Corpus and Repository of Writing

Today we hit a pretty significant milestone for the Crow project: we’ve published the CFP for our symposium, October 4–6, 2018. We’re thrilled to be able to host an event focusing on the type of work we want to support with Crow: data-driven writing research which recognizes the value of interdisciplinarity and the importance of collaboration. Our symposium team has done a great job planning, so we wanted to share some of the assumptions shaping the symposium which may not be apparent from the CFP.

First and foremost, we imagine an inclusive event where everyone feels welcomed, valued, and invited into the conversations which make conferences so rewarding. To that end, we’ll be featuring undergraduate research in several ways. We’ll offer travel support targeting new and under-represented voices. And we’ll have a Code of Conduct which makes clear our expectations for mutual respect and inclusive behavior.

All of us agree that the best parts of academic gatherings are the conversations they facilitate. So expect coffee breaks throughout the symposium, and plenty of time to get from one session to another. Poster sessions will feature refreshments, too. We’re picking spaces which we hope will offer plenty of chances to sit down and talk with friends and colleagues.

We also want to keep costs down. Support from Humanities Without Walls will help quite a bit. Staff from Purdue’s College of Liberal Arts are helping us find spaces which meet our needs affordably. We won’t add unnecessarily to registration costs if we can avoid it. For example, dinners will be “on your own,” so it’ll be easier for attendees to find places to eat which fit their budgets. We’ll be asking sponsors to directly support subsidies which lower our operating costs—rather than paying for tote bags.

Finally, we’re really excited about our keynote speakers, Shondel Nero and Susan M. Conrad. They represent two traditions of writing research distinct from our research focuses with Crow. We look forward to learning from them and we know you will too.  

Over the past year, Beril, Shelley, Bill, and I have gladly helped our symposium team as they have brainstormed about the type of event they wanted to host, then drafted and published our CFP. From the start, we’ve imagined Crow as driven by and for the scholarly and professional interests of our students, and that’s certainly true here as well. Our thanks to everyone on the Crow team, especially Lauren, Lindsey, Michelle, Hadi, Ashley, Blair, and Terrence. The work you see in this CFP is theirs. Expect to hear more from them soon.

We hope to see you in West Lafayette in October 2018. Before then, we welcome your questions:

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Members of the Crow team standing in front of a classroom building

Crow Team Leaders from Purdue and University of Arizona, Collaborators from Northern Arizona University & University of South Carolina, Online Interface Developer, and Graduate Student Researchers

The Crow team recently held a research summit at the University of Arizona in Tucson. Faculty and students from Purdue and South Carolina gathered for two days, with Crow researchers joining from West Lafayette and Michigan as well. In this post, graduate researchers Adriana Picoral, Ashley Velázquez and Hadi Banat describe their experiences.

Participating in the Arizona Summit 2017 was an eye opening experience and a valuable professional development opportunity that does not replicate itself frequently due to the dominant nature of conferences as professional development venues in academia. We found this unique experience fruitful because we were involved in different phases of professionalization: planning and decision making, grant writing, institutional culture, research and pedagogical discussions, mentoring, and collaboration.

Graduate school offers a spectrum of experiences, but seminars, research, and conferences are not all what we need to become successful faculty members and engage in our discourse community of scholars. Graduate seminars do not prepare us to experience a real work culture and do not offer ample chances for building professional skills that help us survive the demanding and rigorous nature of academia as a profession.

What we found most helpful in this summit was recognizing the significance of rhetorical listening as a prerequisite skill for successful collaboration. We closely observed how the team leaders were giving chances to each other, to us as graduate students, to undergraduate students, to potential collaborators, and to institutional staff to talk and express various points of view. They were generously and attentively listening to figure out what takeaways would most help Crow grow and prosper in terms of data collection, site expansion, research methodologies, best infrastructure practices, interface prototyping and development, and winning grants.

Crow team members collaborating around a table

Round-table Studio Work, Planning, & Decision Making

The round-table type of discussions and workshop nature of the summit have placed us as equals i.e. all perspectives matter because a successful team is one that relies on different levels of expertise and a variety of skills. We have observed the purposeful choice of collaborators and how some partnerships are more effective than others when considering the long term plans of Crow. We have learned that setting priorities and meeting short term goals scaffold to achieve larger objectives and long term sustainability.

