Natalia (Natasha) Artemeva
Professor (ALDS); Co-Chair, Carleton University Research Ethics Board (CUREB) 2019-2020
|Degrees:||B. & M.Eng. (National University of Science and Technology MISiS, Moscow), M.A. (Carleton), Ph.D. (McGill)|
|Phone:||613-520-2600 x 7452|
|Office:||253 Paterson Hall|
My background combines degrees and professional experiences in metallurgical engineering, applied linguistics, discourse studies, and education. 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. My research focus has been on the study of genres (different kinds) of writing, speaking, drawing, movement and so on in academic and professional contexts (in English as the first or additional language; considering English for Academic Purposes [EAP] and Language for Specific Purposes [LSP]). More specifically, I am interested in how people become proficient communicators and users of relevant genres in all areas of their lives. Over the years, my research has included studies in the area of school-to-work transition, investigating learning trajectories of undergraduate students moving through their university programs and further into the workplace in Engineering, Medicine, Mathematics, and other disciplines. Currently, I am engaged in a collaborative study that looks at how autistic university students in Canada and beyond learn academic genres. Another collaboration (with Professor Craig Bennell, Police Research Lab, Psychology) and ALDS graduate students has included studies of the genre of the suicide note, writing by violent offenders, and police interviews with vulnerable populations.
In 2012, I co-organized (with Drs. Jaffer Sheyholislami and Graham Smart) the international conference Genre 2012, which was funded by SSHRC and held at Carleton University. In the past, I served as Vice President and President of the Canadian Association for the Study of Discourse and Writing (CASDW) and organized its two annual conferences. I have served as Vice Chair and Chair of the Carleton University Research Ethics Board.
- 2019 Canadian Association for the Study of Discourse and Writing (CASDW) Award for Best Article/Chapter (with Chloe Grace Fogarty-Bourget and Janna Fox)
- 2017 CASDW Award for Best Article/Chapter (with Janna Fox and John Haggerty)
- 2015 Faculty Graduate Mentoring Awards, Faculty of Graduate and Postdoctoral Affairs and the Office of the Vice- President (Research and International), Carleton University
- 2012 Conference on College Composition and Communication (CCCC) Technical and Scientific Communication Award in the category of Best Article on Pedagogy or Curriculum in Technical or Scientific Communication, USA (with Janna Fox)
- Finalist (with Janna Fox), 2011 John R. Hayes Award for Excellence in Writing Research, USA.
- Non-literary Genre Studies (Rhetorical Genre Theory; English for Specific Purposes)
- Genre and Multimodality
- Corpus-assisted Genre Studies
- Writing Studies
- Academic and Professional Writing in first and additional languages
- Socio-cultural Theories of Learning
- Collaborator (Police Research Lab)
- COVID-19 Effects on Experiences of Autistic University Students
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 4405/ENGL 4515: Teaching Writing in School & Workplace
- ALDS 5605: Research and Theory in Workplace Writing
- ALDS 5703: Approaches to Genre Studies
- ALDS 5607: Research & Theory in Academic Writing
- 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
Artemeva, N. & Freedman, A. (Eds). (2015). Genre studies around the globe: Beyond the three traditions. Edmonton, Canada: Inkshed Publications.
Starke-Meyerring, D., Paré, A., Artemeva, N., Horne, M., & Yousoubova, L. (Eds.) (2011). Writing in Knowledge Societies. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press.
Artemeva, N. & Freedman, A. (Eds.). (2006). Rhetorical genre studies and beyond. Winnipeg, MB: Inkshed Publications.
Refereed Journal Articles
Ballantine, J. & Artemeva, N. (accepted). Autistic university students’ accounts of interactions with nonautistic and autistic individuals: A Rhetorical Genre Studies perspective”. Revista da ANPOLL, Brazil.
Cristovão, V. L. L. & Artemeva, N. (2018). Towards a hybrid approach to genre teaching: comparing the Swiss and Brazilian schools of socio-discursive interactionism and rhetorical genre studies. Diálogo das Letras, Pau dos Ferros, 7 (2), 101 – 120.
Fox, J. & Artemeva, N. (2017). From diagnosis toward academic support: developing a disciplinary, ESP-based writing task and rubric to identify the needs of entering undergraduate engineering students. ESP Today, 5 (2), 148-171.
Artemeva, N., Rachul, C., O’Brien, B., & Varpio, L. (2017). Situated learning in medical education. AM last page. Academic Medicine, 92 (1), p. 134, doi: 10.1097/ACM.0000000000001495
Artemeva, N. & Fox, J. (2011). The writing’s on the board: The global and the local in teaching undergraduate mathematics through chalk talk. Written Communication, 28, 345-379. doi:10.1177/0741088311419630
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. & Artemeva, N. (Accepted). Rhetorical and applied linguistics perspectives on an embodied multimodal genre: A study of instructor strategies for student engagement. In G. I. Parodi Sweiss (Ed.). Multimodality. From Corpus to Cognition. Corpus and Discourse Series. Bloomsbury Publishing. 36 msp.
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). Amsterdam: John Benjamins.
Fox, J., Haggerty, J. & Artemeva, N. (2016). Mitigating risk: The impact of a diagnostic assessment procedure on the first-year experience in engineering. In J. Read (Ed.). Post-admission language assessment of university students. Cham, CH: Springer International.
Artemeva, N. & Freedman, A. (2015). Everything is illuminated, or genre beyond the three traditions. In N. Artemeva, & A. Freedman (Eds.). Genres studies around the globe: Beyond the three traditions. Edmonton, AB, Canada: Inkshed Publications.
Selected Graduate Supervision
Ph. D. Dissertations
2019: Chloe Grace Fogarty-Bourget. Nominated for a University Award for Outstanding Work in Graduate Studies (Doctoral Level). “Facilitating student engagement in undergraduate mathematics lectures: A multimodal investigation”. (SLaLS, Carleton University). Honourable mention, 2019 Joan Pavelich CASDW Annual Award for the Best Dissertation in Writing and Discourse Studies
2016: Christen Rachul, Carleton University Medal for Outstanding Graduate Work. “Digesting data: The social and ideological actions of Eating Well with Canada’s Food Guide.” (SLaLS, CarletonUniversity)
2011: Margaret Clow Bohan. “‘They come in wearing their rank’: The dynamics of an inter-professional proposal writing team.” (Co-supervised with Dr. E. Kelley, Interdisciplinary Studies, Dalhousie University)
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)
2016: Lindsey Cowley “Unpacking the ‘One Size Fits All’ Definition of Plagiarism: Exploring Students’ and Professors’ Perceptions of Plagiarism in Applied Linguistics and Biology.” Co-supervised with Guillaume Gentil. Carleton University.
2015: Sara Doody (Pass with Distinction) “‘Everything is in the Lab Book’: The Role of the Lab Book Genre in Writing, Knowledge-Making, and Identity Construction in Academic Medical Physics Labs”
2015: Atekah Abaalkhail “Rhetorical Moves in an Occluded Genre: A Qualitative Analysis of Suicide Notes”
Canadian Association for the Study of Discourse and Writing
National Council of Teachers of English, USA