Kristen Di Gennaro
Dyson College of Arts & 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
- 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
Di Gennaro, K. K. Subjectively-Scored Formats. TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
Di Gennaro, K. K. (2016, September). Comparing international and US resident second language learners' performances in five domains of writing. Studies in Language Testing. Cambridge University Press.
Di Gennaro, K. K. (2016, July (3rd Quarter/Summer)). Searching for differences and discovering similarities: Why international and resident second language learners' grammatical errors cannot serve as a proxy for placement into writing courses. Assessing Writing. Vol 29 , pages 1-14.
Di Gennaro, K. K. (2016, January (1st Quarter/Winter)). The heterogeneous second-language population in US colleges and the impact on writing program design. Teaching English at the Two-Year College. Bedford/St. Martin's.
Di Gennaro, K. K. & Schultz, I. (2015, September). Style-Shifting: Examining and Using Formal and Informal Language Styles. Read Write Think. http://www.readwritethink.org/classroom-resources/lesson-plans/style-shifting-examining-using-31158.html
Di Gennaro, K. K. (2015, April (2nd Quarter/Spring)). What do they mean? Comparing international and U.S. resident second-language students' use of sociopragmatic features in writing. Writing & Pedagogy. Vol 7 (Issue 1)
Di Gennaro, K. K. (2013). From quantitative to qualitative: Writing descriptions of data from tables. ReadWriteThink. http://www.readwritethink.org/classroom-resources/lesson-plans/from-quantitative-qualitative-writing-31069.html
Di Gennaro, K. K. (2013, April (2nd Quarter/Spring)). How different are they? A comparison of Generation 1.5 and international L2 learners' writing ability.. Assessing Writing. Vol 18 (Issue 2) , pages 154-171. http://www.journals.elsevier.com/assessing-writing/
Di Gennaro, K. K. (2012, September). The heterogeneous second-language population in US colleges and the impact on writing program design. Teaching English in the Two-Year College. Vol 40 (Issue 1) , pages 57-67. http://www.ncte.org/journals/tetyc
Kim, A. & Di Gennaro, K. K. (2012, August). Scoring behavior of native vs. non-native speaker raters of writing exams. Language Research. Vol 48 (Issue 2) , pages 319-342.
Di Gennaro, K. K. (2009, October (4th Quarter/Autumn)). Investigating differences in the writing performance of international and Generation 1.5 students. Language Testing. Vol 26 (Issue 4) , pages 533-559. http://www.sagepub.com/journals/Journal201816
Di Gennaro, K. K. (2008, April (2nd Quarter/Spring)). Assessment of Generation 1.5 learners for placement into college writing courses. Journal of Basic Writing. Vol 27 (Issue 1) , pages 61-79.
Ekiert, M. (2016, April). American Association for Applied Linguistics. Focused Written Corrective Feedback: What a Replication Study Reveals about Linguistic Target Mastery. Orlando, FL
Choong, K. & di Gennaro, K. (2016, April). New Jersey College English Association. Writing-about- Writing: A Solution to Composition's Long-Standing Content Problem. Seton Hall University, New Jersey
Brewer, M. & di Gennaro, K. (2016, April). New Jersey College English Association. 'Yes, but what is your field?': What Do Micro-Aggressions Have To Do With Composition?. Seton Hall University, New Jersey
Di Gennaro, K. K. (2016, March). English Department Faculty Forum. "But what do you do?". Pace University
Di Gennaro, K. K. (2016, February). English Department Composition Faculty Professional Development. Rubrics: Making the Invisible Visible. Pace University, Pace University
Di Gennaro, K. K., Ekiert, M. & Choong, P. (2015, March). Applied Linguistics Winter Conference. 'We Are Very Interested in Your Study': Distinguishing Proper from Predatory Publishers. New York State TESOL , Teachers College, NYC
Di Gennaro, K. K. & Ekiert, M. (2014, March). Applied Linguistics Winter Conference. The impact of written corrective feedback on students' accuracy in writing. New York State TESOL, Teachers College, New York
Ekiert, M. & Di Gennaro, K. K. (2013, March). American Association of Applied Linguistics Annual Conference. English articles: Reconsidering the effectiveness of written corrective feedback. American Association of Applied Linguistics, Dallas, TX
Di Gennaro, K. K. & Markiewicz, A. (2013, March). Annual Conference of the New Jersey College English Association. Aligning assessment and instruction: Using writing placement responses to design course materials. NJCEA, South Orange, NJ
Di Gennaro, K. K. (2012, April). Language Testing Research Colloquium. Assessing the writing ability of diverse L2 populations: Comparing international L2 to Generation 1.5 learners. ILTA, Princeton, NJ
Di Gennaro, K. K. (2012, March). Georgetown University Round Table on Languages and Linguistics. Comparing the writing ability of Generation 1.5 and international L2 learners using many-facet Rasch measurement. Georgetown, Washington, DC
Grants, Contracts and Sponsored Research
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
CAP Faculty Advisory Board
Faculty Satisfaction Survey Committee