Students

As you'll see from the profiles below, the doctoral students pursuing a designated emphasis in Writing, Rhetoric, and Composition Studies at UC Davis have a wide range of interests and expertise.   

 

Current Students

 

Rusty Bartels

rustybartles.jpgStarted the program in 2011
Email address: rrbartels@ucdavis.edu 
Home Department: Cultural Studies

Research interests:
The American West and Pacific World; Transnational American Studies; tourism and memory; (neo)colonialism, empire, and imperialism; federal and militarized landscapes; visual rhetoric; rhetorics of public memory and space; environmental humanities

Education:
BA in History (Highest Honors) and Comparative American Studies, Minor Environmental Studies, Oberlin College 2010

Teaching Experience:

  • AMS 10: Introduction to American Studies (TA)
  • AMS 21: Objects and Everyday Life (TA) 
  • AMS 30: Images of America and Americans in Popular Culture (TA) 
  • ASA 4: Asian American Cultural Studies (TA)
  • AMS 21: Objects and Everyday Life (Associate Instructor) 
  • UWP 18: Style in the Essay (Associate Instructor)
  • UWP 19: Writing Research Papers (Associate Instructor)
  • AMS 10: Introduction to American Studies (Associate Instructor)

Why did you choose the DE in Writing, Rhetoric and Composition? 
I was drawn to the DE as a space that would help round out my scholarly development by providing me with pedagogical tools and support (especially in the use of writing across the curriculum) that I think is lacking in most grad school experiences, and by helping me to develop rhetoric as a major framework for my future dissertation.

 

David Coad

davidcoad.jpgStarted the Program in 2013
Email Address: dcoad@ucdavis.edu
Home Department: School of Education

Research Interests:

Composition pedagogy, social media and literacy, digital and multimodal rhetoric, qualitative research methods, writing processes and revision

Education: 

B.A., English; Santa Clara University, 2010
M.A., English; San Jose State University, 2013

Teaching Experience:

  • TA for UWP 12: Visual Rhetoric at UC Davis, Fall 2014
  • Taught UWP 1 and UWP 1Y (hybrid version) at UC Davis, 2013-2014
  • Taught ENGL 1A and ENGL 1B at San Jose State, 2011-2013
  • Instructor and Tutor at the Language Development Center at San Jose State, 2010-2012 

Why did you choose the DE in Writing, Rhetoric, and Composition? 

I am pursuing the DE because I am deeply committed to helping college students become clear and effective communicators in their writing. I enjoy working with college writers, and I find teaching with technology especially satisfying. I want to help college students learn how to think critically about the technologies they use, and about the rhetorical strategies they employ when communicating through these technologies. 

 

Jenae Cohn

jenaecohn.jpgStarted the program in 2011 

Email address: jdcohn@ucdavis.edu
Home Department: English

Research interests: Digital Literacy and Learning, Multimodal Writing, Writing Across the Curriculum, Writing Center Pedagogy, 20th Century and Contemporary American Literature, Postmodernism and New Media Theory

Education:
B.A., English (Creative Writing); University of California, Los Angeles, 2010
 

Teaching Experience:

  • UC Davis University Writing Program
    • UWP 1 (Introduction to Expository Writing): Fall 2012-Summer 2013 
    • UWP 1Y (Introduction to Expository Writing: Hybrid): Fall 2013-Spring 2014
    • UWP 12 (Visual Rhetoric): Winter 2015
  • UC Davis English Department
    • ENL 150B (Modern and Contemporary Drama): Fall 2011
    • ENL 158B (American Novel from 1900-Present): Winter 2012
    • ENL 185C (Women’s Writing 1945-Present): Spring 2012
    • ENL 110B (Introduction to Modern Literary and Critical Theory): Fall 2014 
  • UCLA Covel Peer Learning Labs

Affiliations:
National Council for Teachers of English (NCTE)

Why did you choose the DE in Writing, Rhetoric, and Composition?

Working with college students to develop their writing is a primary reason I chose to pursue a career in higher education. As a scholar, I aim to make practical connections between theory and practice, and my interest in digital writing informs my study of contemporary American literature and new media theory. My dissertation aims to culminate these interests in a project that explores the rhetoric of loss around the shift from print to digital culture. By probing at changing notions of identity and writing education in the 21st century, I intend to examine the implications of material changes on scholarly practice and university pedagogy

 

 

Garrett DeHond

garretdehond.jpg

Started the Program in 2010 

Email address:  gdehond@ucdavis.edu
Home Department:  School of Education

Research interests:
Second language writing, feedback and revision, first-year composition, technology and writing

Education:
B.A., English; Temple University, 2003
M.Ed., Education, TESOL; Turabo University @ Penn State - Abington, 2012

 

Teaching Experience:

  • K-12 ESL, Seoul Metropolitan Office of Education, South Korea (2007 - 2009)
  • 7-12 English Language Arts, School District of Philadelphia (2009 - 2012) 
  • University Writing Program, UC Davis (2013 - 2014)
  • Institute for Language Education and Research, SeoulTech (2014 - Present)

Affiliations:
TESOL (CATESOL), NCTE (CCCC)

Why did you choose the DE in Writing, Rhetoric, and Composition?
Second language writing in first-year composition is my chief research interest here at UCD. The WRACS DE allows for multidisciplinary exposure to both theory and practice within my interest areas. I also feel fortunate to be surrounded by brilliant minds in the faculty and graduate student body associated with WRACS, both of which will be valuable assets for developing my academic career.

