Kristen Di Gennaro
Biographic Data
| ID | 4439799 |
|---|---|
| NAME | Kristen Di Gennaro |
| GIVEN NAMES | Kristen |
| FAMILY NAME | Di Gennaro |
| SIGNATURE | DI GENNARO K |
| AFFILIATIONS | Pace University |
| ORCID | 0000-0003-3099-0538 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Assessing approaches to writing assessment
Was Jackie Robinson Bipoc? A Study of Current Racial Identity Terms and Their (Mis)application to Well-Known Figures, Past and Present
Previous research documents diachronic variation in preferred terms used for and by Black Americans. The current study builds upon this body of research by gathering contemporary data on racial identity terms. Unlike previous studies, however, we asked respondents to indicate how they identified well-known individuals from both the present and past, to uncover the extent to which they applied different labels to similar people or similar labels t…
Uniting CLA with WAW via SLA
Naming What We Don’t Know
Data from a study of graduate instructors in a composition teaching practicum show that the neglect of declarative knowledge about language is something that they were conscious of and wished to remedy. This finding supports arguments calling for reinstating a focus on linguistic knowledge in composition and writing studies programs
Focused written corrective feedback and linguistic target mastery
This study replicates Bitchener and Knoch (2010), which reported that written corrective feedback (WCF) targeting two single-rule English article functions (first mention a and subsequent mention the ) is effective. The current replication study repeats the original study in most respects but adds to the assessment of the intervention's efficacy by recording the impact of focused WCF on all functional article uses, and not just on the two uses ta…
Microaggressions as speech acts
In an effort to explain why we found certain exchanges among colleagues troubling, the current study draws on Sue’s (2010a) microaggressions framework to reveal hidden hierarchies within an academic speech community. We complement Sue’s theoretical framework with empirical, pragmatic approaches to analyzing every-day, unrecorded interactions to both strengthen and refine the microaggressions construct and research agenda. Based on our analyses, w…
Blurred lines
Investigating differences in the writing performance of international and Generation 1.5 students
Practitioners working closely with second language (L2) writers in the US recognize at least two types of L2 students: international (IL2) and Generation 1.5 (G1.5) students. Some argue that specific differences in each group’s writing performance are evident (cf. Harklau, 2003; Reid, 2006); however, investigations into observable and measurable differences have been minimal. Using a Rasch measurement model, this study offers empiri cal evidence …
Blurred lines
Focused written corrective feedback and linguistic target mastery
This study replicates Bitchener and Knoch (2010), which reported that written corrective feedback (WCF) targeting two single-rule English article functions (first mention a and subsequent mention the ) is effective. The current replication study repeats the original study in most respects but adds to the assessment of the intervention's efficacy by recording the impact of focused WCF on all functional article uses, and not just on the two uses ta…
Investigating differences in the writing performance of international and Generation 1.5 students
Practitioners working closely with second language (L2) writers in the US recognize at least two types of L2 students: international (IL2) and Generation 1.5 (G1.5) students. Some argue that specific differences in each group’s writing performance are evident (cf. Harklau, 2003; Reid, 2006); however, investigations into observable and measurable differences have been minimal. Using a Rasch measurement model, this study offers empiri cal evidence …
Microaggressions as speech acts
In an effort to explain why we found certain exchanges among colleagues troubling, the current study draws on Sue’s (2010a) microaggressions framework to reveal hidden hierarchies within an academic speech community. We complement Sue’s theoretical framework with empirical, pragmatic approaches to analyzing every-day, unrecorded interactions to both strengthen and refine the microaggressions construct and research agenda. Based on our analyses, w…
Blurred lines
Focused written corrective feedback and linguistic target mastery
This study replicates Bitchener and Knoch (2010), which reported that written corrective feedback (WCF) targeting two single-rule English article functions (first mention a and subsequent mention the ) is effective. The current replication study repeats the original study in most respects but adds to the assessment of the intervention's efficacy by recording the impact of focused WCF on all functional article uses, and not just on the two uses ta…
Naming What We Don’t Know
Data from a study of graduate instructors in a composition teaching practicum show that the neglect of declarative knowledge about language is something that they were conscious of and wished to remedy. This finding supports arguments calling for reinstating a focus on linguistic knowledge in composition and writing studies programs
Uniting CLA with WAW via SLA
Assessing approaches to writing assessment
Was Jackie Robinson Bipoc? A Study of Current Racial Identity Terms and Their (Mis)application to Well-Known Figures, Past and Present
Previous research documents diachronic variation in preferred terms used for and by Black Americans. The current study builds upon this body of research by gathering contemporary data on racial identity terms. Unlike previous studies, however, we asked respondents to indicate how they identified well-known individuals from both the present and past, to uncover the extent to which they applied different labels to similar people or similar labels t…
Psychology (8 works) · Discourse Analysis in Language Studies (7 works) · Computer Science (6 works) · Linguistics (5 works) · Mathematics education (5 works) · EFL/ESL Teaching and Learning (4 works) · Social Psychology (4 works) · Philosophy (3 works) · Sociology (3 works) · Language, Discourse, Communication Strategies (2 works)