Photo of Natalia (Natasha) Artemeva

Natalia (Natasha) Artemeva

Professor (Applied Linguistics & Discourse Studies)

Degrees:M.Eng. ( Moscow ), M.A. (Carleton), Ph.D. (McGill)
Phone:613-520-2600 x 7452
Email:natasha_artemeva@carleton.ca
Office:253 Paterson Hall

Biography

The main focus of my research is the study of different kinds (genres) of writing and speaking used in academic, professional, workplace, and community contexts. In particular, I am interested in how people communicate and how novices, including students, learn to communicate using new genres.

In one of my longitudinal studies, I followed learning trajectories of ten undergraduate engineering students from year one at university, through their university programs and beyond, into graduate school and/or workplace. In another study, funded by SSHRC, I have collaborated with my colleague Professor Janna Fox and SLaLS graduate students in the investigation of genres of teaching mathematics in university classrooms around the world. I have also collaborated with Professor Craig Bennell (Psychology) on a study of the genre of suicide notes.

Some of these studies contributed to the collections I have co-edited:

Current Research Interests

Application of genre theories, activity theory, theories of situated learning, and gesture theory to the study of

  • multimodal discipline-specific, pedagogical and professional (e.g., mathematics, engineering, medical education), and community-based (e.g., suicide notes) genres in first and additional languages; and
  • novices’ acculturation into academic and professional discourse in first and additional languages.

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

  • CCDP 2100: Communication Skills for Engineering Students
  • ALDS 1001: Introduction to Applied Linguistics & Discourse Studies
  • ALDS 3401: Research & Theory in Academic Writing
  • ALDS 3401: Research & Theory in Workplace Writing
  • ALDS 4405: Teaching Writing in School & Workplace
  • ALDS 5703: Approaches to Genre Studies
  • ALDS 5607: Research & Theory in Academic Writing
  • ALDS 6101/6102: Doctoral Core Seminar in Applied Linguistics and Discourse Studies

Selected Recent Publications

Edited Books

Recent Refereed Journal Articles

  • Artemeva, N., Rachul, C., O’Brien, B., & Varpio, L. (accepted for publication, forthcoming in 2017). Last Page: Situated learning in medical education. Academic Medicine.
  • 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.

Recent Chapters in Edited Collections

  • 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. 11 ms pp.
  • 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.

Awards/Honours

  • 2015 – Winner, Carleton Faculty Graduate Mentoring Award
  • 2012 – Winner (with Janna Fox), Conference on College Composition and Communication (CCCC), USA, Technical and Scientific Communication Award in the category of Best Article on Pedagogy or Curriculum in Technical or Scientific Communication for “Awareness vs. production: Probing students’ antecedent genre knowledge”. Journal of Business and Technical Communication, 24,476-515. doi:10.1177/1050651910371302
  • 2011 – Finalist (with Janna Fox) John R. Hayes Award for Excellence in Writing Research, USA for “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

External Research Funding

Recent Graduate Supervisions

Ph. D. Dissertations

  • 2016: Digesting data: The social and ideological actions of Eating Well with Canada’s Food Guide. Carleton University Medal for Outstanding Graduate Work. (Christen Rachul)
  • 2011: ‘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 (Margaret Clow Bohan)

MA Theses

  • 2016: 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. (Lindsey Cowley)
  • 2015: ‘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 (Sara Doody, Pass with Distinction)
  • 2015: Rhetorical Moves in an Occluded Genre: A Qualitative Analysis of Suicide Notes (Atekah Abaalkhail)
  • 2014: The role of prior genre knowledge in the English for Academic Purposes Classroom: A study of students’ perceptions (Don Myles)
  • 2013: ‘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 (Chloe Grace Fogarty-Bourget, Pass with Distinction)
  • 2012: Learning disciplinary genres by L1 and L2 university students (Sarah Lynch)

Memberships

  • Canadian Association for the Study of Discourse and Writing
  • Canadian Association for the Study of Language and Learning
  • National Council of Teachers of English, USA