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Charles ForcevilleView profile

Associate Professor

• Visual Metaphor
• Multimodal Communication
• Cognitive Linguistics
• +7 more

Dr. Charles Forceville is an Associate Professor in the Department of Media Studies at the Faculty of Humanities, University of Amsterdam. His academic career spans over three decades with significant contributions to visual and multimodal communication studies. Previously, he served as Head of MA programmes Media Studies (2016-2018) and taught at Amsterdam University College (2008-2021). Forceville's research focuses on visual and multimodal metaphor, cognitive linguistics, relevance theory, and visual rhetoric across diverse media including political cartoons, advertising, children's picture books, documentaries, and animation. His landmark publications include Visual and Multimodal Communication: Applying the Relevance Principle (Oxford University Press, 2020) and Multimodal Metaphor (Mouton de Gruyter, 2009). His recent work examines metaphor in Stand Up 2 Cancer animations, political cartoons, medical animations, and Chinese-American trade conflict representations. His research demonstrates how visual and multimodal metaphors function across cultural contexts, with particular attention to the JOURNEY metaphor schema and its applications in film, animation, and comics. Forceville's methodological approach combines cognitive linguistics with relevance theory to analyze how meaning is constructed visually and multimodally. Among his notable contributions is the development of frameworks for identifying and interpreting visual metaphors where traditional linguistic analysis falls short. His work on pictorial runes (emotion lines in comics), visual argumentation in documentaries, and cultural variations in metaphor representation has significantly advanced the field of multimodal communication studies. Forceville has taught courses on Pictorial & Multimodal Metaphor, Tutorial on Multimodality & Cognition, History & Theory of Documentary Film, and Film Analysis. His extensive publication record of over 170 scholarly works reflects his leadership in establishing multimodal metaphor studies as a rigorous academic discipline.

Camelia-Mihaela CmeciuView profile

Professor

• Organizational Communication
• Public Relations
• European Communication
• +4 more

Camelia-Mihaela Cmeciu is a full-time Professor at the Department of Journalism, Faculty of Journalism and Communication Studies, University of Bucharest. She holds a doctoral degree and has contributed extensively to research in organizational communication, public relations, and European communication. Her work spans both theoretical and applied domains, with a focus on risk communication, media framing, and political discourse. Email: camelia.cmeciu@fjsc.ro Consultation hours: Thursdays 16:00-18:00, Room 410 (by prior email appointment) Project Director: PN-II-RU-TE-2014-4-0599 – 'European citizens – (De)legitimators of a networking Europe' (e-Eurociti) Editor-in-chief: Styles of Communication journal Her research explores organizational communication , digital public relations , and European communication frameworks , with recent publications analyzing COVID-19 pandemic discourse , vaccination narratives , and media framing of crises . She has contributed to understanding visual representation of women in politics and semiotic dimensions of cultural institutions . Scientific Trends : Her work demonstrates consistent focus on crisis communication , media analysis , and public relations dynamics , often employing multimodal analysis and case study methodology across diverse contexts from healthcare to political campaigns. Advising & Leadership : As Editor-in-chief of Styles of Communication and Director of the e-Eurociti project, she provides strategic mentorship in academic research and publication processes.

• Social Psychology
• Political Psychology
• Youth Studies
• +3 more

Eemeli Hakoköngäs is a University Lecturer in Social Psychology at the University of Helsinki's Faculty of Social Sciences. He holds a Ph.D. in Social Psychology (2017) and a Master's in General History (2018). His research focuses on social representations, visual rhetoric in political communication, and the intersection of nature and well-being among youth. Key interests include analyzing far-right internet memes, historical narratives in textbooks, and environmental psychology. Recent work explores extremist propaganda through visual analysis, youth perceptions of happiness in natural settings, and the role of media in shaping national identity. His projects include leading the 'Vihreää siirtymää' (2025–2028) and 'LUODE' (2018–2020) initiatives, examining sustainable transitions and nature-based education. He has been recognized with the Tervola Medal (2017) and actively participates in academic conferences, media engagements, and policy discussions on topics like climate communication and labor history. His work bridges social psychology with interdisciplinary approaches to media, education, and environmental studies.

