Kory Lawson Ching
Professor Ching’s scholarly interests include teacher preparation, digital literacies, and composition pedagogy, especially the practice of using peer response groups in the writing classroom. His work has appeared in journals such as Written Communication, Composition Studies, Computers and Composition, Rhetoric Review, and JAC, as well as the website Inside Higher Ed.
His undergraduate teaching focuses on writing in digital environments, ethnographic fieldwork, and videogame analysis. Prior to joining the faculty at UC Davis, Ching taught composition at UC Irvine, the University of Illinois at Urbana-Champaign, and, most recently, at San Francisco State University, where he also taught graduate courses in composition theory, rhetorical theory, teaching with technology, and qualitative research methods.
When he’s not reading, writing, or teaching, he runs, bikes, plays videogames, makes noises on musical instruments, and tends his own small corner of the social media universe.
PhD in English (with Specialization in Writing Studies)
University of Illinois at Urbana-Champaign
MA in English
University of California, Irvine
BA in English (with a Concentration in Medieval Studies)
University of California, Irvine
Pathways Core Initiative Hybrid Course Redesign Grant
University of California, Davis
Promising Practices Course Redesign with Technology Grant
California State University
James L. Kinneavy Award for most outstanding article published in 2007 in
JAC: A Journal of Rhetorical and Writing Studies
K. Patricia Cross Future Leaders Award
American Association for Higher Education
Teaching Excellence Award
Division of Undergraduate Education, UC Irvine
Peer-Reviewed Journal Articles
- Ching, Kory Lawson and Stacy Wittstock. “Teaching with Digital Peer Response: Four Cases of Technology Appropriation, Resistance, and Transformation.” Research in the Teaching of English 54:2 (2019): 161-182.
- Ching, Kory Lawson. “Tools Matter: Mediated Writing Activity in Alternative Digital Environments.” Written Communication 35.3 (2018): 344–375.
- Van Ittersum, Derek, and Kory Lawson Ching. “Composing Text / Shaping Process: How Digital Environments Mediate Writing Activity.” Computers and Composition Online (2013). Web.
- Ching, Kory Lawson and Cynthia Carter Ching. “Past is Prologue: Teachers Composing Narratives about Digital Literacy.” Computers and Composition 29 (2012): 205-220. Print
- Ching, Kory Lawson. “Apprenticeship in the Instructor-Led Peer Conference.” Composition Studies 39.2 (2011): 101-119. Print.
- Ching, Kory Lawson. “Theory and Its Practice in Composition Studies.” JAC 27.3-4 (2007): 445-469. Print.
- Ching, Kory Lawson. “Peer Response in the Composition Classroom: An Alternative Genealogy.” Rhetoric Review 26.3 (2007): 301-317. Print.
Edited Book Chapters
- Ching, Kory Lawson, Tara Lockhart, and Mark Roberge. “The Locally Responsive, Socially Productive MA in Composition.” Degree of Change: The MA in English Studies. Urbana, IL: NCTE, 2016. 3–21.
- Ching, Kory Lawson. “The Instructor-Led Peer Conference: Teachers as Participants in Peer Response.” Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom. Eds. Steven J. Corbett, Michelle LaFrance, & Teagan Decker. Southlake, TX: Fountainhead Press, 2014. 15-28. Print.
- Ching, Kory Lawson. “Not a Consolation Prize.” Inside Higher Ed 2010. Web. 8 Apr. 2010.