Christine Modey (I’m not Liz! or Liz!)
I am a member of the faculty at the Sweetland Center for Writing at the University of Michigan in Ann Arbor, where I teach courses in first-year writing, peer tutoring, and new media writing. In addition to teaching writing, I am working with a group of faculty colleagues on an edited collection of essays about integrative pedagogy, and I am conducting discourse analysis research on the use of questions in one-to-one writing tutorials. I am also a member of the faculty at the Michigan Community Scholars Program, where I teach a first-year seminar/first-year writing course about food, community, and social justice. You can read about a recent cookbook project my students created in that course here and here. Though I’ve experimented with various kinds of digital rhetoric pedagogy, The Revision Project is my first-large scale, web-based pedagogical resource. We hope you enjoy hearing these students’ voices!
Elizabeth Rodrigues (call me Liz!)
I am a doctoral candidate at the University of Michigan in English Language and Literature, specializing in multiethnic US literatures and life writing. I have taught first-year college writing here at Michigan and worked as a professional tutor at the University Center for Excellence in Writing at Florida Atlantic University. Prior to beginning the PhD, I worked as an Instructional and Reference Librarian at Grinnell College, where I developed web resources for teaching information literacy. I have worked on the Open Michigan MELO3D project for two years to develop and promote web-based tools for teaching writing.
Elizabeth C. Homan (the other Liz!)
I am currently a doctoral student at The University of Michigan in the Joint Program in English and Education. I have taught first-year composition here and at Purdue University. I have also taught and currently teach pre-service English teachers. My research is focused on the role of digital media in the secondary English Language Arts classroom. Specifically, I am interested in learning how teachers’ professional identities and relationships influence or are influenced by their uses of digital media, both inside and outside the classroom. In today’s accountability- and assessment-driven education climate, English teachers may find it difficult — even frowned upon — to experiment with new writing environments and new modes of expression, learning alongside their teenage students. And yet, as many scholars have pointed out, our nation’s teens are growing up in an era of online consumption and online expression, the latter of which often gets ignored in the research and in English curricula. I write about these and other issues related to teaching English on my blog, Gone Digital, and in my other work here at UM. I hope you find our site useful to your teaching and thinking about revision in the college composition classroom!