91²Ö¿â

Dr. Dirk Remley has been teaching at 91²Ö¿â since 1990. His primary teaching has been professional writing, business writing and technical writing courses; and he teaches College Writing as well. He has contributed to development of online courses in the Writing Program in the Department of English, and he has taught several courses online. Dr. Remley is a member of the graduate faculty and, also, is faculty in the Honors College. He coordinated the business writing course required of all business majors for five years, and he developed a mentoring program for graduate students and part-time faculty who taught the course.

Dr. Remley’s scholarship has revolved around professional writing and disciplinary online writing pedagogy; computer-mediated communication; multimodal workplace literacies; and professional, technical and managerial communication. His recent work considers the intersection of neuroscience and multimodal rhetoric in technical, managerial and leadership communication.

Selected Recent Publications

• Remley, D. (2018). The neuroscience of rhetoric in management: Compassionate executive communication. New York: Routledge.
• Remley, D. (2017). Managerial communication and the brain: Applying neuroscience to leadership practices. New York: Business Expert Press.
• Remley, D. (2017). The neuroscience of multimodal persuasive messages: Persuading the brain. New York; Routledge.
• Remley, D. (2015). How the brain processes multimodal technical instructions. Amityville, Baywood.
• Remley, D. (2014). Exploding technical communication: Workplace literacy hierarchies and their implications for literacy sponsorship. Amityville: Baywood.

Book Chapter

• Remley, D. (2017). Neural implications for narrative in multimodal persuasive messages. In Portanova, P., Rifenburg, J. M., & Roen, D. (Eds). Contemporary perspectives on cognition and writing. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado. Available at https://wac.colostate.edu/books/perspectives/cognition/

Print Journals and Handbook Chapters

• Garrison, A., Remley, D., Thomas, P., Wierszewski E. (2011). Conventional faces: Emoticons in instant messaging discourse, Computers and Composition, 28. pp. 112-125.
• Remley, D. (2010). Developing digital literacies in Second Life: Bringing Second Life to business writing pedagogy and corporate training. In Handbook of research on virtual environments for corporate education: Employee learning and solutions.(pp. 169-193), William Ritke-Jones (Ed). Hershey: IGI Global.
• Hewett, B.L., Robidoux, C. and Remley, D. (2010). Some thoughts about collaborative writing. In Virtual collaborative writing in the workplace: Technologies and processes. (pp. 1-27). Hewett, B.L. and Robidoux, C. (Eds). Hershey: IGI Global
• Hewett, B.L., Remley, D., Zemliansky, P., and Dipardo, A. (2010). Frameworks for talking about collaborative writing. In Virtual collaborative writing in the workplace: Technologies and processes. (pp. 28-51). Hewett, B.L. and Robidoux, C. (Eds). Hershey: IGI Global.
• Remley, D. (2009) Training within industry as short-sighted community literacy-appropriate training program: A case study of a worker-centered training program. Community Literacy Journal, 3.2. pp. 93-114.

Online Journals

• Remley, D. (2011). The practice of assessing multimodal PowerPoint slide shows. Computers and Composition Online. http://cconlinejournal.org/CCpptassess/index.html
• Remley, D. (2010). Second Life literacies: Critiquing writing technologies of Second Life. Computers and Composition Online. http://cconlinejournal.org/Remley/(Web design by Joe Erickson).
• Remley, D. (2009, January 19). Intersectional computer-supported collaboration in business writing: Learning through challenged performance. [Special issue on Writing Technologies and Writing Across the Curriculum] Across the Disciplines, 6.http://wac.colostate.edu/atd/technologies/remley.cfm

Peer reviewed Articles

• Remley, D. (2014). Writing in Web-based disciplinary courses: New media, new disciplinary composing expectations. Computers and Composition, 32. 1-18.