Rod Ellis

Q: What Schools Are Affiliated With Rod Ellis

Rod Ellis is affiliated with the following schools: Curtin University, University of Bristol, Saint Mary's College , Wayne State University, Shanghai International Studies University, University of Auckland

Rod Ellis's AcademicInfluence.com Rankings

Rod Ellis

Communications

#247

World Rank

#444

Historical Rank

Linguistics

#135

World Rank

#188

Historical Rank

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Communications

Why Is Rod Ellis Influential?

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According to Wikipedia, Rod Ellis is a Kenneth W. Mildenberger Prize-winning British linguist. He is currently a research professor in the School of Education, at Curtin University in Perth, Australia. He is also a professor at Anaheim University, where he serves as the Vice president of academic affairs. Ellis is a visiting professor at Shanghai International Studies University as part of China’s Chang Jiang Scholars Program and an emeritus professor of the University of Auckland. He has also been elected as a fellow of the Royal Society of New Zealand.

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Rod Ellis's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

第二语言习得研究 = The study of second language acquisition (1996) (7552)
Task-based Language Learning and Teaching (2003) (2901)
第二语言习得概论 = Understanding second language acquisition (1985) (2012)
Second language acquisition (1997) (1544)
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006) (883)
Analysing Learner Language (2005) (873)
Current Issues in the Teaching of Grammar: An SLA Perspective (2006) (855)
MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study (2005) (841)
The Effects of Pre‐Task Planning and On‐Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production (2003) (766)
Introduction: Investigating Form‐Focused Instruction (2001) (757)
SLA Research and Language Teaching (1997) (756)
A typology of written corrective feedback types (2008) (710)
Task-based language teaching: sorting out the misunderstandings (2009) (678)
The effects of focused and unfocused written corrective feedback in an English as a foreign language context (2008) (668)
Principles of instructed language learning (2005) (627)
Task-based research and language pedagogy (2000) (613)
Learner Uptake in Communicative ESL Lessons (2001) (605)
Learning a second language through interaction (1999) (526)
Interaction and Second Language Learning : Two Adolescent French Immersion Students Working Together (2007) (515)
Corrective Feedback and Teacher Development (2009) (505)
The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production (2009) (468)
Communicating about Grammar: A Task-Based Approach (1991) (456)
Planning and task performance in a second language (2005) (453)
THE EFFECTS OF PLANNING ON FLUENCY, COMPLEXITY, AND ACCURACY IN SECOND LANGUAGE NARRATIVE WRITING (2004) (445)
Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices (2004) (435)
Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings (1994) (428)
Instructed Second Language Acquisition (1990) (408)
The Structural Syllabus and Second Language Acquisition (1993) (407)
THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS (1999) (400)
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009) (378)
The Definition and Measurement of L2 Explicit Knowledge (2004) (377)
Interlanguage Variability in Narrative Discourse: Style Shifting in the Use of the Past Tense (1987) (376)
The empirical evaluation of language teaching materials (1997) (370)
DOES FORM-FOCUSED INSTRUCTION AFFECT THE ACQUISITION OF IMPLICIT KNOWLEDGE? (2002) (361)
REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006) (358)
Preemptive Focus on Form in the ESL Classroom (2001) (353)
Language Teaching Research and Language Pedagogy (2012) (316)
Focused communication tasks and second language acquisition (1993) (297)
Learning to Communicate in the Classroom (1992) (283)
Interpretation Tasks for Grammar Teaching (1995) (274)
Instructed second language acquisition : learning in the classroom (1990) (268)
1. Implicit and Explicit Learning, Knowledge and Instruction (2009) (265)
Doing focus-on-form (2002) (265)
Exploring Language Pedagogy through Second Language Acquisition Research (2013) (265)
Focus on form: A critical review (2016) (239)
Modelling Learning Difficulty and Second Language Proficiency: The Differential Contributions of Implicit and Explicit Knowledge (2006) (234)
Study-abroad, Language Proficiency, and Learner Beliefs about Language Learning (2003) (233)
