Christine Tardy

Christine Tardy teaches courses in the undergraduate English program, MA-TESL program, and SLAT PhD program. Her research focuses on the areas of second language writing, genre and discourse studies, English for Academic Purposes (EAP)/Writing in the Disciplines (WID), and the politics and policies of the English language, particularly in institutional contexts. Her work appears in numerous edited collections and in journals such as Written Communication, Research in the Teaching of English, Journal of English for Academic Purposes, English for Specific Purposes, College Composition and Communication, and Discourse & Society. She served as co-editor of the Journal of Second Language Writing for six years.

Books

Tardy, C. M. (2019). Genre-based writing: What every ESL teacher needs to know. Ann Arbor, MI: University of Michigan Press. [link]

Tardy, C. M. (2016). Beyond convention: Genre innovation in academic writing. Ann Arbor, MI: University of Michigan Press. [link]

Paltridge, B., Starfield, S., & Tardy, C. M. (2016). Ethnographic perspectives on academic writing. Oxford: Oxford University Press. 

Tardy, C. M. (2009). Building genre knowledge. West Lafayette, IN: Parlor Press. [link]

Selected Journal Articles

Tardy, C. M., Buck, R. H., Pawlowski, M., & Slinkard, J. R. (2018). Evolving conceptions of genre among first-year writing teachers. Composition Forum, 38. [link]

Tardy, C. M., & Whittig, E. (2017). On the ethical treatment of EAL writers: An update. TESOL Quarterly, 51(4), 920-930. [link]

Tardy, C. M. (2012). Voice construction, assessment, and extra-textual identity. Research in the Teaching of English, 47(1), 64-99.

Tardy, C. M. (2011). Enacting and transforming local language policies. College Composition and Communication, 62(4), 624-661.

Tardy, C. M., & Matsuda, P. K. (2009). The construction of author voice by editorial board members. Written Communication, 26(1), 32-52. 

Matsuda, P. K., & Tardy, C. M. (2007). Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes, 26(2), 235-249.

Tardy, C. M. (2004). The role of English in scientific communication: Lingua franca or Tyrannosaurus rex? Journal of English for Academic Purposes, 3(3), 247-269. 

Tardy, C. M. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15(2), 79-101.

Recent Book Chapters

Tardy, C. M. (2019). Is the five-paragraph essay a genre? In N. A. Caplan & A. M. Johns (Eds.), Changing practices for the L2 writing classroom: Moving beyond the five-paragraph essay (pp. 24-41). Ann Arbor, MI: University of Michigan Press.

Tardy, C. M. (2018). We are all reviewer #2: A window into the secret world of peer review. In P. Habibie & K. Hyland (Eds.), Novice writers and scholarly publication: Authors, mentors, gatekeepers (pp. 271-289). Palgrave Macmillan.

Tardy, C. M. (2017). Crossing, or creating divides? A plea for transdisciplinary scholarship. In B. Horner & L. Tetrault (Ed.), Crossing divides: Exploring translingual writing pedagogies and programs Utah State University Press. 

Tardy, C. M. (2016). Voice and identity. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing  (pp. 349-363). Berlin: Mouton de Gruyter.

Tardy, C. M. (2015). Discourses of internationalization and diversity in US universities and writing programs. In D. S. Martins (Ed.), Transnational writing program administration (pp. 243-264). Logan, UT: Utah State University Press.