Diana Awad Scrocco

Associate Director of the Global Communication Center, Assistant Teaching Professor of English

Bio

Broadly, my research and teaching interests focus on professional discourse with an emphasis on experts’ feedback and novices’ responses; specifically, I study the rhetorical and interactional patterns in expert-novice communication as novices work toward developing professional expertise.

In my research on feedback in post-secondary contexts, I have examined first-year college students’ think-aloud responses to their writing instructors’ comments on their work as well as writing consultants’ feedback to writers in a university writing center. To consider feedback in post-graduate contexts, I have explored the interactional and rhetorical strategies used by faculty physician preceptors and resident physicians in their conversations about resident-authored chart notes. Examining feedback in this setting traces how novice physicians’ interactional and rhetorical strategies progress from the first year to the final year of residency training and develops a sociocognitive model of resident physicians’ literate practices.

As the associate director of the new Global Communication Center, I intend to apply and extend my research on experts’ feedback and novices’ responses as I mentor new writing consultants, develop writing outreach programs, and work with faculty members as they integrate writing into their curricula.

Education

Ph.D., Kent State University
M.A., Kent State University
B.A., Youngstown State University

Publications

Awad Scrocco, D. (2012). “Do you care to add something? Articulating the student
interlocutor’s voice in writing response dialogue.” Teaching English in the Two-Year
College 39.3, 274-292.

Awad Scrocco, D. (2012). “How do you think you did? Involving tutors in
self-assessment and peer-assessment during OWL training.” The Writing Lab Newsletter
36.7-8, 9-13.

Awad Scrocco, D. (2011). “Using music as a theme in an aural project in a college
writing course.” In J. K. Dowdy & S. Kaplan (Eds.), Teaching drama in the classroom:
A toolbox for teachers, 55-57. Rotterdam, the Netherlands: Sense Publishers.