Christine Tardy

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Scholarly Contributions

Books

• Tardy, C. M. (2019). Genre-based writing: What every ESL teacher should know. Ann Arbor, MI: University of Michigan Press.
• Paltridge, B., Starfield, S., & Tardy, C. M. (2016). Ethnographic perspectives on academic writing. Oxford: Oxford University Press.
  More info

  This book is in press, scheduled to be published in March 2016.
• Tardy, C. M. (2016). Beyond Convention: Genre Innovation in Academic Writing.
• Tardy, C. M. (2016). Beyond convention: Genre innovation in academic writing. Ann Arbor: University of Michigan Press.
• Tardy, C. M., Matsuda, P. K., Fox, S., & Lunsford, A. A. (2010). Easy writer : a high school reference.
• Tardy, C. M. (2009). Building Genre Knowledge.
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  Building Genre Knowledge traces the writing of four multilingual graduate students in engineering and computer sciences over time, offering a window into the writers’ processes in developing increasingly sophisticated knowledge of academic and professional genres. The writers’ texts, interview discussions, professors’ feedback, and classroom experiences together construct a rich picture of the conflicts that they encounter and the learning resources available to them in different settings over time. Through close examination of the stories of these writers, Building Genre Knowledge articulates a theory of genre knowledge development that allows for complexity across individuals, communities, and tasks. Adopting an interdisciplinary perspective, Building Genre Knowledge provides a unique look into the processes of building genre knowledge while offering a dynamic theory of those processes that is inclusive of both monolingual and multilingual writers. It will be of great interest to researchers and practitioners in both first and second language writing studies.
• Tardy, C. M. (2009). Building genre knowledge. West Lafayette, IN: Parlor Press.