What was eye opening was the level of preparation that the team gets involved in prior to grant writing. The division of labor, calendar planning, team formation, and communication with institutional centralized administration prepare a team to win a grant. It is not the actual writing of the grant which is most challenging. It is the balance that we create in terms of team member expertise, the alignment between the nature of the project and grant, and figuring out all the pieces of the puzzle. This intricate process of grant writing is most successful when it is done collaboratively and mindfully.

We hope that Crow sets a model for different institutions to engage in collaborative and interinstitutional interdisciplinary research projects to engage undergraduate and graduate students in experiences that can help them grow professionally and prepare them better for the real challenges they will encounter on the job. Attending plenaries and conference presentations promote visibility and diversity of perspectives, but participating in summits involve graduate students in the elaborate bits and pieces of the life of a faculty on the job and its everyday practices.

By Hadi Banat, Adriana Picoral, & Ashley Velázquez

From Crow team member Wendy Jie Gao:

Photo shows two women, Dr. Shelley Staples and Wendy Jie Gao standing on either side of their research poster at the 2017 Corpus Linguistics conference.

Wendy Jie Gao and Dr. Shelley Staples at Corpus Linguistics 2017

In July, Crow researchers gave a poster presentation at the Corpus Linguistics (CL 2017) in Birmingham, England.

The poster introduced our citation project initiated in the summer of 2016–”Variability in Citation Practices of Developing L2 writers in First-Year Writing Courses”.  By examining L2 students’ citation practices in their assignments (Literature Review and Research Paper) for an introductory writing course, we explored their preference for particular citation styles and possible variance across assignments and instructors.

Preliminary research results show a more frequent use of integral citation as well as a hybrid citation pattern. Pedagogical materials used by instructors may also play a role in influencing students’ citation practices. We received important feedback to help us move the project forward. 

Question: Every discipline and profession has its own writing guidelines or conventions. Why do we need to look at students’ writing in introductory composition classes?

Response: The first-year writing course is aimed at helping students adapt into academic writing genres, which might not be familiar to international undergraduate students. Because first year writing is a required course for colleges and universities in the United States, it could help students navigate through the long tunnel of writing processes, including writing in different genres, for multiple purposes and audiences, as well as professional writing in their future.

  • This question reminds the research team that first-year writing can be a new concept to those who are not familiar with the U.S. higher education setting. We need to have more clarification of the background information for future conversations

Question: What will be the next step after categorizing citation practices based on formal features (integral citation, non-integral citation and hybrid citation)?

Response: We are planning to focus on functional coding as the next step. Our literature review covers related research such as Omizo and Hart-Davidson (2016) and Petrić (2007). Closer analysis will reveal rhetorical functions intended by student writers, such as attribution, exemplification, or extraction.

Question:  What does you mean by “students’ citation practices might be influenced by pedagogical materials”?

Response: We collected pedagogical materials used by the three instructors and have noticed some connection. For example, most of the students used more citations in the Literature Review assignment. Two instructors have made it an explicit requirement that their writing needs to include at least three citations, which is not a “must-do” for the other assignment. Summarizing and evaluating are the focus for the assignment of literature review, while the research paper emphasizes more on argumentation. This helps in explaining a higher number  of integral citation while students are writing a literature review.

The citation project research team has revised our proposal and submitted it for AAAL 2018 (Applied Linguistics Conference). All these thought-provoking questions  and feedback are indispensable to the progress of our research in the future.


In this edition of APPLAWS, we discuss all the exciting things that the Crow team achieved over the Summer.  We hope you see how hard the team has worked the past few months.

Hadi Banata graduate research assistant at Purdue, went to SSLW 2017 in Thailand and participated in a colloquium focusing on work from ten different countries on the political considerations that shape assessment in a variety of institutional contexts while offering ways to develop well designed, context-driven assessments for improving the teaching and assessment of L2 writing around the world. His chapter “Policymakers, Assessment Practices and Ethical Dilution” is included in this collection currently under contract with Routledge. 

Moreover, he was working on the final edits of another chapter “Floating on Quicksand: Negotiating Academe While Tutoring as a Muslim” in Denny et al Out in the Center in press at Utah State University Press. In this chapter, Banat focuses on navigating his identity as it surfaces while working with different writers and responding to different challenges in the Writing Center.

nine people stand in a conference room in front of the presentation screen for their conference panel.

