RESEARCH INTERESTS
+ Multimodality
+ Teacher Response + Podcasting / Sonic Rhetorics |
+ Writing Assessment
+ Writing Program Administration + Composition Theory |
+ Digital Rhetorics
+ Rhetorical Genre Studies |
PUBLICATIONS
Book
Wood, Shane A. (2023). Teachers Talking Writing: Perspectives on Places, Pedagogies, and Programs. NCTE/CCCC Studies in Writing and Rhetoric Series in collaboration with the WAC Clearinghouse (open access: https://wac.colostate.edu/books/swr/talking/).
Journals
Woods, Charles, and Shane A. Wood (2023). “Podcasts in Rhetoric and Composition: A Review of The Big Rhetorical Podcast and Pedagogue.” Computers and Composition, Volume 67.
Wood, Shane A. (2022). “Listening to Mike Rose: Education is a Grand Human Enterprise.” Writing Program Administration, vol. 45, no. 2, 100-104.
Wood, Shane A. (2022). "A Conversation on Race and Writing Assessment with Asao B. Inoue and Mya Poe." Composition Forum, vol. 48.
Wood, Shane A. (2020). "Engaging in Resistant Genres as Antiracist Teacher Response." The Journal of Writing Assessment, vol. 13, no. 2.
Wood, Shane A. (2020). "An Interview with Paula Mathieu on the 20th Anniversary of Reflections.” Reflections: A Journal of Community-Engaged Writing and Rhetoric, vol. 20, no. 1.
Wood, Shane A. (2020). “Book Review: Labor-Based Grading Contracts: Building Equity and Inclusion in the Writing Classroom by Asao B. Inoue.” The Journal of Writing Assessment, vol. 12, no. 2.
Wood, Shane A., and Norbert Elliot (2019). “Commemorating Community: Forty-Years of Writing Assessment in Writing Program Administration.” Writing Program Administration, vol. 42, no. 3, 28-35.
Wood, Shane A. (2018). “Framing Wearing: Genre, Embodiment, & Exploring Wearable Technology in the Composition Classroom.” Computers and Composition, Special Issue: Wearable Technology, Ubiquitous Computing, & Immersive Experience: Implications for Writing Studies, vol. 50, 66-77.
Wood, Shane A. (2017). “Atychiphobia, Failure, Genre, & Vulnerability Inside & Outside the Writing Classroom.” Grassroots Writing Research Journal, vol. 8, no. 1, 63-71. Illinois State University.
Book Chapters
Wood, Shane A. (2019). “Multimodal Pedagogy & Multimodal Assessment: Towards a Reconceptualization of Traditional Frameworks.” Bridging the Gap: Multimodality from Theory to Practice, Ed. J.C. Lee and S. Khadka: 244-262. Utah State University Press.
Wood, Shane A. (2018). “Multimodal Feedback: A ‘Real’ Opportunity for Negotiation in Teacher Response.” Beyond the Frontier: Innovations in First Year Composition II, Ed. J. Dahlman and T. Winner: 253-267. Cambridge Scholars Publishing.
Invited
Wood, Shane A. (2023). “Pedagogue: Three Years Later.” USM Center for Digital Humanities Blog. https://www.usmcdh.org/blog/pedagogue-year-3-shane-a-wood
“USM English Professor’s Podcast Reaches Impressive Heights.” USM News. February 2021. https://www.usm.edu/news/2021/release/pedagogue-podcast.php
Wood, Shane A. (2019). “Pedagogue: A Podcast for Teachers.” Blog post for Teacher-Scholar-Activist.
Wood, Shane A. (2023). Teachers Talking Writing: Perspectives on Places, Pedagogies, and Programs. NCTE/CCCC Studies in Writing and Rhetoric Series in collaboration with the WAC Clearinghouse (open access: https://wac.colostate.edu/books/swr/talking/).
Journals
Woods, Charles, and Shane A. Wood (2023). “Podcasts in Rhetoric and Composition: A Review of The Big Rhetorical Podcast and Pedagogue.” Computers and Composition, Volume 67.
Wood, Shane A. (2022). “Listening to Mike Rose: Education is a Grand Human Enterprise.” Writing Program Administration, vol. 45, no. 2, 100-104.
Wood, Shane A. (2022). "A Conversation on Race and Writing Assessment with Asao B. Inoue and Mya Poe." Composition Forum, vol. 48.
Wood, Shane A. (2020). "Engaging in Resistant Genres as Antiracist Teacher Response." The Journal of Writing Assessment, vol. 13, no. 2.
Wood, Shane A. (2020). "An Interview with Paula Mathieu on the 20th Anniversary of Reflections.” Reflections: A Journal of Community-Engaged Writing and Rhetoric, vol. 20, no. 1.
Wood, Shane A. (2020). “Book Review: Labor-Based Grading Contracts: Building Equity and Inclusion in the Writing Classroom by Asao B. Inoue.” The Journal of Writing Assessment, vol. 12, no. 2.
