Natalia (Natasha) Artemeva
Professor (Applied Linguistics & Discourse Studies)
|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 experiences in metallurgical engineering, applied linguistics, and discourse studies. The focus of my research since the mid-1990s has been on the study of different kinds (genres) of written, spoken, and other multimodal communication. In particular, I am interested in how people become proficient communicators and users of relevant genres in all areas of their lives.
For example, in one of my research studies, by drawing on my experiences in the field of engineering, I investigated learning trajectories of undergraduate engineering students. In another study, funded by the Social Sciences and Humanities Research Council (SSHRC) of Canada, I have collaborated with Professor Janna Fox (SLaLS), PhD student Chloé Grace Fogarty-Bourget, and other SLaLS graduate students on the investigation of multimodal genres of teaching mathematics in university classrooms around the world. Another collaborative research with Janna Fox addresses issues of writing assessment in university engineering programs. I have also collaborated with Professor Craig Bennell (Police Research Lab, Psychology) and graduate students on the studies of the genre of suicide notes and writing by violent offenders.
Publications based on some of these studies received national and international awards, such as the 2017 Canadian Association for the Study of Discourse and Writing (CASDW) Annual Research Award for Best Article or Chapter for a book chapter (with Janna Fox and John Haggerty) and the 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) for a journal article (with Janna Fox).
My work in Genre Studies has resulted in the collections I co-edited: Genre Studies around the Globe: Beyond the Three Traditions (with Aviva Freedman, 2015); Writing in Knowledge Societies (with Doreen Stark-Meyerring, Anthony Paré, Miriam Horne, and Larissa Yousoubova, 2011), and Rhetorical Genre Studies and Beyond (with Aviva Freedman, 2006).
In the past, I served as CASDW Vice President and President and organized its two annual conferences. In 2012, I co-organized (with Jaffer Sheyholislami and Graham Smart) an international conference Genre 2012, which was funded by SSHRC and held at Carleton University.
In addition to two SSHRC research grants, I have received several internal Carleton University research grants and awards, including a 2015 Carleton Faculty Graduate Mentoring Award.
- 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)
Current course information for this faculty member can be found by searching the Carleton Central/Public Schedule by Term and Name.
Courses Previously Taught
- CCDP 2100: Communication Skills for Engineering Students
- 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 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
Refereed Journal Articles
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), pp. 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
Fox, J. & Artemeva, N. (2011). The cinematic art of teaching university mathematics: chalk talk as embodied practice. Multimodal Communication, 1(1), 83-103.
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
* Finalist, 2011 John R. Hayes Award for Excellence in Writing Research, USA.
Artemeva, N. & Fox, J. (2010). Awareness vs. production: Probing students’ antecedent genre knowledge. Journal of Business and Technical Communication, 24,476-515. doi:10.1177/1050651910371302
* Winner, 2012 CCCC Technical and Scientific Communication Award in the category of Best Article on Pedagogy or Curriculum in Technical or Scientific Communication.
Chapters in Edited Collections
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.
*Winner, 2017 CASDW Annual Research Award for Best Article or Chapter
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.
Artemeva, N. & Myles, D. (2015). Perceptions of prior genre knowledge: A case of incipient biliterate writers in the EAP classroom. In N. Rulyova & G. Dowd (Eds.). Genre Trajectories: Identifying, mapping, projecting. (pp. 225-245). Hampshire, UK: Palgrave Macmillan.
Artemeva, N. & Fox, J. (2014). The formation of a professional communicator: A socio-rhetorical approach. In V. Bhatia & S. Bremner (Eds.). Handbook of Professional Communication. (pp. 461-485). London: Routledge.
Selected Graduate Supervision
[NOTE: The doctoral program began in 2013; until that year, only Master’s degrees were awarded]
Ph. D. Dissertations
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)
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”
2014: Don Myles “The role of prior genre knowledge in the English for Academic Purposes Classroom: A study of students’ perceptions”
2013: Chloe Grace Fogarty-Bourget (Pass with Distinction) “‘Give me one reason why this is true’: A multimodal investigation of the strategies used by university teachers of mathematics to elicit responses from students”
2012: Sarah Lynch “Learning disciplinary genres by L1 and L2 university students”
Canadian Association for the Study of Discourse and Writing
National Council of Teachers of English, USA