Braj B. Kachru is Center for Advanced Study Professor of Linguistics, and Liberal Arts and Sciences Jubilee Professor Emeritus of Linguistics, Education, English as an International Language, and Comparative Literature at the University of Illinois at Urbana-Champaign, Illinois USA. He headed the Department of Linguistics (1968–79), directed the Division of English as an International Language (1985–91), and was director of the University’s Center for Advanced Study (1996–2000). He is the co-founding editor and adviser of World Englishes (Wiley Blackwell, Oxford). He was director of the Linguistic Institute of the Linguistic Society of America (1978), president of the American Association for Applied Linguistics (1984), and president of the International Association for World Englishes (1997–99). In 1992 he was honored by the Association of Indians in America for his contribution to Arts and Letters. In 1998 he was named Sir Edward Youde Memorial Fund Fellow in Hong Kong, and in 2001 he was named an Honorary Fellow of the Central Institute of English and Foreign Languages (now English and Foreign Languages University) in Hyderabad, India. His research areas include world Englishes, language in society, and Kashmiri language and literature. He received the Joint First Prize in the Duke of Edinburgh Book Competition for The Alchemy of English (1986). His authored and co-edited volumes include Asian Englishes: Beyond the Canon (2004); World Englishes: Critical Concepts (co-edited with Kingsley Bolton, six volumes, 2006); Asian Englishes (co-edited with Kingsley Bolton, five volumes, 2006); The Handbook of World Englishes (co-edited with Yamuna Kachru and Cecil L. Nelson, 2006); and Language in South Asia (co-edited with Yamuna Kachru and S. N. Sridhar, 2008).

Damian Baca, Assistant Professor of English and Mexican American/Raza Studies

Damián Baca earned his doctorate in composition and cultural rhetoric from Syracuse University in 2006. He is assistant professor in the departments of English and Mexican American/Raza Studies at the University of Arizona, where he teaches comparative technologies of writing, American Indian rhetoric, Latina/o literature, rhetoric in Mesoamerica and colonial Mexico, globalization, and ancestral literacy. Baca is lead editor of Rhetorics of the Americas: 3114 BCE to 2012 CE with Victor Villanueva, and author of Mestiz@ Scripts, Digital Migrations, and the Territories of Writing (Palgrave Macmillan). He is especially interested in theorizing with, against, and beyond inherited patterns of thinking that emerged in Western Europe under capitalism. As a recipient of the NCTE Cultivating New Voices among Scholars of Color Research Foundation and the Ronald E. McNair Postbaccalaureate Achievement Program, Baca is committed to mentoring students of underserved populations as they prepare to enter the professoriate. Additional information is available at www.u.arizona.edu/~damian.

Ulla Connor, Barbara E. and Karl R. Zimmer Chair in Intercultural Communication,
Indiana University-Purdue University, Indianapolis

Mary Jane Curry is associate professor in the Department of Teaching, Curriculum, and Change at the Margaret Warner Graduate School of Education and Human Development, University of Rochester, New York, and founding director of the Warner School’s Writing Support Services. She was previously a research fellow in academic literacy at the Open University, United Kingdom. Earlier in her career she taught English to speakers of other languages in Boston; Madison, Wisconsin; and Costa Rica after working for eight years as a book and publications editor. She conducts qualitative research on the role of academic literacy/ies in access to various points of entry into higher education, from immigrant and “non-traditional” community college students to multilingual scholars writing for publication. Since 2001 she has been collaborating with Theresa Lillis on the Professional Academic Writing in a Global Context project. In a new project she is investigating engineers’ writing for publication.
 

Christiane Donahue, Director, Institute for Writing and Rhetoric, Dartmouth College

Christiane Donahue has been working since the early 1990s to transform this country’s understanding of the depth and breadth of work on higher education writing in France and the value to composition and rhetoric of European writing research traditions. She completed her doctorate at l’Université de Paris under the direction of Frédéric François, noted for his work extending Bakhtin/Volosinov’s analytic framing of the utterance.