Wood, Shane A., and Norbert Elliot (2019). “Commemorating Community: Forty-Years of Writing Assessment in Writing Program Administration.” Writing Program Administration, vol. 42, no. 3, 28-35.
Wood, Shane A. (2018). “Framing Wearing: Genre, Embodiment, & Exploring Wearable Technology in the Composition Classroom.” Computers and Composition, Special Issue: Wearable Technology, Ubiquitous Computing, & Immersive Experience: Implications for Writing Studies, vol. 50, 66-77.
Wood, Shane A. (2017). “Atychiphobia, Failure, Genre, & Vulnerability Inside & Outside the Writing Classroom.” Grassroots Writing Research Journal, vol. 8, no. 1, 63-71. Illinois State University.
Book Chapters
Wood, Shane A. (2019). “Multimodal Pedagogy & Multimodal Assessment: Towards a Reconceptualization of Traditional Frameworks.” Bridging the Gap: Multimodality from Theory to Practice, Ed. J.C. Lee and S. Khadka: 244-262. Utah State University Press.
Wood, Shane A. (2018). “Multimodal Feedback: A ‘Real’ Opportunity for Negotiation in Teacher Response.” Beyond the Frontier: Innovations in First Year Composition II, Ed. J. Dahlman and T. Winner: 253-267. Cambridge Scholars Publishing.
Invited
Wood, Shane A. (2023). “Pedagogue: Three Years Later.” USM Center for Digital Humanities Blog. https://www.usmcdh.org/blog/pedagogue-year-3-shane-a-wood
“USM English Professor’s Podcast Reaches Impressive Heights.” USM News. February 2021. https://www.usm.edu/news/2021/release/pedagogue-podcast.php
Wood, Shane A. (2019). “Pedagogue: A Podcast for Teachers.” Blog post for Teacher-Scholar-Activist.
DISSERTATION
Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies seeks to discover and examine the intersections between rhetorical genre studies and writing assessment. Rhetorical genre studies (RGS) and writing assessment have separately provided means for influencing and understanding the teaching of writing in first-year English classrooms. Likewise, scholars in RGS and researchers in writing assessment have made significant contributions suggesting ways of examining the values and beliefs that exist within any system. This dissertation encourages Rhetoric & Composition to explicitly consider how RGS can be a framework for analyzing writing assessment and combines RGS concepts with writing assessment practices to further illuminate the writing classroom, moving towards an understanding of the complex systems that make up writing assessment and instruction. This research study does so by focusing on different genre systems of assessment, the complex web that exists—the interactions occurring between genres—and the uptakes and ideologies that arise within those systems. Additionally, this work expands opportunities for future research and teaching by encouraging scholars to examine the assessment systems they use in their local writing classrooms, and the effects those systems have on participants, both teacher and student. This dissertation sheds light on the momentous nature of assessment systems, for example, the ways in which students take up and remember teacher response to student writing, and how assessment acts and is acted upon. To fully understand the intersection(s) between RGS and writing assessment, I draw on survey data and interviews that reveal how students take up, remember, and interpret teacher response genres (e.g. marginal comments) and other genres (e.g. assignment prompts) working in the classroom-based assessment system. I conclude by paying special attention to ideologies embedded in assessment systems and genres, and how ideologies shape actions and participants.
THESIS
Theorizing Failure in Composition Studies and Writing Classrooms
Theorizing failure is relatively non-existent in composition studies. In this thesis, I define the nature of failure by dividing it into two categories: social conventions and morality. After emphasizing the nature of failure, I argue that structural conventions, like the production and distribution of rewards, produce psychological responses, or feelings of failure that impact student attitudes towards writing. These structural conventions in the writing classroom can manifest in assessment practices and feedback. By providing external motivations, assessment methods (e.g. traditional grading) could be failing the writing classroom. I argue that the grading contract is one possible solution for assessment-based failures. The production and perception of feedback could also be a failure within the writing classroom. I construct feedback failure theory as a way to better understand the nature of feedback, and I describe how negotiation could solve feedback-based failures. My purpose in this thesis is to illuminate failure and encourage composition studies to theorize failure within writing classrooms as a way to engage in an opportunity for learning.
Theorizing failure is relatively non-existent in composition studies. In this thesis, I define the nature of failure by dividing it into two categories: social conventions and morality. After emphasizing the nature of failure, I argue that structural conventions, like the production and distribution of rewards, produce psychological responses, or feelings of failure that impact student attitudes towards writing. These structural conventions in the writing classroom can manifest in assessment practices and feedback. By providing external motivations, assessment methods (e.g. traditional grading) could be failing the writing classroom. I argue that the grading contract is one possible solution for assessment-based failures. The production and perception of feedback could also be a failure within the writing classroom. I construct feedback failure theory as a way to better understand the nature of feedback, and I describe how negotiation could solve feedback-based failures. My purpose in this thesis is to illuminate failure and encourage composition studies to theorize failure within writing classrooms as a way to engage in an opportunity for learning.