MARGI L. WALD

EDUCATION

• 1994 M. A., Applied English Linguistics. University of Houston, Houston, TX.
• 1986 B. A., Anthropology. Rice University, Houston, TX.

PROFESSIONAL EXPERIENCE

• 2003-pres. Lecturer, College Writing Programs, University of California, Berkeley
• 2001-2002 Lecturer, Summer Bridge Program, University of California, Berkeley
• 1998-2003 Specialist in Academic Literacy for Non-Native English Speakers, Student Learning Center, University of California, Berkeley
• 1997-2002 Lecturer, Summer ESL Workshop, College Writing Programs, University of California, Berkeley
• 1995-1998 Lecturer, Department of English, University of Tennessee
• 1994-1995 Lecturer, Center for ESL, Southern Illinois University.
• 1993-1994 Adjunct Instructor, Departments of English and ESL, Houston Community College
• 1992-1994 Teaching Associate, Department of English, University of Houston
• 1987-1992 Instructor / Senior Instructor. ELS Language Center, Houston, TX

UNIVERSITY SERVICE

• 2006-pres. Director, Summer English Language Institute (formerly Summer ESL Workshop), University of California, Berkeley
• 2005-pres. UC Berkeley Campus Representative, ESL Advisory Committee, UCOPE
• 2003-pres. Co-Chair, Symposium on Multilingual Student Writers, College Writing Programs, UC Berkeley
• 2002-2006 Assistant Director, Summer ESL Workshop, University of California, Berkeley
• 1996-1998 Assistant Director of ESL (Acting Director, Spring 1997), Department of English, University of Tennessee
• 1994-1995 Writing Coordinator, Center for ESL, Southern Illinois University

PROFESSIONAL ACTIVTIES

• 2005-pres. Co-Editor, SLW News, Newsletter of the Second Language Writing Interest Section, TESOL
• 2004-pres. Co-Editor, The CATESOL Journal, A Journal of the California Teachers of English to Speakers of Other Languages
• 2003-pres. Review Board, TESL-EJ, An Electronic Journal on Teaching English as a Second or Foreign Language
• 2003-2004 Editorial Assistant, CATESOL Journal
• 2002-2003 Writing Consultant, California History/Social Science Project, Gargani + Co.
• 2000 Web Resource Consultant, Senior Authors' Writing Support Contract, USGS Bay Delta Research Group
• 1999-2003 Contract Editing and Research Consultant, Lonely Planet Publications, Inc.
• 1998-2005 Editor, HEIS News, Newsletter of the ESL in Higher Education Interest Section, TESOL
• 1998 ESL Coordinator and Instructor, ISES Program-France
• 1996 ESL Coordinator, Center for International Education, University of Tennessee

PROFESSIONAL SERVICE

• 2007-pres. Manuscript Reviewer, University of Michigan Press
• 2006 Manuscript Reviewer, Building Bridges: Second Language Writing Across Contexts
• 2005-pres. Officer, Second Language Writing Interest Section, TESOL
• 2005-2006 Steering Committee, CATESOL 2006 Conference in San Francisco, CA
• 2004-pres. Judge, Graduate Student Research Award, CATESOL
• 2003-pres. Campus-wide NNS Specialist/Consultant, College Writing Programs, UC Berkeley
• 2001-2003 Member, Tutor Training Curriculum Committee, Student Learning Center, UC Berkeley
• 1999-2000 Steering Committee, 8th Annual Northern California Writing Centers Association Conference, Berkeley, CA
• 1998-2005. Steering Committee Member, ESL in Higher Education Interest Section, TESOL
• 1998-2007 Member and Co-founder, Immigrant Student Issues Coalition, UC Berkeley.
• 1998-2005 Steering Committee, Conference on Advising, Counseling & Mentoring; UC Berkeley
• 1998-2001 Member, Academic Partnerships for Excellence (APEX) Committee on Courses and Instruction, UC Berkeley
• 1997-1998 2nd Vice President, TNTESOL State Affiliate & Conference Chair, TNTESOL '98
• 1997-1998 Member, Committee to Establish Part-Time Instructor Hiring and Evaluation Procedures, Department of English, University of Tennessee
• 1997 Workshop Leader, Writing Center, University of Tennessee. In-house workshops for Graduate Teaching Assistants and Associates on tutoring ESL students
• 1996 Workshop Leader, Department of English, University of Tennessee. In-house workshops for Graduate Teaching Assistants and Associates on peer response techniques
• 1994-1995 Member, Linguistics Curriculum Committee, Southern Illinois University