William DuffyView profile

Professor

• Rhetoric
• Writing Studies
• Collaborative Writing
• +3 more

William Duffy is a Professor in the Department of English at the University of Memphis. He specializes in rhetoric and writing studies, focusing on collaborative writing, artificial intelligence, communication ethics, and composition pedagogy. He has held leadership roles including Founding Director of the Center for Writing and Communication, Coordinator of the Writing, Rhetoric, and Technical Communication program, and Director of English Graduate Studies. His work bridges theoretical scholarship with practical pedagogical innovation. Education: B.A., Elon University M.A., University of North Carolina at Greensboro Ph.D., University of North Carolina at Greensboro Research focuses on how rhetorical principles intersect with contemporary challenges in communication ethics, collaborative writing practices, and the integration of emerging technologies like AI into academic discourse. Recent publications explore virtue ethics in democratic contexts, disciplinary identity in writing studies, and the rhetorical analysis of political symbolism. Publications reflect interdisciplinary engagement across rhetoric, composition, and ethics, with contributions to journals like Rhetoric Society Quarterly and book chapters in edited volumes addressing pedagogical theory and public discourse. Leadership roles include directing academic centers and mentoring graduate programs, demonstrating commitment to institutional development alongside scholarly output.

• Rhetorical Theory
• Australian Literary Studies
• Indigenous Studies
• +5 more

Dr. Benjamin Miller is a Lecturer and Degree Co-Director of the Bachelor of Liberal Arts and Science (BLAS) at the University of Sydney's Discipline of English and Writing. He holds a PhD in English from the University of New South Wales and a BA from the University of Wollongong. His research bridges rhetorical theory, Australian literary studies, and Indigenous studies, with a focus on how race and identity are constructed through rhetoric and performance. Key projects include studies on David Unaipon's rhetorical practices and Paul Kelly's collaborations with Aboriginal artists. Teaching responsibilities include WRIT1001, WRIT2000, and WRIT3002, with a commitment to online education technologies and first-year writing pedagogy. He's received multiple teaching awards including the 2014 Faculty Excellence in Teaching Award. His scholarly contributions appear in journals like Journal of Commonwealth Literature and ab-Original: Journal of Indigenous Studies , alongside editorial work for The Year's Work in English Studies . Professional affiliations include leadership roles with SPACLALS and ACRAWSA. Current research explores postcolonial whiteness through Paul Kelly's artistic collaborations and David Unaipon's rhetorical legacy. Supervision focuses on decolonial rhetoric and postcolonial literature, with active PhD candidates addressing critical race theory and intertextual reading approaches.

Carolyne KingView profile

Assistant Professor

• Composition Studies
• Rhetoric
• Reading Practices
• +3 more

Dr. Carolyne King is an Assistant Professor of English at Old Dominion University, specializing in composition studies, rhetoric, and writing pedagogy. She holds a Ph.D. in English (Composition & Rhetoric) from the University of Delaware (2019), alongside advanced degrees in education leadership and theology. Her research focuses on reading practices in academic writing, disability studies in composition, and the role of writing centers in fostering critical literacy. Education: Ph.D. in English (Composition & Rhetoric), University of Delaware, 2019 M.A. in English, University of Delaware, 2015 M.Ed. in Curriculum & Instruction: Higher Education Leadership, Salisbury University, 2010 B.A. in English/Theology & Religious Studies, University of Scranton, 2008 Her research investigates intersections of reading, writing, and embodied cognition, with recent work exploring metacognitive strategies in student reading practices and disability-inclusive pedagogical frameworks. She has been recognized for her contributions to diversity initiatives and research mentorship, including the 2024 Certificate of Excellence Award from the College Composition and Communication Conference. Dr. King’s publications address topics like visual design’s impact on source use, keyword portfolios in disability studies, and tutor roles in writing centers. She actively contributes to professional organizations such as the Conference on College Composition and Communication and the International Writing Center Association through conference presentations.

