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Composition & Rhetoric Faculty
L to R: Haivan Hoang, Rebecca Dingo, Donna LeCourt, David Fleming, Rebecca Lorimer Leonard, Janine Solberg
Rebecca Dingo, Associate Professor of English. Degree: Ph.D., Ohio State University
Areas of interest: transnational feminist rhetorical methods, transnational literacy, writing program administration and globalization
Professor Dingo is the author of Networking Arguments: Rhetoric, Transnational Feminism, and Public Policy Writing (Pittsburgh 2012) (winner of the W. Ross Winterowd Award for outstanding book on Composition Theory 2013) and co-editor of The Megarhetorics of Global Development (with J. Blake Scott) (Pittsburgh 2012). She has published articles and chapters on a wide range of topics related to rhetoric, feminism, composition, and globalization. She has reviewed manuscripts for several rhetoric, composition, and women’s studies journals, and is on the Editorial Board of Lexington Press’s Cultural Studies/Pedagogy/Activism series. Dingo's research spans the fields of composition & rhetoric and feminist studies; she has published essays on transnational feminist rhetorical methods, transnational literacy, writing program administration and globalization, as well as a policy brief on UK international disability and development policies.
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 (SUNY, 2008) and From Form to Meaning: Freshman Composition and the Long Sixties, 1957-1974 (Pittsburgh, 2011). He has published articles and chapters on a wide range of topics and in a variety of venues. He has served on the CCCC Research Committee, reviewed manuscripts for several composition journals, and is on the Editorial Boards of Written Communication and Rhetoric Review.
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 author of the book Writing against Racial Injury (Pittburgh UP, 2015), a study that focuses on literacy, minority speakers and writers, and college student organizations. Active in the Conference on College Composition and Communication (CCCC), she has served on the Diversity Committee, Public Policy Committee, and Second Language Writing Committee. She is former co-chair of the CCCC Asian/Asian American Caucus.
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
Rebecca Lorimer Leonard holds a Ph.D. in English from the program in composition and rhetoric at the University of Wisconsin-Madison. At UMass Amherst, she teaches undergraduate and graduate courses on language diversity, writing center studies, and research methods. She also currently directs the UMass Amherst Writing Center. Professor Lorimer Leonard’s research examines how transnational literacy practices are valued according to shifting language ideologies. She is working on a book-length project that traces the writing practices of 25 multilingual immigrants across their languages and the places they have lived around the world. She has published in Written Communication, College English, WPA: Writing Program Administration, and Research in the Teaching of English.
Janine Solberg, Director, PWTC Program. Degree: Ph.D., University of Illinois Urbana-Champaign.
Areas of Interest: gender, technology and culture; digital media and emerging literacies; digital humanities; professional and technical communication; information design
Professor Solberg is completing a book manuscript, tentatively titled "Pretty Typewriters: Gender, Technology, and Literacy in Career Advice Literature for Women." She is a member of the editorial board for the journal Computers and Composition, and has also reviewed manuscripts for the journals College English, Enculturation, and Kairos. At UMass, she co-directs and teaches in the Professional Writing and Technical Communication (PWTC) program; she is also a core member of the Digital Humanities Initiative. 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. She has published in Advances in the History of Rhetoric, Literacy in Composition Studies (LiCS), and Kairos.
Books published by Composition and Rhetoric faculty (selected)
Anne Herrington, Distinguished Professor of English, Emeritus. 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.
Charles Moran (1936-2015), 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, 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 served 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 2000.)