 

Katie Evans 

katieevans.jpgStarted the program in 2013
Email address: ktevans@ucdavis.edu
Home Department: Department of Linguistics
 
Research Interests: Second language acquisition, second language writing, first language use in second language writing, composition and second language writing pedagogy, response to student writing, constructive alignment
 
Education:
B.S. Environmental Engineering, Cal Poly, San Luis Obispo, 2008
TEFL Certificate, 2008
M.A. Linguistics, TESOL concentration, UC Davis, 2013
 
 
 
Teaching Experience:
  • Introductory ESL Writing (LIN 21/UWP 21 equivalent, Instructor Fall 2011)
  • Intermediate ESL Writing (UWP 22, Instructor Fall 2013, Winter 2014, Spring 2014, SS2 2014)
  • Interpersonal Communication Competence (CMN 3, Associate Instructor SS1 2012, 2013)
  • Global English Communication (CMN/LIN 5, Teaching Assistant, Spring 2013, Fall 2014)
  • Interpersonal Communication Competence (CMN 3, Teaching Assistant Spring 2012)
  • English for Specific Purposes courses at Chalmers University of Technology, Sweden (University Adjunct, 2009-2011)
 
Why did you choose the DE in Writing, Rhetoric, and Composition Studies? 
As my research focus is second language writing, I am particularly interested in the changing classroom dynamics brought about by growing numbers of multilingual writers enrolled in university composition courses and how composition pedagogy and program administration can and should adjust to this change.

 

 

Becky Kling

beckykling.jpgStarted the program in 2011
Email Address: rdkling@ucdavis.edu
Home department: English

Research Interests: Nineteenth Century Literature, Rhetoric & Composition, Critical Theory, Prison Studies, Gender Theory 

Education

B.A., English, Gettysburg College, summa cum laude

M.A., English, Lehigh University, summa cum laude

 

Teaching Experience

  • Teaching Assistant, 2011-2012
  • UWP 1 Instructor, 2012-2015

Why did you choose the DE in writing, rhetoric, and composition studies? 

I chose the DE in writing, rhetoric, and composition because of my interests in pedagogy and literacy and because it was the area of focus that best enabled me to build bridges that could strengthen both my work as a scholar and as a teacher.

 

Kelsey Krausen                 

kelseykrausen.jpgStarted the program in 2010

Email address: kdkrausen@ucdavis.edu  

Home Department: Education, Emphasis in School Organization and Educational Policy

Education:

PhD in Education Policy with Designated Emphasis in Writing, Rhetoric, and Composition Studies (in progress)

MA in Public Administration, San Francisco State University

BA in Literature, University of California, San Diego

Teaching Experience:

  • College Instructor, Prison University Project, San Quentin Prison (2008-2013)
  • Teaching Assistant, School of Education, University of California, Davis (2010-2013)

Affiliations: Member, AERA

Why did you choose the DE in Writing, Rhetoric and Composition?

Before entering the PhD program at UC Davis, I worked at the National Writing Project (NWP) for five years. My time at NWP affirmed my conviction that teacher input is critical in the creation of educational policy and cemented my belief that writing is an essential skill, and must be an equal companion to reading in language arts curriculum. Therefore, I am interested in policies and practice that improve writing instruction and assessment and provide teachers with opportunities for high-quality professional development. My current research interests include education leadership, the politics of education, and school change and district systems reform. I am also interested in school attendance issues including truancy and chronic absence.

 

Kendon Kurzer

kendonkurzen.jpgStarted the Program in 2013

Email Address: kckurzer@ucdavis.edu
Home Department: School of Education

Research Interests: 

Second language writing, tutoring second language writers (both in Writing Center contexts and via alternative tutoring programs), feedback, Writing Across the Curriculum and L2 writers, Korean as a second language, and corpus linguistics. 
Education: B.A. in Linguistics in 2011 (Brigham Young University); TESOL Graduate Certificate in 2012 (Brigham Young University); M.A. in TESOL 2013 (Brigham Young University)
 

 

Teaching Experience: 

  • 3 years teaching an upper-level Korean class
  • 4 years teaching at a private Intensive English Program (writing, reading, grammar, TOEFL/IELTS prep)
  • 2 years teaching ESL and mainstream university writing courses
  • 2 years teaching community ESL courses

Why did you choose the DE in Writing, Rhetoric, and Composition?

I chose the WRaCS DE as a way to supplement my studies, and because I am primarily interested in working with second language (L2) writers in various contexts. I believe that the WRaCS DE courses and faculty members will help provide me with a thorough understanding of L1 composition theories that will help me help L2 writers as well. The DE faculty members are knowledgeable experts in the area, and the chance to work with them is a big part of why I wanted to study at UC Davis. 

 

Aaron Lanser

aaronlanser.jpgStarted the Program in 2010
Email Address: alanser@ucdavis.edu
Home Department: Education: Language, Literacy, and Culture

Research Interests: Feedback and interaction in social network sites; writing development in informal online settings; genre theory and the formation of new web-based genres

Education:

PhD in Education, Language, Literacy, and Culture, w/designated emphasis in Writing, Rhetoric, and Composition Studies (in progress)

MA in English w/dual concentration (Literature; Rhetoric & Composition)

BA in English

Teaching Experience:

  • Instructor, University Writing Program at UC Davis, 2010-present
  • Lecturer, Department of English, California State University, Stanislaus, 2005-present
  • Teaching Assistant, School of Education, UC Davis, 2010-2013
  • Teaching Assistant for Davis Honors Challenge, UC Davis 2012-2013
  • Teaching Associate, Department of English, California State University, Stanislaus, 2002-2004
  • Substitute Teacher, Modesto City Schools, 2001-2003 

Why You Chose the DE in Writing, Rhetoric, and Composition:

I had been teaching computer-assisted college writing for several years and noticing some trends among my students: Although my students were coming from very similar backgrounds and circumstances, and despite the widespread myth that this generation was uniformly internet-savvy, there were often very noticeable differences in their understanding of conventions for writing online (e.g. posting in discussion boards). Some of these differences were tied to the ways they spent their time online. I chose the Designated Emphasis to better understand how students like mine are writing and responding informally on the web and how these behaviors interact with their “formal” writing development. The UWP faculty are at the forefront in these areas of feedback/response and online writing.

 

Kenya Mitchell  

kenyamitchell.jpg

Started the Program in 2010
Email address: ktmitchell@mail.ucdavis.edu        
Home Department: School of Education

Research interests:
Adolescent and Undergraduate Writing Development, Interactive Media & Writing, the effects of imaginative writing on academic writing development, ESL Writing Development (nationally and globally), Curriculum Design, developing teacher training methods for writing.