PUBLICATIONS

• Wald, M. (2004). College Writing 1 and R1A Syllabi and Class Assignments. Course Materials for ESL Instructors. University of California Writing Institute (UC Write). Available at http://www.ucwrite.org/esl/content/eslmaterials.html.
• Destandau, N. & Wald, M. (2003). Promoting generation 1.5 learners' academic literacy and autonomy: Contributions from the learning center. CATESOL Journal, 14(1), 207-234.
• Gargani, J., Muller, P. & Wald, M. (2002). Blueprint for the CHSSP Embedded Writing Assessment in History. (Report to the California History / Social Science Project Professional Development Program.) Oakland, CA: Gargani + Co.
• Wald, M. (2002). Rules to write by: A consciousness-raising activity. HEIS News: The Newsletter of the ESL in Higher Education Interest Section of TESOL, 21(1), 9.
• Villaseñor, M. & Wald, M. (2000). Expanding our teaching community: Internet resources for novice teachers. HEIS News: The Newsletter of the ESL in Higher Education Interest Section of TESOL, 19(1), 10.
• Wald, M., Delk, C., & Savage, A. (1999). Testing out alternatives. American Language Review, 3(5), 18-20.
• Reeve, M. & Wald, M. (1999). Book Review of Negotiating academic literacies: Teaching and learning across languages and cultures. TESL--EJ, 3(4). Available at http://www-writing.berkeley.edu/TESL-EJ /ej12/r9.html.
• Wald, M. (1998). Book Review of Decoding ESL: International students in the American college classroom. TESL-EJ, 3(3). Available at http://www-writing.berkeley.edu/TESL-EJ/ej11/r13.html.
• Wilhelm, K. H. & Wald, M. (1998). Instructional weaving: Models for scaffolding within and between classes. TESL Canada Journal, 15(2), 1-12.
• Wald, M. (1998). But I can't use my own words! Techniques for summarizing and paraphrasing research reports. New Ways in ESP. Alexandria, VA: TESOL Publications.
• Wald, M. (1998). Is it paraphrasing or is it plagiarism? Scaffolding through consciousness-raising and consensus-building. New Ways in ESP. Alexandria, VA: TESOL Publications.
• Wald, M. & Rivers, M. (1998). Lightening the load: Teaching report writing through collaboration across classes. New Ways in ESP. Alexandria, VA: TESOL Publications.
• Wald, M. (1997). Peer response as dialogue: Techniques for increasing student involvement. International Journal for Teachers of English Writing Skills, 3(1), 14-26.
• Wald, M. (1997). Peer response sessions: Tips for and from the classroom. TNTESOL Newsletter, 19(2), 4.
• Wald, M. (1996). Using questionnaires in learner-centered classrooms to identify students' backgrounds, goals, and preferences. TNTESOL Newsletter, 18(4), 6-8.