Chapters

• Jacobson, B., Pawlowski, M., & Tardy, C. (2021). Make your ‘move’: Writing in genres. In Writing Spaces, Vol. 4(pp 217-238). WAC Clearinghouse.
• Tardy, C. (2021). Genre analysis. In Bloomsbury companion to discourse analysis (2nd ed)(pp 54-68). Bloomsbury.
• Tardy, C. (2021). What is (and could be) thick description in academic writing research?. In Ethnographies of academic writing research: Theory, methods, and interpretation(pp 22-38). John Benjamins.
• Tardy, C. M. (2021). Chapter 2. What is (and could be) thick description in academic writing research?. In Ethnographies of academic writing research: Theory, methods, and interpretation(pp 22-38). John Benjamins Publishing Company. doi:10.1075/rmal.1.02tar
• Tardy, C. M. (2021). Genre analysis. In Bloomsbury companion to discourse analysis. doi:10.5040/9781350156111.ch-004
• , ., & Tardy, C. M. (2020). Writing and Language for Specific Purposes. In The concise encyclopedia of applied linguistics. doi:10.1002/9781405198431.wbeal1298.pub2
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  While writing arguably occurs in most, if not all, language for specific purposes (LSP) settings, it is most prominent in business, academic, and professional domains, where it often is used to carry out tasks of relatively high importance. Keywords: language teaching; research methods in applied linguistics; language for specific purposes; writing
• Tardy, C. (2020). Genre-based language teaching. In The concise encyclopedia of applied linguistics. Wiley-Blackwell.
• Tardy, C. M. (2020). The Discursive Construction of “Translingualism vs. Second Language Writing”. In Reconciling translingualism and second language writing. doi:10.4324/9781003003786-3
• Tardy, C. M. (2020). The discursive construction of translingualism vs. second language writing: What we’ve created and how we might move on.. In Reconciling translingualism and second language writing(pp 13-24). Routledge.
• Tardy, C. M. (2020). Writing and language for specific purposes. In The concise encyclopedia of applied linguistics. Wiley-Blackwell.
• , ., & Tardy, C. M. (2019). We Are All Reviewer #2: A Window into the Secret World of Peer Review. In Novice writers and scholarly publication: Authors, mentors, gatekeepers. doi:10.1007/978-3-319-95333-5_15
• Tardy, C. M. (2019). Appropriation, Ownership, and Agency. In Feedback in second language writing: Contexts and issues. doi:10.1017/9781108635547.006
• Tardy, C. M. (2019). Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings.. In Feedback in second language writing: Contexts and issues (2nd ed)(pp 64-82). Cambridge: Cambridge University Press.
• Tardy, C. M. (2019). Genre‐Based Language Teaching. In The concise encyclopedia of applied linguistics. doi:10.1002/9781405198431.wbeal0453.pub2
• Tardy, C. M. (2019). Is the Five-Paragraph Essay a Genre?. In Changing Practices for the L2 Writing Classroom: Moving Beyond the Five-Paragraph Essay(pp 24-41). Ann Arbor, MI: University of Michigan.
• Tardy, C. M. (2019). Is the five-paragraph essay a genre?. In Changing practices for the L2 writing classroom: Moving beyond the five-paragraph essay.
• Miller-Cochran, S., & Tardy, C. M. (2018). Administrative structures and support for international L2 writers: A heuristic for WPAs. In The internationalization of U.S. writing programs. Utah State University Press.
• Tardy, C. M. (2018). We are all reviewer #2: A window into the secret world of peer review. In Novice writers and scholarly publication: Authors, mentors, and gatekeepers(pp 271-289). Palgrave Macmillan.
• Tardy, C. M., & Miller-Cochran, S. (2018). ADMINISTRATIVE STRUCTURES AND SUPPORT FOR INTERNATIONAL L2 WRITERS:. In The internationalization of U.S. writing programs. doi:10.2307/j.ctt22h6qmq.6
• Tardy, C. M., & Miller-Cochran, S. (2018). Administrative structures and support for international L2 writers: A heuristic for WPAs. In The internationalization of U.S. writing programs. doi:10.7330/9781607326762.c003
• Tardy, C. M. (2017). Crossing, or Creating, Divides? A Plea for Transdisciplinary Scholarship. In Crossing divides: Exploring translingual writing pedagogies and programs. doi:10.7330/9781607326205.c010
• Tardy, C. M. (2017). Crossing, or creating, divides? A plea for transdisciplinary scholarship. In Crossing divides: Exploring translingual writing pedagogies and programs(pp 181-189). Utah State University Press.
• Tardy, C. M. (2017). Epilogue. In ll. doi:10.4324/9781315269665-13
• Tardy, C. M. (2017). Representations of professionalization in second language writing: A view from the flagship journal. In Professionalizing second language writing(pp 3-20). Anderson, SC: Parlor Press.
• Tardy, C. M. (2017). The challenge of genre in the academic writing classroom. In Teaching writing for academic purposes to multilingual students: Instructional approaches. doi:10.4324/9781315269665-5
• Tardy, C. M. (2017). The challenge of genre in the academic writing classroom: Implications for L2 writing teacher education. In Teaching writing for academic purposes to multilingual students: Instructional approaches(pp 69-83). New York: Routledge.
• Tardy, C. M. (2016). Voice and identity. In Handbook of Second and Foreign Language Writing(pp 349-363). Berlin: Mouton de Gruyter.
• Tardy, C. M., & Jwa, S. (2016). Composition studies and EAP. In Handbook on English for Academic Purposes. doi:10.4324/9781315657455-13
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  Introduction In the United States, the field known as composition studies, or rhetoric and composition, has historically been linked to concerns of undergraduate writing instruction. Despite its shared interests with English for academic purposes (EAP) in language and literacy development and support, however, conceptions of academic English and how it should be taught are not identical across the two fields of study, influenced by distinct historical origins, disciplinary alignments, and pedagogical contexts. Over the past few decades, numerous theoretical concepts and empirical insights from composition scholarship have been influential in EAP research and practice, but because the contexts on which the two fields focus differ in important ways-with EAP being tied to transnational, multilingual contexts of language instruction and composition studies being linked to US contexts of writing instructionsinterests, values, and pedagogical approaches often vary across these two fields of study.
