Assistant Professor of Teaching, Academic English
School of Humanities
Associate Director, Academic English
School of Humanities
Ph.D., The Ohio State University, 2013, Foreign, Second and Multilingual Language Education
M.A., The Ohio State University, 2008, Foreign, Second and Multilingual Language Education
B.A., Beijing Foreign Studies University, 2007, English Language and Literature
University of California, Irvine
335C Humanities Instructional Building
Mail Code: 3830
Irvine, CA 92697
English for Academic Purposes, Intercultural Rhetoric, Second Language Reading and Writing, Teacher Education, Conversation Analysis
Du, Q., & Liu, Y. (2021). Foregrounding learner voice: Chinese undergraduate students’ understanding of paraphrasing and source use conventions for English research paper writing. Language Teaching Research. https://doi.org/10.1177/13621688211027032
Lee, S., & Du, Q. (2021). Quantifying native speakerism in second language (L2) writing: A study of student evaluations of teaching. Applied Linguistics, 42(3), 541-568.
Sok, S., Du, Q., & Lee, J. W. (2020). Materializing assessment: spatial repertoires and dialectic proficiency in oral English proficiency examinations for international teaching assistants in the US. International Journal of Bilingual Education and Bilingualism, 1-21.
Du, Q., Kim, H. R., Lee, J. W., Lenz, K., Sahranavard, N., & Sok, S. (2020). With or without translingualism. In T. Silva & Z. Wang (Eds.), Reconciling Translingualism and Second Language Writing (pp. 210-224). London, Routledge.
Du, Q., Lee, J. W., & Sok, S. (2020). Using China English, creating translingual space. World Englishes, 39(2), 275-285.
Christiansen, S., Du, Q., Fang, M., & Hirvela, A. (2018). Doctoral students’ agency as second language writing teachers: The quest for expertise. System, 79, 19-27.
Liu, Y., & Du, Q. (2018). Intercultural rhetoric through a learner lens: American students’ perceptions of evidence use in Chinese Yìlùnwén writing. Journal of Second Language Writing, 40, 1-11.
Du, Q. (2014). Bridging the gap between ESL composition programs and disciplinary writing: The teaching and learning of summarization skill. In T. M. Zawacki and M. Cox (Eds.), WAC and Second Language Writers: Research towards Linguistically and Culturally Inclusive Programs and Practices (pp. 113-128). WAC Clearinghouse and Parlor Press.
Hirvela, A., & Du, Q. (2013). "Why Am I Paraphrasing?": Undergraduate ESL Writers' Engagement with Source-based Academic Writing and Reading. Journal of English for Academic Purposes, 12, 87-98.
Du, Q. (2011). Book review of Reading and Language Learning. The Reading Matrix, 11(3).
Liu, Y., & Du, Q. (2011). Chinese as a foreign language (CFL) learners’ representation of voice in argumentative writing. In Z. Jing-Schmidt (Ed.), Proceedings of the 23rd North American Conference on Chinese Linguistics (NACCL-23).
Du, Q. (2010). "Where do I fit"? Controversies about ESL writing placement tests. INTESOL Journal 2010, 7(1), 11-24.
TESOL International Association
American Association for Applied Linguistics
Consortium on Graduate Communication
Lecturer & Undergraduate Composition Coordinator
Department of Linguistics, Ohio University 2013—2018