Academic publications
Readers can find on this page my academic journal and chapter publications with abstracts following each reference. I listed them in reverse chronological order, and they include links to the publication source. Here are lists of the featured skills and common challenges related to my academic publication activities:
Featured skills
- Academic Research and Writing: Demonstrated by authoring journal articles and book chapters, reflecting expertise in academic discourse and research methodologies.
- Collaborative Authorship: Showcased through co-authoring publications, indicating strong collaborative and interdisciplinary research abilities.
- Innovative Pedagogical Insights: Evidenced by contributions to debates on writing center practices and composition studies, highlighting innovative thinking in educational methodologies.
Common challenges
- Addressing Contentious Issues in Writing Practice: Engaging with complex and debated topics in writing center practice, requiring nuanced understanding and argumentation.
- Balancing Theoretical Analysis and Practical Application: Merging rigorous theoretical analysis with practical implications for writing programs and partnerships.
- Reflective Analysis of Key Terms in Educational Contexts: Undertaking self-analysis and defining mission-critical terms, a task that demands introspective and critical thinking skills.
Publication 1
Rendleman, Eliot, Judith Livingston, and Sundi Rose. "A 'Quick-Fire' Study on Mandatory Writing Center Visit Effective Frequency Thresholds." Southern Discourse in the Center: A Journal of Multiliteracy and Innovation, vol. 23, no. 2, 2019, pp. 42-54.
Publication 1 Abstract
The article contributes to an ongoing debate that may be one of the most contentious issues in writing center practice: the advisability and value of mandatory appointments for students. Required appointments are often thought to be counterproductive. This study, however, explains why Rendleman abandoned his "long-held resistance to mandatory visits" and provides empirical data supporting "a system of mandatory visits that ensures students visit the writing center at least three times."
Publication 2
Rendleman, Eliot, and Judith Livingston. "The Dynamics of Collaboration and Hierarchy: Developing, Assessing, and Revising a First-Year Composition—Writing Center Partnership." Writing Program and Writing Center Collaborations: Transcending Boundaries, edited by Alice J. Myatt and Lynée Lewis Gaillet. Palgrave Macmillan, 2017, pp. 67-94.
Publication 2 Abstract
Collaboration represents one of the catchphrases of composition studies. Compositionists promote collaboration among their students, and they expect it among their faculty and program administrators. But collaboration inevitably involves risk and the very real possibility of failure. In this chapter, the authors interrogate best practices of collaboration to help readers better develop, assess, and sustain their own successful partnerships. Synthesizing the elements and processes of successful collaborations from existing WPA scholarship, the authors present two administrative models that account for shifting circumstances and fluctuating power dynamics related to postsecondary writing programs. These models offer readers workable frameworks to view the dynamic relationships between elements and processes of collaboration and within collaborative hierarchies and to nurture the sustainability of their partnerships.
Publication 3
"Lexicography: Self-Analysis and Defining the Keywords of Our Missions." WLN: A Journal of Writing Center Scholarship, vol. 37, no. 1-2, 2012, pp. 1-5. Reprinted in The Best of the Independent Rhetoric and Composition Journals 2013, edited by Steve Parks, Morris Young, and Elisabeth Miller. Parlor Press, 2015.
Publication 3 Abstract
This article encourages colleagues to reflect formally on most, if not all, of the key terms found in their own mission statements, online descriptions, assessments, training material, marketing documents, and, even, boilerplate speeches. The article also shares a method for such a reflection, and offers a narrative that illustrates the study of the open compound word “independent writer." In the conclusion, the author shares how this type of reflection can be used for consultant training.
Publication 4
"Balancing Act: Student Valuation and Cultural Studies Textbooks for Composition." Composition Forum, vol. 24, 2011.
Publication 4 Abstract
Composition scholars have contributed many theoretical analyses that WPAs and teachers might apply to first-year composition textbooks in order to make informed decisions about book adoption and implementation. As they offer critiques of the ideological effects of FYC books, many of these studies call composition textbooks “tools” without exploring the implications of textbook qua tool. The following essay addresses this unexamined area by developing a theory of valuation, a linguistic and rhetorical process of assigning worth to students and textbook instructional apparatuses as student-readers might engage with the texts. An analysis of valuation by WPAs and teachers has the potential to foster the empowerment of students, the instruction of critical thinking and writing, the autonomy of new teachers, and the coherence of local writing programs.