Hadi Banat and colleagues presenting on their upcoming edited collection at SSLW 2017 in Thailand

Lauren Brentnell, graduate assistant at Michigan State, received a high pass on her first set of comprehensive exams over the summer. She also received one of the 2017-2018 Sweetland fellowships, and is starting her work with the Digital Rhetoric Collaborative this year.

Bradley Dilger, Crow PI at Purdue, helped with the Crow C&W 2017 workshop, and presented at CWPA 2017 with Crow collaborators Duncan Buell and Chris Holcomb, pitching the INQWIRE project which may become a Crow sideline in the future. “How students perceive transitions,” co-authored with Neil Baird, was published in CCC. He also traveled to Alabama, South Dakota, Georgia, and points between, visiting family and friends with Erin, Madelyn, and Amelia.

two women, Shelley Staples on left and Wendy Gao on right stand with their research poster at the 2017 Corpus Lingusitics conference.

Wendy Jie Gao and Shelley Staples present at Corpus Linguistics 2017

Wendy Jie Gao, graduate research assistant at Purdue, passed her preliminary exams in August and won the College of Liberal Arts Scholarship for the Academic Year 2017-2018. In June, she collaborated with Hadi Banat, Tony Bushner and Sherri Craig on a panel talk at the 2017 Computers & Writing Conference, “Users of a web-based repository: A needs analysis survey”. She also experienced a 7-day adventure in England with Dr. Shelley Staples this July, presenting a poster for the Citation Project—”Variability in citation practices of developing L2 writers in first-year writing courses”.

Lindsey Macdonald, graduate research assistant at Purdue, received a pass grade on her preliminary exams written in August. She spent her summer studying for those exams and tutoring in the Purdue Writing Lab. She also went on a two-week bicoastal adventure, first visiting her boyfriend’s family in Washington and then her own family in Virginia.

Six workshop participants and facilitators Michelle McMullin and Ashley Velasquez sit around a square table discussing sustainable digital research practices.

Michelle McMullin, Ashley J. Velázquez and Sherri Craig facilitating a workshop at Computers and Writing 2017.

Michelle McMullin, graduate research assistant at Purdue worked with other Crow team members to present a workshop on Developing Sustainable Infrastructures for Collaborative Research Teams. She spent her summer mentoring instructors and directing a summer tech camp for programming, robotics and game design. Michelle is beginning her second year as a Mentor in the Professional Writing Program at Purdue.

Blair Newton worked with O’Kelley & Sorohan Attorneys at Law, LLC at the Alpharetta and Cumming offices in Georgia. She opened and disbursed closing documents and trained new employees. She also went to Perdido Key with her family and volunteered as a counselor for Camp Kudzu in Rutledge, Georgia.

Adriana Picoral, a graduate research assistant at University of Arizona, joined Crow this Summer. In June, she’s developed a web tool for tag checking, and presented an intro workshop on Python to the crowbirds at UA. In July, she collaborated with Wendy Jie Gao, Lindsey Macdonald, Terrence Wang and Shelley Staples on the citation project, for which she developed a graphical interface to assist with manual citation coding. She was also involved in cleaning and de-identifying the UA data collected in Spring 2017. Besides working on Crow projects, she presented her own research, CMC using Slack: Classroom Implementation and Research into L2/L3 Development, at Calico 2017, and finished a book review for linguist list (Text linguistics for the contrastive study of online customer comments by R. S. Prieto). In addition, a book chapter she co-author for Views from Inside Languages, Cultures, and Schooling for K12 Educators was recently published.

Ji-young Shin, a graduate research assistant at Purdue, gave a presentation on the use of stance in PSLW at SSLW 2017 in Thailand, thanks to Dr. Staples’ help with data collection and analysis. Ji-young, also took three courses over summer, honing her statistical literacy and quantitative research skills. Most recently, she published her first academic journal article, “Vygotsky, Hasan, and Halliday: Towards conceptual complementarity” with her previous advisor, sharing her thought on Zone of Proximal Development of logico-semantic expansion observed in the transition from writing to speaking.     

