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Faculty Bio

Kristen’s published research addresses a range of applied and sociolinguistic topics including the effectiveness (or not) of written corrective feedback on students' writing, microaggressions, catcalls versus compliments, and predatory publishing practices. She often co-authors articles with colleagues and students. She is currently working on a project about fairness in writing assessment practices.

Awards and Honors

• 2012, Finalist, The Christopher Brumfit Thesis Award for Applied Linguistics
• �������, 2006, Outstanding Contribution Award
• New York State TESOL Organization, 2004, Teacher of the Year

EdD, Columbia University, New York, 2011
Applied Linguistics -- Writing Assessment

MA, University of Pittsburgh, Pittsburgh, PA, 1998
Linguistics

MA, University of Pittsburgh, Pittsburgh, PA, 1995
Italian Language and Literature

Past Courses

ENG 110: Composition
ENG 201: Writing in the Disciplines
ENG 201: Writing in the Disciplines ESL
ENG 201: Writing in the Disciplines-ESL
ENG 205: Intro to Language & Linguistic
ENG 217: Lngg, Lngstcs, & Dscrmntn
ENG 300: Language and Gender
ENG 302: Composition Theory & Practice
ENG 304: Growth of the English Language
ENG 341: Language in Society
ENG 395: Independent Study in English
ENG 396: Language and Gender

Publications

"African American, Person of Color, BIPOC: The extent to which (white) people avoid saying “Black.”
Di Gennaro, K. K. (2024).


Spamvitations: Examining invitations to submit scholarly work
Di Gennaro, K. K. & Ekiert, M. (2023). , USA:Routledge. , pages 17.

Uniting CLA with WAW via SLA: Learning about written language as a model for college writing courses
Di Gennaro, K. K., Choog, K. P. & Brewer, M. H. (2023). Journal of Second Language Writing. Vol 60

"Naming What We Don’t Know: Graduate Instructors and Declarative Knowledge about Language"
Brewer, M. H. & Di Gennaro, K. K. (2022). College Composition and Communication. Vol 73 (Issue 3) , pages 410-436.

The impact of corrective feedback on English articles
Di Gennaro, K. K. & Ekiert, M. (2021). ELT Journal. Vol 75 (Issue 3) , pages 290-299.

Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)
Ekiert, M. & Di Gennaro, K. (2021). Language Teaching. Vol 54 (Issue 1) , pages 71-89.

Is feedback on grammar harmful or helpful? Questionable answers and unanswered questions
Di Gennaro, K. K. & Ekiert, M. (2020). Composition Forum. Vol 45

What do they mean? Comparing international and U.S. resident second-language students’ use of sociopragmatic features in writing
Di Gennaro, K. K. (2015). Writing & Pedagogy. Vol 7 (Issue 1) , pages 39-67.

From quantitative to qualitative: Writing descriptions of data from tables
Di Gennaro, K. K. (2013). ReadWriteThink.

How different are they? A comparison of Generation 1.5 and international L2 learners’ writing ability.
Di Gennaro, K. K. (2013). Assessing Writing. Vol 18 (Issue 2) , pages 154-171.

The heterogeneous second-language population in US colleges and the impact on writing program design
Di Gennaro, K. K. (2012). Teaching English in the Two-Year College. Vol 40 (Issue 1) , pages 57-67.

Investigating differences in the writing performance of international and Generation 1.5 students
Di Gennaro, K. K. (2009). Language Testing. Vol 26 (Issue 4) , pages 533-559.

Assessment of Generation 1.5 learners for placement into college writing courses
Di Gennaro, K. K. (2008). Journal of Basic Writing. Vol 27 (Issue 1) , pages 61-79.

Fairness and test use: The case of the SAT and writing placement assessment for ESL students
Di Gennaro, K. K. (2006). Teachers College, Columbia University Working Papers in TESOL and Applied Linguistics. Vol 6 (Issue 2)

Professional Memberships

• American Association of Applied Linguistics
• Conference on College Composition and Communication
• Council of Writing Program Administrators
• International Language Testing Association
• National Council of Teachers of English
• Modern Language Association

Department Service

• Director of Composition
• Curriculum Committee [Committee Member]
• Personnel [Committee Chair]
• Interim Director of Writing-Enhanced Course Program

University Service

• Scholarly Research Committee [Committee Member]
• CAP Faculty Advisory Board [Committee Member]
• Faculty Satisfaction Survey Committee [Committee Member]

Professional Service

College Composition and Communication [Reviewer, Journal Article]
Language Teaching Research [Reviewer, Journal Article]
International Journal of Communication Research [Reviewer, Journal Article]
Journal of Intercultural Communication Research [Reviewer, Journal Article]
Language Teaching [Reviewer, Journal Article]
Journal of Second Language Writing [Reviewer, Journal Article]
Assessing Writing [Editorial Review Board Member]
Canadian Modern Language Review [Reviewer, Journal Article]
Research in the Teaching of English [Reviewer, Journal Article]
New York State TESOL Journal [Reviewer, Journal Article]
Oxford University Press [Reviewer, Textbook]
Language Assessment Quarterly [Reviewer, Journal Article]
Bedford/St. Martins [Reviewer, Textbook]