Paul Prior is a Professor in English and the Center for Writing Studies and Director of the Center for Writing Studies. Working with cultural-historical activity theory, actor-network theory, and dialogic semiotics, he has explored connections among writing, talk, embodied action, learning, and disciplinarity.
Writing Studies, Literate Activity, Dialogic Theory, Semiotic Practice, Applied Linguistics, Genre, CHAT and ANT.
Additional Campus Affiliations
Director, Center for Writing Studies, College of Liberal Arts and Sciences
Gallagher, J., Turnipseed, N., Yoritomo, J. Y., Elliott, C. M., Cooper, S. L., Popovics, J. S., Prior, P. A., & Zilles, J. (Accepted/In press). A collaborative longitudinal design for supporting writing pedagogies of STEM faculty. Technical Communication Quarterly. https://doi.org/10.1080/10572252.2020.1713405
Prior, P., & Smith, A. (2020). Editorial: Writing across: Tracing transliteracies as becoming across time, space, and settings. Learning, Culture and Social Interaction, 24, . https://doi.org/10.1016/j.lcsi.2018.07.002
Smith, A., & Prior, P. (2020). A Flat CHAT perspective on transliteracies development. Learning, Culture and Social Interaction, 24, . https://doi.org/10.1016/j.lcsi.2019.01.001
Prior, P. A., & Olinger, A. (2019). Academic literacies as laminated assemblage and embodied semiotic becoming. In D. Bloome, L. Castanheira, C. Leung, & J. Rowsell (Eds.), Retheorizing literacy practices: Complex social and cultural contexts (pp. 126-139). Routledge.
Prior, P. A., Walker, J., & Riggert-Kieffer, D. (2019). Languaging the rhetorical tradition: Pedagogical CHAT in middle school and college. In R. Beach, & D. Bloome (Eds.), Languaging relations for transforming the literacy and language arts classroom (pp. 112-130). Routledge.