Natalia (Natasha) Artemeva

Biography

My background combines studies and professional experiences in mathematics, metallurgical engineering, applied linguistics, discourse studies, and education. For the past 30 years, my research focus has been on the study of different kinds, or genres, of writing, speaking, drawing, movement and so on in academic and professional contexts in English as the first or additional language, including English for Academic Purposes (EAP), English for Specific Purposes (ESP), and English for Police Purposes (EPP). Overall, my research interests lie in the areas of Writing Studies (specifically, writing in academic disciplines and professions), non-literary Genre Studies (including forensic genres), and Multimodality. More broadly, I am interested in how people become proficient communicators and users of relevant genres in all the areas of their lives.

Over the years, my research has included studies of the school-to-work transition of university students moving through their university programs and further into the workplace in engineering, medical education, mathematics, and other disciplines. My colleagues and I have collaborated on projects that investigate teaching practices in university disciplines, including mathematics (with Drs. Janna Fox and Chloë Grace Fogarty-Bourget). I have recently supervised doctoral studies that look at how autistic university students in Canada and beyond learn academic genres (with Dr. Jacquie Ballantine), how the Canadian police conduct interviews with detainees (with Professor Craig Bennell, Police Research Lab, Department of Psychology and PhD candidate Kathryn Carreau), and how Canadian paramedics make decisions and manage uncertainty in both pre-hospital training and workplace environments (with PhD candidate Jeremiah Bell).

In the past, I served as Chair, Carleton University Research Ethics Board (CUREB) and President, Canadian Association for the Study of Discourse and Writing (CASDW).

Recent Awards

• 2021 CASDW Doreen Starke-Meyerring Annual Award for Best Article or Chapter in Writing and Discourse Studies (with Sara Doody)
• 2019 CASDW Award for Best Article/Chapter (with Chloe Grace Fogarty-Bourget and Janna Fox)

Current Research Interests

• Genre and Multimodality
• Non-literary Genre Studies (Rhetorical Genre Theory; English for Specific Purposes)
• Writing Studies: Academic and Professional Writing in first and additional languages
• Socio-cultural Theories of Learning
• Forensic Linguistics
• Collaborator (Police Research Lab)
• COVID-19 Effects on Experiences of Autistic University Students
• Inside the autistic student experience

Courses

Current course information for this faculty member can be found by searching the Carleton Central/Public Schedule by Term and Name.

Courses Previously Taught

• ALDS 1001: Introduction to Applied Linguistics & Discourse Studies
• ALDS 3401/ENGL 3908: Research & Theory in Academic Writing
• ALDS 3402/ENGL 3909: Research & Theory in Workplace Writing
• ALDS 3903A: Special Topics in Applied Linguistics: Forensic Linguistics
• ALDS 4405/ENGL 4515: Teaching Writing in School & Workplace
• ALDS 5605: Research and Theory in Workplace Writing
• ALDS 5607: Research & Theory in Academic Writing
• ALDS 5703:Approaches to Genre Studies
• ALDS 6101 and ALDS 6102: Doctoral Core Seminar in Applied Linguistics and Discourse Studies, Parts I and II
• CCDP 2100: Communication Skills for Engineering Students

Selected Recent Publications

Co-authored Book 

Fox, J. & Artemeva, N. (2022). Reconsidering context in language assessment: Transdisciplinary perspectives, social theories, and validity. Routledge/Taylor & Francis. ISBN 9780815395072

Co-edited Book 

Vásquez Rocca, L.C., Artemeva, N.A., & Fogarty-Burget, C. C. (Eds.). (2023). Contemporary Trends and Challenges in Multimodality Studies in International Contexts. Routledge. ISBN 9781032434872

Refereed Journal Articles 

Ballantine, J., Artemeva, N., Rocheleau, J., Macarios, J., & Ross, G. (2023). A distinct rhetoric: Autistic university students’ lived experiences of academic acculturation and writing development. College English, 86(2), 136 – 161.

Ballantine, J., Rocheleau, J., Macarios, J., Ross, G., & Artemeva, N. (2023). “Change isn’t exactly easy”: Autistic university students’ lived learning experiences during the COVID-19 pandemic. Autism in Adulthood, 5(3), 325-334.

Doody, S., & Artemeva, N. (2022). “Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics. Written Communication, 39(1), 3-43.

Ballantine, J. & Artemeva, N. (2020). Autistic University Students’ Accounts of Interaction with Nonautistic and Autistic Individuals: A Rhetorical Genre Studies Perspective. Revista da Anpoll, 51(2), 29-43.

Co-edited Special Journal Issue 

Moretto, M., Wittke, C. I.; Cristovão, V. L. L., & Artemeva, N. (January, 2020). Gênero textual/discursivo como instrumento possibilitador de letramentos: práticas necessárias no contexto formal de ensino [Special issue: Textual/discourse genre as a tool engendering literacy: practices necessary in the formal context of education]. Periódico Horizontes [Horizontes Journal] 38(1), 1-5, USF, Brazil.

Chapters in Edited Collections 

Fogarty-Bourget, C. G., Pirini, J., & Artemeva, N. (2023). Strategies instructors use to facilitate student engagement in learning: A toolkit for the analysis of modal intensity. In Vásquez-Rocca, L. C., Artemeva, N. & Fogarty-Bourget C. G. (Eds). Multimodality Studies in International Contexts: Contemporary Trends and Challenges. (pp. 111-132). Routledge.

Fogarty-Bourget, C. G., Artemeva, N., & Fox, J. (2019). Gestural silence: An engagement device in the multimodal genre of the chalk talk lecture. In C. S. Guinda (Ed.), Engagement in Professional Genres: Deference and disclosure. (pp. 277–296). John Benjamins.

Selected Recent Graduate Supervision

Ph. D. Dissertations 

2023: Jacquie Ballantine. “Unshared Realities: A Rhetorical, Double-Empathy Perspective on Autistic University Students’ Lived Experiences of Academic Acculturation”. (SLaLS, Carleton University).

2019: Chloë Grace Fogarty-Bourget. “Facilitating student engagement in undergraduate mathematics lectures: A multimodal investigation”. (SLaLS, Carleton University). Honourable mention, 2019 Joan Pavelich Canadian Association for the Study of Discourse and Writing (CASDW) Annual Award for the Best Dissertation in Writing and Discourse Studies.

MA Theses (SLaLS)

2019: Kathryn Carreau, “I’m NOT A MONSTER”: A corpus-driven genre analysis of school shooters notes”. Co-supervised with Craig Bennell (Department of Psychology, Carleton University). (2019, Satisfactory). Nominated for the University Award for Outstanding Achievement in Graduate Studies (Master’s level).