About 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 has recently completed a six-year term as co-editor of the Journal of Second Language Writing.
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., & Whittig, E. (in press). On the ethical treatment of EAL writers: An update. TESOL Quarterly.
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. (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. (2017). The challenge of genre in the academic writing classroom: Implications for L2 writing teacher education. In J. Bitchener (Ed.), Teaching writing for academic purposes to multilingual students: Instructional approaches (pp. 69-83). New York: Routledge.
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. (2016). Bending genres (or, when is a deviation an innovation?). In N. Artemeva & A. Freedman (Eds.), Trends and traditions in genre studies. Winnipeg, Canada: Inkshed.
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.
- Development of disciplinary writing and identities (with Shelley Staples and Vignesh Subbian)
- Teacher perspectives on genre approaches in writing instruction (with Rachel Buck, Rachel LaMance, Brad Jacobson, Aimee Mapes, Madelyn Pawlowski, Jennifer Slinkard, and Stefan Vogel)
Ph.D. in English Language & Linguistics/English as a Second Language, Purdue University
M.A. in Teaching English as a Second Language, Northern Arizona University
A.B. in Russian Language & Literature, University of Michigan
- ENGL/SLAT 613: ESL Materials/Curriculum Development and Assessment
- ENGL/SLAT 580: Second Language Writing (graduate)
- ENGL/SLAT 596O: Genre Theory and Pedagogy (graduate)
- ENGL/SLAT 596O: English in a Global Context (graduate)
- ENGL 355: Sociolinguistics (undergraduate)