• Tardy, C. M., & Jwa, S. (2016). EAP and North American composition studies. In The Routledge Handbook on English for Academic Purposes. London: Routledge.
• Tardy, C. M., Matsuda, P. K., & Manchón, R. M. (2016). 16. Voice and identity. In Handbook of second and foreign language writing. doi:10.1515/9781614511335-019
• Tardy, C. M. (2015). Discourse. In Keywords in Writing Studies(pp 62-66). Boulder, CO: Utah State University Press.
• Tardy, C. M. (2015). Discourses of diversity and internationalization in U.S. universities and writing programs. In Transnational Writing Program Administration(pp 243-264). Logan, UT: Utah State University Press.
• Tardy, C. M. (2015). Multilingualism. In Keywords in Writing Studies(pp 114-119). Boulder, CO: Utah State University Press.
• Tardy, C. M. (2014). Discourses of Internationalization and Diversity in US Universities and Writing Programs. In Transnational writing program administration. doi:10.7330/9780874219623.c010
• Tardy, C. M. (2016). Bending genres (or, when is a deviation an innovation?). In Trends and traditions in genre studies. Inkshed.
• Tardy, C. M., & Swales, J. M. (2014). 6. Genre analysis. In Pragmatics of discourse. doi:10.1515/9783110214406.165
• Tardy, C. M., & Swales, J. M. (2014). Genre analysis. In Pragmatics of discourse(pp 165-187). Berlin: Mouton de Gruyter.
• Tardy, C. M. (2012). A rhetorical genre theory perspective on L2 writing development. In L2 writing development: Multiple perspectives(pp 165-190). Berlin: de Gruyter.
• Tardy, C. M. (2012). A rhetorical genre theory perspective on L2 writing development. In Second language writing development: Multiple perspectives.
• Tardy, C. M. (2012). Current Conceptions of Voice. In Stance and voice in academic discourse. doi:10.1057/9781137030825_3
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  Providing an overview to the concept of voice is no simple feat. It is a term most writers have heard or used, perhaps even in their early days of writing, and that many have strong feelings about, whether positive or negative. I myself avoided its use for many years, leery of its imprecise meaning and its often literary and aesthetic overtones. Indeed, one of the thorniest issues with the notion of voice is the broad range of meanings ascribed to it. Metaphorical interpretations are multiple and subject to arguments about how far the metaphor can accurately be extended. It is perhaps this polysemous nature of voice that has made it a somewhat controversial concept in academic writing, and surely this definitional ambiguity has as well contributed to scholarly disputes over the role it should play in the academic writing classroom (e.g. Elbow, 1999; Ramanathan and Atkinson, 1999; Stapleton, 2002; Helms-Park and Stapleton, 2003; Matsuda and Tardy, 2007; Stapleton and Helms-Park, 2008).KeywordsNative English SpeakerAcademic DiscourseAcademic WritingLanguage BackgroundAuthor IdentityThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
• Tardy, C. M. (2012). Language for Specific Purposes Research Methods. In The encyclopedia of applied linguistics. doi:10.1002/9781405198431.wbeal0892
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  The study of language for specific purposes (LSP) uses a range of research methods, including qualitative and quantitative analysis of texts, contexts, and practices. Keywords: discourse analysis; research methods in applied linguistics; language for academic purpose; language for specific purpose
• Tardy, C. M. (2012). Qualitative Research in Rhetoric and Stylistics. In The encyclopedia of applied linguistics. doi:10.1002/9781405198431.wbeal0981
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  Style was considered one of the five canons of early classical rhetoric, accompanied by invention, arrangement, memory, and delivery. Keywords: discourse analysis; research methods in applied linguistics; writing
• Tardy, C. M. (2011). Current Conceptions of Voice. In Stance and voice in written academic genres(pp 34-48). New York: Palgrave Macmillan.
• Tardy, C. M., & Swales, J. M. (2007). Form, text organization, genre, coherence, and cohesion. In Handbook of writing research. doi:10.4324/9781410616470.ch35
• Tardy, C. M. (2006). Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings. In Feedback in second language writing: Contexts and issues. doi:10.1017/cbo9781139524742.006
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  I recently attended a new faculty seminar at my university, at which everyone was asked to describe a person or event that had led us into the field of teaching. Our seminar leader began by sharing his experience in attempting to publish his first paper. He described receiving his draft from his dissertation advisor and being horrified initially to find it covered in red ink with “not a line untouched.” But after reading through the comments, he was struck with a feeling of amazement that his advisor had cared enough about his work to so fully invest his interest and time in responding to the draft. As we worked our way around the seminar room, one of my new colleagues shared another story that seemed to counter the paper-saturated-in-red-ink story that had begun the discussion. He described an English teacher who wrote next to nothing on his papers. Despite his initial disappointment at not receiving the feedback he had wanted and expected, he found that the teacher's minimal response had freed him to write and given him a sense of independence that eventually led him to believe in his own writing. These two stories interested me because they illustrated such dramatically different approaches to teaching and responding to writing, yet had equally strong, positive impacts on the writers. Just over a decade ago, Reid (1994) examined what she called the “myths of appropriation” – the seeming dichotomy of under-responding and over-responding to texts, specifically addressing the prevailing fear of taking away ownership of, or appropriating, students' writing. In the time since Reid's article, the term appropriation has not disappeared from discussions of feedback.