The Methodology of Task-Based Teaching (2002) (231)
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article (2013) (212)
Researching the Effects of Form-Focussed Instruction on L2 Acquisition (2006) (210)
EPILOGUE: A Framework for Investigating Oral and Written Corrective Feedback (2010) (209)
Methodology in Language Teaching: Grammar Teaching – Practice or Consciousness-Raising? (2002) (208)
Modified Oral Input and the Acquisition of Word Meanings. (1995) (206)
Are Classroom and Naturalistic Acquisition the Same? (1989) (192)
Effects of Written Feedback and Revision on Learners’ Accuracy in Using Two English Grammatical Structures (2014) (185)
1. Planning and task-based performance: Theory and research (2005) (183)
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L 2 GRAMMAR (2006) (177)
Classroom Second Language Development: A Study of Classroom Interaction and Language Acquisition (1985) (173)
Second language acquisition, teacher education and language pedagogy (2009) (172)
Implicit knowledge, explicit knowledge and general language proficiency (1998) (165)
Teaching and Research: Options in Grammar Teaching. (1998) (160)
An Evaluation of a Genre-Based Approach to the Teaching of EAP/ESP Writing* (1998) (156)
Individual Differences in Second Language Learning (2008) (152)
Form-focused instruction and second language learning (2001) (151)
Grammatically Judgments and Second Language Acquisition (1991) (140)
Sources of Variability in Interlanguage (1985) (137)
Second Language Acquisition and Language Pedagogy (1992) (131)
Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input: A Review Essay. (1999) (130)
Can Syntax be Taught? A Study of the Effects of Formal Instruction on the Acquisition of WH Questions by Children (1984) (122)
Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics (2015) (120)
The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure (2016) (119)
SLA AND LANGUAGE PEDAGOGY (1997) (111)
Metalanguage in Focus on Form in the Communicative Classroom (2002) (109)
Principles of Instructed Second Language Acquisition (2008) (108)
Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions (2017) (102)
Comprehension-Based Versus Production-Based Grammar Instruction: A Meta-Analysis of Comparative Studies (2013) (100)
6. The effects of careful within-task planning on oral and written task performance (2005) (98)
2. Measuring Implicit and Explicit Knowledge of a Second Language (2009) (97)
Second language acquisition in context (1987) (96)
INPUT-BASED APPROACHES TO TEACHING GRAMMAR: A REVIEW OF CLASSROOM-ORIENTED RESEARCH (1999) (88)
Classroom learning styles and their effect on second language acquisition: A study of two learners (1989) (88)
Principled grammar teaching (2009) (87)
Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing (2008) (85)
TIMED AND UNTIMED GRAMMATICALITY JUDGMENTS MEASURE DISTINCT TYPES OF KNOWLEDGE (2015) (85)
The Interaction Hypothesis: A Critical Evaluation. (1991) (84)
Oral corrective feedback on L2 writing: Two approaches compared (2013) (84)
Item versus System Learning: Explaining Free Variation. (1999) (78)
Phase Transitions in Development of Writing Fluency From a Complex Dynamic Systems Perspective (2014) (76)
Position paper: Moving task-based language teaching forward (2017) (75)
Instructed Language Learning and Task-Based Teaching (2005) (75)
Bugs and birds: Children's acquisition of second language vocabulary through interaction (1997) (70)
Designing a Task-Based Syllabus (2003) (69)
Theoretical Perspectives on Interaction and Language Learning (1999) (68)
Enabling Factors in Adult-Child Discourse (1980) (68)
Informal and formal approaches to communicative language teaching (1982) (65)
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing (2015) (63)
CONFIRMING THE OPERATIONAL DEFINITIONS OF EXPLICIT AND IMPLICIT KNOWLEDGE IN ELLIS (2005): Responding to Isemonger (2007) (62)
Corrective feedback in language teaching (2011) (62)
Towards a modular language curriculum for using tasks (2019) (61)
Output Enhancement and the Acquisition of the Past Tense (1999) (60)
Explicit Form‐Focused Instruction and Second Language Acquisition (2008) (59)
Task-Based Versus Task-Supported Language Instruction: An Experimental Study (2016) (56)
12. The Effects of Two Types of Input on Intake and the Acquisition of Implicit and Explicit Knowledge (2009) (52)
Communication strategies and the evaluation of communicative performance (1984) (51)
Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study (2018) (49)
The effects of pre-task explicit instruction on the performance of a focused task (2019) (48)