Combining French functional linguistics and discourse analysis with composition-rhetoric scholarship, Donahue’s research interests include cross-cultural and cross-disciplinary analysis, pluringuality and internationalization, genre study, and the development of multi-method research approaches drawn from European and United States traditions. She is a member of the Théodile-CIREL research laboratory at l’Université de Lille III, the European COST “Learning to Write Effectively” network, and an Agence National de Recherches project on university literacies. In the United States, she focuses on cross-disciplinary and cross-cultural studies of undergraduate student writing. 
 

Bruce Horner, Endowed Chair in Rhetoric and Composition, Department of English, University of Louisville

Bruce Horner is Endowed Chair in Rhetoric and Composition at the University of Louisville, where he teaches courses in composition, composition theory and pedagogy, and literacy studies. His books include Terms of Work for Composition: A Materialist Critique, winner of the W. Ross Winterowd Award for composition theory; Cross-Language Relations in Composition (Southern Illinois University Press), co-edited with Min-Zhan Lu and Paul Kei Matsuda; and, co-authored with Min-Zhan Lu, Representing the “Other”: Basic Writers and the Teaching of Basic Writing and Writing Conventions. “English Only and U.S. College Composition,” an essay he co-authored with John Trimbur, is the recipient of the Richard Braddock Award. His recent work examines the implications of scholarship on world Englishes and English as a lingua franca for the teaching of writing.
 

Theresa Lillis, Senior Lecturer in the Centre for Language and Communication, Open University

Theresa Lillis has taught English as a second language at primary, secondary, adult, and higher education levels, as well as — her current main teaching responsibility — designing university courses in applied and social linguistics. Her principal research areas are the academic writing and literacy practices of students and professional scholars; currently, she is researching writing in social work education and practice. What unites her research areas is an interest in the politics of access and participation in socially privileged literacy practices. She is author of Student Writing: Access, Regulation, and Desire (Routledge, 2001) and co-author of a number of books, including Academic Writing in a Global Context: The politics and practices of publishing in English (Routledge, 2010), and A Dictionary of Sociolinguistics (Edinburgh University Press, 2004). She has co-edited a number of books including Re-Designing English (Routledge, 2007), and Why Writing Matters (Benjamins 2009) and has published in journals such as Language and Education, Written Communication, TESOL Quarterly, International Journal of Applied Linguistis, and Journal of Applied Linguistics.

Shirley Wilson Logan, Professor of English, University of Maryland.

Shirley Wilson Logan is professor of English at the University of Maryland, where she teaches courses in composition theory, the history of rhetoric, and nineteenth-century African American rhetoric. She serves as director of writing programs and chair of the Campus Writing Board and has held various professional positions including chair of the Conference on College Composition and Communication (CCCC) and the Alliance of Rhetoric Societies. Her current research interests are black women’s rhetoric, sites of rhetorical education, and pre-twentieth-century African American literacy practices. She is also co-editor with Cheryl Glenn of the Southern Illinois University Press series Studies in Rhetorics and Feminisms.

Min-Zhan Lu, Professor of English and University Scholar, University of Louisville

Min-Zhan Lu is Professor of English and University Scholar at the University of Louisville. Her work focuses on the constructive uses of cultural dissonance in the teaching and learning of writing and on theories and practices of life writing as social acts. Her books include Shanghai Quartet: The Crossings of Four Women of China (Duquesne University Press), a work of creative nonfiction; Comp Tales (Longman), co-edited with Richard Haswell; and, with Bruce Horner, Representing the “Other”: Basic Writers and the Teaching of Basic Writing (NCTE) and Writing Conventions (Penguin Academics). Her work is frequently cited, and has been reprinted both in general readers and in such scholarly collections as Feminism and Composition, Landmark Essays in Basic Writing, and Landmark Essays on Writing Processes. She has received the Richard Braddock Award and the Mina Shaughnessy Award for her essays.

