Writing SPECIALISTS as Students, Teachers, and Professionals Boise State's Graduate Students in Rhetoric & Composition

Welcome!

WHY WAIT TO APPLY YOUR SKILLS FROM THE CLASSROOM UNTIL AFTER YOU GRADUATE? Our graduate program in Rhetoric & Composition offers a variety of ways to become a writing Specialist on our campus and in the Boise community right now. Join us to see how our current students are writing in and for the community, teaching in our classrooms, assisting us in designing curriculum, and gaining practical experience now that will support them in all future job arenas.

Sarah Wilson

English 101 and 102 Instructor, Writing Center Tutor, Novice Grant-Writer, Student Stakeholder for Curriculum Design Forum

"My goal is to find ways to apply my graduate learning on our campus right now, in order to help students at all levels."

Sarah Wilson works as both an English 101 and 102 instructor and a new tutor in The Writing Center as she continues evolving her Graduate Assistantship with the guidance of her mentors and professors. Sarah is focused on gaining professional experience and allowing her coursework and research to support these practical applications of learning. As a result, she is developing a portfolio based around respectful and mindful pedagogy and tutoring practices, Backward Design standards in curriculum development, and practically applications of her writing for real-world audiences by writing a grant that supports a local literacy organization.

When Sarah graduates she plans to teach Composition courses at the community college level in either England or North Carolina with her family.

Allie Qiu

"As a teacher, I want to help create communities in my classroom and in our department and on our campus at large."

English 101 and 102 Instructor, Writing Center Tutor, Administrative Apprentice in the Writing Center

Allie Qiu is developing her work in both composition teaching and writing center tutoring and administration through her dual Graduate Assistantship. She is supporting and evolving her pedagogies constantly through her learning coursework that explicitly engages her practices with students and with writing. Allie allows her work to inform her studies in all classes, and is crafting a portfolio around a pedagogy of equality that uses rhetorical listening and empathy to help students excavate 'whiteness' as an oppressive social construct so that they can create a vibrant learning community and participate in more responsible writing practices.

Allie is writing her young adult superhero novel and plans to teach and work in a university writing center after finishing her degree.

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