Director, Writing Center

The Department of English at St. John's University invites applications for the position of tenure-track assistant professor, beginning August 2007, to direct one of the University's two Writing Centers. The candidate will work closely with the existing Writing Center Director and the Director of the Institute for Writing Studies, as well as with first-year writing faculty. Teaching responsibilities include a 1/1 load. Qualifications: doctorate in composition and rhetoric; administrative Writing Center experience; assessment experience preferred. The search committee will begin screening applications immediately and will continue until the position is filled.


Advanced Assistant or Associate Professor-University of Missouri-Columbia

U of Missouri-Columbia
English, 107 Tate Hall Columbia MO 65211

Associate Professor or Advanced Assistant Professor of English: Rhetoric and Composition

The English Department at the University of Missouri-Columbia seeks a rhetoric and composition scholar, preferably at the Associate level, although Advanced Assistant applicants may be considered. Applicants should have publications commensurate with rank, evidence of strong teaching, and an active research agenda. We seek a colleague who would share in the administration of our composition program on a rotating basis, provide leadership as we expand our program, and help direct the work of graduate students. Area of research emphasis is open with preference given to digital media and multimodal writing, multi-ethnic rhetorics, and/or technical writing. PhD required.


Northern Arizona University Director of Composition

The English Department at Northern Arizona University seeks candidates for a tenured associate professor position to serve as Director of Composition, starting Fall 2007. Duties include directing Northern Arizona University’s Writing Program and overseeing the computer labs, training graduate assistants who teach composition, and teaching in the undergraduate and graduate programs in Literacy, Technology, and Professional Writing.

Qualified candidates should have interest and expertise in Composition Studies, Writing Program Administration, Writing Across the Curriculum, Literacy, Digital Studies, Professional Writing, and/or related areas. Candidates should also have experiences working with diverse student, staff, and faculty groups. This is an eleven-month position. Salary will be commensurate with experience.


Asst. Professor of Composition/Rhetoric, Eastern Michigan University

Tenure track position in composition and rhetoric starting Fall 2007. We are
looking for a faculty member who values teaching, research, and service to
join a dynamic department and an active group of composition/rhetoric
faculty in a nationally recognized writing program. We seek expertise in
some combination of the following: writing program administration, first
year writing, and writing and technology. Responsibilities will include
administration or co-administration of the First Year Writing Program (with
commensurate reassigned time), and some teaching in FYC and/or upper-level
or graduate courses in Written Communication. Teaching excellence, scholarly


Thematic courses and inquiry

Posted for James LeDoux:

I am a grad student at Boise State University and would like to solicit some responses regarding thematic courses and inquiry-based teaching methods from experienced basic writing/developmental writing instructors. My class project partner and I are wondering if any of your courses are thematically based. If so, what kind of theme(s) do you use and why?

We are also interested in inquiry-based teaching methods. What kinds of things do you do to set up an inquiry based class and what has been your
experience teaching in this method (in other words, what are some advantages and disadvantages to inquiry that you've noted)?

Asst. Prof. position at Univ. of Tennessee at Chattanooga

The Department of English at the University of Tennessee at Chattanooga invites applications for the position of tenure-track assistant professor of English, beginning August 2007, with primary specialization in rhetoric and composition. The department seeks a candidate able to teach writing and rhetoric courses at all levels (including graduate courses). Teaching responsibilities include a 4/4 load. Qualifications: Ph.D. in rhetoric and composition; demonstrated excellence in and commitment to undergraduate teaching; excellent writing, interpersonal, and communication skills. The search committee will begin screening applications immediately and will continue until the position is filled.


University of Wyoming: Associate or Full Professor of English & Coordinator of Composition

We seek an advanced scholar/teacher (associate or full professor) with administrative experience and a record of significant publication and exemplary teaching to guide our first-year writing program. The successful candidate will rotate through this administrative position (three-year term) and, while working in this capacity, spearhead curriculum development and teacher training for graduate instructors. In addition, this individual will teach and develop courses for our M.A. track in Composition and Rhetoric and serve on related thesis committees. Opportunities to teach in and/or assist with our professional writing minor degree program are also available. Area of specialization is open, although candidates with strong backgrounds in rhetorical theory and/or the history of rhetoric, composition research methodology, assessment, electronic writing, or composition pedagogy are especially welcome. The expected teaching load for this position is 2/1.


CSU 12th Grade Expository Reading and Writing Course Gets FIPSE Grant

The California State University project I talked about in my workshop in Chattanooga now has a FIPSE grant designed to study what kinds of support are necessary to implement the 12th Grade Course in an entire school district. A press release about the grant can be seen here:

The course itself was designed by a partnership of high school teachers and CSU faculty. The original task force trained another set of teachers to work as trainers, and teams consisting of one CSU person and on high school person went out to train still more teachers, in an arrangment that some have jokingly compared to a pyramid scheme. This year, we have brought the community colleges into the mix as well.