English

College of Humanities and Social Sciences

Paul Michael Rogers

Paul Michael Rogers

Paul Michael Rogers

Director, Northern Virginia Writing Project

Writing and Rhetoric: My primary research interests revolve around the development of writing abilities across the lifespan, with an emphasis on instruction and feedback, and the relationship of writing to knowledge production and social innovation.

Paul M. Rogers is an Associate Professor of English at George Mason University, a Senior Scholar for the Center for the Advancement of Well Being, and the Director of the Northern Virginia Writing Project.  His recent publications include the co-edited volumes: International Advances in Writing Research: Cultures, Places, and Measures  (Parlor Press, 2012); Writing Across the Curriculum: A Critical Sourcebook (Bedford St. Martin's 2011): and, Traditions of Writing Research (Routledge, 2010).  Professor Rogers was a 2008 recipient of American Association of Colleges & Universities K. Patricia Cross Award for leadership in higher education, and a co-recipient of National Council of Teachers of English 2009 Janet Emig Award for research in English education. Dr. Rogers current research projects includes a study on the relationship of written communication and social innovation, and an extended research study aimed at improving dissertation writing and supervision.  He recently was a featured expert on the Washington D.C. PBS station WETA's award-winning series of innovative programs about how to help young children learn to read and write (http://bit.ly/16ghk5f). 

An innovative and interdisciplinary leader, Paul has led a variety of initiatives focused on advancing social innovation and well-being. He works on the Stanford Study of Writing research team, and is a founding leader and the corresponding secretary for the International Society for the Advancement of Writing Research.

Current Research

My current research aims to understand the values, beliefs, attitudes, and experiences of dissertation superviors and doctoral students in the dissertation writing process.  Given the role of dissertation research in forwarding innovation, as well as the costs and importance of timely completion of the doctoral degree, this mixed methods research study aims to identify the major challenges faced by dissertation writers with an eye towards providing data-driven supports to dissertation writers and their supervisors.  The first stage of the research inolves surveying over 400 dissertation writers who have begun the dissertation writing process, semi-structured interviews with dissertation supervisors, and dissertation writers, as well as focus groups with dissertation writers. The research aims make visible the conflicts, overlaps, differences, and similarities between the perceptions, assumptions, practices, and experiences of dissertation writers and their supervisors.  The second phase of the research is a quasi-experimental study evaluating the impact of various intervention methods on the long term success of dissertation writers. 

Selected Publications

Rogers, P.M. (in press). Crossing the borders of professional practice through initiative, interaction, and participation. In A. Davis & S. Webb (Eds.), Metamorphosis: The effects of professional development on graduate students. Southland, TX: Fountainhead Press.

Rogers, P. (2014). Why Curricular Advances in Social Entrepreneurship Education Matter. Social Entrepreneurship Education Resource Handbook. Washington D.C.: AshokaU. 

Rogers, P.M., and Walling, O. (2011). Writing and knowledge making: Insights from an historical perspective. In Starke-Meyerring, D., Paré, A., Artemeva, N., Horne, M., & Yousoubova, L., (Eds.). Writing in knowledge societies. West Lafayette, IN: Parlor Press and WAC Clearinghouse. 259-273.

Rogers, P.M. (2011). Evolving integration and differentiation in cognitive and socio-cultural-historical writing research. In V.W. Berninger (Ed.). Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. East Sussex, UK: Psychology Press. 585-590.

Zawacki, T. and Rogers, P.M. (2011). A history of inquiry: The resilience of writing across the curriculum. In T. Zawacki, & P.M. Rogers (Eds.),Writing across the curriculum: A critical sourcebook. Boston: Bedford/St. Martin’s. 1-10.

Rogers, P.M., Whitney, A., Bright, A. Cabe, R., Dewar, T & Null, S. (2011). Rejoining the learning circle: When inservice providers conduct research. English Education 43(2). 171-192.

Rogers, P.M. (2010). The contributions of North American longitudinal studies of writing in higher education to our understanding of writing development. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P.M. Rogers and A. Stansell (Eds.), Traditions of Writing Research. Oxford, UK: Routledge. 365-377.

Expanded Publication List

Books

Edited Volumes

Bazerman, C., Dean  C., Early J., Lunsford, K., Null S., Rogers P. & Stansell A. (Eds.), (In Press). Advances in International Writing Research: Cultures, Places, and Measures. West Lafayette, IN: Parlor Press. 

Zawacki, T. & Rogers, P.M (Eds.). (2011). Writing across the curriculum: A critical sourcebook. Boston: Bedford/St. Martin's.

