Susanne Hall, Cary Moskovitz, and Michael Pemberton. Attitudes toward text recycling in academic writing across disciplines. Accountability in Research. Forthcoming, 2018.
Text Recycling in Scientific Writing. Science and Engineering Ethics. Forthcoming, 2018.
Volunteer Expert Readers: Drawing on the University Community to Provide Professional Feedback for Engineering Student Writers. Advances in Engineering Education, 6(1). Spring 2017.
Text Recycling in Health Sciences Research Literature: A Rhetorical Perspective. Research Integrity and Peer Review, 2(1), February 2017.
Cary Moskovitz and Lynn Smith-Lovin. Writing in Sociology: A Brief Guide (in Brief Guides to Writing in the Disciplines series). Oxford University Press, 2016. ISBN-10: 0190203927
Self-Plagiarism, Text Recycling and Science Education. BioScience, 66(1), January 2016.
Plagiarism or Text Recycling? It Depends on the Context. Oxford University Press Blog. Dec 25, 2015.
Volunteer Expert Readers for STEM Student Writers. Across the Disciplines, 11(2), Dec 2014.
The Duke Reader Project: Engaging the University Community in Undergraduate Writing Instruction. Liberal Education, 97(3/4), Summer/Fall 2011.
Audio Feedback for Student Writing in Online Nursing Courses: Exploring Student and Instructor Reactions (with Kathryn A. Wood, and Theresa M. Valiga). Journal of Nursing Education, 50(9), Jun 16, 2011.
Cary Moskovitz and David Kellogg. Inquiry-Based Writing in the Lab Course. Science, 332 (6032): 919-920, May 2011.
“Reader Experts Help Students Bring the Write Stuff. The Chronicle of Higher Education, March 27, 2011.
Introducing Students to College Writing and Disciplinarity: A review of The Transition to College Writing by Keith Hjortshoj.” Pedagogy, 11 (1), 2011.
Not (Entirely) in Their Own Words:Plagiarism, Process, and the Complicated Ethics of School Writing. Writing & Pedagogy, 2 (2), 2010.
BioTAP: A Systematic Approach to Teaching Scientific Writing and Evaluating Undergraduate Theses (with Julie A. Reynolds, Robin Smith, and Amy Sayle). BioScience, 59 (10), 2009.
Insiders and Outsiders: Redrawing the Boundaries of the Writing Program (with Michael Petit). Writing Program Administration, 31 (1/2) Fall/Winter 2007.
Primary Science Communication in the First-Year Writing Course (with David Kellogg). College Composition and Communication, 57(2), 2005.
SELECTED INVITED TALKS AND WORKSHOPS
Communicating science research to non-specialist audiences. UNC Coastal Studies Institute. Oct 2017.
Text recycling or “self-plagiarism”? How academic gatekeepers view text reuse. University of North Carolina at Charlotte, Oct 2017.
Text recycling in STEM research writing: Common practice or plagiarism? Council of Science Editors Annual Meeting, San Diego, CA, May 2017.
Text Recycling: What is it? Why should we care? University of Miami, Dialogues in Research Ethics series, May 2017.
The Duke Reader Project: Pairing student writers with Duke community readers. Hollins University, April 2017.
Text recycling in STEM research writing: Reasonable reuse or self-plagiarism? George Washington University (Sponsored by the University Writing Program), Oct 2016.
Text recycling or “self-plagiarism” in scientific discourse. Georgetown University (sponsored by Blommer Science Library, the Georgetown University Writing Program, and the Office of Scholarly Publications), Oct 2016.
Text recycling and self-plagiarism in scientific research writing. Department seminar series. NCSU, Dept of Crop and Soil Sciences. September 2016.
Text recycling or ‘self-plagiarism’ in scientific discourse. North Carolina State University, Campus Writing and Speaking Program’s Brown Bag Lunch Series. April 2016.
The Laboratory Report as a Rhetorical Act (Plenary Talk). Conference on Laboratory Instruction Beyond the First Year of College. College Park, Maryland, July 2015.
Sustainable and Engaging Approaches to Providing Feedback on Student Writing. Virginia Wesleyan College, Jan 2015.
Teaching Writing in the Sciences, Engineering, and Mathematics. Bucknell University, Jan 2011.
Haverford Writing Symposium (invited panelist). Haverford College, April 2009.
Student Writing in Senior Design Projects. School of Engineering, University of Alabama at Birmingham, Sept 2008.
Responding to Student Writing in Health Science Courses. School of Health Sciences, University of Alabama at Birmingham, May 2008.
Alternatives to the ‘Lab Report’: Designing Scientifically Engaging Laboratory Experiences for Undergraduates. Virginia Tech, Feb 2008.
Providing Feedback for Student Writing in STEM Courses. Lehigh University, Sept 2007.
SELECTED CONFERENCE TALKS
The complexities of text recycling in professional scientific discourse and implications for plagiarism prevention in higher education. Georgia International Conference on Information Literacy, Savannah, GA, Sept 30, 2016.
Exploring “Expertise”: Writing Center-WID Collaborations with Volunteer Expert Readers (with Eliana Schonberg). International Writing Centers Association, Denver, CO, Oct 2016.
Textual Recycling as a Rhetorical Practice. Conference on College Composition and Communication, Tampa, FL, March 20, 2015.
Professional readers for STEM student writers. AAC&U: Transforming STEM Higher Education Conference, Atlanta, GA, Nov 2014.
Experts as Readers for STEM Student Writers: Findings from a 3-year NSF-Sponsored Study. Conference on College Composition and Communication, Indianapolis, IN, March 2014.
Celebrating the Music of Papa Charlie Jackson. Annual Conference of the Association for Recorded Sound Collections, Chapel Hill, North Carolina, May, 2014.
Expert Readers for STEM Student Writers. National Meeting of the American Chemical Society, Philadelphia, PA, August, 2012.
Expert Audiences for STEM Student Writing: Preliminary Results from an NSF-funded Study. International Writing Across the Curriculum Conference, Savannah, GA, June 2012.
Recorded Spoken Feedback: A Compelling Alternative to Written Response. Pre-conference workshop; chair and co-presenter. Conference on College Composition and Communication, St. Louis, MO, March 2012.