My research focuses on second language reading and writing. Within L2 reading, I investigate 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, my research focuses on academic writing and development of disciplinary genre knowledge, and uses the framework of Systemic Functional Linguistics.

More information can be found on my ResearchGate and Academia.edu pages, or my KSU faculty page.

Publications

Forthcoming/In press

  • Pessoa, S., Mitchell, T.D., & Miller, R.T. (in press). Scaffolding the argument genre in a multilingual university history classroom: Tracking the writing development of novice and experienced writers. English for Specific Purposes.
  • Koda, K., & Miller, R.T. (in press). Cross-linguistic interaction in L2 word meaning inference in English as a foreign language. In H.K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages. Phildelphia: John Benjamins.

2017

  • Pessoa, S., Mitchell, T.D., & Miller, R.T. (2017). Emergent arguments: A functional approach to analyzing student challenges with the argument genre. Journal of Second Language Writing, 38, 42-55. doi:10.1016/j.jslw.2017.10.013 [pdf]
  • Miller, R.T., & Pessoa, S.  (2017).  A corpus-driven study of the learning of disciplinary genres.  In L. Flowerdew & V. Brezina (Eds.), Learner corpus research: New perspectives and applications (pp.112-133). New York/London: Bloomsbury. [web site] [pdf]
  • Ryan, K., Hamrick, P., Miller, R.T., & Was, C.A. (2017). Salience, cognitive effort, and word learning: Insights from pupillometry. In S. Gass, P. Spinner, & J. Behney (Eds.), Salience in second language acquisition (pp.187-200). New York: Routledge. [web site] [pdf]
  • 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 (pp. 175-200). Fort Collins, CO: WAC Clearinghouse/Univ. Press of Colorado. [web site] [pdf]

2016

  • 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, 7, 847-873. doi:10.1002/tesj.248 [pdf]
  • 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 [pdf]
  • 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. [pdf]
  • 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 [pdf]

2014

2011

2010

 


 

  • “East-West/West-East" by RIchard Serra, Qatar