Arabella Lyon, Associate Professor of English, SUNY—Buffalo

Arabella Lyon is the author of the Ross Winterowd Award–winning Intentions: Negotiated, Contested, and Ignored (Penn State University Press, 1998) and the manuscript : “Deliberative Acts: Democracy, Rhetoric, and Rights.” She is co-editing, with Lester Olson, a special issue of Rhetoric Society Quarterly, “Human Rights Rhetoric: Traditions of Testifying and Witnessing” (forthcoming 2011). Her recent articles in Philosophy and Rhetoric, College Composition and Communication, and College English focus on understanding cultural differences in political discourses. Her work on rhetorical representation and cultural difference has been supported by a Fulbright year at Sichuan University in China, three NEH awards, and a year of teaching in Singapore as part of SUNY–Buffalo’s commitment to international education. In summer 2010 she taught at Capital Normal University in Beijing, Huazhong University of Science and Technology in Wuhan, and the middle school attached to Huazhong University.

Paul Kei Matsuda, Associate Professor of English, Arizona State University

Paul Kei Matsuda is associate professor of English at Arizona State University, where he works closely with doctoral and master’s students in applied linguistics, rhetoric and composition, and TESOL. He is co-founding chair of the Symposium on Second Language Writing and editor of the Parlor Press Series on Second Language Writing. He also served as the founding chair of the CCCC Committee on Second Language Writing. Paul has published widely on topics related to language, writing, rhetoric, identity and technology in various edited collections and in journals such as College Composition and Communication, College English, English for Specific Purposes, Journal of Basic Writing, Journal of Second Language Writing, and Written Communication. He has given plenary, keynote, and featured talks as well as invited lectures and workshops at a wide variety of conferences and institutions in Hong Kong, Japan, Malaysia, Mexico, Spain, Taiwan, Thailand, and throughout the United States.

Luming Mao, Professor of English, Director, Asian/Asian-American Studies, Miami University

LuMing Mao's teaching and research center on Asian/Asian American rhetoric, Chinese rhetoric, comparative rhetoric, and writing in multilingual contact zones. He is author of Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric and co-editor, with Morris Young, of Representations: Doing Asian American Rhetoric, recipient of honorable mention for the 2009 Mina P. Shaughnessy Award. He is also co-editor, with C. Jan Swearingen, of Comparative Rhetorical Studies in the New Contact Zone: Chinese Rhetoric Reimagined, a special symposium in the June 2008 issue of College Composition and Communication, as well as guest editor of Studying Chinese Rhetoric in the Twenty-first Century, a March 2010 special issue of College English. He is winner of the 2007 Richard Ohmann Award. He is currently working on a book project, Searching for a Tertium Quid: Studying Chinese Rhetoric in the Present, and serving as a co-editor of the Norton Anthology of Rhetoric and Writing.

Anita Pandey, Associate Professor of Applied Linguistics and Coordinator of Professional Communication at Morgan State University

Dr. Pandey was born and raised in a bilingual home in Africa. She picked up Hindi, English, Yoruba, Hausa, and Nigerian Pidgin in her childhood, and learned French and Spanish as a teenager — primarily from children. Her doctorate is from the University of Illinois at Urbana-Champaign. She holds two M.A. degrees (the first in Teaching English to Speakers of Other Languages), and is associate editor of the Journal of English as an International Language, and guest editor of two forthcoming issues of the International Journal of Communication. Her forthcoming monograph is entitled The Child Language Teacher: Intergenerational Language and Literary Enhancement.

Jon Reyhner, Professor of Education, Northern Arizona University

Jon Reyhner is a professor of education at Northern Arizona University. He also taught at Montana State University — Billings. Before that he taught junior high school for four years in the Navajo Nation and was a school administrator for ten years in Indian schools in Arizona, Montana, and New Mexico. He served as a commissioned author for the U.S. Government’s Indian Nations at Risk Task Force and co-authored a research review for the Government’s American Indian/Alaska Native Research Group. He has written extensively on American Indian education and indigenous language revitalization, including co-authoring Language and Literacy Teaching for Indigenous Education and American Indian Education: A History. He co-chaired the fourth and eighth Annual stabilizing Indigenous Languages symposia at Northern Arizona University in 1997 and 2001. He currently coordinates the Symposia Steering Committee. He has also edited a column on issues in indigenous education for the magazine of the National Association for Bilingual Education for more than twenty years.