Beverly J. MossView profile

Associate Professor

• Composition Studies
• Literacy Studies
• African American Literacy Practices
• +4 more

Beverly J. Moss is an Associate Professor in the Department of English at The Ohio State University, specializing in composition and literacy studies. She serves as the Director of Second-Year Writing and focuses on literacy practices in African American community spaces, writing center theory, and collaborative pedagogy. PhD, University of Illinois at Chicago, 1988 MA, Carnegie-Mellon University, 1982 BA, Spelman College, 1981 Moss's research examines intersections of race, gender, and literacy in African American communities, particularly through church traditions and social organizations like Phenomenal Women Inc. Her work bridges community-based practices with academic writing theory, emphasizing inclusive pedagogy and cultural relevance. Her Google Scholar publications reveal a trajectory focused on African American literacy, community writing groups, and pedagogical innovation. Key themes include race, class, and gender in literacy education; the influence of religious institutions on academic writing; and collaborative authorship in marginalized spaces. As co-editor of works like Writing Groups Inside and Outside the Classroom and author of A Community Text Arises , Moss contributes to discourses on community literacy and rhetorical traditions. She also serves on editorial boards for journals like College Composition and Communication .

Jo AngouriView profile

Professor

• Sociolinguistics
• Pragmatics
• Discourse Analysis
• +6 more

Jo Angouri is a Professor in Applied Linguistics at the University of Warwick. She serves as Deputy Pro-Vice-Chancellor for Education and Internationalisation, leading initiatives in international education strategy and intercultural experience. As co-founder of international research networks (Warwick-Monash Migration Identity Translation Network, AILA Migrants in Working Life Network), she bridges academic and non-academic stakeholders. Her editorial roles include founding editor of Multilingual Matters' Language at Work series and co-editor of Discourse Approaches to Politics, Society and Culture at John Benjamins. Her research spans sociolinguistics, pragmatics, and discourse analysis, focusing on: medical emergency communication (risk negotiation in critical care dispatch, obstetric teamwork), multilingual workplace practices (language policy, cross-cultural collaboration), political discourse (Grexit/Brexit framing, crisis narratives), and educational innovation (transnational learning communities, digital pedagogy). She has held visiting positions at Aalto University (Visiting Distinguished Professor, School of Business) and Monash University (Visiting Professor Affiliate). Scientific Awards: National Teaching Fellow, International Subject Chair Linguistics on Scopus Board, BAAL Book Prize shortlist (2019, 2022). Current funded projects include: Welsh Government's 999 R.E.S.P.O.N.D. (2022-2025), British Academy's Intercultural Communication in Construction Industry (2015-2018). Key collaborations include work with Dr. Shawnea Ting (medical dispatch research), Prof. Rebecca Piekkari (multilingual organizations), and Prof. Dimitrios Siassakos (obstetric communication). Her methodological approach combines discourse analysis with mixed-methods research, as seen in projects involving 999 call analysis, medical simulation studies, and multinational corporate investigations.

Sigrid Johanna Håheim ØrevikView profile

Associate Professor

• Multimodal Text Analysis
• English as a Second Language (EAL) Education
• Genre Theory in Pedagogy
• +3 more

Sigrid Johanna Håheim Ørevik is an Associate Professor at the Department of Foreign Languages , University of Bergen. Her work focuses on multimodal text analysis in English education, genre theory, and assessment frameworks. Position: Associate Professor Email: sigrid.orevik@uib.no Research Groups: POTENT – Post-Truth English Teaching Research interests include: Multimodal pedagogies Genre patterns in EAL materials Assessment of student multimodal texts Digital learning resources Vocational English teaching Recent publications (2021–2025) explore: Multimodal design principles Agency in semiotic work Curriculum coherence challenges Remediation of digital resources Long-term genre stability in exams She contributes to the POTENT research group and collaborates internationally on multimodal English learning projects.

Jacqueline RhodesView profile

Professor

• Feminist Rhetorics
• Queer Rhetorics
• Multimodal Composition
• +7 more

Jacqueline Rhodes is the Joan Negley Kelleher Centennial Professor of Rhetoric and Composition at the University of Texas at Austin, where she has been a faculty member since 2005. Her career spans over 30 years, including previous roles at Michigan State University and Cal State San Bernardino. Ph.D., University of Southern Mississippi M.A., University of Idaho B.A., University of Montana Her research focuses on feminist and queer rhetorics, multimodal composition, and the intersections of embodiment, technology, and sexuality. She has co-authored award-winning works like Techne: Queer Meditations on Writing the Self and On Multimodality: New Media in Composition Studies , which explore queer theory in writing and digital practices. Her recent projects include the documentary Once a Fury , profiling a 1970s lesbian separatist collective, and co-editing the Routledge Handbook of Contemporary Feminist Rhetoric (2025). Her film work integrates feminist ethnography, allowing subjects to curate their own narratives through revision processes. Key themes in her 10+ articles and handbook chapters include feminist historiography, queer digital spaces, and critical agency. Awards highlight her collaborative work with Jonathan Alexander, such as the 2023 CCCC Exemplar Award and multiple CCCC Lavender Rhetorics Awards for queer scholarship. Rhodes advocates for "slow composition" as a pedagogical approach, emphasizing mindfulness in teaching and writing. As former editor of Rhetoric Society Quarterly (2020–2023), she prioritized developmental editing and collaborative authorship. Her current research leave involves a book on Shulamith Firestone's radical feminism and a film cycle I Am My Beloveds , reflecting on material relationships and feminist praxis.

