People
Center Graduate Students: Young-Kyung Min
Young-Kyung Min is a Ph.D. candidate in Curriculum & Instruction in the College of Education. She has a Specialization in Writing Studies.
Contact Information
311 Education Building, MS-708
217-244-8286
annamin@illinois.edu
Biographical Statement
I became interested in writing studies through my ESL writing teaching experience. I had to teach an ESL graduate writing class as soon as I came to UIUC. It was very difficult to teach the writing class since I had never taught a writing class at the graduate level before I came to the US. I learned a great deal about the activity of writing as well as the complex nature of second language writing. Then, I started to take writing studies classes to learn more about the activity of writing. The concepts and ideas we were discussing in class were certainly difficult but I have found myself more and more interested and immersed in them. They have made a great impact on the development of my research interests, which made me decide to specialize in writing studies through interdisciplinary work.
Courses Taught
University of Illinois at Urbana-Champaign
- Rhetoric 105 (Principles of Composition) (Fall 2007, Spring 2008)
- ESL 501 (Introduction to Academic Writing for International Graduate Students) (Spring 2002, Summer 2002, Fall 2002)
- ESL 505 (International Business Communication) (Fall 2009)
- Advanced ESL Grammar for the MBA program (Summer 2002)
Daebul University, Korea (March 1996 – June 2001)
- TOEFL (Test of English as a Foreign Language)
- TOEIC (Test of English for International Communication)
- Tourism English
- Basic ESL Composition
Other Positions Held
- Writers’ Workshop Consultant from Spring 2003 to Spring 2009
- Composition Tutor for the Bridge Program (Summer 2005, Summer 2006)
Research Interests
My research interests include school ethnography, qualitative research methodology, critical discourse analysis, the theories of communication (especially sociohistoric theories), and second language writing. My dissertation examines the cultures of college writing programs: I am comparing the ESL (English as a Second Language) writing program and the NES (Native-English-Speaking) writing program at UIUC. Through the sociohistoric approaches of activity theory and practice theory, my study examines the socially, culturally, and historically situated pathways of the institutional and instructional practices of the two writing programs. It analyzes the contrasting discursive practices, the cultural norms of academic writing embedded in the two writing programs, and the ideologies and discourses that are articulated in each program.