Susan Romano, Professor Emerita, University of New Mexico, Albuquerque

Susan Romano teaches composition and rhetoric history, theory, and practice. Her research examines the gendered and raced cultures of language education in post-conquest Mexico. Publications include "The Egalitarianism Narrative: Whose Story, Which Yardstick?" (1993 Ellen Nold Award); "On Becoming a Woman: Pedagogies of the Self" (1999; 2003); "Web Literacies of the Already Accessed and Technically Inclined: Schooling in Monterrey, Mexico"(1999; 2009); "Fanaticism, Civil Society, and the Arts of Representation in Sixteenth-Century Mexico” (2003); "Tlaltelolco: The Grammatical-Rhetorical Indios of Colonial Mexico" (2004 Richard Ohmann Award); "The Historical Catalina Hernández: Inhabiting the Topoi of Feminist Historiography" (2007; 2010); and "'Grand Convergence' in the Mexican Colonial Mundane: The Matter of Introductories" (2009). Romano contributes to two areas in rhetoric scholarship: feminist historiography and Latin American rhetoric. Her book project is titled Receiving and Producing Rhetoric’s Resources: The Teaching Cultures of Colonial Mexico.

John Trimbur, Professor of Writing, Literature and Publishing, Emerson College

John Trimbur is professor of writing, literature and publishing and director of the First-Year Writing Program at Emerson College. He has published widely on writing theory, and has won a number of awards, including the Richard Braddock Award (with Bruce Horner), the James L. Kinneavy Award, the National Writing Center Outstanding Article Award, and the College Composition and Communication Outstanding Book Award. He has been a Visiting Professor at the University of Cape Town in South Africa, where he works with a community organization of asbestos activists in the Northern Cape. He has also published three textbooks: The Call to Write, Reading Culture, and A Short Guide to Writing About Chemistry. A collection of his work, Solidarity or Service: Essays on U.S. College Composition, is forthcoming.

Morris Young, Professor of English, and faculty affiliate in Asian American Studies, University of Wisconsin—Madison

Morris Young is director of English 100, professor of English, and faculty affiliate in Asian American Studies at the University of Wisconsin, Madison. He was formerly a faculty member at Miami University in Oxford, Ohio. His research and teaching focus on composition and rhetoric, literacy studies, and Asian American literature and culture. His essays and reviews have appeared in College English, Journal of Basic Writing, Amerasia, Composition Forum, and he has contributed chapters to many edited collections including The Literacy Connection (1999); Personal Effects: The Social Character of Scholarly Writing (2001); East Main Street: Asian American Popular Culture (2005); Women and Literacy: Local and Global Inquiries for a New Century (2007); and The SAGE Handbook of Rhetorical Studies (2008). His book, Minor Re/Visions: Asian American Literacy Narratives as a Rhetoric of Citizenship (2004) received the 2004 W. Ross Winterowd Award and the 2006 Outstanding Book Award from the Conference on College Composition and Communication. With LuMing Mao he has edited Representations: Doing Asian American Rhetoric (2008), recipient of honorable mention for the 2009 Mina P. Shaughnessy Award from the Modern Language Association of America.

Vershawn Ashanti Young, Associate Professor of English, Division of Writing, Rhetoric and Digital Media, University of Kentucky

Vershawn Ashanti Young is a performance artist, writer, and scholar. He performs his solo-show, Ghetto Memories, which is adapted from his first monograph, Your Average Nigga: Performing Race, Literacy, and Masculinity (Wayne State University Press 2007), at small theatres and college campuses across the nation. He is also editor of From Bourgeois to Boojie: Black Middle-Class Performances (forthcoming, Wayne State 2011) and co-editor of Code Meshing as World English: Policy, Pedagogy, Performance (forthcoming, NCTE 2011). He is completing two books, The New Equality: White People, Obama, and the End of Racism, and Other People’s English, which promotes code meshing over code switching in K–college language arts instruction. He serves as an associate professor in the division of writing, rhetoric, and digital media at the University of Kentucky.