Brenda RinardView profile

Lecturer

• Rhetoric
• Genre Theory and Pedagogy
• Multilingual Writing
• +3 more

Brenda Rinard is a Continuing Lecturer and Assistant Director of the Writing Across the Curriculum (WAC) Program at the University of California, Davis. She specializes in teaching advanced composition and discipline-specific writing courses, including UWP 101, UWP 104D, and graduate-level writing seminars. Her work focuses on rhetoric, genre pedagogy, multilingual writing, and cross-disciplinary writing initiatives. Rinard has held administrative roles in writing programs at both UC Davis and Stanford University, where she developed curricula for international students. Education : Ph.D. in Education (Language, Literacy, and Culture), UC Davis, 2010 MA in English Composition, San Francisco State University, 2002 BA in English (High Honors), UC Berkeley, 1997 Research Interests : Genre theory, writing transfer to professional contexts, STEM writing instruction, and large-classroom pedagogy. Current projects explore genre awareness as a bridge between academic and workplace writing. Awards : Nominated twice for the ASUCD Excellence in Education Award (2012, 2014) Grants & Service : Principal Investigator on a Spencer-Teagle grant (2008–2010); active in writing program administration, grant-writing consulting, and peer review for Gifted Child Quarterly and NCTE. Labs/Teams : Core contributor to UC Davis’s WAC Program and the Area Three Writing Project.

• Natural Language Processing
• Sociophonetics
• Social Meaning Analysis
• +5 more

Rob Voigt Assistant Professor of Linguistics and courtesy faculty in Computer Science at Northwestern University, affiliated with the Institute for Policy Research and Cognitive Science Program. Specializes in computational linguistics, focusing on natural language processing (NLP) applied to social science questions including policing, mental health, and immigration. Director of the Linguistic Mechanisms Lab, exploring how language reflects and shapes societal structures. Education PhD in Linguistics (2019), Stanford University Postdoctoral Scholar (2019-2020), Stanford University M.A. in East Asian Studies (2013), Stanford University B.A. in Chinese (2008), Vassar College Research Interests Combines computational methods with sociolinguistics to study: Police-community interaction through body-worn camera data Linguistic markers of procedural justice and racial disparities Language in marginalized communities and social movements LLM applications to clinical language analysis (autism spectrum disorders) Historical discourse analysis of immigration policies Recent Work Recent projects include analyzing 140 years of political immigration rhetoric (PNAS 2022), evaluating officer communication training via bodycam NLP (PNAS Nexus 2024), and developing stereotype analysis pipelines (EMNLP 2024). Active in policy-relevant research through grants on police training (NIJ) and mental health language analysis (NIH). Awards & Recognition Holds Cozzarelli Prize (2017) for groundbreaking policing research and Cialdini Prize for field methods innovation. Recipient of interdisciplinary fellowships from Stanford and NIH grants totaling $8M+. Teaching Current courses include Text Processing for Linguists . Known for ungrading pedagogy emphasizing intrinsic motivation and collaborative learning. Develops open-access computational linguistics curricula using Unix/Python. Labs & Collaborations Linguistic Mechanisms Lab focuses on socially responsible NLP. Collaborates with criminologists, cognitive scientists, and sociologists on projects like the Media Accountability Project (racial disparities in gun violence reporting).

