Education

Ph.D. , English, Composition Specialization (ABD)

Indiana University of Pennsylvania

Dissertation: “Women in the Writing Center: Gender, Language and Community Intersections”

Defense expected Spring, 2008

Post-Graduate Professional Teacher Licensure, 2002-2007

Virginia Department of Education

M.A., English Literature, 2004

Radford University

Thesis: “Complex Conversations: Theorizing Tutor Response in the Writing Center”

M.A.L.S., 1995

Hollins University

Concentrations: Literature, Creative Writing, Teaching Licensure

Thesis: “On Edge” (collection of original fiction)

B.A., Psychology, 1981

University of Southern California

Shenandoah Conservatory, 1976-77

Piano performance and music therapy

Employment

Hollins University, Roanoke, Virginia 1993-Present

Lecturer, English Department

Director, The Writing Center

Coordinator, Writing Across the Curriculum

Hollins University, Roanoke, Virginia 1986-1992

Administrative Assistant, President’s Office, 1992

Administrative Assistant, Development Office, 1986-1992

Allstate Insurance Co., Roanoke, Virginia 1985-1986

Management Trainee, Customer Service Dept.

J.E.L. Management, Research & Development, Roanoke, Virginia 1982-1985

Power Generating, Inc., Executive Assistant, 1982-1983

World Energy Systems, Office Administrator, 1983-1985

Consulting/Part-Time Employment

Agnes Scott College Summer 2007

Reader, Senior Portfolio Assessment, English Department

Private tutor, Roanoke, Virginia 2002-04

Writing and literature: elementary, middle school and high school students

Roanoke County Schools, special needs students

Writing Tutor, Community High School, Roanoke, Virginia Spring 2003

Writing Across the Curriculum Workshop Leader Spring 2002

Sweet Briar College, Virginia

Instructor, HollinSummer , Hollins University Summer 1999

“Writing for Results,” High School Juniors

Creative Writing Workshop Leader, Piedmont Writers’ Guild 1994-96

Martinsville, Virginia. Poetry, fiction and autobiography for all ages.

Roanoke City Summer Honors Program Summer 1994

Instructor, Creative writing program, Grades 6-8

Teaching Experience

Undergraduate, Hollins University

Courses:

“Introduction to Expository Writing” (Eng 100) 1995-Present

Sample sub-titles:

“Writing for College: Inquiry and Genre”

“Writing About The 60’s” (team-taught with history department)

“Writing About Popular Culture”

“Writing About Writing”

“Advanced Expository Writing” (Eng 304) 2000-Present

“Advanced Grammar” (Eng 302) 2003-Present

“Responding to Student Writing: Tutoring Theory & Practice”

(Univ. 230) 1996-Present

Independent Study Offerings:

“Exploring the Personal Essay” (Eng 390)

“Contemporary Satire” (Eng 390)

“Contemporary American Latina Writers” (Eng 390)

Thesis Advising:

English & History Honors Theses: Reader.

Graduate, Hollins University

Courses:

“Advanced Expository Writing” (Eng 504, cross-listed)

MAT Program 2003-Present

“Advanced Grammar” (Eng 502, cross-listed)

MAT Program 2003-Present

“Virginia Woolf and War” (Hum 590)

MALS Program (approved; insufficient enrollment to run)

“Teaching Writing” (Eng 500) (Independent Study)

MAT Program

Thesis Advising:

Mary Jo Bell, MAT: “The Struggle of Native American and Immigrant Hispanic Adolescent Girls for Representation in American Education,” 2006.

Jessica Fenn, MAT: “Literary Theory in the Secondary English Classroom,” 2004.

PhD Coursework, Indiana University of Pennsylvania

Dissertation:

“Women in the Writing Center: Gender, Language & Community Intersections”

Director: Ben Rafoth, Director, Graduate Program in Composition & TESOL

Defense scheduled for Spring 2008.

Concentration: Composition

Teaching Writing (Dr. Gian Pagnucci)

Final project: “Exploring Genre Theory”

Theories of Composition (Dr. Claude Hurlbert)

Final project: “What Is The Role of Composition Studies in the University?

