Erica Frisicaro-Pawlowski

Rhetoric andComposition Studies

 

Since my arrival at Daemen in fall 2008, I’ve been teaching basic, introductory, and advanced composition. I also serve as the WritingCoordinator, assisting students and faculty with composition placement, scheduling, and writing course instruction and development. Before coming to Daemen, I was an Assistant Professor of English at the University of St. Thomas in St. Paul, Minnesota. At UST, I taught a range of courses in rhetoric, composition, disciplinary history, and women’s literature for graduate and undergraduate students. Prior to my appointment at St. Thomas, I served as the Graduate Coordinator of Comp 101 at the University of Wisconsin-Milwaukee, where I specialized in Rhetoric and Composition Studies and received my PhD in 2003.

 

I developed my interest in the study, teaching, and craft of writing early in my educational development, when I was fortunate to enroll in rhetoric and composition course work as an undergraduate student at Nazareth College. While I was always a voracious reader, studying the connections between writing, language, and learning gave me a different way to think about texts -– and a new way of understanding how writing works in the world. After one of my professors took me to my first conference for rhetoric and composition scholars during my senior year in college, I was hooked. And for nearly 15 years, I’ve had the good fortune to teach writing, to help others to work with student writers, and, from time to time, to do a bit of writing myself.

 

My scholarly interests include the history and development of Rhetoricand Composition Studies and, more recently, the influence of technology on students’research writing practices. For example, in two recent studies, I worked with specialists in Composition and Library & Information Science to examine the relationships between rhetorical knowledge, writing practice, and information literacy at two points of transition crucial to writing development: as first-year students encounter research writing in introductory composition course work; and as graduating students transition from academic writing to professional writing. My work has been published in Composition Studies, Innovative Higher Education, and The Changing of Knowledge in Composition: Contemporary Perspectives (Massey and Gebhardt, eds.). 

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