Florian HaasView profile

Senior Lecturer

• Linguistics
• Corpus Linguistics
• Historical Linguistics
• +5 more

Florian Haas is a Senior Lecturer in Linguistics at the Institute for English and American Studies , Friedrich Schiller University Jena , where he has taught since 2009 across BA, MA, and teacher training programs. His research focuses on recent morphosyntactic changes in English , contrastive linguistics , typology , and usage-based construction grammar , with a notable Habilitation thesis on the history of human impersonal pronouns in English. Education : PhD in Linguistics (2008, Free University of Berlin, summa cum laude), MA in European Master's Degree in Linguistics (2002), MA in English Studies (2002). His research interests span corpus-driven analysis of language change, cross-linguistic contrasts (particularly English-German), and cognitive approaches to grammar. His publications emphasize diachronic shifts in pronouns, genre-specific linguistic patterns, and constructionist analyses of syntax. He has supervised numerous student theses on topics like political framing, bilingualism, and sociolinguistic variation in English. Academic service includes roles as Erasmus coordinator, reviewer for journals like Journal of Pragmatics , and memberships in societies such as the Association for Linguistic Typology .

Tania AllenView profile

Professor

• Critical Cartography
• Design Research
• Participatory Design
• +6 more

Tania Allen is an Interim Department Head and Professor of Media Arts, Design and Technology at North Carolina State University's College of Design. She serves as a Faculty Fellow with the Center for Geospatial Analytics and co-directs the design research group co-lab, which focuses on critical mapping as a participatory design research tool. Her work bridges academic research with practical applications in community engagement and social justice. Her educational background includes: B.A. in History with Minors in Fine Arts/Graphic Design from Washington University Certificate in Visual Communication from the School of the Art Institute of Chicago Master of Graphic Design from North Carolina State University Allen's research centers on critical cartography and critical mapping as tools for design research. Building on theories from anthropology, action research, placemaking, and participatory design, her work seeks to 'thicken' the way data is visualized and the stories at the core of data collection and communication. Her approach emphasizes the reciprocal activity of encoding and decoding, bridging the researcher's perspective with the subject's lived experience. She challenges assumptions embedded in mapping processes while embracing cartography as both an analytic and synthetic research tool. Analysis of her publication trajectory reveals a clear evolution from foundational explorations of critical mapping toward concrete applications addressing social justice issues. Her recent work increasingly focuses on Confederate memorialization, urban development, and oppressive infrastructures, demonstrating her commitment to using design as a catalyst for community engagement and social change. This progression reflects growing sophistication in applying critical cartography to address systemic inequities. As a Faculty Fellow with the Office of Faculty Development, Allen helped create an online certificate program focused on higher-order thinking through critical and creative pedagogy. Her contributions to the TH!NK initiative have transformed campus teaching culture toward student-centered instruction that promotes critical thinking across disciplines. She has also taught Design Thinking, focusing on creative research strategies for beginning design students. Allen co-directs the cross-institutional colloquium 'Oppressive Infrastructures: Examining Systems of (in)Equity In/Through/By Data,' which investigates how data systems perpetuate inequality. Through her professional practice, she has worked with organizations including the Chicago Botanic Garden, Boston Symphony Orchestra, Accenture, MIT, and Harvard University, consistently focusing on design as a participatory process that empowers communities to address social issues and create change from the ground up.

Eunjeong LeeView profile

Assistant Professor

• Linguistics
• Rhetoric and Composition
• Multilingual Literacy Education
• +5 more

Eunjeong Lee is an Assistant Professor of Linguistics and Rhetoric and Composition at the University of Houston's College of Liberal Arts and Social Sciences. Her work focuses on multilingual literacy practices, language equity, and decolonial education. She holds a PhD from Pennsylvania State University and has taught courses like ENGL 1303: Multilingual Lives and Literacies. Education: PhD in Linguistics, Pennsylvania State University MA in English, Texas Tech University BA in English Language Education, Pusan National University, South Korea Research Interests: Lee explores how language ideologies impact marginalized communities, advocating for translingual pedagogies that center multilingualism. Her work critiques racialized language ownership in academia and promotes decolonial approaches to literacy education. She collaborates with organizations like CCCC's Second Language Writing Standing Group. Affiliations: American Association of Applied Linguistics (AAAL) American Education Research Association (AERA) National Council of Teachers of English (NCTE) Grants & Advocacy: Her recent projects include pandemic-era multimodal literacy initiatives and anti-racist pedagogy development. She co-edited a special issue on social justice for multilingual writers and contributes to Koreatimes on language equity issues.