Education:
City College of New York, BA in Creative Writing; Harvard University, MA in Language and Literacy.
Teaching Experience:

  • McNair Scholars Writing Instructor 
  • Guest Lecturer in Mali, Jeddah, Saudi Arabia and Kenya
  • Curriculum designer for World Teach, Tanzania, 2011-2012

Why did you choose the DE in Writing, Rhetoric, and Composition?
I chose the designated emphasis in Writing, Rhetoric and Composition because the program’s flexibility allows me to fuse my passion for non-academic writing and library sciences with what I know about academic writing instruction to create new, dynamic types of writing curricula.  I also chose the DE because the faculty within the program are on the forefront of the latest developments in the field, yet they always make time to lend extra support to students in the program. 

When I’m not completing research or drafting curricula for programs, I’m an author and adventurer.  I’ve self-published two books and am preparing to complete two more.  I’ve traveled to 12 countries over the past six years. Still, I’m quite partial to gardening at home with my dog Domino or just hiking in the woods.  

 

DJ Quinn

Started the Program in 2015
Email address: djquinn@ucdavis.edu   
Home Department: School of Education

Research interests:
Hybrid and on-line models, accessibility, rhetoric, student-teacher interaction, writing process and ecosystems of invention

Education:
BA St. Lawrence University
MFA Emerson College

Teaching Experience:

  • 2012-2015: San Francisco State University and University of San Francisco
  • 2007-2012: West Valley College and San Jose State University
  • 2005-2007: College of the Canyons

Why did you choose the DE in Writing, Rhetoric, and Composition?
I am interested in how and why students write, and how to build systems that help them write more freely and easily. I've always been fascinated by the intersection of the activities, methods, and the results of writing activity, and working in the DE allows me to explore those interests with my students, using a wide variety of tools, in an atmosphere of support and intellectual curiosity.

 

Roxanne Rashedi

Started the Program in 2014

Email Address: rnrashedi@ucdavis.edu
Home Department: School of Education

Research Interests: Contemplative pedagogy and writing instruction; writing instruction for students with disabilities; process writing approaches and the self-regulated and metacognitive aspects of cognitive strategy instruction; technology and literacy.

Education:

M.A. English, Georgetown University, 2011

B.A. English, UC Berkeley, 2009 

Teaching Experience:

  • Graduate Student Instructor, (first-year composition, hybrid, virtual, face-to-face), University Writing Program, UC Davis, Fall 2014-present
  • Adjunct Lecturer, (first-year composition, advanced technical writing, advanced online writing), Writing Program, Santa Clara University, Fall 2012-Summer 2014
  • Part-time Instructor, (first-year composition, basic skills and developmental writing), Department of English, De Anza Community College, Fall 2011-Spring 2013
  • Graduate Writing Fellow, (assisted faculty teaching intensive writing courses in Psychology and Business), Center for New Designs in Learning & Scholarship and Writing Program, Georgetown University, Fall 2010-Spring 2011
  • English Instructor, (introduction to expository writing for rising high school juniors), Georgetown University Summer College Preparatory Program, Summer 2010
  • Writing Center Associate, Writing Center, Georgetown University, Summer 2010
  • Teaching Assistant, (assisted graduating seniors on thesis projects), American Studies, Georgetown University, Fall 2009-Spring 2010 
 

Why did you choose the DE in Writing, Rhetoric, and Composition?

 

The DE in WRaCS allows me to research the methodologies in Contemplative Education and Writing Studies. I had been teaching composition and flow yoga for several years and noticed a common thread between the two fields: the emphasis on process and not product. I believe that composition and contemplative instructors strive to introduce their students to adopting a mindful orientation toward the learning process. I chose the DE in WRaCS because I want to learn more about the practices that may help students cultivate a greater awareness of their writing process and composing habits. I wonder how such practices could perhaps establish student agency in the writing process. 

 

Diana Recouvreur

Started the Program in 2012
Email Address: dire@ucdavis.edu
Home Department: School of Education

Research Interests: School Organization and Education Policy: push-out, punishment, context, juvenile justice, and school discipline policies in California. 
 

Education: BA - English Language & Literature, Minor in Creative Writing, UC Berkeley, 2010

 

Teaching Experience: 

  • Teaching Assistant for the Writing Ambassadors Program (UWP 197TC), 2014-2016
  • Teaching Assistant for EDU 100: Spring 2013, Spring 2014
  • Teaching Assistant for EDU 115, Winter 2014
  • Teaching Assistant for EDU 150, Fall 2013
  • Tutor for Youth Policy Institute, 2010
  • Tutor for Teach in Prison, San Quentin State Prison, 2010

Why did you choose the DE in Writing, Rhetoric, and Composition?

Coming from a writing and language background this designated emphasis was a natural fit. Also, much of my research interests include elements of writing and discourse.

 

Michal Reznizki

michalreznizki.jpg

Started the Program in 2011
Email address: mreznizki@ucdavis.edu    
Home Department: Education

Research interests:
Rhetorical Studies, The History of Rhetoric, First-Year Composition, Writing about Writing, Teacher Training

Education:
BA, English Literature and French Culture, Tel-Aviv University, Israel, 2006
MA, English and Comparative Literature, San Jose State University, 2011

Teaching Experience:

  • UWP1 Instructor, University of California, Davis, Spring 2013-present
  • Teaching Assistant for the Davis Honors Challenge (DHC), 2011-2013
  • Writing Instructor, San Jose State University, 2010-2011

Affiliations:
NCTE, RSA, WPA-L

Why did you choose the DE in Writing, Rhetoric, and Composition?
I chose the DE in Writing, Rhetoric, and Composition because I am interested in teaching and researching college level writing. I wanted to extend my knowledge not only in different teaching practices but also in different research methods. I am also particularly interested in the connection between writing and rhetoric, and the DE is the perfect framework for me to explore these ideas. 

