Lucie Moussu

Lucie Moussu
PhD
Professor in Writing Studies / Director, Writing Centre
Office:
Office: Massey 105
Telephone:
613-541-8068 
E-mail:
Writing Centre

College Address

Royal Military College of Canada
PO Box 17000, Station Forces
Kingston, Ontario, CANADA
K7K 7B4

Education: 

  • B.A. English and Design (Brighham Young University, 2000) 
  • M.A. TESOL (Brighham Young University, 2002) 
  • Ph.D. Applied Linguistics/ESL and Higher Education Administration (Purdue University, 2006) 

About:  

Dr. Lucie Moussu holds the positions of Professor in Writing Studies, Director of the RMC Writing Centre, and Chair of the university's GenAI committee. From 2009 to 2021, she was Associate Professor in Writing Studies and Director of the University of Alberta's Centre for Writers. Prior to this, she worked at Toronto Metropolitan University for three years as Assistant Professor in Applied Linguistics, Coordinator of ESL writing courses, and Director of the Writing Centre. Dr. Moussu is a member of the Journal of Response to Writing Editorial Board and the International Writing Centres Association’s Disability Task Force, and she also regularly serves on SSHRC Grant Adjudication Committees. Her research interests include Second Language Writing, writing centre administration, and the role of generative AI in shaping pedagogy and academic integrity policies.

Publications:

  • Herzl-Betz, R., Moussu, L., Yabe, M., Agnihotri, S., Perdue, S. W., Ryan, H. (2023, June). Modeling Accessibility: Perspectives from the Accessibility Task Force. WLN: A Journal of Writing Center Scholarship 47(4), 3-14.
  • Moussu, L. (2022). The ultimate guide to poorly designed research projects. WLN: A Journal of Writing Center Scholarship 47(1), 4-11. 
  • Moussu, L. and Sgaramella, S. (2022). Guided writing instruction group: Connecting L2 graduate writing proficiency to academic culture and language. In M. Allen, E. Ene, and K. McIntosh (Eds.), Building Internationalized Spaces: Second Language Perspectives on Developing Language and Cultural Exchange Programs in Higher Education (pp. 186-207). Michigan Press. 
  • Moussu, L. and Grant, C. (2020). A collaborative approach to supporting L2 students with multimodal work in the composition classroom and the writing center. Journal of Response to Writing, (6)2. 
  • Moussu, L. (2018). Strengths of NESTs and NNESTs. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1217-1223). Hoboken. NJ: Wiley/Blackwell Publishers. 
  • Moussu, L. (2018). Shortcomings of NESTs and NNESTs. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1211-1217). Hoboken. NJ: Wiley/Blackwell Publishers.
  • Moussu, L. (2016). Student attitudes, teacher self-perceptions, and Intensive English Program administrator beliefs and practices towards native and nonnative ESL teachers: Implications for teacher education and professional development. Book chapter for Teacher Education and Professional Development in TESOL: Global Perspectives, edited by TIRF (TESOL’s International Research Foundation for English Language Education). Routledge, pp. 68-80. 
  • Moussu, L. and David, N. (2015). Writing centers: Finding a center for ESL writers. Book chapter in ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support, edited by Norman Evans and Neil Anderson. Routledge. 
  • Moussu, L. (2013, Spring). Let’s Talk! ESL students’ needs and writing centre philosophy. The TESL Canada Journal (30)2, 55-68. 
  • Moussu, L. (2012). Writing center. Book chapter in R. Kubota & Y. Sun (Eds), Demystifying Career Paths after Graduate School: A Guide for Second Language Professionals in Higher Education. Information Age Publishing Press. 
  • Moussu, L. (2012, February). Bridging gaps--An unusual writing center bringing unusual high school students to university. WLN: A Journal of Writing Center Scholarship 36(5-6), 7-10.
  • Moussu, L. (2010). Influence of teacher-contact time and other variables on ESL students attitudes towards native- and nonnative-English-speaking teachers. TESOL Quarterly, 44(4), 746-768.
  • Moussu, L. (2010). Toward a conversation between ESL teachers and Intensive English Program administrators. TESOL Journal, 1(4), 400-426.
  • Moussu, L. & Llurda, E. (2008). Non-native English-speaking ESL teachers: History and Research. Language Teaching, 41(3), 315-348.
  • Moussu, L. & Braine, G. (2006). The attitudes of ESL students towards nonnative English language teachers. TESL Reporter, 39, 33-47 
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