Breadcrumb
Lisa Tremain
Department Chair & Co-Director First-year Composition Program
My research investigates the ecologies of writing knowledge development and transfer, including how writing and literacy are taught and learned in and beyond the classroom and post-secondary institution. My most recent interests have turned toward mulitmodality and transfer, linguistic justice, and writing in, across, and beyond the academic disciplines. In the classroom, I am interested applying community-organizing frameworks with students to support their collaborative and individual writing and enact transformation of dominant textual structures, including scholarly genres.
Areas of Interest
Rhetoric, Writing Studies, Writing Pedagogy and Assessment, Ways of Knowing and Writing, Writing Across the Curriculum
- PhD, Language, Literacy, and Composition. University of California Santa Barbara
- MA, English, Rhetoric, and Composition Studies. California State University Northridge
- MEd, Educational Leadership and Change. Fielding Graduate University
- Single Subject Teaching Credential, English. Sonoma State University
- BA, English. Sonoma State University
English 102/103:Composition and Rhetoric A & B
English 104: Accelerated Composition & Rhetoric
English 215: Information Literacy & Writers Seminar
English 304W: Writing in the Public Sphere
English 406W: Theories and Technologies of Writing
English 422: Professional Research Pathways: Research
English 581: Teaching College Writing
English 611: Literacies and Epistemologies
English 612: Language, Rhetoric, and Society
Books
Radical Frameworks for Writing Transfer: Epistemological Justice in the Writing Classroom, co-edited with L. Miller (WAC Clearinghouse, University of Colorado Press, forthcoming).
Chapters/Articles
“What Can I Add to Discourse Communities? How Writers Use Code-Meshing and Translanguaging to Negotiate Discourse.” in Writing Spaces, Volume 5. Trace Daniels-Lerberg, Dana Driscoll, Mary K. Steward, & Matthew Vetter, eds. Anderson, South Carolina: Parlor Press, 2023. Pp. 87 - 101.
“What Counts as Literacy in the Polytechnic Hispanic Serving Institution? Culturally Sustaining Frameworks for Writing Assignments, Assessment, and Language Use,” Humboldt Journal of Social Relations, 45, 50th Anniversary Edition: Becoming a Polytechnic (2023): pp. 119-153, co-authored with Jill Anderson, Elizabeth Eschenbach, Nicolette Amann, & Kerry Marsden.
“Heavy Lifting: How WPAs Facilitate Uptake and Knowledge Transfer for Faculty," in Making Administrative Work Visible: Data-Driven Approaches to Understanding the Labor of Writing Program Administration (Univ. Press of Colorado).
"Possibilities and Pathways: Connecting Multimodality and Educational Equity in the FYC Program" in Multimodal Composition: Faculty Development Programs and Institutional Change, co-authored with K. Stelter & J. Abidari (Routledge).
“Creando Raíces: Sustaining Multilingual Students’ Ways of Knowing at the Developing HSI," in Composition Forum, Special Issue: Promoting Social Justice for Multilingual Writers on College Campuses, co-authored with J. Citti, L. Miller, N. Pérez & C. Wells.
“Extending What We Know: Reflections on the Transformational Value of Threshold Concepts for Writing Studies Faculty," in (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (Univ. Press of Colorado).
“(Dis)Positioning Writing about Writing Knowledge, Reflecting on Writer Identity: A Curriculum Aimed at Writing Knowledge Transfer", in Next Steps: New Directions for/in Writing About Writing (Univ. Press of Colorado).