 

Alex Rockey

Started the Program in 2015
Email address: arockey@ucdavis.edu   
Home Department: School of Education

Research interests:
Writing Across the Curriculum; Second language writing; Technology and writing; Teacher training

Education:
Ph.D. Student in Education
M.A. in Education, University of California, Davis 2012
Single Subject Credential in English, University of California, Davis 2011
B.A. in English with Honors in the Liberal Arts, University of Wisconsin, Madison 2008

Teaching Experience:

  • Puente teacher Woodland High School 2013-2015
  • English teacher Woodland High School 2011-2015

Why did you choose the DE in Writing, Rhetoric, and Composition?
I am interested in ways technology can support second language writers meet increased writing demands of Common Core in Science, Technology, Engineering, and Math (STEM) courses. The DE provides an opportunity to expand my network beyond the walls of the education building and to collaborate with others who share similar research interests.

 

Katherina Sibbald

Started the Program in 2011

Email Address: 

krsibbald@ucdavis.edu

Home Department: School of Education

Research Interests:

Classroom discourse; Adolescent literacy; Academic language development; English Language Arts Pedagogy;Teaching and Learning in Diverse Classrooms

Education:
Ph.D., Education (Language, Literacy, and Culture), U.C. Davis (expected 2016)
M.A., Education, Sonoma State University; Teaching Credential (English), Sonoma State University
B.A., Comparative Literature, U.C. Davis
A.A., General Education, Santa Rosa Junior College

Teaching Experience:

  • Middle/High School English, Santa Rosa City Schools, 1987-1990
  • Volunteer Classroom Tutor and Computer Lab instructor, Petaluma City Schools (K-6), 1996-2006
  • Teaching Assistant, School of Education, U.C. Davis, 2012-2014
  • Graduate Student Instructor, University Writing Program, U.C. Davis, 2014-present  

Why did you choose the DE in Writing, Rhetoric, and Composition? 

My research interests are deeply related to students' writing development, and the DE in Writing, Rhetoric, and Composition offers courses and experience in writing research and pedagogy that are fundamental to understanding students' learning in the classroom and the language and literacy resources they bring with them to the classroom. 

 

Mary Stewart   

marystewart.jpgStarted the Program in 2011
Email address: mkstewart@ucdavis.edu
Home Department: Education

Research interests:

Computer-assisted, hybrid, and online education; teaching writing with technology; digital literacy; collaborative writing and learning; qualitative research (especially interview, survey, and grounded theory methodologies)

Education:
Bachelor of Arts in English from Baylor University (Waco, TX)
Master of Arts in Twentieth Century Literature from Durham University (England)
 

Teaching Experience

  • First-Year Composition (online, hybrid, and face-to-face), UC Davis, 2012-present 
  • Learning in the Digital Age (face-to-face, TA), UC Davis, Spring 2014
  • Introductory Composition (online), Ashford University, 2010-2012  
 

Why did you choose the DE in Writing, Rhetoric, and Composition?
My primary goal in pursuing my PhD was to study the way technology influences the teaching and learning of writing. UC Davis’ PhD in Education and emphasis in writing, rhetoric, and composition allows me to explore the impact of technology at the crossroads of composition and education.

 

Victoria White

victoriawhite.jpgStarted the Program in 2010
Email address: vmwhite@ucdavis.edu
Home Department: Comparative Literature

Research interests

Early modern lyric, Petrarchism, theories of imitation, gendered voice, performativity, parody, early modern reception of Classical rhetoric, collaborative composition. 

Education

B.A., Spanish; Whitworth University, Spokane, 2007

 

Teaching Experience:

  • UC Davis University Writing Program
    • UWP 11 (Popular Science and Technology Writing): Winter 2014 and 2015 
  • UC Davis Humanities Program
    • HUM 4D (Animals in Human Culture): Summer 2012
    • HUM 1 (How to be a Critic: Fashion): Fall 2014
  • UC Davis Comparative Literature Department
    • COM 1 (Major Books of Western Culture: The Ancient World): Fall 2013 and Winter 2014
    • COM 2 (Major Books of Western Culture: From the Middle Ages to the Enlightenmnet): Fall 2012, Winter, Spring and Summer 2013
    • COM 4 (Major Books of the Contemporary World: Utopia/Dystopia): Fall 2014
    • COM 5 (Fairy Tales, Fables, and Parables): Fall 2010 
    • COM 7 (Literature of Fantasy and the Supernatural): Winter and Spring 2011
    • COM 10B (Metamorphoses, Decameron, Arabian Nights, Canterbury Tales): Winter 2012
    • COM 10F (Cervantes, Lafayette, Fielding, Voltaire): Fall 2011
    • COM 10G (Machiavelli, Shakespeare, Lope de Vega, Moliere): Spring 2012
    • COM 110 (Hong Kong Cinema): Fall 2010

 

Liberty Van Natten

Started the Program in 2014

Email Address: lvan@ucdavis.edu

Home Department: Linguistics

Research Interests:  I'm currently doing fieldwork for my dissertation on the intersection(s) of language, culture, and literacy in urban high school math classrooms. Some of my other interests include: adolescent language use and identity; mathematical literacy; adult language acquisition; international student writers; and TESOL politics.

 

Education:

BA English, CSU Chico

MA Lingustics/TESOL, UC Davis

PhD Linguistics, UC Davis (in progress)

Teaching Experience:

  • High school English Language Arts (Sacramento)
  • Entry level college writing (CSU Chico)
  • Graduate ESL (UC Davis)
  • Undergraduate ESL (UC Davis & Sacramento City College)
  • Linguistics TA (UC Davis)

Why did you choose the DE in Writing, Rhetoric, and Composition?

I chose the DE in Writing, Rhetoric, and Composition because it is an interdisciplinary group and a great way to expand beyond my department and make connections at UC Davis.