Journals/Publications

• Tardy, C. M. (2023). How epidemiologists exploit the emerging genres of twitter for public engagement. English for Specific Purposes. doi:10.1016/j.esp.2022.10.005
• Tardy, C. M., Buck, R. H., Vogel, S. M., Slinkard, J. R., Pawlowski, M., LaMance, R., & Jacobson, B. (2022). “It's complicated and nuanced”: Teaching genre awareness in English for general academic purposes. Journal of English for Academic Purposes. doi:10.1016/j.jeap.2022.101117
• Tardy, C. M. (2021). The potential power of play in second language academic writing. Journal of Second Language Writing. doi:10.1016/j.jslw.2021.100833
• Tardy, C. M., & Gou, H. (2021). Selected poster presentations from the American Association of Applied Linguistics conference 2021. Language Teaching. doi:10.1017/s0261444821000264
• Tardy, C. M., LaMance, R., Slinkard, J. R., & Reed, K. (2021). Exploring Global Englishes content and language variation in an academic writing course. TESOL Journal, 12(1). doi:10.1002/tesj.520
• Tardy, C. M., Sommer-Farias, B., & Gevers, J. (2020). Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework. Written Communication, 37(3), 287-321. doi:10.1177/0741088320916554
• Tardy, C. M., Sommer-Farias, B., & Gevers, J. (2020). Teaching and researching genre knowledge: Toward an enhanced theoretical framework.. Written Communication, 37(3).
• Tardy, C., Reed, K., Slinkard, J. R., & LaMance, R. (2020). Exploring Global Englishes content and language variation in an academic writing course.. TESOL Journal.
• Tardy, C. M. (2019). Book Review. Journal of Second Language Writing. doi:10.1016/j.jslw.2019.06.002
• Atkinson, D., & Tardy, C. M. (2018). SLW at the crossroads: Finding a way in the field. Journal of Second Language Writing. doi:10.1016/j.jslw.2018.10.011
• Atkinson, D., & Tardy, C. M. (2018). SLW at the crossroads: Finding our way in the field.. Journal of Second Language Writing, 42, 86-93.
• Tardy, C. M., Buck, R. H., Pawlowski, M., & Slinkard, J. R. (2018). Evolving conceptions of genre among first-year writing teachers. Composition Forum.
• Tardy, C. M., Slinkard, J. R., Pawlowski, M., & Buck, R. H. (2018). Evolving Conceptions of Genre among First-Year Writing Teachers.. Composition Forum.
• Tardy, C. M., & Whittig, E. (2017). On the Ethical Treatment of EAL Writers: An Update. TESOL QUARTERLY, 51(4), 920-930.
• Tardy, C. M., & Whittig, E. (2017). On the Ethical Treatment of EAL Writers: An Update. TESOL Quarterly, 51(4), 920-930. doi:10.1002/tesq.405
• Whittig, E., Whittig, E., Tardy, C. M., & Tardy, C. M. (2016). On the ethical treatment of EAL writers: An update. TESOL Quarterly.
• Atkinson, D., Tardy, C. M., Simpson, S., Ruecker, T., Ortmeier-Hooper, C., Matsuda, P. K., & Crusan, D. J. (2015). Clarifying the relationship between L2 writing and translingual writing: An open letter to writing studies editors and organization leaders. College English.
• Ruecker, T., Shapiro, S., Johnson, E., & Tardy, C. (2014). Exploring the contexts of writing instruction in TESOL. TESOL Quarterly, 48(2), 401-412.
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  TESOL Quarterly is an international peer-reviewed journal with an acceptance rate of approximately 5%.
• Tardy, C. M., Atkinson, D., Simpson, S., Matsuda, P. K., Crusan, D. J., Hooper-Ortmeier, C., & Ruecker, T. (2014). CCCC Controversy: Articulating the Relationship between L2 Writing and Translingual Writing. SLW News: The Newsletter of the Second Language Writing Interest Section.
• Tardy, C. M., Johnson, E. A., Shapiro, S., & Ruecker, T. (2014). Exploring the Linguistic and Institutional Contexts of Writing Instruction in TESOL. TESOL Quarterly, 48(2), 401-412. doi:10.1002/tesq.165
• Tardy, C. M. (2012). 'Press 1 for English': textual and ideological networks in a newspaper debate on US language policy. Discourse & Society, 20(2), 265-286.
• Tardy, C. M. (2012). Review. English for Specific Purposes. doi:10.1016/j.esp.2011.11.004
• Tardy, C. M. (2012). Voice Construction, Assessment, and Extra-Textual Identity.. Research in The Teaching of English.
• Tardy, C. M. (2012). Voice construction, assessment, and extra-textual identity. Research in the Teaching of English, 47(1), 64-99.
• Tardy, C. M. (2011). Enacting and transforming local language policies. College Composition and Communication, 62(4), 634-661.
• Tardy, C. M. (2011). Enacting and transforming local language policies. College Composition and Communication.
• Tardy, C. M. (2011). The history and future of genre in second language writing. Journal of Second Language Writing. doi:10.1016/j.jslw.2010.12.004
• Tardy, C. M. (2010). Writing for the World: Wikipedia as an Introduction to Academic Writing.. English Teaching Forum.
• Tardy, C. M. (2009). `Press 1 for English': textual and ideological networks in a newspaper debate on US language policy. Discourse & Society. doi:10.1177/0957926508099006
• Tardy, C. M., & Matsuda, P. K. (2009). The Construction of Author Voice by Editorial Board Members. Written Communication, 26(1), 32-52.
• Tardy, C. M., & Matsuda, P. K. (2009). The Construction of Author Voice by Editorial Board Members. Written Communication. doi:10.1177/0741088308327269
