David R. Russell Professor, Rhetoric and Professional Communication (515) 294-4724 Fax: (515) 294-6814 drrussel@iastate.edu

Thanks for finding me. My interests are in writing in the disciplines and professions, international writing instruction, writing assessment, and the history of writing instruction in education--all from the perspective of cultural-historical activity theory and genre systems theory. Recently I have been creating and researching online multi-media case studies as environments for writing to learn. See the homepage of my research group. I also do WAC/WiD/CAC consulting and workshops.

Résumé (pdf)

Books

Writing in the Academic Disciplines, 1870-1990: A Curricular History 2nd edition examines the history of American writing instruction outside of composition courses

Writing Selves/Writing Society. Edited by Charles Bazerman and David
Russell. An online book on writing and activity.

Writing and Learning in Cross-National Perspective: Transitions from Secondary to Higher Education. Foster, David, and Russell, David, eds. .

Landmarks Essays in Writing Across the Curriculum. Bazerman, Charles, and Russell, David, eds.

Selected Papers

Papers are all preprints unless indicated. Please check published version before citing.

Computers and Communication Across the Curriculum

Looking Beyond the Interface: Activity Theory and Distributed Learning. In Understanding Distributed Learning. Ed. Mary Lea. London: Routledge, 2001. 64-82.

Group for Research on Internet Case-based Education (GRICE) (Homepage of my research group with publications and working papers, as well as case studies)

Writing in the Disciplines (from Genre and Activity Theory perspectives)

'Big Picture People Rarely Become Historians': Genre Systems and the Contradictions of General Education. With Arturo Yañez.In Writing Selves/Writing Society.

Rethinking Genre in School and Society: An Activity Theory Analysis, Written Communication 14 (1997): 504-554..(pdf version with diagrams)

Activity Theory and Its Implications for Writing Instruction. In Reconceiving Writing, Rethinking Writing Instruction. Ed. Joseph Petraglia. (Hillsdale, NJ: Erlbaum,1995): 51-78.

Teoria de la Actividad Histórico-Cultural Vygotskiana y la Teoria del Sistema de Géneros: Una Sintesis sobra la Escritura en la Education Formal y la Escritura en otras Prácticas Sociales. (pdf) With Arturo Yañez. Entre Lenguas 8.1 (2002-2003): 67-81.

The Limits of the Apprenticeship Models in WAC/WID Research, Conference of College Composition and Communication, 1998.

International Writing Instruction

Re-Articulating Articulation. In Writing and Learning in Cross-National Perspective: Transitions from Secondary to Higher Education.

Collaborative Portfolio Assessment in the English Secondary School System. Clearing House 68 (March/April1995): 244-47.

Assessment and Portfolios

"The Kind-ness of Genre: An Activity Theory Analysis of High School Teachers' Perception of Genre in Portfolio Assessment Across the Curriculum." The Rhetoric and Ideology of Genre: Strategies for Stability and Change. Ed. Richard Coe, Lorelei Lingard, and Tatiana Teslenko. Cresskill, NJ: Hampton, 2002. 225-242.

"Portfolios Across the Curriculum: Whole School Assessment in Kentucky" (with Lizabeth Berryman). English Journal 90 (2001): 76-84.

"Growing Together: Curricular and Professional Development Through Collaborative Portfolio Assessment." with Starr Lewis and Anella Riggs. English Leadership Quarterly 18 (1996): 13-18.

History of Writing Instruction in Education

"Institutionalizing English: Rhetoric on the Boundaries" In Disciplining English: Alternative Histories, Critical Perspectives. Ed. David Shumway and Craig Dionne. Albany, NY: State University of New York Press, 2002. 39-58.

"Composition's History." Research on Composition, 1983-2003, Ed. Peter Smagorinsky. Urbana, IL: NCTE. (forthcoming Teachers College Press, 2005)