Shelley Staples, Crow PI at University of Arizona, worked with Arizona Crows to process, clean, and de-identify the Arizona Second Language Writing Corpus. It is now ready to be released to writing program instructors here this fall. She worked with the Citation Project team (now involving Crowbirds from both Purdue and Arizona) to push forward our research on connecting students’ citation practices to pedagogical materials and presented with Wendy Gao at Corpus Linguistics 2017. She provided feedback and guidance to the Reporting Verb team on our manuscript describing a workshop on teaching reporting verbs based on findings from the Purdue Second Language Writing Corpus. Her paper with Heejung Kwon and Scott Partridge on the PSLW was accepted by International Journal of Learner Corpus Research. She also conducted three workshops, one on Corpus Linguistics and Language Teaching at CALICO 2017; one on grammatical complexity at Corpus Linguistics 2017 (including a synthesis of differences in complexity features across FYW, disciplinary writing, and writing in assessment contexts); and finally a workshop on Corpus Linguistics and Pronunciation Analysis at Pronunciation and Second Language Learning and Teaching (PSLLT). She received a $10,000 grant from University of Arizona with Christine Tardy and Vignesh Subbian for a longitudinal study investigating writing development of L2 writers from FYW courses into Engineering courses. Finally, she enjoyed introducing Purdue Crow Ashley Velazquez to the Grand Canyon and painting with the Arizona Crow team to brighten up the lab!

Aleksandra Swatek worked as a graduate research assistant in both the Crow project and the Introductory Composition Program at Purdue. Her summer work in the Crow lab entailed collecting and processing data, as well as honing and developing processing workflow and documentation with the lead of Dr. Beril Tezeller Arik and collaborating with the Arizona team. The ICaP position entailed working with a team to develop an online writing course alternative to the traditional ENGL106. She also designed and taught a short composition course for Purdue Polytechnic’s STEM ABC students centered around the theme of academic research, discovery, and technology.

A collage of hand drawn maps illustrating pillars of sustainable research for a variety of porjects collected during workshop.

Participant maps designing for sustainability facilitated by Ashley Velasquez at Computers and Writing 2017

Ashley J. Velázquez, a graduate research assistant and doctoral candidate at Purdue, spent most of her summer doing dissertation research, while assisting fellow Crowbirds, Sherri Craig and Michelle McMullin, in facilitating a workshop on Developing Sustainable Infrastructures for Collaborative Research Teams at Computers & Writing in Findlay, OH. She also presented her own research Scaffolding Collaborative Writing via Google Docs for L2 Writers in First Year Composition at CALICO in Flagstaff, AZ (where she saw The Grand Canyon for the first time – thanks, Shelley!). To boot, she finished a book review for the journal Assessing Writing, which will be published in the coming weeks. Oh, and she got married!

Zhaozhe Wang, a graduate research assistant on the Crow team, took courses on advanced qualitative methodology in educational research and the use of technology in qualitative research in the College of Education to enrich his research toolkit and broaden his interdisciplinary perspective. He worked with Shelley Staples, Jie Gao, Lindsey Macdonald and Adriana Picoral on the Crow citation project and made great progress as a team. He also shared the findings and implications of an investigation of ESL writing programs at the Symposium on Second Language Writing in Bangkok, Thailand.

We are pleased to introduce a new segment on Write Crow – APPLAWS.

APPLAWS (pronounced “applause”) will share the team’s awards, publications, plans, leadership, achievements, woots, and surprises three times each year. Crow has always shared our celebratory work and the new division of the blog continues that work. The APPLAWS is a recurring cross-institutional update about our accomplishments blog. APPLAWS is spearheaded by the Purdue University undergraduate intern with assistance from a graduate researcher.


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In late October, the Crow grants team submitted a proposal for the Humanities Without Walls initiative The Work of the Humanities in a Changing Climate,” which is funded by a grant from the Andrew W. Mellon Foundation. It’s taken us a while to announce this, but we’re extremely pleased to share that Crow has been selected for the first round of funding!

When we first saw the Changing Climate RFP, the “graduate humanities lab practicum” component, which suggested turning to studio or lab models for inspiration, jumped out to us. From the start, we’ve imagined graduate students as equal partners in Crow research. We’ve been working in a studio environment at Purdue for quite some time. We’ve always thought our project could produce not only the traditional research output for corpora and repositories (approaching research questions about the function of language and the nature of writing) but would offer valuable methods for interdisciplinary collaboration, too.

