Graduate students work closely with Composition Studies faculty to develop their own areas of research and teaching expertise in composition studies and in other related fields of study.
Corey McCullough: second language writing, archival work, writing centers, and digital rhetorics.
Matt Switliski: creative writing, writing center theory/practice, and stylistics.
Meaghan Elliott Dittrich: domestic rhetorics, 19th century women’s rhetorics, literature in the composition classroom.
Kristin Raymond: identity negotiation and multilingual writing.
Marino Fernandes: second language writing, second language acquisition, developmental writing, sociolinguistics, and first year writing in community colleges.
Lauren Short: feminist rhetorics, digital literacy pedagogy, archival work
Danielle Lavendier: trauma and pedagogy, feminist rhetorics, disability studies, history of composition
Cory Chamberlain: feminist rhetorical theorists, composition pedagogies, the history of rhetoric and composition, and sociolinguistics.
Scott Lasley: community writing, public rhetorics, English education, and multimodal composition.
“Now that I have been teaching at the University of Wisconsin-Stout for two and a half years, I more fully appreciate the outstanding preparation for teaching and scholarship I received. . . . nothing can surpass the value of the collegiality and mutual support among the students and faculty.” Joleen R. Hanson.
“The evidence of a program’s strength does not solely reside in the accomplishments of its alumni years after-the-fact. While those contributions point to a valuable long-term contribution to the greater academic discipline, it’s the success of its graduate students – while they are graduate students – that tells a bigger, more impressive story. I am extremely proud to count myself as the recipient of a PhD in Composition from the University of New Hampshire not just because of the long honored history of the program but also because of the success of my peers – while I sat across the seminar table from them.” Alexandria Peary
“I know that, in my professional life, my education and training at UNH have been invaluable. . . . I cannot imagine having any of these successes without the experiences I had in the UNH program. It was the rigorous and creative education I received in graduate seminars, as a teacher, and in writing my dissertation, that taught me to be a professional and ethical scholar and teacher. I continue to draw on the intellectual foundations I constructed at UNH in my research, teaching, and administration.” Bronwyn T. Williams.