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  Studies of blind manuscript review have illustrated that readers often form impressions of or speculate about unknown authors' identities in the manuscript review task. In this article, the authors extend that work by examining the discursive and nondiscursive features that play a role in readers' active construction of author voice. Through a survey completed by 70 editorial board members of six journals in applied linguistics and rhetoric and composition, the authors identify quantitative and qualitative trends in reviewers' practices regarding voice construction. Findings indicate that many readers do build impressions of an author's identity when reviewing anonymous manuscripts and that the rhetorical nature of the review task may lead readers to attend more to some discursive features than to others.
• Tardy, C. M., & Matsuda, P. K. (2008). Continuing the conversation on voice in academic writing. English for Specific Purposes. doi:10.1016/j.esp.2007.04.002
• Matsuda, P. K., & Tardy, C. M. (2007). Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes, 26(2), 235-249.
• Tardy, C. M. (2007). ?. Journal of English for Academic Purposes. doi:10.1016/j.jeap.2006.11.003
• Tardy, C. M., & Matsuda, P. K. (2007). Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes. doi:10.1016/j.esp.2006.10.001
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  Abstract Some researchers have argued that voice is irrelevant to academic writing and that the importance of voice has been overstated in the professional literature [Helms-Park, R., & Stapleton, P. (2003); Stapleton, P. (2002)]. To investigate whether and how a socially oriented notion of voice—defined as “the amalgamative effect of the use of discursive and non-discursive features that language users choose, deliberately or otherwise, from socially available yet ever-changing repertoires” [Matsuda, P.K. (2001)]—plays a role in academic writing, this study examined the construction of an author’s discursive identity by peer reviewers in a simulated blind manuscript review process for an academic journal in the field of rhetoric and composition. The analysis of the written reviews as well as interviews with the two reviewers and the manuscript author indicated that the reviewers’ constructions of the author’s voice are related to their stance toward the author. The findings suggest that voice does play a role in academic writing and that there is a need for further research into the issue of identity construction from the perspectives of both writers and readers.
• Johns, A. M., Bawarshi, A., Coe, R. M., Hyland, K., Paltridge, B., Reiff, M. J., & Tardy, C. (2006). Crossing the boundaries of genre studies: Commentaries by experts. Journal of Second Language Writing, 15(3), 234-249.
• Tardy, C. M. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15(2), 79-101.
• Tardy, C. M. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing. doi:10.1016/j.jslw.2006.04.003
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  Abstract With genre now viewed as a fundamental element of writing, both second language writing and mainstream composition studies have seen an increased focus on the question of how writers learn genres. The purpose of this paper is to review key findings from 60 empirical studies that have investigated this question. To this point, research has typically studied genre learning as it occurs either through professional or disciplinary practice or through classroom instruction; almost no studies have looked at the same writers as they traverse these multiple domains. I therefore categorize studies as taking place in either “practice-based” or “instructional” settings and identify trends in the research findings from each setting. After examining one study which takes place in multiple settings, I tease out some of the commonalities and distinctions between learning in practice-based and instructional contexts and between first language and second language genre learning. On the basis of this comparative review of research, I suggest future directions for the interdisciplinary study of genre learning.
• Tardy, C. M., Reiff, M. J., Paltridge, B., Hyland, K., Coe, R., Bawarshi, A., & Johns, A. M. (2006). Crossing the boundaries of genre studies: Commentaries by experts. Journal of Second Language Writing. doi:10.1016/j.jslw.2006.09.001
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  The term genre has been interpreted in a variety of ways by experts from a number of traditions. Hyon, in her 1996 TESOL Quarterly article, separated genre theorists and practitioners into three camps: the Sydney School, based on the Systemic Functional Linguistics work of Halliday (1985), which has developed research and well-established pedagogies at a number of academic levels (see e.g., Christie, 1991; Feez, 2002); the English for Specific Purposes (ESP) camp, whose most famous exponent, John Swales, is internationally-recognized for Genre Analysis (1990) and ‘‘moves’’ in research article introductions; and The New Rhetoric (NR) group, principally North Americans, for whom genre knowledge has been considered to be primarily social, embedded in the community and context of writer and audience (See e.g., Freedman & Medway, 1994). In a simpler taxonomy, Flowerdew (2002) dichotomized genre theorists into linguistic and non-linguistic camps, claiming that
• Tardy, C. M. (2005). “It's like a story”: Rhetorical knowledge development in advanced academic literacy. Journal of English for Academic Purposes. doi:10.1016/j.jeap.2005.07.005