Funding from HWW ($141,706) will help us accelerate the development of Crow in several important ways:

  • Graduate students at Purdue and Michigan State will be able to devote more time to the project.
  • We’ll be able to offer paid undergraduate internships at Purdue and Michigan State.
  • Software development gets a big boost with funding for contractors.
  • Travel support will bring Arizona and Michigan State Crowbirds to West Lafayette for development sprints —every semester from now until Fall 2018.
  • We’ll host a symposium on interdisciplinary, mixed-methods writing research in Fall 2018.

We’re grateful for the support from Humanities without Walls, and look forward to sharing the work they’ve made possible. And with this in mind, expect to see this more often around here:

Crow is supported by the Humanities Without Walls consortium, based at the Illinois Program for Research in the Humanities at the University of Illinois at Urbana-Champaign. The Humanities Without Walls consortium is funded by a grant from the Andrew W. Mellon Foundation.

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A few weeks ago members of the Crow team attended both the American Association for Applied Linguistics (AAAL) conference located in Portland, Oregon and the TESOL International Convention & English language expo located in Seattle, Washington.


At AAAL we presented a poster on developing an L2 corpus. It highlighted what Crow does as a research team, the projects we have completed, and our future plans. This was a great networking opportunity that gave us the ability to talk with faculty and researchers in multiple fields.

Crow poster presented at AAAL 201


Members that attended TESOL had the opportunity to spend the weekend attending workshops and presentations that explained how to apply the information being presented into their very own classrooms. We presented on two different panels. The second was interdisciplinary and discussed the effectiveness of data-driven instructions on reporting verbs in L2 writing. The presentation was geared towards teachers and how they can use a corpus and repository in their own classroom. We were asked some very important questions during this panel including

Hadi Banat presenting at Tesol 2017.

Q1: Why are you presenting this project? Are you offering a model to replicate or are you promoting its usability?

Response: It depends on the context and resources of the institution. Money, time, investment, and work force are all resources that can influence the purpose of the project. With Crow we are designing a Corpus interface and resources that could be used by teachers and students at many institutions. We are also designing a model for research and development that other institutions will find valuable.

Q2: How did you do the corpus workshop in the classroom?

Response: We gave a brief overview of the previous TESOL panel (panel power-point shown below) that covered this exact topic.

Q3: How do you decide on research?

Response: Our team is graduate student driven and our research is centered around their interests. The projects Crow pursues are developed in a graduate practicum lab in collaboration with faculty and an interdisciplinary team. This studio-based format for research development allows for both short term and long term research plans that support graduate student professional development, and also helps us to maintain a flexible model that can grow and change based on the interests of current students.

Team members from all of our research sites, Michigan State University, Purdue University, and University of Arizona, flew to Portland to present in two panels that discussed Crow’s research practices at the Conference on College Composition & Communication (CCCC). We rented a house and established a temporary Crow nest in Portland.

Additional Crow member from the Portland Crow’s nest

On the first day of the conference Terrence Wang, Michelle McMullin, Bradley Dilger and Shelley Staples presented on promoting RAD research by illustrating inter-institutional institutional research fosters diverse outcomes, the development of sustainable infrastructures, and the life-cycle model of scalable user-centered development.

Michelle McMullin presenting at CCCC 2017.

On day two Lindsey McDonald, Shelley Staples, and Bill Hart-Davidson presented on collaborative work. They talked about the Crow citation project and the work they have conducted in order to establish connections between pedagogical materials and student writing. This research will be used to articulate how the content and language instructors use in their pedagogical materials affects how students interpret assignments as well as show how the corpus and repository work together.

Shelley Staples presenting at CCCC 2017.

The Crow team made more interdisciplinary connections at CCCCs by discussing collaborative work and the roll of data analysis in writing studies with Chris Holcomb and Duncan Buell from University of South Carolina and Susan Conrad from Portland State University.

We look forward to more feedback, collaboration, and planning with scholars across disciplines as we plan for the Crow research symposium in Spring of 2019.

We’re excited to be offering a full-day workshop at Computers & Writing 2017 — sharing some of the lessons we’ve learned from our highly nerdly inter-institutional collaborative research project. Here’s the abstract, and after the jump, the full description of the workshop. (Attending? See the workshop materials.)

