Our Faculty

Kristen Di Gennaro

Associate Professor

Dyson College of Arts and Sciences

English - NYC

  • @New York City
    41 Park Row 1518


Kristen's research relates to the teaching and assessment of writing, with a particular focus on sociolinguistic aspects of writing. Kristen's empirical work examines the effectiveness (or not) of written corrective feedback in writing instruction and presumed differences between international and Generation 1.5 writers. Additional research interests include fairness in writing assessment, metacognitive approaches to teaching writing, and the interaction of language and gender. Kristen is currently the Director of Composition Studies.


EdD, Columbia University, New York, 2011
Applied Linguistics -- Writing Assessment

MA, University of Pittsburgh, Pittsburgh, PA, 1998

MA, University of Pittsburgh, Pittsburgh, PA, 1995
Italian Language and Literature

Awards and Honors

2012 - Finalist, The Christopher Brumfit Thesis Award for Applied Linguistics
Pace University, 2006 - Outstanding Contribution Award
New York State TESOL Organization, 2004 - Teacher of the Year


Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)
Ekiert, M. & Di Gennaro, K. (2021, January). Language Teaching. Vol 54 (Issue 1) , pages 71-89.

Is feedback on grammar harmful or helpful? Questionable answers and unanswered questions
Di Gennaro, K. K. & Ekiert, M. (2020, December). Composition Forum. Vol 45 http://compositionforum.com/issue/45/feedback.php

Blurred lines: The relationship between catcalls and compliments
di Gennaro, K. K. & Ritschel, C. (2019, June). Women's Studies International Forum. Vol Volume 75 (Issue July‚ÄďAugust) http://authors.elsevier.com/a/1ZD1s_6JtuSA6j

Next steps, or rather, one step at a time: A how-to guide for implementing Writing-about-Writing
di Gennaro, K. (2019, January). Barbara Bird, Doug Downs, I. Moriah McCracken, and Jan Rieman (Eds.), Utah , United States:Utah State University Press. , pages 112-122. http://upcolorado.com/utah-state-university-press/item/3588-next-steps

Naming what we feel: Hierarchical microaggressions and the relationship between Composition and English Studies
Brewer, M. & di Gennaro, K. (2018, November). Composition Studies. Vol 46 (Issue 2) , pages 15-34.

Recommendations or choices? A review of Decisions, Agency, and Advising.
Di Gennaro, K. K. (2018, September). Vol 11 (Issue 1) http://journalofwritingassessment.org/article.php?article=123

Microaggressions as speech acts: Using pragmatics to define and develop a research agenda for microaggressions
Di Gennaro, K. K. & Brewer, M. H. (2018, April). Applied Linguistics Review. http://www.degruyter.com/abstract/j/alr.ahead-of-print/applirev-2017-0069/applirev-2017-0069.xml

Subjectively-Scored Formats
di Gennaro, K. K. (2018, January). John I. Liontas, Christine Coombe (Eds.), Hoboken, NJ , United States:Wiley-Blackwell.

What do they mean? Comparing international and U.S. resident second-language students' use of sociopragmatic features in writing
Di Gennaro, K. K. (2015, April). Writing & Pedagogy. Vol 7 (Issue 1) , pages 39-67.

From quantitative to qualitative: Writing descriptions of data from tables
Di Gennaro, K. K. (2013). ReadWriteThink. http://www.readwritethink.org/classroom-resources/lesson-plans/from-quantitative-qualitative-writing-31069.html

How different are they? A comparison of Generation 1.5 and international L2 learners' writing ability.
Di Gennaro, K. K. (2013, April). Assessing Writing. Vol 18 (Issue 2) , pages 154-171. http://www.journals.elsevier.com/assessing-writing/

The heterogeneous second-language population in US colleges and the impact on writing program design
Di Gennaro, K. K. (2012, September). Teaching English in the Two-Year College. Vol 40 (Issue 1) , pages 57-67. http://www.ncte.org/journals/tetyc

Investigating differences in the writing performance of international and Generation 1.5 students
Di Gennaro, K. K. (2009, October). Language Testing. Vol 26 (Issue 4) , pages 533-559. http://www.sagepub.com/journals/Journal201816

Assessment of Generation 1.5 learners for placement into college writing courses
Di Gennaro, K. K. (2008, April). Journal of Basic Writing. Vol 27 (Issue 1) , pages 61-79.

Fairness and test use: The case of the SAT and writing placement assessment for ESL students
Di Gennaro, K. K. (2006). Teachers College, Columbia University Working Papers in TESOL and Applied Linguistics. Vol 6 (Issue 2) http://journals.tc-library.org/templates/about/editable/pdf/Di%20Gennaro%20Forum.pdf


Brewer, M., di Gennaro, K., Choong, P. & Matsuda, P. K. (2019, March). Conference on College Composition and Communication . Naming what we don't know: Composition Studies' Performance of Expertise. NCTE, Pittsburgh, PA.

di Gennaro, K. & Letlow, A. (2018, April). Applied Linguistics Winter Conference . The relevance of citations from student and faculty perspectives. NYS TESOL, Columbia University, NY, NY.

di Gennaro, K. & Ritschel, C. (2017, April). Applied Linguistics Winter Conference . Blurred lines: Comparing compliments and catcalls. NYS TESOL, New York, NY.

di Gennaro, K. (2017, March). American Association for Applied Linguistics. International and resident L2 learners in post-secondary writing programs: Has the quest for differences hidden similarities?. Portland, OR.


American Association of Applied Linguistics

Conference on College Composition and Communication

Council of Writing Program Administrators

International Language Testing Association

National Council of Teachers of English

Modern Language Association


  • Academic Resources Committee[Committee Member]
  • Scholarly Research Committee[Committee Member]
  • CAP Faculty Advisory Board[Committee Member]
  • Faculty Satisfaction Survey Committee[Committee Member]
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