Ph.D. students in Composition Studies at UNH have invariably been successful in job placement. In fact, all Composition Studies graduate students who went on the job market actively seeking a tenure-track position have found one during their first year of job search.
UNH alumni are known for their effective and dedicated teaching practices. Many of them have also been highly successful in publishing monographs and textbooks as well as articles and book chapters.
Michael Michaud, 2007, IT Managers, Construction Marketers, and Emergency Medicatl Technicians: Professional Adult Students in Higher Education. Roger Williams University.
Christina Ortmeier-Hooper, 2007, Beyond “ELL”: Second Language Writers, Academic Literacy, and Issues of Identity in the U.S. High School. University of Massachusetts at Amherst.
Katherine E. Tirabassi, 2007, Revisiting the “Current-Traditional Era”: Innovations in Writing Instruction at the University of New Hampshire, 1940-1949. Keene State University.
Michelle Cox, 2006, When the Workplace is on Campus: Learning to Write for a University Speech Language Clinic. Bridgewater State College.
Joyce Rain Anderson, 2005, Indians and Immigrants: Survivance Stories of Literacies. Roger Williams University.
Amy Zenger, 2004, Writing American Subjects: Race, Composition, and the Daily Themes Assignment for English 12 at Harvard, 1886-87. American University of Beirut
Megan Fulwiler, 2003, Reading the Personal: Toward a Theory and Practice of Self in Student Writing. The College of Saint Rose, Albany
Gregory Bowe, 2001, Taking a Pedagogical Turn: What Happens When the Student/Teacher Conference Moves to the Center of the Basic Writing Course. Florida International University
Timothy Dansdill, 2001, The Composition of Anonymity: Toward a Theory, History, and Pedagogy. Quinnipiac College
Christopher Dean, 2001, Layering Literacies: Computers and Peer Response in the Twenty-first Century. Southern Connecticut State University
Mary Hallet, 2001, Grief (W)rites: Composing Loss in the Composition Classroom. Long Island University
Stephanie Paterson, 2001, Embodied Narratives: Ways of Reading Student Literacy Histories. California State University at Stanislaus
Bronwyn T. Williams, 2000, Tuned In: Television and the Teaching of Writing. University of Louisville
Deborah Hodgkins, 1998, Constructive Texts: Theory, Practice and the "Self." University of Maine at Presque Isle
Dorothy Kasik, 1998, Issues of Engendered Entitlement: Who Owns the Classroom? Who Owns Knowledge?, adjunct instructor in English. UNH, and UNH Associate Director of Writing Across the Curriculum (2002-03)
Carol Kountz, 1998, The Role of Shame in Writing: How Lived Experience Affects the Writing Process. Grand Valley State University
Stephen Barrett, 1997, This Gonna Hurt Like Hell: A Pentecostal Student Enters the Academy. Idaho State Library System
Anne Malone, 1997, Unruly Acts: An Inquiry into the Art of Letter Writing. SUNY Potsdam
Michelle Payne, 1997, Bodily Discourses: When Students Write about Sexual Abuse, Physicl Abuse, and Eating Disorders. Boise State University
Lance Svehla, 1997, Composition as a Mode of Being: Politics, Ethics, and History in the Writing Classrooms of Postmodernity. University of Akron
Donald Jones, 1996, Beyond the Post-Modern Impasse of Contemporary Composition: The NonFoundational Alternative of Deweyan Pragmatism. University of Hartford
Lisa M. Stepanski, 1996, "There is No School Like the Family School": Literacy, Motherteaching, and the Alcott Family. Emmanuel College.
Bruce Ballenger, 1995, Beyond Note Cards: Rethinking the Freshman Research Paper. Boise State University
Xiaoming Li, 1992, A Celebration of Tradition and Self--An Ethnographic Study of Teachers's Comments on Student Writing in American and in China. Long Island University
Amber Ahlstrom, 1991, Reflects Actions: Theory and Practice in Teaching Writing
Lad Tobin, 1991, Writing Relationships: Reading Students, Reading Ourselves. Boston College
Sherrie Gradin, 1990, British Romanticism and Composition Theory: The Traditions and Value of Romantic Rhetoric. Ohio University
Donnalee Rubin, 1989, Gender Influences: Reading Student Texts. Salem State College 1990
H. Eric Branscomb, 1987, A Descriptive Study of the Process of Superordination in Community College Writers. Salem State College
Cinthia Gannett, 1987, Gender and Journals: Life and Text in College Composition. Loyola College of Maryland.
Some of the alumni of the interdisciplinary doctoral program in Literacy and Schooling (formerly Reading and Writing Instruction) who have been associated with the Composition Studies program include:
Elizabeth Chiseri-Strater (University of North Carolina Greensboro), author of Academic Literacies: The Public and Private Discourses of University Students (Heinemann, 1991) and Field Working (Bedford/St. Martin's, 2000).
Danling Fu (University of Florida), author of "My Trouble is My English": Asian Students and the American Dream (Boynton/Cook, 1995).
Donna J. Qualley (Western Washington University), author of Turns of Thought: Teaching Composition as Reflexive Inquiry (Heinemann, 1997) and co-editor (with Patricia A. Sullivan) of Pedagogy in the Age of Politics: Writing and Reading (In the Academy) (National Council of Teachers of English, 1994).
Tom Romano (Miami University, Ohio), author of Blending Genre, Altering Style (Boynton/Cook, 2000), Writing with Passion: Life Stories, Multiple Genres (Boynton/Cook, 1995), and Clearing the Way: Working with Teenage Writers (Boynton/Cook, 1987).