Matthew Zajic

matthewzajic.pngStarted the Program in 2013

Email Address: mczajic@ucdavis.edu

Home Department: School of Education

Research Interests: Writing development, writing instruction, and writing assessment concerning school-age children with autism spectrum disorders, attention-deficit/hyperactivity disorder, and other neurodevelopmental and learning disabilities; cognitive writing processes; writing assessment in clinical contexts; influence of video games, interests, and motivations on writing development; postsecondary attitudes towards and accommodations for students with disabilities

 

Education:

B.A. Sociology, Minors in Education (Applied Psychology) and Professional Writing (Professional Editing), UC Santa Barbara, 2012

Teaching Experience:

Associate Instructor

Teaching Assistant

Undergraduate Teaching Experience

  • College Admissions Essays: The Role of the Counselor as Mentor and Editor (EDUC 1007; Spring 2015, Summer 2015, Fall 2015), UC Berkeley Extension
  • Expository Writing (UWP 1; Fall 2014), UC Davis
  • English Grammar (UWP 106; Winter 2016), UC Davis
  • The Use and Misuse of Standardized Tests (EDU 119; Fall 2015), UC Davis
  • Visual Literacy (UWP 12; Winter 2015, Spring 2016), UC Davis
  • Educating Children with Disabilities (EDU 115; Fall 2014), UC Davis
  • Children, Learning, and Material Culture (EDU 122; Spring 2014), UC Davis
  • Academic Communities for Excellence Writing Tutor (2012–2013), UC Santa Barbara
  • Campus Learning Assistance Services GRE Writing Tutor, UC Santa Barbara 2012–2013
  • Teaching Assistant and Head Reader for Socialization, Self-Actualization, and Creativity (SOC 142; Summer 2011, Fall 2011, Spring 2012) and Sociology of Drug Use (SOC 176D; Winter 2012), UC Santa Barbara
  • Academic Skills Tutor in the Social Sciences (2010–2013), UC Santa Barbara

Why did you choose the DE in Writing, Rhetoric, and Composition?

Focusing specifically on the writing development of students with neurodevelopmental and learning disabilities (or differences), I chose the DE in Writing, Rhetoric, and Composition Studies in order to bring together the research methodologies and traditions from the fields of special education and writing studies to learn how best to help this diverse student population. The DE has helped me build a foundation of writing theory and pedagogy that I have used to bridge interdisciplinary knowledge gaps between the fields of cognitive writing research, special education, and autism research (as well as others). The DE has also been the perfect opportunity to learn about the multidisciplinary nature of writing studies, especially concerning how developmental and learning disabilities have been viewed within the field of composition and writing studies in primary, secondary, and postsecondary contexts. The DE has helped open the door for interdisciplinary writing research that informs both research and practice involving children with neurodevelopmental and learning disabilities.

Focusing specifically on the writing development of students with neurodevelopmental and learning disabilities, I chose the DE in Writing, Rhetoric, and Composition Studies in order to bring together the research methodologies and traditions from the fields of special education and writing studies to learn how best to help this diverse student population. The DE allows me to build a foundation of writing theory and pedagogy that I can then use within special education and clinical writing research that other researchers without this foundation may neglect to consider. The DE is also the perfect opportunity to learn about how developmental and learning disabilities (or differences) are currently viewed within the field of composition and writing studies, opening the door for interdisciplinary research that would benefit all fields involved.

 

Michele Zugnoni

michelezugnoni.jpgStarted the Program in 2014
Email Address: mzugnoni@ucdavis.edu
Home Department: School of Education

Research Interests: I'm currently surveying institutions throughout the U.S. in an effort to update the WAC/WID Mapping Project and discover the role that WAC/WID plays in U.S. higher education. Beyond that, I’m interested in self-reflective writing; writing assessment; and writing differences as they pertain to background, culture and spoken dialect.

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Education: 
Ph.D. in Education, designated emphasis in Writing, U.C. Davis (in progress)

M.A. in English, concentration in Rhetoric and Teaching Writing, California State University, Stanislaus, May 2013

J.D., U.C. Davis, May 2008

 

B.A. in History, emphasis European, CSU Hayward (now East Bay), June 2002

 

A.A. in General Studies, Las Positas College, May 1999

 

Teaching Experience:

Teaching Associate

Teaching Assistant

Writing Center Tutor

Substitute Teacher (all subjects, grades K through adult)

Why did you choose the DE in Writing, Rhetoric, and Composition?

I love to write. It is my passion, my solace, my drive. It's saved my life more than once. I also love to teach. Besides my moments spent writing, my favorite moments are when a student's eyes light up and they become excited over the process of learning. Even better is when they become excited over the process of writing. It is my goal to become a writing teacher. I know the emphasis in writing, rhetoric, and composition will help me make that goal a reality.

 

Alumni

 

Grant Eckstein                                 

granteckstein.jpgStarted the Program in 2011
Email address: gteckstein@ucdavis.edu  
Home Department: Linguistics

Research Interests: 
Second-language writing; writing program administration; writing centers
 
Dissertation: "Ideal Versus Reality: To what extent do L1, L2, and Generation 1.5 Tutees Receive the Kind of Tutorial Directiveness and Grammar Instruction Called for in Writing Center Literature?"
 
Education:
BA in Linguistics
Graduate Teaching Certificate in TESOL (Teaching English to Speakers of Other Languages)
MA in TESOL
MA in Linguistics
 
Teaching Experience:
  • Tagalog Language Courses
  • ESL Skills-based Courses (reading, writing, listening, speaking, grammar)
  • First-year Composition courses
  • First-year Composition courses for ESL writers
 
Why did you choose the DE in Writing, Rhetoric, and Composition?
 
My research interests intersect with these three areas as well as second-language writing and applied linguistics. The DE allows me to learn and study in a highly-interdisciplinary program.
 