INVITED PRESENTATIONS

• Wald, M. (2009). Re-examining Generation 1.5. Invited panelist at The Symposium on Second Language Writing, Tempe, AZ.
• Wald, M. (2007). An evening with the SLW-IS: Answering the needs of second language writers and their teachers. Invited panelist at the 41^st Annual TESOL Convention, Seattle, WA.
• Frodesen, J. & Wald, M. (2006). Developing paraphrasing skills through vocabulary knowledge and control. Board-sponsored panel presentation at CATESOL 2006, San Francisco, CA.
• Wald, M. (2006). Consultation Session on Issues Related to Second Language Writing. Panel presentation at the Conference on College Composition and Communication, Chicago, IL.
• Frodesen, J & Wald, M. (2005). Corpus research and teaching academic writing: Corpus-based verb instruction. Panel presentation at the 39^th Annual TESOL Convention, San Antonio, TX.
• Wald, M. (2002). Assisting the ESL student beyond traditional ESL programs: Learning center pedagogy in support of academic literacy in the disciplines. HEIS Academic Session at the 36^th Annual TESOL Convention, Salt Lake City, UT.
• Wald, M. (2002). Learning center support for generation 1.5 writers. Board-sponsored panel presentation at CATESOL 2002. San Francisco, CA.

PRESENTATIONS

• Wald, M. (2009). Activities for explicit language instruction in EAP classrooms. Panel presentation at the 43rd Annual TESOL Convention, Denver, CO.
• Wald, M. (2008). Session chair: Designing academic writing tasks using corpus findings. Panel presentation at the 42nd Annual TESOL Convention, New York, NY.
• Wald, M. (2008). Should we use the 'Generation 1.5' label? Discussion group at the 42nd Annual TESOL Convention, New York, NY.
• Wald, M. (2007). Session chair: Using corpus findings to develop L2 writing materials. Panel presentation at the 41^st Annual TESOL Convention, Seattle, WA.
• Sevier, M & Wald, M. (2007). Reading-into-writing activities for EAP classrooms. Presentation at the 41^st Annual TESOL Convention, Seattle, WA.
• Wald, M. & Baptiste, M. (2006). Cross-training between L1 / L2 composition specialists. Discussion group at the 40th Annual TESOL Convention, Tampa, FL.
• Wald, M. (2005). Session chair: Academic vocabulary exercises that promote retention/retrieval. Panel presentation at the 39^th Annual TESOL Convention, San Antonio, TX.
• Wald, M. (2005). Rethinking competencies in linguistically diverse composition courses. Panel Presentation at the Conference on College Composition and Communication, San Francisco, CA.
• Frodesen, J & Wald, M. (2005). Grammar meets vocabulary in academic writing classes: Cohesion. Demonstration at CATESOL 2005, Long Beach, CA.
• Wald, M. & Winn, M. (2005). Analyzing text/self in multilingual writing classrooms. Demonstration at CATESOL 2005, Long Beach, CA.
• Stanley, J., Wald, M. & Winn, M. (2004) Impractical distinctions between NS and NSS: One program's attempts to re-vision the role of composition specialists. Paper presented at the Symposium on Second Language Writing, Purdue, IN.
• Wald, M. (2004). Session chair: Academic vocabulary development in reading/writing classrooms, Panel presentation at the 38^th Annual TESOL Convention, Long Beach, CA.
• Wald, M. (2004). Designing content-based programs for college success. Workshop at the 38^th Annual TESOL Convention, Baltimore, MD.
• Wald, M. (2003). Building academic literacy for college success. Panel presentation at the 37^th Annual TESOL Convention, Baltimore, MD.
• Wald, M. (2003). Activities for academic vocabulary development. Demonstration given at the 37^th Annual TESOL Convention, Baltimore, MD.
• Wald, M. (2002). Vocabulary development and the L2 writer. Panel presentation at the 36^th Annual TESOL Convention, Salt Lake City, UT.
• Wald, M. (2002). Peer tutoring to support vocabulary development. Panel presentation CATESOL 2002. San Francisco, CA.
• Wald, M. (2001). Meta-this, meta-that: Helping generation 1.5 students achieve academic literacy. Colloquium presentation at the 35th Annual TESOL Convention. St. Louis, MO.
