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University of Massachusetts Amherst

University of Massachusetts Amherst

English Department

Composition and Rhetoric Faculty

 




David Fleming, Professor of English. Degree: Ph.D., Carnegie Mellon University

Areas of interest: history and theory of rhetoric, history and pedagogy of first-year composition, argumentation theory and practice, writing in the disciplines and professions.

Professor Fleming is the former Director of the University Writing Program. He is the author of City of Rhetoric: Reviving the Public Sphere in Metropolitan America (forthcoming from SUNY Press) and On the Hinge of History: Freshman Composition at the University of Wisconsin-Madison, 1967-1970 (under review at Southern Illinois University Press). He has published articles and chapters on a wide range of topics and in a variety of venues. He currently serves on the CCCC Research Committee, reviews manuscripts for several composition journals, and is on the Editorial Boards of Written Communication and Rhetoric Society Quarterly.

Anne Herrington, Professor of English. Degree: Ph.D., Rensselaer Polytechnic Institute

Areas of interest: writing-across-the-curriculum, specifically connections between writing, learning, and identity; composition theory and practice; ethnographic and other qualitative research approaches for studying writing and teaching.

Professor Herrington is the former Chair of the English Department. She is the co-editor, with Charles Moran of the MLA book Writing, Teaching, and Learning in the Disciplines and of Genres Across the Curriculum. She also worked with Marcia Curtis, Charles Moran, and Sara Stelzner to produce the CD-ROM Teaching in Process: Multimedia Resources for Teachers of Writing (Houghton Mifflin). She and Marcia Curtis have authored Persons in Process: Four Stories of Writing and Personal Development in College (NCTE 2000), which was awarded the David H. Russell Prize for Research in Teaching by NCTE. Former Director of the UMass Writing Program, she is active in the Western Massachusetts Writing Project, serves on the Editorial Board of the Journal of Language and Learning across the Disciplines, and frequently conducts workshops with college and high school teachers on writing-across-the-curriculum models and pedagogy.

Haivan Hoang, Associate Professor of English. Degree: Ph.D., Ohio State University

Areas of Interest: literacy studies; composition theory and practice; ethnographic research methods, ethics, and writing; writing center theory and practice

Professor Hoang is currently revising her dissertation "To Come Together and Create a Movement": Solidarity Rhetoric in the Vietnamese American Coalition (VAC) into a book manuscript on literacy, minority speakers and writers, and college student organizations. Active in the Conference on College Composition and Communication (CCCC), she has reviewed proposals for and participated in the Special Interest Group on Qualitative Research, and she has served on both the Diversity Committee and the Public Policy Committee (2003-2006). Her newest commitment is to co-chair the CCCC Asian/Asian American Caucus with Professor Nancy Linh Karls of the University of Colorado-Denver.

Donna LeCourt, Associate Professor of English. Degree: Ph.D., Ohio State University

Areas of Interest: composition theory, identity politics (i.e. race, class, gender, and sexuality) in composition, cultural and critical composition pedagogies, feminist rhetoric, writing across the curriculum, and computers and composition.

Professor LeCourt teaches courses in digital public spheres, critical pedagogy, composition theory, and gender and writing. She is the author of Identity Matters: Schooling the Student Subject in Academic Discourse (SUNY, 2004), and has edited (with Amy Goodburn and Carrie Leverenz) Rewriting Success: Constructing Careers and Institutional Change in Rhetoric and Composition (Parlor Press, 2012). She is currently working on a book tentatively titled Technopublics: Composing for Social Change. She has published articles in Computers and Composition, Journal of Advanced Compositon, Language and Learning Across the Disciplines, the International Journal of Education Reform, Strategies: A Journal of Theory, Culture, and Politics, and chapters in various edited collections.

Rebecca Lorimer Leonard , Assistant Professor of English. Degree: Ph.D., University of Wisconsin-Madison

Areas of Interest: literacy studies; multilingual writing; intercultural rhetoric; community literacies; WAC/WID and writing center studies.

Professor Lorimer is currently revising her dissertation “Traveling Literacies: Writing Among Languages and Locations” into a book manuscript on multilingual writing and global migration. She was Assistant Director of the Writing Across the Curriculum program at the University of Wisconsin-Madison and has taught writing, rhetoric, and ESL at the University of Wisconsin-Madison, San Francisco State University, and Universidad Técnica de Machala in Ecuador.

Janine Solberg, Assistant Professor of English. Degree: Ph.D., University of Illinois Urbana-Champaign.

Areas of Interest: gender, technology and culture; new media and emerging literacies; professional and technical communication; information design

Professor Solberg is currently revising her dissertation "Pretty Typewriters: Gender, Technology, and Literacy in Career Advice Literature for Women" into a book manuscript. She is a member of the editorial board for the journal Computers and Composition, and has reviewed manuscripts for the journal Kairos. At the University of Illinois, she directed the Programs in Professional Writing and helped develop and run communication workshops for the Mid-America Earthquake Center. She has taught courses in business and technical writing, web design, and an advanced composition course called Writing with Video.

Emeritus Faculty

Charles Moran, Professor of English, Emeritus. Degree: Ph.D., Brown University

Areas of Interest: composition theory and practice, writing-across-the-curriculum, writing and emerging technologies.

Professor Moran has with Anne Herrington co-edited the MLA book Writing, Teaching, and Learning in the Disciplines, and Genres Across the Curriculum. In addition he co-edited, with Elizabeth Penfield, the NCTE book Conversations: Contemporary Critical Theory and the Teaching of Literature, and, with Pat Belanoff, Sheryl Fontaine, and Marcia Dickson, Writing With Elbow. With Gail Hawisher, Cindy Selfe, and Paul LeBlanc he co-authored Computers and the Teaching of American Higher Education, 1979-1994. He worked with Anne Herrington, Marcia Curtis, and Sara Stelzner on the production of the CD-ROM, Teaching in Process. He serves on the editorial boards of Computers and Composition, the Journal of Teaching Writing, the Journal of Language and Learning across the Disciplines, academic.writing, and Works and Days.

Peter Elbow, Professor Emeritus. Degree: Ph.D., Brandeis University

Areas of Interest: writing and the teaching of writing, voice in writing, assessment and grading, learning and teaching.

Professor Elbow has written Oppositions in Chaucer, Writing without Teachers, Writing with Power, Embracing Contraries, What is English?, and (with Pat Belanoff) a textbook, A Community of Writers. He edited Voice and Writing, he co-edited Nothing Begins with N: New Explorations of Freewriting as well as Writing to Learn: Strategies for Assigning and Responding to Writing in the Disciplines. He has published numerous essays on writing and teaching and evaluation. In 1986 he was awarded the Braddock prize for "The Shifting Relationships between Speech and Writing." In 1994 he was awarded the James A. Berlin prize for "The War between Reading and Writing-and How to End It."He taught at M.I.T., Franconia College, Evergreen State College, and SUNY Stony Brook where he also directed the Writing Program.He served on the Executive Committee of the Modern Language Association and the Executive Committee of the Conference on College Composition and Communication.(Note: Peter Elbow retired from the University in August 2000. He will remain in Amherst, will sometimes teach graduate seminars, and will often be able to consult with and advise graduate students in Rhetoric and Composition.)

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