 

Betsy Gilliland

betsygilliland.jpgPhD in Education, awarded 2012
 
Dissertation: "Talking about Writing: Culturally and Linguistically Diverse Adolescents’ Socialization into Academic Literacy" 
Committee: Kerry Enright, chair, Dana Ferris, & Chris Faltis
 
Email Address: egillila@hawaii.edu
 
Research Interests: adolescent literacy, second language writing, teacher learning
 
Education
BA Brown University (Russian Studies, 1995)
MA SIT Graduate Institute (TESOL, 2001)
 
 
Teaching Experience
  • Prior to UC Davis
    • Peace Corps Uzbekistan (university TEFL), San Jose State University (developmental composition and academic English)
  • At UC Davis
    • Extension (TESOL certificate courses, language pedagogy courses for international educators)
    • UWP (UWP 104d)
    • Linguistics (Ling 23)
    • Education (EDU 206c, EDU 244)
  • After UC Davis
     
    Why did you choose the DE in writing, rhetoric, and composition? 
    I started teaching at San Jose State with very little knowledge of the field of writing studies or appropriate pedagogies for teaching second language and developmental writing. I started reading the research and attending conference sessions specifically focused on teaching writing and realized that there was a whole world out there of people who cared about helping underprepared college students learn to write for academic purposes. When I chose to start my PhD at UCD, the UWP had just been formed and the first professors had just been hired. I think I was the first person to declare the WRACS DE when it was introduced because the timing was perfect--I had already found a home in the UWP, taken most of the graduate courses offered,  had two UWP professors on my qualifying exam committee, and was planning to study high school writing for my dissertation, so it made perfect sense to add the DE as a formal recognition of what I was doing anyway. The DE gave me access to both research and pedagogy related to both first and second language writing.
     
    What advice do you have for current or prospective students? 
    Take as many classes as you can during your first two years at UCD--the breadth of knowledge gives you a good sense of the field and allows you to focus your research interests in ways that you may not have thought about before grad school. Teach as many different courses as you can, in as many areas as you are thinking you might want to work afterwards. I find in my teaching now that I draw on things I learned from UWP and other courses as well as from teaching before and during grad school. 
    • University of Hawaii, Manoa, Department of Second Language Studies (second language pedagogy, intro to SLS, international teaching practicum, classroom action research, graduate seminar in adolescent literacy)
  • Professional
  • CCLS – Staff Attorney: Instructed law students in legal representation, writing case briefs, and proper citation format. Guided students in proper implementation of high stakes legal cases.
  • U.C. Davis Center for Public Policy Research – Legal Policy Analyst: Researched federal and state laws and regulations concerning collateral sanctions, rewriting said laws into general, lay terms in order to facilitate understanding among politicians and political staff in an effort to formulate fundamental changes to the legal system.
  • University of California, Davis – Taught UWP 1, University Writing Program, Fall 2014 to Present
  • California State University, Stanislaus – Taught ENGL 1006 and 1007, English Department, Fall 2012 to Spring 2013
  • University of California, Santa Barbara – Writing T.A., Black Studies Department, Spring 2014
  • University of California, Davis – Legal Writing T.A., Law School, January 2008 to December 2008
  • California State University, Stanislaus – Fall 2012 to Spring 2013
  • Elk Grove Unified School District – Fall 2015 to Present
  • Manteca Unified School District – Spring 2003 to May 2012
  • San Lorenzo Unified School District – Winter 2002 to Fall 2003

 

Hogan Hayes  

hoganhayes.jpgStarted the program in 2010 

Email address: hmhayes@ucdavis.edu
Home Department: School of Education

Research interests: Writing Skills Transfer, The Learning of Writing in the Disciplines, English Language Learners studying in International Environments, Writing in English as an International Language

Education:  
Ph.D. in Education from UC Davis (expected 2015)
MA in English from UC Davis 2004
BA in Philosophy from UW Madison 1999

Teaching Experience:

  • Instructor, University Writing Program (UWP), UC Davis, September 2010-Present.
  • Instructor, Global Studies Extension, UC Davis, 2010-Present.
  • Instructor, Department of Rhetoric and Composition, University of San Francisco, 2012-Present
  • Senior Lecturer of Communications, CEU Business School, Budapest, 2006-2010.
  • Lecturer, English Department, McDaniel College Budapest, September 2004-June 2007.
  • Instructor, Babilon Language Studio, October 2004-June 2006.
  • Instructor, English Department, University of Pécs, January 2005-December 2005.
  • Instructor, English Department, UC Davis, January 2004-March 2004.

Why did you choose the DE in Writing, Rhetoric, and Composition?

I applied to graduate school intending to study composition and rhetoric. At the time, I was teaching international students who intended to go into business, law, or diplomacy. I was not satisfied with how established composition texts addressed the needs of international students who planned to pursue careers that demanded strong professional writing skills. It was at this time that I started exploring the disciplinary literature on skill transfer. The research spoke to the issues I saw in my classrooms and was informed largely by educational research. When I learned about the connection between the UWP and the Graduate Group in Education, I knew I had found the place to pursue my studies.

 

 

Sarah Klotz

sarahklotz.jpgPhD in English, awarded September 2014
Dissertation: ""Sentimental Literacies: Grief, Writing, and American Indigenous Rights 1820-1885"

Email Address: seklotz@ucdavis.edu

Research Interests: 

Native American Literacies, Nineteenth-Century American Literature, Writing Transfer, Cultural Rhetoric, Digital Rhetoric

Education: 

PhD in English, University of California-Davis

Teaching Experience: 

  • UWP 1
  • UWP 101
  • ENL 3

Why did you choose the DE in Writing, Rhetoric, and Composition?

My interest in literacy as a cross-cultural negotiation pointed me to the DE in WRaCS and I stay invested because the DE allows me to put my historical/archival research into practice by developing student-centered, anti-assimilationist writing pedagogies.

What advice do you have for prospective or current students?

Teach as much as you can in as many areas as you can.  You never know what job opportunities will open up if you can speak to a number of different skill sets.

