Photo of Natalia (Natasha) Artemeva

Natalia (Natasha) Artemeva

Professor (ALDS); Chair, Carleton University Research Ethics Board (CUREB) 2022-2023

Degrees:B. & M.Eng. (National University of Science and Technology MISiS, Moscow), M.A. (Carleton), Ph.D. (McGill)
Phone:613-520-2600 x 7452
Email:natasha.artemeva@carleton.ca
Office:253 Paterson Hall

Biography 

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; 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 of school-to-work transition, the learning trajectories of undergraduate students moving through their university programs and further into the workplace in Engineering, Medical Education, Mathematics, and other disciplines. Currently, I am supervising collaborative studies that look at how autistic university students in Canada and beyond learn academic genres and (with Professor Craig Bennell, Police Research Lab, Psychology) and At how police interviews with vulnerable populations are conducted.

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.

Winner 

  • 2021    Canadian Association for the Study of Discourse and Writing (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)
  • 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)

Research Interests 

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 Publications

Co-authored Books 

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

Co-edited Books 

Vazquez-Rocca, L.C., Artemeva, N.A., & Fogarty-Burget, C. C. (Eds.). (under contract). Contemporary Trends and Challenges in Multimodality Studies in International Contexts. Routledge. 

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.

Refereed Journal Articles 

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), pp. 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.

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., & 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.

Selected Graduate Supervision

Ph. D. Dissertations 

2019: Chloe Grace Fogarty-Bourget. “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)

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”

Memberships

Canadian Association for the Study of Discourse and Writing

National Council of Teachers of English, USA