Kristen Di Gennaro
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. (2002). 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. (2021, January (1st Quarter/Winter)). 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. (2020, December). Women's Studies International Forum. Vol Volume 75 (Issue July–August) 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, June 12). 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. (2019, January (1st Quarter/Winter)). Composition Studies. Vol 46 (Issue 2) , pages 15-34.
Recommendations or choices? A review of Decisions, Agency, and Advising.
Di Gennaro, K. K. (2018, November). 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, September). Applied Linguistics Review. http://www.degruyter.com/abstract/j/alr.ahead-of-print/applirev-2017-0069/applirev-2017-0069.xml
di Gennaro, K. K. (2018, April (2nd Quarter/Spring) 17). John I. Liontas, Christine Coombe (Eds.), Hoboken, NJ , United States:Wiley-Blackwell.
Why can't we just use SAT scores to place students into college writing programs?
di Gennaro, K. (2018, January (1st Quarter/Winter) 18). Drew Loewe and Cheryl Ball (Eds.), Morgantown, WV , United States:Digital Publishing Institute. , pages 294-298. http://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf
What do they mean? Comparing international and U.S. resident second-language students' use of sociopragmatic features in writing
Di Gennaro, K. K. (2017). Writing & Pedagogy. Vol 7 (Issue 1) , pages 39-67.
From quantitative to qualitative: Writing descriptions of data from tables
Di Gennaro, K. K. (2015, April (2nd Quarter/Spring)). 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). 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. (2013, April (2nd Quarter/Spring)). 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. (2012, September). 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. (2009, October (4th Quarter/Autumn)). 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. (2008, April (2nd Quarter/Spring)). 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]