 

Miki Mori

Started the Program in 2009
Email address: msmori@ucdavis.edu
Home Department: Linguistics

Research interests: 
Source use, defining plagiarism, paraphrasing, voice, stance, identity, narrative, second and foreign language learning, language policy, language contact

Dissertation: 
Negotiating Ownership when Incorporating Outside Sources: A Qualitative Study with Multilingual Undergraduate Students

Education:
BA, Psychology and Linguistics with a Minor in Women’s Studies, UCLA
MA, Applied Linguistics with TESOL emphasis, CSU Long Beach
2014 PhD Linguistics with a SLAD (Second Language Acquisition and Development) focus
 

Teaching Experience: 

  • ESL and mainstream college writing
  • EFL
  • Linguistics

Why did you choose the DE in Writing, Rhetoric, and Composition?
The DE helped me in a variety of ways. First of all, I developed my knowledge of composition and rhetoric theory and research. Second, I was put in regular contact with graduate students, professors, and staff from a variety of departments such as English, Education and the UWP, which helped expand my horizons on how people at the university approach, understand, and teach writing. Last, I learned so many invaluable insights on how to write in academia, such as journal articles, conference posters and my dissertation.

 

After the PhD and DE

 

I am currently teaching EFL, including some writing, at the Centre Université de Mayotte, located off the coast of Madagascar in Mayotte, the newest French department. Living here has further fueled my interest in continuing in higher education, language learning, and the role of local and state languages on individual’s identities, economic prospects, and daily lives.

 

 

Brenda Rinard

PhD in Education, awarded 2010

Email Address: bjrinard@ucdavis.edu

Education

Ph.D. in Education (Language, Literacy, and Culture), University of California, Davis, 2010
Dissertation: "The Persuasive and Evaluative Essays of Adolescent English Learners: How Context Shapes Genre"

MA in English Composition, San Francisco State University, 2002
Thesis: "The Writing Processes of Gifted - Identified Students"

BA in English, University of California, Berkeley, 1997
Honors Thesis: "Wordsworth the Environmentalist: Nature and Nostalgia in Romantic Discourse"

Teaching Experience

  • Advanced Composition (UWP 101)
  • Writing in Elementary and Secondary Education (UWP 104D)
  • Writing in the Legal Professions (UWP 104B)
  • Writing in the Biological Sciences (UWP 102B)
  • Writing a Journal Article in the Humanities and Social Sciences

Brenda is currently the Assistant Director of UWP's Writing across the Curriculum program. 

What advice do you have for prospective or current students?

 

The courses in the DE help you to understand how writing, and learning to write, is more complex than learning or teaching surface-level skills. Exploring the theories and research in the field of writing studies helps you to see that all writing is rhetorical, contextual, and discipline specific. A deeper understanding of writing is valuable no matter what discipline you study, or what career you choose.   

Biography

Brenda Rinard is a lecturer in the University Writing Program where she teaches Advanced Composition (UWP 101), Writing in Elementary and Secondary Education (UWP 104D), Writing in the Legal Professions (UWP 104B), Writing in the Biological Sciences (UWP 102B), and a graduate seminar, Writing a Journal Article in the Humanities and Social Sciences. Brenda is currently the Assistant Director of UWP's Writing across the Curriculum program. Brenda was nominated in 2012 and 2014 for the ASUCD Excellence in Education Award.
 
Before coming to the UWP, Brenda spent thirteen years at Stanford University’s Pre-Collegiate Studies program (previously The Education Program for Gifted Youth) where she developed online and face-to-face writing curricula for academically talented, international learners, and spent four years as the Writing Program Administrator for the writing program. 
 
Brenda's professional interests include rhetoric, genre theory and pedagogy, multilingual writing, and writing across the curriculum. She has presented her work at several conferences including College Composition and Communication, American Association of Applied Linguistics, Ethnography in Education, and Reading and Writing across the Curriculum. She recently completed work on a three-year Spencer-Teagle research grant (P.I. Chris Thaiss) that explored how to incorporate process writing into a large-enrollment lecture course in sociology at UC Davis. Her current research interests focus on how facilitating genre awareness may lead to workplace transfer.
 
 

Shannon Pella

shannonpella.pngPhD in Education, awarded 2012
Email Address: smpella@ucdavis.edu

Research Interests: 

I am interested in studying how the preparation and on-going professional development of K-12 teachers impacts the development of writing and literacy pedagogies for teaching in culturally and linguistically diverse K-12 classrooms.

Publications:

Pella, S. (In Press). Pedagogical reasoning and action; Affordances of practice-based teacher professional development.Teacher Education Quarterly.

 

Pella, S. (2015). Learning to teach writing in the age of standardization and accountability: Toward an equity writing pedagogy.Teaching/Writing: The Journal of Writing Teacher Education, 4(1).

 

Pella, S. (2012). What should count as data for data driven instruction? Toward contextualized data-inquiry models for teacher education and professional development. Middle Grades Research Journal, 7(1) 57-75.

 

Pella, S. (2011). A situative perspective on developing writing pedagogy in a teacher professional learning community. Teacher Education Quarterly, 38(1) 107-125.

 

Teaching Experience: 

I teach part-time in the School of Education Credential/MA program here at UCD. In my MA classes, new teachers conduct action research focused on writing and issues in teaching and learning writing and issues in literacy more broadly.

I also work as a literacy coach in middle and high schools in Sacramento City Unified Schools District working with teachers to nurture the language and literacy growth of their English learners.

Why did you choose the DE in Writing, Rhetoric, and Composition?
For over a decade  I had been involved in the A3WP  as a middle school ELA teacher. I knew the power of a teacher-driven professional learning community which was centered on a shared passion for teaching and learning writing. As a doctoral student, I sought to make connections between what I experienced  in the A3WP, what I saw in my middle school students' thinking and writing, and the research on teaching and learning writing. The DE provided courses and a community of learners to support these connections.
 

What advice do you have for prospective or current students?
The WRACS DE provided a wealth of theoretical background knowledge that I use in my university teaching and coaching teachers  as well as in my own scholarship. I have published several articles since earning the PHD and the DE courses and faculty mentoring  were integral to both my research and my own development as a researcher and a writer.

 

Aparna Sinha            

aparnasinha.jpgPhD in Education, awarded 2014
Dissertation: "Exploring Directed Self Placement as a Placement Alternative for First year College Students in Writing Classes"

Email address: apsinha@ucdavis.edu       

Research interests: 
Assessment, Placement, Teaching of Reading & Writing, SLW, ELL, Gen 1.5, and Teaching teachers.