Bazerman, C., Krut, R., Lunsford K., McLeod S., Null, S., Rogers P. & Stansell A. (Eds.), (2010). Traditions of writing research. Oxford, UK: Routledge.

Peer Reviewed Book Chapters & Journal Articles

Rogers, P.M. (in press). Crossing the Borders of Professional Practice through Initiative, Interaction, and Participation. In A. Davis & S. Webb (Eds.), Metamorphosis: The effects of professional development on graduate students. Southland, TX: Fountainhead Press. 

Rogers, P.M., and Walling, O. (2011). Writing and knowledge making: Insights from an historical perspective. In Starke-Meyerring, D., Paré, A., Artemeva, N., Horne, M., & Yousoubova, L., (Eds.). Writing in knowledge societies. West Lafayette, IN: Parlor Press and WAC Clearinghouse. 259-273.

Rogers, P.M. (2011). Evolving integration and differentiation in cognitive and socio-cultural-historical writing research. In V.W. Berninger (Ed.). Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. East Sussex, UK: Psychology Press. 585-590.

Zawacki, T. and Rogers, P.M. (2011). A history of inquiry: The resilience of writing across the curriculum. In T. Zawacki, & P.M. Rogers (Eds.),Writing across the curriculum: A critical sourcebook. Boston: Bedford/St. Martin's. 1-10.

Rogers, P.M., Whitney, A., Bright, A. Cabe, R., Dewar, T & Null, S. (2011). Rejoining the learning circle: When inservice providers conduct research. English Education 43(2). 171-192.

Rogers, P.M. (2010). The contributions of North American longitudinal studies of writing in higher education to our understanding of writing development. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P.M. Rogers and A. Stansell (Eds.), Traditions of Writing Research. Oxford, UK: Routledge. 365-377.

Rogers, P.M. (2010). Moving forward as a profession: The case for a code of ethics for K-12 teachers of English. English Leadership Quarterly 33(2). 4-10.

Whitney, A., Blau, S. Brown, A., Cabe, R. Dewar, T., Levin, J., Macias, R., & Rogers, P.M. (2008). Beyond strategies: Teacher practice, writing process, and the influence of inquiry. English Education 40(3). Winner of the 2009 Janet Emig Award. 201-230.

Whitney, A., Blau, S. Brown, A., Cabe, R. Dewar, T., Levin, J., Macias, R., & Rogers, P.M. (2009). Beyond strategies: Teacher practice, writing process, and the influence of inquiry. In M. Cappello & B. Moss (Eds.), Contemporary Readings in Literacy Education, (pp. 245-264). Thousand Oaks: SAGE Publications. [Reprinted NCTE English Education article.] 

Bazerman, C., and Rogers, P.M. (2008). Writing and secular knowledge outside modern European institutions. In C. Bazerman (Ed.), Handbook of Research on Writing. New York, NY: Erlbaum. 143-156.

Bazerman, C., and Rogers, P.M. (2008). Writing and secular knowledge within modern European institutions. In C. Bazerman (Ed.), Handbook of Research on Writing. New York, NY: Erlbaum. 157-175.

Rogers, P.M. (2006). Why genre? The problems and promise of genre for the K-12 language arts classroom. California English 11(3) 14-16.

Other Publications

Rogers, P. (2014). Why Curricular Advances in Social Entrepreneurship Education Matter. Social Entrepreneurship Education Resource Handbook. Washington D.C.: AshokaU.

Rogers, P. (2012). How We Can Help Teachers Go From Good to Great. BeInkandescent Magazine.<http://www.beinkandescent.com/articles/1086/GMU+Paul+Rogers>.

Rogers, P. and Zepzov, V. A. (2011) An International Conference on the Study of Written Language. Psyhologicheskiy Zhurnal N6 Vol.32, Nov-Dec, PP 67-70. (Peer reviewed journal of Russian Psychology). 67-70.

Rogers, P. M. (2011). The impact of international writing research on teachers of writing: Reports from the Writing Research Across Borders II conference. Journal of the Virginia Writing Project, 32(1). 8-14. 

Rogers, P. M. (2008). The power of recommendation letters. POSTSCWRIP, 28(1). 8-9.

Rogers, P. M. (2008). Developing site capacities through program evaluation and research. National Writing Project. 1-4. Available online: <http://www.nwp.org/cs/public/print/resource/2765>.

 Rogers, P.M. (2005). Review of Multiliteracies for a Digital Age by Stuart Selber. Issues in Writing 16(1) 94-99.

Rogers, P.M. (2004). Review of Picturing Texts by Lester Faigley, Diana George, Anna Palchik, and Cynthia Selfe. Kairos, 9.1. <http://english.ttu.edu/kairos/9.1/binder.html?reviews/rogers/index.htm>

Courses Taught

Undergraduate Courses

English 101, Composition [F08] [S09] [F09] [S11] [F11][F12]

This course aims to develop students knowledge and skills related to rhetoric, composition, critical thinking, reading, and writing, as well as knowledge of writing and research process(es).  The course seeks to help students develop confidence in their own writing abilities through intensive practice in planning, drafting, revising, and editing expository essays of some length and complexity.

English 302H (Humanities) & B (Business) Advanced Composition [SS09] [SS09] [S10]

Intensive practice in writing and analyzing expository forms such as essay, article, proposal, and technical or scientific reports with emphasis on research related to student’s major field.

CHSS 310, Introduction to Entrepreneurship, [S11] [F11][F12][F13]

Introduces students to the intellectual underpinnings of entrepreneurship, entrepreneurial leadership, social innovation, intrapreneurship, and social enterprise development. Students shape a entrepreneurial learning plan for their own professional development in line with their career aspirations.

English 489, Advanced Non-Fiction [F08]

A workshop course centered on giving participants intensive practice in advanced nonfiction writing, with a strong emphasis on writing for publication.

Independent Study Courses

English 360, Dante's Divine Comedy in Translation  [S10]

NCLC 365, Human Trafficking in the U.S. [S13]

CHSS 310, Introduction to Entrepreneurship [S14]

Graduate Courses

English 502, Research Methods in Professional Writing and Rhetoric [S11] [S12]

Introduces theory, methods, and ethics of designing and conducting research in rhetoric and professional writing. The course emphasizes the critical importance of research design and gives students an overview and experience with a wide variety of research methods.

English 612, Cultures of Professional Writing [F13]

In this course, students explore the connections between writing and culture in a specific workplace setting.  Students develop individual ethnographic projects that examine interactions among writing, writers, audiences, collaborations, technologies, hierarchies, or other aspects of workplace culture they wish to study.

English 615, Proseminar in Composition Instruction [F09] [F11]

This course examines methods of teaching expository writing.  It includes consideration of planning courses, practice in teaching and responding to student writing, and the study of recent developments in pedagogy, knowledge of human development, rhetoric, genre, writing process(es), and academic, technical, and professional writing.

English 697, Composition Theory [S09]

Acquaints participants with theory relating to writing and teaching composition. Focuses on explaining theories of participants, reading works of leading theorists, and developing collaborative projects and teaching statements that instantiate explicit theoretical positions.

English 699/Edu 600, Northern Virginia Writing Project Invitational Summer Institute [SS09] [SS10] [SS11][SS12] [SS13a & b]

Concentrated workshop in which participants examine the most pressing issues related to the teaching and learning of writing across the curriculum. Participants demonstrate and reflect on their own teaching practices and strategies, study current research and theory in English education, rhetoric, composition, linguistics, and psychology related to writing instruction.  Participants also develop their own writing lives through extensive participation in writing workshops and writing response groups.

MAIS 796 Introduction to Interdisciplinary Studies [S14]

English 797 Capstone Projects in Professional Writing and Rhetoric [S14]

English 722, Composition Programs and Pedagogies in Context [F13]

This doctoral seminar examines teaching writing in a variety of institutional contexts such as K-12, university programs, and/or government and workplace organizations. In addition to investigating differing constraints established by these various contexts, the course discusses issues that emerge from teaching in context: the role of the teacher in curriculum development, the working conditions of teachers, and the exigencies and politics of writing programs.

Education

Ph.D. Education University of California, Santa Barbara, 2008

Master of Arts, Education University of California, Santa Barbara, 2005

Master of Arts, English – Emphasis in Teaching Writing Humboldt State University,2003

Bachelor of Arts, Speech Communication Humboldt State University, 2000

Recent Presentations

Upcoming International Presentations

"The Role of Inquiry in Aligning Instruction and Learning Across Secondary and Higher Education." Network of Reading and Writing in Higher Education Conference, Bucaramanga, Columbia. August 28-30, 2014.* (Invited Keynote)

“Dissertation Writing, Writers, and Supervisors Across the Disciplines:  A Study of Expectations, Challenges, and Supports.” Writing Research Across Borders III, Paris, France. February 19, 2014.

In the Media

Professor Rogers is a featured expert on the Washington D.C. PBS station WETA's award-winning series Reading Rokcets, an innovative program focused on helping young children learn to read and write http://bit.ly/16ghk5f