Structuring Active Work: Developing Sustainable Digital Infrastructures for Collaborative Research Teams

As writing is increasingly performed in online shared spaces, and humanities research becomes more dependent on external funding, collaborative work is more important than ever. Although collaborative teaching and learning are nearly ubiquitous, scholarship in Computers & Writing speaks more to classrooms than our own research and professional development. This full-day workshop supports sustainable research in our field by helping research teams learn to communicate and collaborate in a manner which both supports joint decision-making and sustains long-term research. We share lessons learned from our interdisciplinary, inter-institutional research project focused on research and professional development in writing instruction. Through intensive participant-facilitator collaboration, we offer attendees opportunities to gain experience using digital tools, redirect communication breakdowns productively, build frameworks for scaffolding active work, and network with researchers similarly interested in helping writing research become more sustainable, efficient, and effective.


Attendees of this full-day workshop will study models for collaborative research teams, learn best practices for digital collaboration tools, and build a framework for their future collaborations including goals for sustainable research.

Interested? Register today, or keep reading!


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Shelley Flies South; Wildcats turn Wildcrows

Shelley Staples has moved from Purdue to the University of Arizona to head up our little flock of AZ Crowbirds. She is joined by four Wildcats who turned Wildcrow to start up the Arizona branch of the corpus project. Samantha Kirby and Olga Chumakova are graduate students in the University of Arizona’s English Applied Linguistics program. Kati Juhlin and Justin Squires are undergraduate students in the Linguistics department.  

Teaming Up

This is the first blog post from the Arizona team, and we’re excited to share what we’ve been working on.

Samantha Kirby’s interests have always been with digital technology and linguistics, and in the CROW lab she found quite a few venues to apply her talents. Olga Chumakova had some past experience with building a small corpus on paper and in a box for research she did, so the opportunity to participate in a grown-up and serious corpus project felt like an exciting way to learn. Kati Juhlin can’t think of a better way to transition from an undergraduate linguistics degree to a graduate English Applied Linguistics program than the CROW lab, where she can geek out about grammar and get a crash course on corpus linguistics research at the same time. Justin looks to make his way to Japan as an English language teacher after graduation and has found exposure to copious amounts of L2 writing and a language-teaching oriented lab team to be very informative about what the inner-workings of the field may look like.

Corpus Building

Last semester we collected student essays from several sections of English 106 and 108, freshman composition courses for international students. Now we’re working forward to collect content from even more instructors and students at the end of this semester.

Our biggest task has been processing these texts. Right off the bat we ran into some snags. Most notable is the incorporation of multimedia in students’ writing. We love that teachers are encouraging their students to make Weebly pages, Facebook posts, and tweets to demonstrate different registers of writing, but it makes our task harder as we decide how to convert these creative works into .txt files in a consistent way. It has taken some trial and error, but we’re working on establishing guidelines to do it. We are excited to announce that the end of text processing is in sight and we are about to start de-identifying our data!

A recent informal discussion among the Arizona Crow members reminded us that we are not representing all of the multilingual writers at Arizona  because they decide to take writing classes with first language (L1) English/monolingual speakers. Adapting to a new writing environment might encourage multilingual writers to work twice as hard as some L1 English writers with the result being stronger, more grammatically complex writing. Don’t get lazy all you L1 English writers!


Samantha and Olga have also been putting together a workshop for the instructors of the UA Writing Program in April, and another for faculty and grad students who may be interested in using our corpus for research. The idea for the first workshop is to help raise language use awareness among English instructors, and show how corpus linguistics can inform curricula and classroom activities. For the second one we plan to get even more people excited about using PSLW and ASLW for their projects. We think possible research can include not only studies of grammatical structures, and learner’s use of language features and conventions, but also identity research, because our corpus contains reflective essays and narratives.


Modern technologies keep the crow-birds in touch. Olga, Justin, and Kati have been getting familiar with the tag checking process and establishing inter-rater reliability with Ashley and Ji-Young from the Purdue team via Skype. We’re learning all about passive voice, and the complement and relative clauses. The word “that” is now all we hear when someone speaks, or writes. And Skype says no to two calls on two computers from the same account, be warned!

Finally, Samantha will be working with Mark Fullmer on the interface for the online corpus. These two will combine their digital expertise to ensure successful usability and database construction.


Olga, Samantha, and Shelley joined the rest of the Crow team in Seattle for the TESOL conference. Stay tuned for an update on our presentations there!