Dr. Justine Post
Justine Post joined the English Department in 2015 after completing her Ph.D. in English and Education at the University of Michigan. At ONU, she directs the Writing Center and teaches courses for Professional Writing majors, future educators, and the general student population. Post’s passion for teaching writing courses, which she was recognized for in 2013 when she received the Moscow Prize for Excellence in Teaching Composition, has inspired much of her research. Her current projects explore the experiences that students and instructors have engaging with feedback in the writing classroom and the link between feedback and students’ writing development.
2015 to present Assistant Professor of Rhetoric and Composition, Department of English, ONU
2015 to present Director of the Writing Center, ONU
2015 to 2018 Coordinator, Writing Seminar, ONU
2010 to 2015 Graduate Student Instructor, University of Michigan
2008 to 2015 Teaching Assistant, North Carolina State University
Ph.D. English and Education, University of Michigan, 2015
- Dissertation: Engaging Students in the Margins: A Mixed-Methods Case Study Exploring Student and Instructor Response to Feedback in the First-Year Writing Classroom
- Committee: Professor Anne Ruggles Gere (Chair), Professor Anne Curzan, Professor Jeff Grabill, Professor Emeritus John M. Swales
M.A. Rhetoric and Composition, North Caroline State University, 2010
- Thesis: “Anthologizing Anthologies: Negotiating the Boundaries of Genre and Medium”
B.A. English, Print Journalism, Minor in International Studies, Millersville University, 2008
- Swales, J. M., & Post, J. (2018). Student use of imperatives in their academic writing: How research can be pedagogically applied. Journal of English for Academic Purposes, Available online 9 Dec. 2017, https://doi.org/10.1016/j.jeap.2017.11.005.
- Neiderhiser, J., P. Kelley, K. Kennedy, J. M. Swales, & Vergaro, C. (2016). ‘Notice the similarities between the two sets’: Imperative usage in a corpus of upper-level student papers. Applied Linguistics, 37(2): 198-218. doi: 10.1093/applin/amu017. http://applij.oxfordjournals.org/content/37/2/198.full.pdf?keytype=ref&ijkey=Bnu42bcjxIUrgL2
- Long, S., Neiderhiser, J., & Hutchinson, W. (2011). Supporting students in a time of core standards: English language arts grades preK-2. Urbana, Illinois: National Council of Teachers of English.
- Forthcoming. Wilson, E., & Post, J. Toward Critical Engagement: Affect and Action in Student Interactions with Instructor Feedback. In A. R. Gere (Ed.), Developing writers: A longitudinal study. Ann Arbor: University of Michigan Press.
- Co-authored with The James R. Squire Office of Policy Research. National Council of Teachers of English. (2012). Reading instruction for all students. The Council Chronicle, 22(1), 1-4.
- Co-authored with The James R. Squire Office of Policy Research. National Council of Teachers of English. (2012). Evaluating English/language arts teachers. The Council Chronicle, 21(3), 1-4.
- Co-authored with The James R. Squire Office of Policy Research. National Council of Teachers of English. (2011). Communities of practice. The Council Chronicle, 21(2), 1-4.
- Co-authored with The James R. Squire Office of Policy Research. National Council of Teachers of English. (2011). Literacies of disciplines. The Council Chronicle, 21(1), 1-4.
- Neiderhiser, J. (2012). Review of “Assessing digital writing: Opportunities and challenges for programs and Instructors,” A roundtable presented at the Computers & Writing Conference by Judith Forzan-Rice, Crystal VanKooten, Anthony Atkins, and Colleen Riley. The Digital Rhetoric Collaborative. http://www.digitalrhetoriccollaborative.org/collaborative/cw-reviews/session-g-assessing-digital-writing-opportunities-and-challenges-for-programs-and-instructors/.
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