Contradictions as Sites of Transformation.”

Rhetorical Traditions (Dr. Jean Neinkamp)

Final project: “An Exploration of Memoir as Internal Rhetoric:

The Recovery of Latino/a Identity”

Secondary Concentration: TESOL

Second-Language Teaching (Dr. Nancy Hayward)

Final project: “Redefining Communicative Competence in the Writing Center: The Intersection of Pragmatics, Academic Discourse &

Conversational Interaction”

Topics in ESL Pedagogy: ESL Assessment (Dr. Lilia Savova)

Final project: “Assessing Conversational Ability in a Classroom Setting

for Incoming International Students”

Core Courses:

Introduction to Research (Dr. Don McAndrew)

Final project: “Tutor Talk in the Writing Center: A Case Study in Using

Dialogic Journaling to Increase Tutor Effectiveness”

Language and Social Context/Sociolinguistics (Dr. Nancy Hayward)

Final project: “A Comparative Study of Compliment Strategies by

Native Speakers of American English and Bilingual Speakers of

Mexican Spanish and American English”

Technology & Literacy (Dr. Lilia Savova)

Final project: “Writing from A Photographic Memory:

The Intersection of Personal Literacies and Visual Possibilities”

Qualitative Research Methods (Dr. Mike Williamson)

Final project: “Women in the Writing Center: Gender, Language &

Community Intersections” (Dissertation Proposal)

PhD Coursework, Indiana University of Pennsylvania (cont.)

Electives:

Advanced Topics in Linguistics: Discourse Analysis (Dr. Dan Tannacito)

Final Project: “Student and Faculty Agency in Institutional Assessment:

A Critical Discourse Analysis of the WPA Outcomes Statement.”

Independent Seminar: Writing Program Assessment (Dr. Lilia Savova)

Final Project: “Defining the Language of Institutional Writing

Assessment”

Independent Seminar: Contemporary Feminist Theory and Rhet/Comp (Dr. Jean Neinkamp)

Final Project: “Feminist Frameworks & Writing Center Research”

Independent Seminar (audit): Writing Assessment (Dr. Mike Williamson)

(No Final Project.)

Qualifying Portfolio for PhD Candidacy:

“Tutors Theorizing the Writing Center: Whose Theory Is It, Anyway?”

Received “Exemplary” designation.

Published in Working Papers in Composition & TESOL,

Vol. 1, Issue 1, p. 48-57. 2005.

Official transcripts available upon request.

Special Projects

Hollins University, Writing Across the Curriculum:

Coordination of Professional Development Opportunities for Faculty

· “Tips for Teaching Writing Intensive First Year Seminars,” Summer 2007.

· WAC Workshop: “Responding to Student Writing” Presentation to Faculty: “Writing in the Disciplines: How It Works and Why It Helps." Led by Terry Zawacki, WAC Director, George Mason University. Fall 2006.

· WAC Workshop: “Coordinating Course Goals & Assignment Design.” Led by Chris Anson, WAC Director, North Carolina State University. Fall 2003.

· WAC Workshops: “Assignment Models from Across the Disciplines.” Co-leader with Hollins faculty members Julie Pfeiffer, English Department and Peter Coogan, History Department. Spring 2001.

· Faculty Writing Workshop: Coordinated weekly workshops for faculty across the disciplines, sharing their scholarly work in progress. 1995-200.

Hollins University, Assessment of General Education Writing Requirement, Faculty Focus Group. Convened Faculty Focus Group from across the disciplines to discuss student outcomes in writing from General Education writing courses, as part of college reaccredidation process. Spring 2007.

Hollins University, Self-Study of Writing Program for WPA Consultant Evaluator Visit (Anne Gere and Duane Roen). Coordinated Faculty Committee from across the disciplines to prepare self-study document and initiated WPA visit, at the request of the Academic Affairs Council as part of college-wide reaccredidation program. Spring 2006.

Hollins University, Institutional Reaccredidation Process, Writing Program.

1999-2000 and 2005-06.