Oral corrective feedback in L2 classrooms : What We Know so Far (2017) (47)
THE INCIDENTAL ACQUISITION OF ENGLISH PLURAL –S BY JAPANESE CHILDREN IN COMPREHENSION-BASED AND PRODUCTION-BASED LESSONS (2010) (46)
Talking shop: Second language acquisition research: how does it help teachers? (1993) (46)
Reflections on Task-Based Language Teaching (2018) (45)
Task-Based Language Teaching: Theory and Practice (2019) (43)
Interpretation-based grammar teaching (1993) (39)
A Response to Gregg. (1990) (39)
The incidental acquisition of third person -s as implicit and explicit knowledge (2009) (38)
2. Taking the critics to task: The case for task-based teaching (2018) (38)
Activities and procedures for teacher training (1986) (38)
Theoretical Pluralism in SLA: Is There a Way Forward? (2010) (38)
The Effects of Linguistic Environment on the Second Language Acquisition of Grammatical Rules (1988) (37)
Formulaic Speech in Early Classroom Second Language Development. (1983) (37)
Second Language Acquisition & Language Pedagogy (1991) (34)
Learning Vocabulary Through Interacting With a Written Text (1999) (34)
Teaching secondary English : a guide to the teaching of English as a second language (1980) (33)
Communicative Competence and the Japanese Learner (1991) (33)
Disentangling Focus on Form. A Response to Sheen and O'Neill (2005) (2006) (30)
The importance of focus on form in communicative language teaching (2015) (30)
Classroom Interaction and its Relation to Second Language Learning (1980) (30)
Corrective Feedback in Teacher Guides and SLA (2013) (30)
A Variable Competence Model of Second Language Acquisition (1985) (29)
Implicit/ Explicit Knowledge and Language Pedagogy (1994) (29)
Modified Output and the Acquisition of Word Meanings (1999) (29)
Uptake as language awareness (1995) (29)
Distance‐based time series classification approach for task recognition with application in surgical robot autonomy (2017) (28)
Making the Classroom Acquisition Rich (1999) (28)
6. Investigating Learning Difficulty in Terms of Implicit and Explicit Knowledge (2009) (27)
The Origins of Interlanguage (1982) (27)
The associations between cognitive ability and L2 development under five different instructional conditions (2019) (27)
Orders and sequences in the acquisition of L2 morphosyntax, 40 years on: An introduction to the special issue (2015) (26)
The measurement of implicit and explicit knowledge (2018) (26)
Second Language Learning and Second Language Learners: Growth and Diversity (1989) (25)
1. Planning and task-based performance (2005) (25)
Modified Input, Language Aptitude and the Acquisition of Word Meanings (1999) (25)
Non-reciprocal tasks, comprehension and second language acquisition (2013) (24)
Macro- and micro-evaluations of task-based teaching (2011) (24)
Modified Input and the Acquisition of Word meaning by Children and Adults (1999) (23)
A Reader Responds to Guilloteaux and Dörnyei's “Motivating Language Learners: A Classroom‐Oriented Investigation of the Effects of Motivational Strategies on Student Motivation” (2009) (23)
Researching Acquisition Sequences: Idealization and De-idealization in SLA (2015) (22)
A principled approach to incorporating second language acquisition research into a teacher education programme (2011) (22)
Form-focused instruction and the measurement of implicit and explicit L2 knowledge (2015) (20)
DOING META-ANALYSIS IN SLA:PRACTICES,CHOICES,AND STANDARDS (2012) (20)
Explicit Knowledge and Second Language Pedagogy (1997) (19)
Communicating About Grammar (1999) (19)
Does Explicit Grammar Instruction Work (2015) (19)
Implicit and Explicit Knowledge of an L2 and Language Proficiency (2009) (18)
The Role of Input in Language Acquisition: Some Implications for Second Language Teaching (1981) (18)
RESEARCHING CLASSROOM LANGUAGE LEARNING (1991) (18)
Introduction: complementarity in Research Syntheses (2015) (17)
The Production-Oriented Approach: Moving Forward (2017) (17)
Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English (2014) (16)
Some thoughts of testing grammar: An SLA perspective (2001) (15)
Naturally Simplified Input, Comprehension, and Second Language Acquisition. (1993) (15)
Task analysis of laparoscopic camera control schemes (2016) (15)
Chapter 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type (2018) (14)
Investigating Language Teaching: The Case for an Educational Approach. (1988) (14)
SECOND LANGUAGE ACQUISITION THEORY AND LANGUAGE PEDAGOGY. Fred F. Eckman, Diane Highland, Peter W. Lee, Jean Milcham, and Rita Rutkowski Weber (Eds.). Mahwah, NJ: Erlbaum, 1995. Pp. xvii + 326. $69.95 cloth. (1997) (13)
Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition? (2020) (13)
Implicit and Explicit Corrective Feedback and the Acquisition of L2 (2006) (13)
The Social Lives of Adolescent Study Abroad Learners and Their L2 Development (2019) (13)
The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study (2020) (12)
The L1 = L2 hypothesis: A reconsideration (1985) (12)
Investigating language instruction (2014) (12)
Focus on the Teacher (2012) (11)
Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018) (2018) (10)
Task-Based Language Teaching (2017) (10)
Learning a Second Language through Interaction. Studies in Bilingualism, Volume 17. (1999) (10)
Creativity and Language Learning (2015) (10)
A short history of SLA: Where have we come from and where are we going? (2020) (9)
Principles of instructed language learning q (2005) (9)
Chapter 1. Task preparedness (2019) (9)
The relative effects of metalinguistic explanation and direct written corrective feedback on children’s grammatical accuracy in new writing (2019) (9)
Becoming and Being an Applied Linguist: The life histories of some applied linguists (2016) (8)
A study of Chinese learners’ ability to comprehend irony (2021) (8)
Teachers evaluating tasks (2015) (8)
Impact grammar : grammar through listening (1999) (7)
Corrective Feedback and Teacher Development - eScholarship (2009) (7)
Changing trends in language teaching research (2013) (7)
The Effects of Inference-Training and Text Repetition on Chinese Learners’ Incidental Vocabulary Acquisition While Listening (2016) (6)
The differential effects of immediate and delayed feedback on learners of different proficiency levels (2016) (6)
What Makes for Successful Second Language Learning (2009) (6)
Discourse processes in classroom second language development. (1982) (6)
Meta-analysis in second language acquisition research (2018) (6)
The influence of pre-task grammar instruction on L2 learning: An experimental study (2018) (5)
In defence of a modular curriculum for tasks (2020) (5)
Investigating the Performance of Tasks (2012) (5)
Hand position effects on precision and speed in telerobotic surgery (2007) (5)
Chapter 6. Task-based research and language pedagogy (2009) (4)
Retrospect and Prospect (1999) (4)
Language Teaching Materials as Work Plans: An SLA Perspective (2016) (4)
A case study of one teacher’s introduction to task-based language teaching (2021) (4)
Comprehension-based versus production-based instruction: A meta-analysis of comparative studies (2017) (4)
English as a second language in the United Kingdom : linguistic and educational contexts (1985) (4)
Learning to read through a second language (1980) (3)
Comments on R. Ellis's "Current Issues in the Teaching of Grammar: An SLA Perspective": The Author Replies (2006) (3)
Explicit and Implicit Oral Corrective Feedback (2021) (3)
Recasts, Uptake, and Noticing (2013) (3)
公開講演 Teaching Learners to Communicate: A Task-Based Approach (2003) (3)
Task-based language teaching for beginner-level young learners (2020) (3)
A Lifetime of Grammar Teaching. (2012) (3)
Options in a task-based language-teaching curriculum (2021) (3)
Methods for Researching the Second Language Classroom (2012) (2)
The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies (2021) (2)
Second Language Learning: Theoretical Foundations the Study of Second Language Acquisition (2)
Oral corrective feedback in language teaching: A historical perspective (2017) (2)
THE DEVELOPMENT OF SECOND LANGUAGE PROFICIENCY . Birgit Harley, Patrick Allen, Jim Cummings, and Merrill Swain (Eds.). Cambridge: Cambridge University Press, 1990. Pp. xiv + 248. $13.95. (1992) (2)
14. Retrospect and Prospect (2009) (2)
Grammar Teaching as Consciousness Raising (2016) (2)
Reading : upper-intermediate (1987) (2)
A reassessment of lesson evaluation in ELT (1981) (2)
The Role of Grammar in TEFL (1989) (2)
Editorial (2008) (2)
The Author Replies. A Balanced Perspective: Replying to Sheen (2006) (2)
Editorial (2009) (2)
Individual Differences in Second Language Learning 525 21 Individual Differences in Second Language Learning (2012) (1)
Oral corective fedback in L2 clasroms: What We Know so Far (2017) (1)
Rod Ellis's essential bookshelf: Focus on form (2022) (1)
Editorial (2005) (1)
Editorial (2010) (1)
Does planning before writing help? Options for pre-task planning in the teaching of writing (2021) (1)
Interaction and L2 Learning in the Classroom (2012) (1)
Catering for learner differences through instruction (2013) (1)
The Methodology of Task-Based Teaching Rod Ellis ロッド・エリス (2002) (1)