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  In the academic ranks of schooling, writing tasks move gradually from a focus on the transmission of knowledge to the transformation of knowledge. As a more complex writing task, knowledge-transforming requires writers to engage in the rhetorical act of persuading readers of their work's value, significance, and credibility. At the graduate level, writers may be wrestling with these issues for the first time, often discovering this more occluded rhetorical dimension only after they have become somewhat more comfortable with issues of generic form or subject-matter content. This paper explores the nature and role of rhetorical knowledge in advanced academic literacy through the writing of two multilingual writers. As these writers engage in high-stakes writing tasks, their rhetorical knowledge of disciplinary writing becomes more explicit and more sophisticated, influenced by mentoring, disciplinary participation, identity, and task exigency.
• Tardy, C. M. (2005). Expressions of disciplinarity and individuality in a multimodal genre. Computers and Composition. doi:10.1016/j.compcom.2005.05.004
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  Abstract Recent research has illuminated some of the ways in which multilingual writers project multiple identities in their writing, conveying disciplinary allegiances as well as more personal expressions of individuality. Such work has focused on the writers’ uses of various verbal expressions, but has to this point overlooked the ways in which they manipulate the visual mode as a means for identity expression. The present study examines expressions of identity in a corpus of multimodal texts written by four multilingual graduate student writers. I consider how the writers’ uses of various verbal and visual expressions in their Microsoft PowerPoint presentation slides project both disciplinarity and individuality and how each individual's habitus has been influenced by both the discourses they have encountered and their personal reactions towards those discourses.
• Tardy, C. M. (2004). The role of English in scientific communication: lingua franca or Tyrannosaurus rex?. Journal of English for Academic Purposes. doi:10.1016/j.jeap.2003.10.001
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  Abstract The use of English as an international language of science (EILS) is by now well documented; depending on one’s orientation, English may be seen as a neutral lingua franca or it may be seen more insidiously as a dominating and overpowering force. This paper explores these co-existing roles of EILS through various perspectives. It begins by outlining conversations regarding EILS found in the literature of applied linguistics and the scientific community. The paper then turns to the perspective of international graduate students studying at an American university through a small-scale questionnaire and focus group interview study that attempts to understand these students’ attitudes toward English and its role in scientific communication. Findings from the study are discussed in light of published conversations of EILS and implications for an EAP classroom that aims to recognize the dual roles of English in scientific communication.
• Tardy, C. M., & Snyder, B. (2004). 'That's why I do it': flow and EFL teachers' practices. ELT journal. doi:10.1093/elt/58.2.118
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  Csikszentmihalyi’s (1997) concept of ?ow describes a mental state resulting from peak experiences in which the level of challenge is high, but manageable given a person’s skills. Because ?ow occurs at peak moments, these moments can motivate teachers, possibly shaping their classroom practices and giving them insight into their teaching beliefs. This exploratory interview study examines ten EFLteachers’ ?ow experiences at work, and considers their implications for teacher education. The teachers all reported experiencing ?ow, and key categories relating to its occurrence were derived from their descriptions. Based on this study, we suggest that the concept of ?ow provides a tool for understanding more about teachers’ practices, beliefs, and values in their teaching. We conclude by considering ways in which ?ow may be incorporated into teacher development programmes, and investigated in future research. Background Imagine an ideal lesson. The planned activity goes better than imagined, and 20 minutes slip by without the teacher even thinking about the time. Or, a chance comment by a student turns into a discussion that engages and energizes everyone in the room. After the class, the teacher recalls the situation to a colleague, commenting on its success. The teacher later wonders, ‘What happened today? How can it happen again?’
• Tardy, C. M. (2003). A Genre System View of the Funding of Academic Research. Written Communication. doi:10.1177/0741088303253569
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  For many researchers, grant proposals are a high-stakes genre crucial to their work; this pivotal genre does not exist in isolation but as part of a complex reticulation of genres that interact to form a genre system. This article explores the genre system of academic research funding in terms of the following questions: (a) What is the nature of the genre system of grant funding? (b) What are the roles and functions of that system? and (c) What does exploration of the system reveal about genre knowledge and how writers develop such knowledge? Findings suggest that grant writing is fundamentally a social activity, that the intertextual networks of the genre system serve to navigate writers through that system and to build the writers’ knowledge of the system, and that knowledge of a genre system may differ in important ways from knowledge of an isolated genre.
• Tardy, C. M., Ede, L., Matsuda, P. K., & Lunsford, A. A. (1989). The St. Martin's handbook. Choice Reviews Online. doi:10.5860/choice.27-0694

