Current research projects

Peer Response in Writing Centers and Composition Classrooms - Defining the Narratives Students Use When Responding to Writing: "My dissertation research explores the intersections between classroom forms of peer response and the types of response found in the writing center space. I am interested in learning how writing center tutors define their experience as readers. I am also interested in how students who have been trained to read their peers' writing define their experiences and skills in the Composition classroom. Thus, related to my research about Nonevaluative Peer Review (see below), I am interested in knowing what training/which skills from one arena can be used in the other and which skills overlap and why. I will be using a grounded approach, while interviewing tutors and students about their practices."

The Benefits of Nonevaluative Peer Review: "This is an on-going research/teaching project that involves 'best practices' with regards to the use of peer review in the composition classroom. While it is common practice for peer review to be assigned in first-year writing courses, instructors continue to modify how it is structured and assessed. Peer review gives students the opportunity to more freely share their own knowledge on what 'works' in student writing; however, this research explores the benefits of having students ask nonevaluative questions about the function of each example and its connection to the thesis, whether each paragraph contains sources that act as evidence for the overall claim or argument, etc. This research has stemmed from a felt difficulty that students are most comfortable addressing lower-order, surface issues while peer reviewing, which has resulted in an unsatisfying experience for all participants, according to the responses gathered at the end of previous terms. The implementation of nonevaluative peer review is suggested as one solution to this felt difficulty."

The Mixed Genre Classroom: "Because of my background and involvement in the arts, I am particularly interested in researching the overlap between creative writing and composition studies, and how the former can add richness and depth to the latter. Teaching creative writing practices in composition classes is often seen as tricky; there are instructors who believe that mixing the 'low brow' with the teaching of academic writing is problematic. However, I hypothesize that the incorporation of practices such as story-telling and narrative-building can aid in bridging the gap between the personal and the professional/'academic.'"

Current creative projects

Water Damage (2016): A chapbook of poems about being a millennial woman with chronic illnesses and depression, who has to navigate her insecurities around relationships, belief, and survival.

The Playlist Poems (2012): A book of poems exploring the trials and tribulations of moving on after the end of a long-term relationship. Each poem begins with relevant lyrics from a song included on the playlist. One reviewer has described it as "High Fidelity meets Anne Sexton."

These Cells Are Passages: the Blog (2009 - present): A frequently-updated blog containing many of Shannon's old and new poetry, along with the occasional essay. Many of the pieces are rough drafts waiting to be polished; for now, the blog is their home.

Finished creative projects

Barbra in Shadow (2010): A chapbook of poetry re-imagining the femme fatale in 1940's film noir as a modern, alienated feminist figure.

These Cells Are Passages: Poems (2010, unpublished): Shannon's Master's thesis which modernizes and personalizes Romanticism, inspired by and in conversation with Blake's Songs of Innocence and Songs of Experience.