Faculty Profile

Aja Martinez

Title
Assistant Professor
Department
English
College
College of Liberal Arts and Social Sciences

    

Education

PhD, University of Arizona, 2012.
Major: Rhetoric, Composition, and the Teaching of English
MA, University of Arizona, 2007.
Major: English
BA, University of Arizona, 2005.
Major: Anthropology

Current Scheduled Teaching*

ENGL 4230.002, Special Topics in Rhetoric and Writing Studies, Fall 2022
ENGL 1320.701, First Year Writing II, Summer 2022 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

ENGL 1320.705, First Year Writing II, Fall 2021 Syllabus SPOT
ENGL 4230.002, Special Topics in Rhetoric and Writing Studies, Fall 2021 Syllabus SPOT
ENGL 4200.001, Studies in Modern Rhetoric, Fall 2021 Syllabus SPOT
ENGL 4210.001, Advanced Studies in Writing, Spring 2021 Syllabus SPOT
ENGL 5530.001, Studies in American Literature and Culture, 1914 to the Present, Spring 2021 Syllabus SPOT
ENGL 4230.001, Special Topics in Rhetoric and Writing Studies, Fall 2020 Syllabus SPOT
ENGL 3210.001, Studies in Writing, Fall 2020 Syllabus SPOT
ENGL 1320.702, College Writing II, Summer 10W 2020 SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book
Martinez, A. (2020). Counterstory: The Rhetoric and Writing of Critical Race Theory.
Martinez, A. Y. (2020). Counterstory: The Rhetoric and Writing of Critical Race Theory. Urbana Champagne, IL: Studies in Writing and Rhetoric, NCTE. https://store.ncte.org/book/counterstory-rhetoric-and-writing-critical-race-theory#_=_
Martinez, A., Young, V. A. (2011). Code-meshing as World English: Policy, Pedagogy,and Performance.
Book Chapter
Martinez, A. (2020). Papelitos Guardados, part II: On Collegiality and Failure.
Martinez, A. (2017). A Plea for Critical Race Theory Counterstory: Dialogues Concerning Alejandra’s ‘Fit’ in the Academy.
Martinez, A. (2016). A Personal Reflection on Chican@ Language and Identity in the US-Mexico Borderlands: The English-Language Hydra as Past and Present Imperialism.
Martinez, A. (2016). A Plea for Critical Race Theory Counterstory: Dialogues Concerning Alejandra’s ‘Fit’ in the Academy.
Martinez, A. (2016). Contexts of Lived Realities in SB 1070 Arizona: A Response toAsenasand Johnson’s ‘Economic Globalization and the “Given Situation.”.
Martinez, A., Young, V. A. (2011). Code-meshing as WorldEnglishIntroduction..
Martinez, A., Do, T. H. (2011). Writing About Film and Other Visual Texts.
Book Review
Martinez, A. (2018). Reviews Martinez, Aja Y. Rhetorics of Whiteness: Postracial Hauntings in Popular Culture, Social Media, andEducation.
Martinez, A. (2009). Martinez, Aja Y. Chicana/Latina Education in Everyday Life: Feminist Perspectives on Pedagogy andEpistemology.
Journal Article
Martinez, A. (2020). On Cucuys in Bird’s Feathers: A Counterstory as Parable.
Martinez, A. (2019). Core-Coursing Counterstory: On Master Narrative Rhetorical Studies Curricula.
Martinez, A. Y. (2019). Core-Coursing Counterstory: On Master Narrative Rhetorical Studies Curricula. Rhetoric Review. 38(4), 14.
Martinez, A. (2018). Requiem for an Autopsy: A Response to Owens' ‘A Partial Rhetorical Autopsy of Tucson's Now-Illegal Ethnic Studies Classes.’. College English. 80(6), 11.
Martinez, A., Medina, C. N., Howerton, G. J. (2018). Requiem for an Autopsy: A Responseto Owens' ‘A Partial Rhetorical Autopsy of Tucson's Now-Illegal Ethnic Studies Classes.’.
Martinez, A. (2018). The Responsibility of Privilege: A Critical Race Counterstory Conversation.
Martinez, A. (2016). Alejandra Writes a Book: A Critical Race Counterstory about Writing, Identity, andBeing Chicanx in the Academy.
Martinez, A., Medina, C. N. (2015). Contexts of Lived Realities in SB 1070 Arizona: A Response toAsenasand Johnson’s ‘Economic Globalization and the “Given Situation.”.
Martinez, A. (2014). A Plea for Critical Race Theory Counterstory: Dialogues Concerning Alejandra’s ‘Fit’ in the Academy.
Martinez, A. (2014). Critical Race Theory: Its Origins, History, and Importance to the Discourses andRhetorics of Race.
Martinez, A. (2013). Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise AwarenessAbout Arizona’s Ban on Ethnic Studies.
Martinez, A. (2009). ‘The American Way’: Resisting the Empire of Force and Colorblind Racism.
Magazine/Trade Publication
Martinez, A., Broussard, W. (2018). Storytelling as #Resistance..
Webpage
Martinez, A. (2019). On the Path with My Libby.

Awarded Grants

Contracts, Grants and Sponsored Research

Fellowship
Martinez, A., "Syracuse University Humanities Center Faculty Fellowship," Sponsored by Syracuse University Humanities Center, Other, $39000 Funded. (20192020).
Martinez, A., "Smitherman/Villanueva Writing Collective," National, $1000 Funded. (20132018).
Martinez, A., "Binghamton University Harpur Dean’s Research Semester Award," Sponsored by Binghamton University Harpur Dean, Other, $32000 Funded. (20162017).
Martinez, A., "Texas State University-San Marcos Predoctoral Summer Dissertation Fellowship," Sponsored by Texas State University-San Marcos, Other, $3000 Funded. (20102010).
Grant - Service
Martinez, A., "Syracuse University Humanities Center Funding Award," Sponsored by Syracuse University Humanities Center, Other, $300 Funded. (20182018).
Martinez, A., "Syracuse University Humanities Center Funding Award," Sponsored by Syracuse University Humanities Center, Other, $300 Funded. (20172017).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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