Proceedings Publications

• Tardy, C. M., Slinkard, J. R., Ruecker, T., Ferris, D. R., Eckstein, G., & Crusan, D. J. (2015). Strategies for Countering Discourses of Deficit in L2 Writing. In TESOL.

Presentations

• Tardy, C. (2021). “Why do I follow like 100 epidemiologists on Twitter?”: Public engagement with epidemiologists’ tweets. 6th Asia-Pacific LSP & Professional Communication Association Conference. Hong Kong.
• Tardy, C., Caplan, N., & Johns, A. (2021). Genre-based writing instruction: Frequently asked questions—and answers. TESOL. Virtual.
• Staples, S. L., & Tardy, C. (2019, November). Genre classification of student writing: Methods and insights. Symposium on Second Language Writing. Tempe, AZ.
• Tardy, C. (2019, August). Ethnographic research of academic writing [Guest seminar]. Guest seminar, University of Helsinki. University of Helsinki, Helsinki, Finland.
• Tardy, C. (2019, August). Genre-based writing instruction: Theoretical and pedagogical innovations [Guest lecture]. Lecture Series, University of Helsinki. University of Helsinki, Helsinki, Finland.
• Tardy, C. (2019, August). The potential power of play in academic writing [Guest lecture]. Lecture Series, University of Helsinki. University of Helsinki, Helsinki, Finland.
• Tardy, C. (2019, March). Truthiness, fake news, and hoaxes: What’s genre got to do with it? [Plenary talk]. 2019 PEAKS Interdisciplinary Conference. Northern Arizona University, Flagstaff, Arizona.
• Tardy, C. (2019, May). What is (and could be) thick description in academic writing research? [Plenary Talk]. 2019 Ethnographies of Academic Writing: Research and Pedagogy. University of Zaragoza, Zaragoza, Spain.
• Tardy, C. (2019, November). Introduction. In C. M. Tardy (Chair), The theory, research, and practice of multilingual genre learning.. Symposium on Second Language Writing. Tempe, AZ.
• Tardy, C. (2019, November). Publishing in the Journal of Second Language Writing. Symposium on Second Language Writing. Tempe, AZ.
• Tardy, C. (2019, November). The 5PE is not a genre (and why that matters). In N. A. Caplan & A. M. Johns (Chairs), Breaking the chains of the five-paragraph essay: Putting theory into action.. Symposium on Second Language Writing. Tempe, AZ.
• Tardy, C., & Staples, S. L. (2019, Fall). Genre classification of student writing: Methods and insights. Symposium for Second Language Writing. Tempe, AZ.
• Tardy, C. (2018, August). Genre knowledge and genre awareness in multilingual writing: Disentangling a theoretical and methodological web. Symposium on Second Language Writing.
• Tardy, C. (2018, June). Teaching and learning academic genres: The current (and future?) landscape. Norwegian Forum for English for Academic Purposes 2018. Oslo, Norway.
• Tardy, C. (2018, March). Building linguistic and rhetorical flexibility in first-year writing. Teaching English to Speakers of Other Languages (TESOL) Convention. Chicago, IL.
• Tardy, C. (2018, March). We are all reviewer #2. American Association for Applied Linguistics (AAAL). Chicago, IL.
• Tardy, C. (2018, October). Building genre knowledge and awareness in first-year composition: Strategies for L2 writing teachers. Arizona State University English Department guest speaker event. Tempe, AZ.
• Tardy, C. (2018, October). Building identity repertoires in the second language writing classroom. 2018 International Conference on Teaching and Researching EFL Writing. Nanjing, China.
• Tardy, C. (2018, October). Getting published in the Journal of Second Language Writing. 2018 International Conference on Teaching and Researching EFL Writing. Nanjing, China.
• Tardy, C. (2018, October). Language as a resource for learning (and exploiting) professional genres. Arizona State University English Department guest speaker event. Tempe, AZ.
• Pawlowski, M., & Tardy, C. (2017, Spring). Locating language in writing teacher education: An analysis of trends and materials. Conference on College Composition and Communication.
• Tardy, C. (2017, April). Teaching to read as a writer. Webinar for TESOL.
• Tardy, C. (2017, Spring). Genre innovation and creativity in academic writing. Peck Writing Symposium.
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  Plenary
• Tardy, C. (2017, Spring). Genre. TESOL.
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  Invited colloquium
• Tardy, C. (2017, Summer). Let's throw some verbal rocks at these mediocrities: A case for play in advanced academic writing. consortium on Graduate Communication Summer Institute.
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  Plenary
• Tardy, C. M., Reed, K. G., & Slinkard, J. (2017, March). Merging content and language exploration in an L2 writing course. TESOL 2017 Convention. Seattle, WA: TESOL International.
• Tardy, C., & Whittig, E. (2017, Spring). Developing sound and ethical placement for international L2 writers. TESOL.
