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Talinn Phillips

Talinn_Phillips

Associate Professor

English
Ellis 345
tiller@ohio.edu
740-593-2946

Recent News

Education

Ph.D., English (Rhetoric and Composition), Ohio University, 2008

M.A., TESOL & Applied Linguistics, Ohio University, 2002

B.S.W., Social Work, Kentucky Christian College, 1999

Scholarly Focus

  • Rhetoric & Composition
  • Multilingual Writing
  • Writing Centers
  • Writing Program Administration

Publications

Teaching with a Global Perspective: Practical Strategies from Course Design to Assessment (with D. Bikowski) New York: Routledge, 2018.

“An Exercise in Cognitive Dissonance: Liminal WPAs in Transition.” (with P. Shovlin & M. Titus) WPAs in Transition, edited by Courtney Adams Wooten, Jacob Babb, & Brian Ray. Utah State UP, 2018.

Becoming an Ally: Tutoring Multilingual Writers (with R. Ryerson & C. Stewart) educational film, Ohio University, 2017.

 “Shifting Supports for Shifting Identities: Meeting the Needs of Multilingual Graduate Writers.” Praxis: A Writing Center Journal 14.3, (2017): 41-48.

“(Re)Identifying the gWPA Experience.” (with P. Shovlin & M. Titus) WPA: Writing Program Administration, 40.1, (2016): 67-89.

Supporting Graduate Student Writers: Research, Curriculum, and Program Design (with Steve Simpson, Nigel Caplan, & Michelle Cox, co-editors) Ann Arbor: University of Michigan Press, 2016.

“Writing Center Support for Graduate Students: An Integrated Model.” Supporting Graduate Student Writers: Research, Curriculum, and Program Design. Ed. Steve Simpson, Nigel Caplan, Michelle Cox, and Talinn Phillips. Ann Arbor: University of Michigan Press, 2016. 255-70.

“Thinking Liminally: Exploring the (com)Promising Positions of the Liminal WPA.” (with P. Shovlin & M. Titus) WPA: Writing Program Administration, 38.1 (2014): 42-63.

Developing Resources for Success: A Case Study of a Multilingual Graduate Writer.” WAC and Second Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices. Ed. Michelle Cox and Terry Myers Zawacki. West Lafayette: Parlor, 2014. 69-91.

Tutor Training and Services for Multilingual Graduate Writers: A Reconsideration.” Praxis: A Writing Center Journal. 10.2 (2013): n.p.

Graduate Writing Groups: Shaping Writing & Writers from Student to Scholar.” Praxis: A Writing Center Journal 10.1 (2012): n.p.

“A Review of Second Language Writing Research: Perspectives on the Process of Knowledge Construction.” TESOL Quarterly 42.1 (2008): 165-67.

“Tutoring L2 Graduate Writers: Sites for Calibration.” SLWIS News: The Newsletter of TESOL’s Second Language Writing Interest Section 3.1 (2008).

“When Graduate Student Meets Writing Center.” HEIS News: The Newsletter of TESOL’s ESL in Higher Education Interest Section. 26.2 (2007): 19-20.

“Geography Lessons, Bridge Building, and Second Language Writers.” (with C. Stewart and R. Stewart) Bridging the Disciplinary Divide: Integrating a Second-Language Perspective into Writing Programs. Spec. issue of WPA: Writing Program Administration 30.1-2 (2006): 83-100. Indexed in The Bedford Bibliography for Teachers of Basic Writing.

Courses Taught

  • ENG 150A: Developmental Writing for Non-Native Speakers of English
  • ENG 1510: Writing and Rhetoric I
  • ENG 3060J: Women and Writing
  • ENG 3080J: Writing and Rhetoric II
  • ENG 3820: Writing About Genre
  • ENG 3840J: Writing and Rhetoric in the Professions
  • ENG 3850: Writing About Culture
  • ENG 7990: Research Methods in Rhetoric & Composition
  • ENG 7800: Special Topics: "Mapping the Field of Second Language Writing"
  • LING 270: The Nature of Language

Study Abroad

Tour four of Europe’s most beautiful cities—Berlin, Krakow, Prague, and Paris—as you hone your writing abilities. This program’s essential question is How do cultures use public acts of remembering to construct their histories? To shape cultures? As we travel across Europe we’ll examine a wide variety of public acts of remembering including memoirs, museums, monuments, and historic sites. The majority of the sites we’ll encounter are connected to the Holocaust and World War II—events that had and continue to have global ramifications. By looking at these different types of “texts” within a variety of different cultures we’ll learn to read these public texts closely, critically, and rhetorically for the arguments they’re making. In addition, stepping outside, of the United States will help us to develop a more critical eye that we can then turn to our home cultures. Earn Junior Composition (ENG 3080J) or English credit (ENG 3850).


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