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
- 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. & Ritschel, C. (2019, June 12). Blurred lines: The relationship between catcalls and compliments. Women's Studies International Forum. Vol Volume 75 (Issue July–August) http://authors.elsevier.com/a/1ZD1s_6JtuSA6j
Ekiert, M. & di Gennaro, K. K. (2019, May). Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010). Language Teaching.
di Gennaro, K. (2019, January (1st Quarter/Winter)). Next steps, or rather, one step at a time: A how-to guide for implementing Writing-about-Writing. Barbara Bird, Doug Downs, I. Moriah McCracken, and Jan Rieman (Eds.), Next Steps: New Directions for/in Writing About Writing. Utah, United States: Utah State University Press. , pages 112-122. http://upcolorado.com/utah-state-university-press/item/3588-next-steps
Brewer, M. & di Gennaro, K. (2018, November). Naming what we feel: Hierarchical microaggressions and the relationship between Composition and English Studies. Composition Studies. Vol 46 (Issue 2) , pages 15-34.
Di Gennaro, K. K. (2018, September). Recommendations or choices? A review of Decisions, Agency, and Advising.. Vol 11 (Issue 1) http://journalofwritingassessment.org/article.php?article=123
Di Gennaro, K. K. & Brewer, M. H. (2018, April (2nd Quarter/Spring) 17). Microaggressions as speech acts: Using pragmatics to define and develop a research agenda for microaggressions. 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, January (1st Quarter/Winter) 18). Subjectively-Scored Formats. John I. Liontas, Christine Coombe (Eds.), TESOL Encyclopedia of English Language Teaching. Hoboken, NJ, United States: Wiley-Blackwell.
di Gennaro, K. (2017). Why can't we just use SAT scores to place students into college writing programs?. Drew Loewe and Cheryl Ball (Eds.), Bad Ideas about Writing. Morgantown, WV, United States: Digital Publishing Institute. , pages 294-298. http://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf
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 Composition 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) , pages 39-67.
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
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.
Di Gennaro, K. K. (2006). Fairness and test use: The case of the SAT and writing placement assessment for ESL students. 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
Di Gennaro, K. K. & 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
Grants, Sponsored Research and Contracts
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
Scholarly Research Committee
CAP Faculty Advisory Board
Faculty Satisfaction Survey Committee