Second Language Classroom Discourse (2012) (1)
Communicative Competence and the Japanese Learner Rod (2013) (1)
Introduction: Regional studies (2008) (1)
MULTIPLE PERSPECTIVES ON INTERACTION: SECOND LANGUAGE RESEARCH IN HONOR OF SUSAN M. GASS . Alison Mackey and Charlene Polio (Eds.). London: Routledge, 2009. Pp. vi + 281. (2010) (1)
Editorial (2006) (1)
Editorial (2011) (0)
Editorial (2008) (0)
Editorial (2007) (0)
Regional studies (2009) (0)
Regional studies (2008) (0)
Editorial (2005) (0)
Comparative Method Studies Revisited (2011) (0)
Editorial (2005) (0)
Editorial (2011) (0)
An options-based approach to doing task-based teaching (2012) (0)
Editorial (2004) (0)
Responding to the Critics of Task-Based Language Teaching (2019) (0)
Conclusion: Becoming and Being an Applied Linguist and Doing Applied Linguistics (2016) (0)
Task-Based Language Teaching: Early Days, Now and into the Future (2021) (0)
Editorial (2005) (0)
Which is the most effective technique for inducing learners’ attention to written corrective feedback (WCF): revision or discussion? : Approximate replication of Ekanayaka and Ellis (2020) (2021) (0)
Teaching as input (2017) (0)
The Pedagogic Background to Task-Based Language Teaching (2019) (0)
7 Testing of L2 pragmatics: The challenge of implicit knowledge (2021) (0)
Editorial (2004) (0)
Professional Life (1946) (0)
Language teaching research and language pedagogy / Rod Ellis (2012) (0)
GRAMMAR TEACHING : WHAT KIND WORKS BEST FOR SECOND LANGUAGE ACQUISITION? (1992) (0)
Conclusion: Research and Language Teaching (2012) (0)
Measures of Implicit and Explicit Knowledge of a Second Language (2018) (0)
Instruction, Individual Differences and L2 Learning (2012) (0)
Editorial (2003) (0)
Introduction: Developments in Language Teaching Research (2012) (0)
Addressing the measurement problem in investigations of form-focussed Instruction (2006) (0)
Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study (2018) (0)
What the public want from agriculture: Introduction. (2003) (0)
COMPREHENSION AND SECOND LANGUAGE ACQUISITION (2012) (0)
Editorial (2008) (0)
Explicit instruction and SLA (2013) (0)
A Handbook for TELF (1997) (0)
The Effects of Repeating Listening Tasks and Listening Training on L2 Learners’ Comprehension and Incidental Acquisition of New Vocabulary (2015) (0)
Task-based language teaching: sorting out the misunderstandingsijal_231 (2009) (0)
The method construct and theories of L2 learning (2013) (0)
Editorial (2014) (0)
Editorial (2007) (0)
Variability in English Proficiency with Secial Reference to Learners and Tests (1989) (0)
Editorial (2006) (0)
Editorial (2009) (0)
Interaction and Grammar Learning (1999) (0)
Editorial (2012) (0)
Ellis, R. (2002). The Place of Grammar Instruction in the Second/Foreign Language Curriculum. In E. Hinkel & S. Fotos New Perspectives on Grammar Teaching in Second Language Classrooms (pages 14-34). Routledge: London. (2002) (0)
The roles of language proficiency and study abroad in Japanese students’ receptive pragmatic competence (2022) (0)
Policy and Procedure in Journal Editing (2010) (0)
Editorial (2008) (0)
Patterns of L2 Development: Different Theoretical Perspectives (2014) (0)
Editorial (2010) (0)
Focus on the Learner (2012) (0)
Introduction: Background to the Life Histories (2016) (0)
Editorial (2012) (0)
A Professional Life: Teacher, Teacher Educator and Researcher (2016) (0)
C is for creativity (2014) (0)
Focussing on form in the classroom (2010) (0)
Form-Focused Tasks in Communicative language Teaching (2006) (0)
Task-Based Syllabus Design (2019) (0)
Editorial (2010) (0)
Editorial (2006) (0)
Editorial (2009) (0)
Editorial (2007) (0)
Comprar Instructed Second Language Acquisition: Learning in the Classroom | Rod Ellis | 9780631162025 | Wiley (2008) (0)
Editorial (2013) (0)
NINJAL Project Review No.2 (2010) (0)
Editorial (2011) (0)
The Effect of Written Corrective Feedback on ESL and EFL Learners’ Acquisition of Grammatical Forms Researchers: (2010) (0)
Regional studies: Introduction (2010) (0)
Editorial (2007) (0)
Task-Based Language Teaching by Rod Ellis (1970) (0)
Editorial (2004) (0)
Comparative Method Studies (2012) (0)
Input, Interaction and Vocabulary Learning (1999) (0)
Investigating a failed novel test of socio-pragmatic knowledge (2023) (0)
Safe Life Propulsion Design Technologies (3rd Generation Propulsion Research and Technology) (2000) (0)
Linguistic syllabuses and SLA (2013) (0)

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What Schools Are Affiliated With Rod Ellis?

Rod Ellis is affiliated with the following schools: