Ryan T. Miller (PhD, Carnegie Mellon University) is an assistant professor in the TESL program. His research focuses on second language reading and writing. Within L2 reading, he investigates how reading and reading sub-skills (e.g., morphological awareness, phonological awareness, lexical inferencing ability) developed in a first language can support reading in a second language. Within L2 writing, he researches development of disciplinary genre knowledge using the framework of Systemic Functional Linguistics. His publications have appeared in the International Review of Applied Linguistics, TESOL Journal, Journal of Second Language Writing, Linguistics and Education, and English for Specific Purposes as well as a number of edited volumes. He is past chair of the Second Language Writing Interest Section in TESOL International Association.
- Miller, R.T., & Pessoa, S. (in press). A corpus-driven study of the learning of disciplinary genres. In V. Brezina & L. Flowerdew (Eds.), Learner corpus research: New perspectives and applications. New York/London: Bloomsbury.
- Ryan, K., Hamrick, P., Miller, R.T., & Was, C.A. (in press). Salience, cognitive effort, and word learning: Insights from pupillometry. In S. Gass, P. Spinner, & J. Behney (Eds.), Salience in second language acquisition. New York: Routledge.
- Miller, R.T., & Pessoa, S. (2017). Integrating writing at an American branch campus in Qatar: Challenges, adaptations, & recommendations. In L. Arnold, A. Nebel, and L. Ronesi (Eds.). Emerging writing research from the Middle East-North Africa region (International Exchanges on the Study of Writing Series) (pp.175-200). Fort Collins, CO: WAC Clearinghouse/Univ. Press of Colorado.
- Miller, R.T., & Pessoa, S. (2016). Role and genre expectations in undergraduate case analysis in information systems. English for Specific Purposes, 44, 43-56. doi:10.1016/j.esp.2016.06.003
- Miller, R.T., & Pessoa, S. (2016). Where's your thesis statement and what happened to your topic sentences? Identifying organizational challenges in undergraduate student argumentative writing. TESOL Journal, 4, 847-873. doi:10.1002/tesj.248
- Mitchell, T.D., Miller, R.T., & Pessoa, S. (2016). Longitudinal changes in use of ENGAGEMENT in university history writing: A case study. In L. Lai, A. Mahboob, and P. Wang (Eds.) Multiperspective studies of language: Theory and application (pp.153-163). Beijing: Foreign Language Teaching and Research Press.
- Miller, R.T., Mitchell, T.D., & Pessoa, S. (2016). Impact of source texts and prompts on students' genre uptake. Journal of Second Language Writing, 31, 11-24. doi:10.1016/j.jslw.2016.01.001
- Miller, R.T., Mitchell, T.D., & Pessoa, S. (2014). Valued voices: Students’ use of Engagement in argumentative history writing, Linguistics and Education, 28, 107-120. doi:10.1016/j.linged.2014.10.002
- Pessoa, S., Miller, R.T., & Kaufer, D. (2014). Student challenges and development in the transition to college literacy at an English-medium university in Qatar. International Review of Applied Linguistics, 52, 127-156. doi:10.1515/iral-2014-0006
- Miller, R.T., Martin, K.I., Eddington, C.M., Henery, A., Marcos Miguel, N., Tseng, A.M., Tuninetti, A., & Walter, D. (Eds.) (2014). Selected proceedings of the 2012 Second Language Research Forum: Building bridges between disciplines. Somerville, MA: Cascadilla Proceedings Project.