Richard Andrews is Professor in English Education at the University of East Anglia, Norwich, UK. He has previously held posts as Professor in English and Dean of the Faculty of Children and Learning at UCL Institute of Education, and at the University of York. As well as teaching at New York University and being a Visiting Research Fellow at the University of Illinois at Urbana-Champaign, he is external reviewer of ELTU at The Chinese University of Hong Kong and external examiner at The University of Hong Kong. He has published on argumentation, poetics and e-learning theory. His recent books, all published by Routledge New York, include Argumentation in Higher Education (2009), Re-framing Literacy (2010), A Theory of Contemporary Rhetoric (2014) and A Prosody of Free Verse (2016). In 2018 his latest book, Multimodality, Poetry and Poetics was published. He is chair of the international advisory board for the Cambridge School Shakespeare. In 2019, a Chinese edition will be published jointly by Cambridge University Press and Beijing Language and Culture University Press.
Pamela Flash serves as Director, Writing Across the Curriculum; Co-Director, Center for Writing; and Affiliate Graduate Faculty, Literacy and Rhetorical Studies Minor at the University of Minnesota. She is the founding director of the Writing Enriched Curriculum (WEC) programme which offers academic departments a structured, faculty-driven approach to strengthening relevant writing instruction within undergraduate curricula. The WEC model, currently implemented in 60 departments and programmes offering 78 major courses of study at the University of Minnesota, is also being incrementally adapted by several colleges and universities across the U.S. and in Europe. Flash is also founding director of the University of Minnesota's interdisciplinary Teaching with Writing Programme which offers an annual series of workshops, seminars, and instructional consultations designed to support effective writing instruction within diverse contexts. Her research, publications, and presentations focus on sustainable WAC programming, writing pedagogy, discourse communities, and the use of qualitative research methods to enable pedagogic change on individual, departmental, and institutional levels.