Hollins University, Formation of Center for Learning Excellence (tutors for Writing and Quantitative Reasoning), 2004.

Hollins University, General Education Reform, Revision of Writing Requirement. 1999-2000.

Hollins University, Writing Assistants Pilot Program. 1997-98.

PUBLICATIONS

Review: Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life. By Chris Thaiss and Terry Myers Zawacki. Boynton/Cook: 2006. Composition Studies (forthcoming, 2008)

Review: “Writing Across Borders.” Video directed by Wayne Robertson. Oregon State University: 2005. The Writing Center Journal 26.2 (2006): 67-69.

“Tutors Speak: What Do We Want from Our Writing Center Directors?” in Byron Stay and Christina Murphy (Eds.), The Writing Center Director’s Resource, p. 311-320. Co-authored with Carol Peterson Haviland. Mahwah, NJ: Lawrence Erlbaum Associates, 2006.

“In Katrina’s Wake” Hollins Alumnae Magazine, 2006.

Available at: http://members.cox.net/mtrianosky/KatrinasWake.pd

“Tutors Theorizing the Writing Center: Whose Theory Is It, Anyway?” Working Papers in Composition & TESOL Vol. 1, Issue 1, p. 48-57. 2005. Available at:

http://www.english.iup.edu/wpc%26t/issues.htm/vol1issi/i1v12005.html/

trianosky.htm

“Thunderstorms” WriteShop, 2005. (Essay/Writers’ Workshop/Video Production).

“Let’s Research: Inviting Tutors into the Conversation.” Southern Discourse, Co-written with B. Godbee, T. Cochran and D. Traywick, 2004.

“Balancing Act: Collaboration in Writing Center Administration,” Southern Discourse, 2003.

“President’s Letter,” Southern Discourse, Spring, Summer & Fall, 2004-06 and 2000-02.

“Collaborating with Tutors in the Writing Center Hiring Process,” Southern Discourse, 1999.

National & International Conference Presentations

”Entering the Scholarly Community: Teaching Ethnography to Basic Writers.” Panelist, Conference on College Composition and Communication (CCCC). New Orleans, 2008. (Accepted)

“Feminist Frameworks: Identity and Representation in Writing Center Research.” Pre-Conference Writing Center Workshop leader, CCCC. New York, 2007.

“Gendered Communities: Writing Centers in Women’s Institutions.” International Writing Center Assoc. (IWCA), Houston, TX. 2007.

“The Value of Recurring Tutorials: Building Relationships Between ESL Students and Writing Center Tutors” Panelist, CCCC. Chicago, 2006.

“Writing Center Tutors as Critical Thinkers: Reconceptualizing Writing Center Practice through Our Tutors’ Eyes.” Panelist, IWCA & National Conference on Peer Tutoring in Writing, Joint Conference. Minneapolis, 2005.

“ESL Writers in the Basic Writing Classroom: Pedagogical Challenges in

the Small Institution.” Panelist. Panel Chair: “When is Basic Writing not Basic Writing? Untangling Pedagogy and Assessment in the Small Liberal Arts Institution.” CCCC. San Francisco, 2005.

“Complex Conversations: Analyzing Writing Center Interaction in a Women’s University.” Participant, Research Network Forum, CCCC. San Francisco, 2005.

“Tutor Journals On Line: Listening to Tutor Voices to Reveal Tutoring Practice and Build Community.” Pre-Conference Writing Center Workshop leader, CCCC. San Antonio, 2004.

“Killing the Angel of the Writing Center: Negotiating WPA Roles at a Small Institution.” Panelist, Writing Program Administrators (WPA) Conference. Park City, Utah, 2002.

“What to Do When You Find Your Writing Center in the Thick of General Education Reform.” Panelist, WPA Conference. Charlotte, NC, 2000.

Regional Conference Presentations

“Collaborative Writing Center Administration.” Panelist with Hollins Writing Center Tutors, National Conference on Peer Tutoring in Writing. Penn State, October 2007.

“Gendered Communities: Writing Centers in Women’s Institutions.” Panelist, Southeastern Writing Center Assoc. (SWCA) Conference. Nashville, TN