As documented in the teaching area of my portfolio, I My first area of research focus is the field of international technical communication, where I analyze how workers communicate in multicultural, multilingual, and transnational workplaces. Specifically, I focus on the diverse workplaces in the Arabian Gulf, where it is common to use multiple languages and dialects in order to accomplish work goals. With a team of undergraduate researchers, I am starting a new study to understand language diversity in the changing landscape of physical and virtual workplaces in the Dallas-Fort Worth area.
Publications about Teaching First-Year Writing
Hodges, A. (2013). Stories that sparkle in sunlight: Using Twilight to teach writing. In L.A. Nevarez, (Ed.), The Vampire Goes to College: Essays on Teaching with the Undead, (93-101). London, UK: McFarland Press
In this essay written while I was pursuing my PhD, I discuss a literature course I taught connecting Twilight to vampire literature and other relevant texts, as well as writing prompts that instructors may adapt for their students. (That same year, I found out about Writing about Writing and never looked back. More recent descriptions of my writing courses are at this link.)
Publications about Plagiarism
Hodges, A., Bickham, T., Schmidt, E., and Seawright, L. (2017). Challenging the profiles of a plagiarist: A study of abstracts submitted to an interdisciplinary international conference. International Journal of Educational Integrity, 13(7).
With a team of conference organizers, in this article I look at text-matching and plagiarism in 761 conference abstracts written by graduate students, early- to late-career faculty, and industry representatives, representing institutions from nearly 70 countries.
Hodges, A. and Rudd, M. (2014). Isn’t everyone a plagiarist?: Teaching plagiarism IS teaching culture. In L. Seawright (Ed.), Going Global: Transnational Perspectives on Globalization, Language, and Education, (192-217). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
This essay considers the negotiations of culture and authority between an American female teacher (Mysti) and a Southeast Asian male student (Sangga) against the backdrop of scholarly conversations on plagiarism. More significantly, this essay explores the new understandings that we, as coresearchers of a case study of a repeat plagiarist, came to have about the primacy of culture in both the teaching and learning of the practice of plagiarism in the academy.