Composition and Rhetoric
In the past ten years, the program has placed over 95% of its graduates in academic positions. Graduates of the program go on to teach in tenure-track positions at a wide variety of institutions, including, for example, Miami University of Ohio, Spelman College, the University of Connecticut, Pennsylvania State University, Washington State University, and DePaul University. And, as the following selected examples illustrate, they are a distinguished lot. Among them, two have won the Outstanding Dissertation Award from the Conference on College Composition and Communication (CCCC): Amy Lee, 1996, and Collie Fulford, 2011. And two have won book awards from CCCC: Mya Poe (UMass 2005), the Advancement of Knowledge Award (2012) and Margaret Price (UMass 2004), the Outstanding Book Award (2013). Under the leadership of Emily Isaacs (UMass 1993), Montclair State University’s Writing Program was honored with the CCCC Program of Excellence Award for 2011-12.
Linh Dich, Technologies of Racial Formations: Asian American Online Identities, 2012.
Amber Engelson, Writing the local-global : an ethnography of friction and negotiation in an English-using Indonesian Ph.D. program, 2011.
Michelle Deal, "Whether Writer's Themselves Have Been Changed": A Test of the Values Driving Writing Center Work, 2011.
Denise Paster, Practices of Value: Using a Marxist Lens to Rethink
Circulation, Digital Distribution, and the Public Turn, 2010.
Sarah Stanley, The Writer and the Sentence: A Critical Grammar Pedagogy Valuing the Micro, 2010.
Catherine Pavia, Literacy and Religious Agency: An Ethnographic Study of an Online LDS Women's Group, 2009.
Missy Marie Montgomery, First Year Students’ Perceptions and Interpretations of Teacher Response to their Writing, 2009.
Collie Fulford, Writing across the Curriculum Program Development as Ideological and Rhetorical Practice, 2009. Winner of the 2011 Conference on College Composition and Communication Outstanding Dissertation Award.
Lisa Dush, Digital Storytelling at an Educational Nonprofit: A Case Study and Genre-Informed Implementation Analysis, 2009.
Holly Lawrence, Personal, Reflective Writing in Business Communication and Management, 2007.
Susan Johnson, Old Words in New Orders: Multigenre Essays in the Composition Classroom, 2006.
Mike Edwards, Writing Class and Value in the Information Economy: Toward a New Understanding of Students’ Economic Activity in the Composition Classroom, 2006.
Lauren Rosenberg, Rewriting Ideologies of Literacy: A Study of Writing by Newly Literate Adults, 2006.
Mya Poe, Representation, and Writing Assessment: Racial Stereotypes and the Construction of Identity in Writing Assessments, 2005.
Jennifer DiGrazia, Reading Queer(s) in Composition: A Qualitative Study, 2005.
Heidi McKee, Deliberative Dialogue and Online Communication across Differences. 2005.
Alan Girelli, Teachers' Perceptions of a Hybrid Inservice Delivery Model: A Qualitative Study. 2004.
Margaret Price, Critical Resistance: Disability Studies in the Writing Classroom. 2004.
Winifred Wood, Electronic Deliberation and the Formation of a Public Sphere: A Situated Rhetorical Study. 2004. Winner of the Hugh Burns award for Best Dissertation in Computers and Composition.
Michael Mattison, Between Two Classrooms: Graduate Students of Literature as Teachers of Writing. 2003.
Warren Longmire, Using Learning Objects in Critical Thinking Pedagogy and To Facilitate Entry into Discourse Communities. 2003. Winner of the Hugh Burns award for Best Dissertation in Computers and Composition.
Kimberly Costino, Articulating Literacy: Narrative and Cultural Representations of Literacy throughout 20th Century America. 2002.
Kimberly Marcello DeVries, Teaching To Their Strengths: Multiple Interface Theory in the College Writing Class. 2002.
Susan Kirtley, Students' Views on Writing and Technology: Gender, Race, and Class. 2002.
Mary Reda, Listening to the Silences in Our Classrooms: A Study of "Quiet" Students. 2002.
Julia Wagner, The Letter that Gives Life: Magic, Writing, and the Teaching of Writing. 2002.
Zan M. Goncalves, Speaking Our Truths: Literacy, Sexuality, and Social Action. 2000.
Andrea Stover, Resisting Privacy: Problems in Self-Representation in Journals and Diaries. 1999.
Tom Deans, Community-Based and Service Learning College Writing Initiatives in Relation to Composition Studies and Critical Theory. 1998. Revised dissertation published as Writing Partnerships: Service-Learning in Composition. Urbana, IL: National Council of Teachers of English, 2000.
Martha Trudeau Tucker, Academic Women and Writer's Block: Mapping the Terrain. 1997.
Elizabeth A. Caldwell, A Bilateral Study of the Roles of Writing in a Baccalaureate Nursing Program. 1996
Timothy Doherty, College Writing and the Resources of Theatre. 1996
Emily Isaacs, Constructing Pedagogies: A Feminist Study of Three College Writing Teachers. 1996
Elizabeth A. Klem, Making a Given Curriculum Your Own: Three Models of Adaptation and Negotiation. 1995.
Amy M. Lee, Visions and Revisions of Teaching Writing as a Critical Process. 1995. Winner of the 1996 Conference on College Composition and Communication Outstanding Dissertation Award. Revised dissertation published: Composing Critical Pedagogies. Urbana, IL: National Council of Teachers of English, 2000.
Erika Scheurer, A Vice for Voices: Emily Dickinson's Dialogic Voice from the Borders. 1993.
Ann Mullin, See What We're Saying: An Interpretive Approach to Teaching Writing. 1991.
Paul LeBlanc, Reconceptualizing Text: Computers and Writing. 1990. Revised dissertation published as Writing Teachers Writing Software. Urbana IL: National Council of Teachers of English, 1995.