Writing and Rhetoric: Composition, writing across the curriculum/in the disciplines, ethnography, writing program administration and pedagogy, student writing development
Michelle LaFrance (Ph.D., University of Washington, 2009) directs the Writing Across the Curriculum program and teaches courses on writing, composition pedagogy, Writing Studies and research methodologies. Michelle has published on institutional ethnography, e-portfolios, e-research, and writing center pedagogy. Her latest publications explore the relationships between institutional discourse and the material conditions of teaching, especially how the work/teaching practices of staff and faculty in writing programs take shape.
Institutional Ethnography, Information Literacy, and the material conditions of adjunct labor
Critical Sourcebook/Collection: Corbett, Steven J. and Michelle LaFrance. Peer Review and Peer Response: A Critical Sourcebook. Bedford/St. Martins. (In Press: Spring 2017.)
Anicca Cox, Timothy R. Dougherty, Seth Kahn, Michelle LaFrance, and Amy Lynch-Biniek “The Indianapolis Resolution: Responding to 21st Century Exigencies/Political Economies of Composition Labor.” College Composition and Communication, Special Issue: Political Economies. 68.1 (2016): 38-67.
LaFrance, Michelle. “An Institutional Ethnography of Information Literacy: Critical Challenges for a First Year Writing Program.” Journal of Writing Program Administration. 39.2 (2016): 105-22.
LaFrance, Michelle. “Making Visible Labor Issues in Writing Across the Curriculum: A Call for Research.” Forum: Issues about Part-Time and Contingent Faculty. Fall 2015, 18.3. A13-A17. Print.
Edited Collection: Corbett, Steven J., Michelle LaFrance, and Teagan E. Decker, ed. Peer Pressure, Peer Power: Theory and Practice in Peer Review Response for the Writing Classroom. Southlake, TX: Fountainhead Press, 2014. Print.
Corbett, Steven J., Michelle LaFrance, Cara Lane, and Janice Fournier. “Mapping, Re-Mediating, and Reflecting on Writing Process Realities: Transitioning from Print to Electronic Portfolios in First-Year Composition.” ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios in the Academy and Workplace. Ed. Katherine Wills and Richard Rice. Fort Collins: WAC Clearinghouse and Anderson, South Carolina: Parlor Press, 2014. 181-203. Print.
Benson, Nancy, Steven J. Corbett, Anicca Cox, Will Higgins, Robin Kish, Michelle LaFrance, and Katy Whittingham. “Rethinking First-Year English as First Year WAC: A Writing About Writing Approach.” Double Helix: A Journal of Critical Thinking and Writing 1.1 (September 2013). 1-16. Web.
LaFrance, Michelle and Melissa Nicolas. “What’s Your Frequency?: Preliminary Results of a Survey on Faculty and Staff Perspectives on Their Work in Writing Centers.” Writing Lab Newsletter 38.5-6. (January/February 2013). 10-13. Print.
LaFrance, Michelle and Melissa Nicolas. “Institutional Ethnography as Materialist Framework for Writing Program Research and the Faculty-Staff Work Standpoints Project.” College Composition and Communication. 64.1 (2012): 130-150. Print.
Steven J. Corbett and Michelle LaFrance. “From Grammatical to Global: The WAC/Writing Center Connection.” Praxis: A Writing Center Journal 6.2 (Spring 2009). n.pg. Web.
Tatum, Clifford and Michelle LaFrance. “The Case of Neoliberalism: Wikipedia as a Distributed Knowledge Laboratory.” E-Research: Transformations in Scholarly Practice. Ed. Nicholas Jankowski. New York: Routledge, 2009. 310-327. Print.
ENGL 101: Composition
ENGL 302: Advanced Composition
ENGH 484: Writing Ethnography
ENGH 611: Standpoint Theory in Composition
ENGH 822: Writing at the End of the World
ENGH 702: Research Methods in Writing and Rhetoric
ENGH 822: Feminist Research Methods