DA, State University of New York at Albany, 1985
C. Mark Hurlbert’s teaching interests in the Graduate Program in Composition and TESOL include Rhetorical Traditions, Theories of Composition, Teaching Writing, Advanced Seminar in Literacy, Research Methodology in Rhetoric and Linguistics, Theories of Literacy, Reading Theory and the College English Teacher, and Language and Social Context. He has cowritten Letters for the Living: Teaching Writing in a Violent Age (NCTE) and coedited Composition and Resistance (Boynton/Cook Heinemann) with Michael Blitz. He has also co-edited Beyond English, Inc.: Curricular Reform for a Global Economy (Boynton/Cook Heinemann) and Social Issues in the English Classroom (NCTE). In addition, he has written or cowritten articles for Stories from the Center (NCTE), Changing Classroom Practices (NCTE), Cultural Studies in the English Classroom (Boynton Cook/Heinemann), Practicing Theory (NCTE), Sharing Pedagogies (Boynton/Cook Heinemann), and journals such as Works and Days, Pre/Text, Composition Studies, Journal of Advanced Composition, English Leadership Quarterly, and The Writing Instructor.
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