claire Jackson). PARS in Practice, ed. Borgman and McArdle, 2021.
• “Cans of Worms: Tracing an Undergraduate Thesis-Writer’s Style Knowledge Over Time.” Style and the Future of Composition Studies, ed. Vanguri, Butler, and Ray, 2020.
• “It doesn’t feel like a conversation”: How Digital Field Experiences Disrupt Preservice Teachers’ Conceptions of Writing Response (with Alison Heron-Hruby and James S. Chisholm). English Education 53.1 (2020). 
• “Academic Literacies as Laminated Assemblage and Embodied Semiotic Becoming” (with Paul Prior). Retheorizing Literacy Practices, ed. Bloome et al, 2019.
• "‘She’s Definitely the Artist One’: How Learner Identities Mediate Multimodal Composing” (with James Chisholm). Research in the Teaching of English 52.2 (2017).
• "A Sociocultural Approach to Style." Rhetoric Review 35.2 (2016).
• “On the Instability of Disciplinary Style.” Research in the Teaching of English 48.4 (2014).
• “Computer-Mediated Collocation” (with Ulugbek Nurmukhamedov). Writing and Pedagogy 5.1 (2013).