• Wald, M. (2001). Session Chair: Collaborating with our non-ESL colleagues. HEIS Academic Session at the 35th Annual TESOL Convention. St. Louis, MO.
• Wald, M. (2001). ESL writing/learning center practicalities and politics. Colloquium presentation at the 35th Annual TESOL Convention. St. Louis, MO.
• Wald, M., Delk, C., and Savage, A. (2000). Designing assessment tools for learner-centered classrooms. Pre-convention Institute at the 34th Annual TESOL Convention. Vancouver, BC.
• Wald, M., Delk, C., and Savage, A. (1999). Alternative assessment approaches for HE/IEP teachers. Discussion session led at the 33rd Annual TESOL Convention. New York, NY.
• Wald, M. (1999). Negotiating difference: Raising awareness of cross-cultural rhetorical assumptions. Demonstration given at CATESOL '99. Reno, NV.
• Carter, A., Ireland, D., & Wald, M. (1999). Community College and University Writing Tasks: Differing Demands and Expectations. Links to Success: Bridges over Boundaries Intersegmental Composition Conference, California State University, Hayward, CA.
• Wald, M., Savage, A. and Delk, C. (1998). Assessing group and other student-centered work. Discussion session led at the 32nd Annual International TESOL Convention. Seattle, WA.
• Wald, M. (1997). Alternative assessment: Turning trials and tribulations into triumph. Workshop held at the Southeast Regional TESOL Convention. Charleston, SC.
• Wald, M. (1997). Integrating instruction within and between classes. Demonstration given at TNTESOL '97 Conference. Martin, TN.
• Leverett, T. & Wald, M. (1997). Search committees through the looking glass. Workshop held at the 31st Annual International TESOL Convention. Orlando, FL.
• Wald, M., Savage, A. & Wilhelm, K. H. (1997). Reevaluating evaluation: Grading schemes for self and group assessment. Workshop held at the 31st Annual International TESOL Convention. Orlando, FL.
• Friedenberg, J. E., Wald, M., & Young, C. L. (1996). Give 'em what they want: Employment applications that "work." Workshop held at the 30th Annual International TESOL Convention. Chicago, IL.
• Savage, A. & Wald, M. (1996). The art of feedback: Building consensus in collaborative classrooms. Demonstration given at the 30th Annual International TESOL Convention. Chicago, IL.
• Voss, R. & Wald, M. (1996). Networking without computers: Innovative pedagogical technologies in the traditional classroom. The Stokely Conference for Teaching Writing. Knoxville, TN.
• Savage, A. & Wald, M. (1996). Test as you teach: Assessment for student-centered classrooms. Demonstration given at TexTESOL '96 State Conference. San Antonio, TX.
• Savage, A. & Wald, M. (1995). Action research strategies for unleashing learner initiative in group work. Workshop held at the TexTESOL '95 State Conference. San Antonio, TX.
• Savage, A. & Wald, M. (1995). Making group work work: Turning problems into opportunities. Workshop held at the 29th Annual International TESOL Convention. Long Beach, CA.
• Wald, M. & Easterling, L. (1995). Aspects and Daedalus: Achieving organized chaos with collaborative software. Demonstration given at the East Central Writing Center Association Conference. Bloomington, IN.

GRANTS

• 2002 UC Berkeley Classroom Technology Grant (with Tamara Springsteen and Christina Romer). Web-Based Learning Strategies Resources for Undergraduate Economics Courses (awarded December 2002).
• 2000 Retention Grant, U.S. Department of Education (with Allisa Carter; Principal Investigator: Dr. Genaro Padilla). Retention of First Generation, Low-Income, Limited English Proficient College Students at the University of California, Berkeley.
• 2000-01 Chancellor's Student Employment Funds, Student Life/Educational Development, University of California, Berkeley. Student Facilitator Positions for the Student Learning Center's Self-Access Multi-Media Communications Lab (awarded Fall 2000).
• 1999 UC Berkeley Instructional Minigrant (with Margaret Sokolik). Compilation and Evaluation of Web-Based Resources on ESL Writing to Assist in the Training and Professional Development of Student Learning Center Writing Program Tutors (awarded Spring 2000).