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Natalia (Natasha) Artemeva

Natasha Artemeva above the city of Valparaiso at night

Professor Emeritus (Applied Linguistics & Discourse Studies)

Biography

My background combines studies and professional experiences in mathematics, metallurgical engineering, applied linguistics, discourse studies, and education. For the past 30 years, my research focus has been on the study of different kinds, or genres, of writing, speaking, drawing, movement and so on in academic and professional contexts in English as the first or additional language, including English for Academic Purposes (EAP), English for Specific Purposes (ESP), and English for Police Purposes (EPP). Overall, my research interests lie in the areas of Writing Studies (specifically, writing in academic disciplines and professions), non-literary Genre Studies (including forensic genres), and Multimodality. More broadly, I am interested in how people become proficient communicators and users of relevant genres in all the areas of their lives.

Over the years, my research has included studies of the school-to-work transition of university students moving through their university programs and further into the workplace in engineering, medical education, mathematics, and other disciplines. My colleagues and I have collaborated on projects that investigate teaching practices in university disciplines, including mathematics (with Drs. Janna Fox and Chlo毛 Grace Fogarty-Bourget). I have recently supervised doctoral studies that look at how autistic university students in Canada and beyond learn academic genres (with Dr. Jacquie Ballantine), how the Canadian police conduct interviews with detainees (with Professor Craig Bennell, Police Research Lab, Department of Psychology and PhD candidate Kathryn Carreau), and how Canadian paramedics make decisions and manage uncertainty in both pre-hospital training and workplace environments (with PhD candidate Jeremiah Bell).

In the past, I served as Chair, 杏吧原创 University Research Ethics Board (CUREB) and President, Canadian Association for the Study of Discourse and Writing (CASDW).

Recent Awards

Current Research Interests

Courses

Current course information for this faculty member can be found by searching the 杏吧原创 Central/Public Schedule by Term and Name.

Courses Previously Taught

Selected Recent Publications

Co-authored Book 

Fox, J. & Artemeva, N. (2022).  Routledge/Taylor & Francis. ISBN 9780815395072

Co-edited Book 

V谩squez Rocca, L.C., Artemeva, N.A., & Fogarty-Burget, C. C. (Eds.). (2023). . Routledge. ISBN 9781032434872

Refereed Journal Articles 

Ballantine, J., Artemeva, N., Rocheleau, J., Macarios, J., & Ross, G. (2023). A distinct rhetoric: Autistic university students’ lived experiences of academic acculturation and writing development. College English, 86(2), 136 – 161.

Ballantine, J., Rocheleau, J., Macarios, J., Ross, G., & Artemeva, N. (2023). “Change isn’t exactly easy”: Autistic university students’ lived learning experiences during the COVID-19 pandemic. Autism in Adulthood, 5(3), 325-334.

Doody, S., & Artemeva, N. (2022). 鈥淓verything Is in the Lab Book鈥: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics. Written Communication, 39(1), 3-43.

Ballantine, J. & Artemeva, N. (2020). Autistic University Students鈥 Accounts of Interaction with Nonautistic and Autistic Individuals: A Rhetorical Genre Studies Perspective. Revista da Anpoll, 51(2), 29-43.

Co-edited Special Journal Issue 

Moretto, M., Wittke, C. I.; Cristov茫o, V. L. L., & Artemeva, N. (January, 2020). G锚nero textual/discursivo como instrumento possibilitador de letramentos: pr谩ticas necess谩rias no contexto formal de ensino [Special issue: Textual/discourse genre as a tool engendering literacy: practices necessary in the formal context of education]. Peri贸dico Horizontes [Horizontes Journal] 38(1), 1-5, USF, Brazil.

Chapters in Edited Collections 

Fogarty-Bourget, C. G., Pirini, J., & Artemeva, N. (2023). Strategies instructors use to facilitate student engagement in learning: A toolkit for the analysis of modal intensity. In V谩squez-Rocca, L. C., Artemeva, N. & Fogarty-Bourget C. G. (Eds). Multimodality Studies in International Contexts: Contemporary Trends and Challenges. (pp. 111-132). Routledge.

Fogarty-Bourget, C. G., Artemeva, N., & Fox, J. (2019). Gestural silence: An engagement device in the multimodal genre of the chalk talk lecture. In C. S. Guinda (Ed.), Engagement in Professional Genres: Deference and disclosure. (pp. 277鈥296). John Benjamins.

Selected Recent Graduate Supervision

Ph. D. Dissertations 

2023: Jacquie Ballantine. “Unshared Realities: A Rhetorical, Double-Empathy Perspective on Autistic University Students鈥 Lived Experiences of Academic Acculturation”. (SLaLS, 杏吧原创 University).

2019: Chlo毛 Grace Fogarty-Bourget. 鈥淔acilitating student engagement in undergraduate mathematics lectures: A multimodal investigation鈥. (SLaLS, 杏吧原创 University). Honourable mention, 2019 Joan Pavelich Canadian Association for the Study of Discourse and Writing (CASDW) Annual Award for the Best Dissertation in Writing and Discourse Studies.

MA Theses (SLaLS)

2019: Kathryn Carreau, 鈥淚鈥檓 NOT A MONSTER鈥: A corpus-driven genre analysis of school shooters notes鈥. Co-supervised with Craig Bennell (Department of Psychology, 杏吧原创 University). (2019, Satisfactory). Nominated for the University Award for Outstanding Achievement in Graduate Studies (Master鈥檚 level).

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