David Russell Directory Page

Dr. David R. Russell
Professor, Englishdrrussel2

 

Contact Information

251 Ross Hall
515 294-4724
drrussel@iastate.edu

Office hours:  T 2:30-4:30

Courses I am Teaching

I regularly teach:

English 393, History of Children’s Literature
English 250, Written, Oral, Visual and Electronic Communication
English 611, Seminar on Theory of Writing and Professional Communication

Degrees

Ph.D. and M.A. University of Oklahoma                    Renaissance Literature
B.A. Central State University (Oklahoma)                 English and Communication

Research Areas

Writing in the academic disciplines, including computer-supported learning across the curriculum

International writing instruction

History of writing instruction

(see my website for more information)

About My Teaching

I just love teaching online! I’ve been doing it for 15 years now and I learn so much from my students through our written communication with each other.

How I came to Teach what I Teach

I loved studying Renaissance literature, but I loved teaching writing. I just find it fascinating to see how students develop themselves by using the medium of writing as a way to communicate—and to learn about their subjects and themselves.

Recent Publications: (complete vita on my website)

Russell, David R. (forthcoming). “Picking up” writing: Rethinking pedagogy in light of phenomenological analyses. Proceedings of IV Seminario Internacional de Lectura en la Universidad, III Congreso Nacional de Expresiones de Cultura Escrita en Instituciones de Educación Media Superior y Superior, y V Seminario Internacional de Cultura Escrita y Actores Sociales: Literacidad Académica: Retos y Perspectivas.

Dryer, Dylan B. & David R. Russell (forthcoming). Why North American Writing Studies Ought to Reflect on Physiological and Phenomenological Approaches to Cognition. In Contemporary Perspectives on Cognition and Writing, Ed. Patricia Portanova, Michael Rifenburg, and Duane Roen

Russell, David R. (2016). “The literary and the literate: The study and teaching of writing in US English departments” In Futures for English Studies. Ed. Ann Hewings, Lynda Prescott and Phillip Seargeant. London: Palgrave Macmillan.

Russell, D. R. (2015). Genre as Social Action: A Gaze into Phenomenology. In Composition Forum (Vol. 31). Retrieved from http://compositionforum.com/issue/31/russell-retrospective.php

Russell, David R. (2015). “Writing Mediates Activity.” In Naming What We Know: Threshold Concepts of Writing Studies. Ed. Linda Adler-Kasner and Elizabeth Wardle. Logan, UT: Utah State University Press. pp. 25-27.

Russell, David R. and Sally Mitchell. (2015). Thinking Critically and Negotiating Practices in the Disciplines. In Working with Academic Literacies. Ed. Theresa Lillis, et al. London: Routledge. Pp. 175-184.

Russell, David R. and David Fisher (2014). La recherche sur la formation aux écrits professionnels aux Etats-Unis, entre deux univers : académique et professionnel. Le Discours et la langue 5.2 (La formation aux écrits professionnels : Des écrits en situation de travail aux dispositifs de formation): 125-140.

Clark, Irene and David R. Russell (2013). US First-Year Composition and Writing in the Disciplines. The Routledge Companion to English Studies. Ed. Constand Leung and Brian Street. London: Routledge. 375-391.

Vrchota, Denise Ann and David R. Russell (2013). WAC/WID Meets CXC/CID: A Dialog between Writing Studies and Communication Studies, The WAC Journal. 24. 49-61

Oakey, David, and David R. Russell. Beyond Single Boundaries. Handbook of Applied Linguistics. Amsterdam: Mouton & de Gruyer. 2013.

Russell, David R. “Cultural Historical Activity Theory and Student Writing.” In Pedagogy in Higher Education: A Cultural Historical Approach. Ed. Gordon Wells & Anne Edwards. Cambridge University Press. (2013).

Russell, David R. “Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA.” Revista de Docencia Universitario Inicio > Vol.11 nº1 (Enero-Abril, 2013): 161-181.

Russell, David R. «Écrits universitaires/écrits professionnalisants/Écrits professionnels:  Est-ce qu’“écrire pour apprendre” est plus qu’un slogan?» [University Writing/Professionalizing Writing/Professional Writing: Is Writing-to-Learn More than a Slogan?] Pratiques 155 (2012).

Russell, David R., and Viviana Cortes. (2012). “Academic and scientific texts: the same or different communities?” In University writing: Selves and Texts in Academic Societies. Pp. 3-17. Ed. Montserrat Castello and Christiane Donahue. Emerald Publishing. Bingley, UK.

Russell, David R., and Tosh Tachino. “Reasoning from Scientific Information: How Do University Students Construct Policy Arguments in a Multimedia Online Case?” Intercompreesnão, 17 (2012).

Russell, David R. “Apprendre à écrire en vue de contextes professionnels : Recherche anglophone Nord Américaine à partir de perspectives socio-culturelles.” [Learning to Write in Professional Contexts: North American Anglophone Research from Socio-cultural Perspectives] Cahiers du Cerfee (Chercheurs et Recherches en Formation, Éducation et Enseignement), 30 (2012).

Russell, David R., and Patricia Harms. “Genre, Media, and communicating to learn in the disciplines: Vygotsky, developmental theory and North American genre theory.” Revista Signos 43:1 (2010): 227-248.

Dave, Anish, and David R. Russell. Drafting and Revision Using Word Processing by Undergraduate Student Writers: Changing Conceptions and Practices.” Research in the Teaching of English 44:4 (2010): 406-434.

Russell, David R., and Dave Fisher. “Online, multimedia case studies for professional education: Revisioning concepts of genre recognition.” In Theories of Genre and the Internet. Giltrow, J., & Stein, D. (Eds.). 163-191.  Amsterdam: Benjamins. 2010.

Russell, David R. “Writing in Multiple Contexts: Vygotskian CHAT Meets the Phenomenology of Genre.” In Traditions of Writing Research. Ed. Charles Bazerman et al. 353-364. New York: Routledge, 2010.

Current Research

I’m working on a book on genre, from the embodied, enactive perspective of neuro-phenomenology.

Outside of the University

American Civil Liberties Union of Iowa

American Association of University Professors

Saint Thomas Aquinas Church and Catholic Student Center (choir)