Education: 
B.A. in English Literature
M.A. in Composition & Rhetoric with an emphasis in technical writing
M.A. in TESOL.
Ph.D. in Education

Teaching Experience: 

  • Publishing Non-Fiction Writing- Advanced, University of Nevada, Reno
  • Advanced Composition, University Writing Program, UC Davis
  • Expository Writing, University Writing Program, UC Davis                     
  • Technical Writing, (ESL), UC Davis Extension 
  • Business Writing, (ESL), UC Davis Extension
  • Writing in Science - Graduate Level - UC Davis Extension                             
  • Listening & Speaking, UC Davis Extension     
  • Reading & Vocab, (ESL), UC Davis Extension
  • Teaching Assistant - Inquiry into Classroom Practice; Credential Program, UC Davis            
  • Teaching Assistant - Education Psychology, UC Davis                                                                   
  • Teaching Assistant - Introduction to Schools, UC Davis
  • Grammar to Gen 1.5 Students, Sacramento State University
  • Preparatory Writing (ESL & Gen 1,5), Sacramento State University
  • Research Writing, Pittsburg State University

Why did you choose the DE in Writing, Rhetoric, and Composition?
My research focus and interest is in teaching of writing, assessment and placement, so getting a DE in Composition pedagogies made a continuous sense after my Masters in Comp & Rhet.

What advice do you have for prospective and current students?

Choosing something that passionately interests you is the first step to succeeding academically. Embrace your shortcomings and be aware of your biases if you want to be a good researcher. Get into the habit of making short goals; if you fail to achieve them, make new ones but don’t stop making goals.

 

Juliet Wahleithner 

 

PhD in Education, awarded September 2013
Dissertation: "High school teachers' instruction of writing: Negotiating knowledge, student need, and policy"
Committee Members: Steven Z. Athanases (chair), Carl Whithaus, Michal Kurleander

Email address: : jwahleithner@csufresno.edu

Research interests:
Teaching of writing at the secondary level, teacher development, literacy development

Education:   
BA, English, UC Davis, 1999
CA Single Subject Credential–English, San Joaquin County Impact Program, 2002
MA, Education, UC Davis, 2010
PhD, Education, UC Davis 

Teaching Experience:

Prior to UC Davis

  • High School English & Journalism Teacher, Tokay High School, Lodi, CA
  • Secondary Instructional Coach, Lodi Unified School District

At UC Davis

  • Writing in the Professions: Issues in Elementary and Secondary Education, Instructor, University Writing Program
  • Supervisor of Secondary English Language Arts Credential Student Teachers, School of Education
  • Inquiry into Classroom Practice for Secondary Teachers of English Language Arts, Teaching Assistant, School of Education
  • Social and Philosophical Foundations of Education, Teaching Assistant, School of Education

After UC Davis

  • California State University, Fresno; Kremen School of Education and Human Development; Literacy, Early, Bilingual, & Special Education Department (Courses taught: Content Area Literacy, Academic Reading, Teaching English Language Arts K-12, Teaching Writing K-8)

Affiliations:
Associate Director, Great Valley Writing Project, CSU Stanislaus
Co-Director, California Writing Project, UC Berkeley
Member, National Council of Teachers of English
Member, American Educational Research Association

Why did you choose the DE in Writing, Rhetoric, and Composition?
I chose the DE in Writing, Rhetoric and Composition Studies because I am deeply interested in improving the teaching of writing at the secondary level. Related to this, I wanted to learn more about writing as a discipline and the different issues related to teaching writing at all levels. The DE seemed like a perfect fit.

What advice do you have for prospective and current students?

Get involved in as many research projects as possible and take advantage of opportunities to connect with other graduate students, especially those who may be in other programs. 

 

Joanna Wong

joannawong.jpgPhD in Education, awarded September 2014
Dissertation: "What to Write? Elementary Bilingual Students Writing in a Second Language"
Email Address: jowong@csumb.edu

Research Interests: second language writing, elementary literacy, bilingualism/biliteracy, language socialization, language policy, teacher education

Education:
PhD in Education, Language, Literacy, and Culture with Designated Emphases in Second Language Acquisition and Writing, Rhetoric, and Composition Studies 
M.S. in Education - Reading with Reading Specialist Credential, California State University, East Bay
Multiple Subject Teaching Credential, California State University, East Bay 
B.A. in Art and Modern Literacy Studies with Cultural Studies Emphasis, UC Santa Cruz

Teaching Experience:

  • Assistant Professor in Teaching Education at California State University, Monterey Bay (teaches (1) Pedagogy for Culturally and Linguistically Diverse Students and (2) Language and Literacy Development Across the Curriculum)
  • Teaching Assistant, Cultural Diversity and Education in a Sociopolitical Context, School of Education, UC Davis, 2010-2013
  • Central Literacy Specialist-Elementary, Oakland Unified School District, 2012- present
  • Instructional Facilitator, Esperanza Elementary, Oakland Unified School District, 2006-2012
  • Elementary Teacher, Stonehurst Elementary, Oakland Unified School District, 2001-2006

Why did you choose the DE in Writing, Rhetoric, and Composition?

My research and professional work are concerned with the literacy development of traditionally marginalized groups. I am particularly interested in examining the ways culturally and linguistically diverse elementary age children experience and understand writing practices in schools as one way to address broader issues of literacy development and academic achievement. The DE in Writing, Rhetoric, and Composition provided opportunities to explore scholarship in the broader area of writing and composition that I could relate to my research interests.  

What advice do you have for prospective and current students?

As demanding as PhD studies may be, my first advice would be to take deep breaths, appreciate, and enjoy the process. Join research projects to develop a repertoire of experiences and skills as well as to establish relationships with peers and professors. Join writing groups and reach out to colleagues and professors for feedback and guidance. The WRaCS students and faculty are a true community of practice, and an invaluable resource and support network.