• Tardy, C., LaMance, R., Pawlowski, M., & Slinkard, J. (2017, Spring). Writing teachers' evolving perceptions of genre. American Association for Applied Linguistics.
• Tardy, C., Reed, K., Whittig, E., Slinkard, J., & LaMance, R. (2017, February). Redesigning international student support structures in a first-year writing program. SLAT Colloquium.
• Gentil, G., & Tardy, C. (2016, October). Publishing research in second language writing. Symposium on Second Language Writing. Tempe, AZ.
• Tardy, C. (2016, June). The challenges of genre-based pedagogy in first year writing. International Writing Across the Curriculum. Ann Arbor, MI.
• Tardy, C. (2016, October). Expertise optional? What we wish we knew before becoming L2 WPAs: Curriculum. Symposium on Second Language Writing.
• Tardy, C. (2016, October). Genre innovation in teaching academic writing. Workshop at University of Tennessee Department of English. Knoxville, TN.
• Tardy, C. (2016, September). Exploring genre in the context of first year writing: Limits and potentials. Rhetoric, Writing, and Language Speaker Series, University of Tennessee. Knoxville, TN.
• Gentil, G., & Tardy, C. M. (2015, December). The geopolitics of second language writing: Updating the map, broadening the landscape. Symposium on Second Language Writing. Auckland, New Zealand.
• Tardy, C. (2015, May). Innovation and creativity in the L2 academic writing classroom: Toward critical genre awareness. 32nd International Conference on English Teaching & Learning. Taipei, Taiwan.
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  Keynote
• Tardy, C. (2015, November). The challenge of genre in the classroom: What do L2 writing teachers need to know?. Symposium on Second Language Writing. Auckland, New Zealand.
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  Plenary
• Tardy, C. (2015, October). L2 writing placement: A (not-so-pretty) behind-the-scenes view. Midwest Association of Language Testers. Iowa City, IA.
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  Plenary
• Tardy, C. (2015, October). Representations of genre and genre-based pedagogy in first-year writing textbooks. Western States Rhetoric and Literacy Conference. Tempe, AZ.
• Tardy, C. (2015, September). Demystifying multilingual writing. Symposium on Supporting Our Multilingual Readers and Writers. Wake Forest University.
• Tardy, C., & Silva, T. (2015, March). Historical and current trends in second language writing. American Association for Applied Linguistics. Toronto.
• Tardy, C., Crusan, D., Eckstein, G., Ferris, D., Slinkard, J., & Ruecker, T. (2015, March). Strategies for countering discourses of deficit in L2 writing. TESOL. Toronto.
• Tardy, C. M. (2014, February). Genre studies from a U.S. composition/ESP perspective. Writing and Research Across Borders. Paris, France.
• Tardy, C. M. (2014, March). Contextualizing and constructing professional identities. Teachers of English to Speakers of Other Languages. Portland, OR.
• Tardy, C. M. (2014, November). On the ethical treatment of L2 writing professionals. Symposium on Second Language Writing. Tempe, AZ.
• Tardy, C. M. (2014, November). Representations of professionalization in second language writing: A view from the flagship journal. Symposium on Second Language Writing. Tempe, AZ.
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  Invited plenary.
• Tardy, C. M. (2014, October). Creativity, genre innovation, and academic writing: A case for looking beyond convention. Center for Writing Studies Speaker Event. Urbana-Champagne, IL: University of Illinois.
• Tardy, C. M., & Manchon, R. (2014, February). International writing research journals: Making knowledge across research traditions. Writing and Research Across Borders. Paris, France.

Poster Presentations

• Tardy, C., & Gou, H. (2021). Identifying and analyzing genre-related episodes (GREs) in multilingual collaborative writing: A methodological approach. American Association for Applied Linguistics. virtual.

Reviews

• Tardy, C. (2019. Review of the book Genre and graduate-level research writing.

Others

• Tardy, C. M., Atkinson, D., Deborah, C., Atkinson, D., Deborah, C., Matsuda, P. K., Matsuda, P. K., Ortmeier-Hooper, C., Ortmeier-Hooper, C., Ruecker, T., Ruecker, T., Tardy, C. M., Simpson, S., & Simpson, S. (2015, March). Clarifying the relationship between L2 writing and translingual writing: An open letter to writing studies editors and organization leaders. College English.
• Tardy, C. M. (2012, June). Aspects of Article Introductions. English for Specific Purposes.
• Tardy, C. M. (2009, MAR). The history and future of genre in second language writing. Journal of Second Language Writing.
• Matsuda, P. K., & Tardy, C. M. (2006, 2008). Continuing the conversation on voice in academic writing. English for Specific Purposes.