At Clemson University, I am Director of the Writing Lab and a Lecturer in the Department of English. I came to the Clemson Writing Lab at a time of transition as the university settles into its identity as a Research 1 institution. Since my arrival, the Clemson Writing Lab has adopted mission and vision statements, core values, and a diversity statement as well as a land acknowledgement. These now-established pillars guide our forward movement in the development of undergraduate and graduate writing support across campus. As director, I have overseen the expansion of online writing support, graduate writing support, and multidisciplinary writing support. This, always, alongside ceaseless writing guidance for students in English Composition courses as they begin their writing journeys at the college level. I administer the Writing Fellows Program, a selective fellowship for students who are interested and skilled in providing writing feedback. In ENGL 4980 (ENGL 6980, for graduate students), I prepare members of the Writing Fellows Program to act as consultants in the Writing Lab. Alongside my work as director, I am also a Lecturer in the English Department.
I earned a Ph.D. in Composition and Rhetoric from the University of Kansas. Primary research focuses include: cultural rhetorics, visual, digital, and material cultures, transformative composition pedagogy, and places of public memory. My ongoing research considers the decolonial work of ledger art in various institutional spaces, including national museums and state-level archives. Secondary research projects consider the use of participatory cultures and transformative works in composition classrooms. A constant emphasis on composition pedagogy allows me to continuously place my research into conversation with the teaching of writing. As a teacher and scholar, my research and teaching are in constant dialogue.
In the composition classroom, I centralize student interests as much as possible, valuing students’ individual experiences as integral to the writing process. An example of this would be my incorporation of fan narratives and fan work into composition courses, allowing students to work from a base of investment as they compose. In my technical and professional writing classrooms, I emphasize process, collaboration, and clarity. Students gain an understanding of genre norms while considering audience and context. In my cultural rhetorics classrooms, I attempt to bring together multiple conversations and experiences in the making of meaning within various communities. For more information on my teaching, please check out my teaching materials.
I have extensive experience in writing center work. Formerly, I worked as an Assistant Director and Professional Tutor at the Georgia Tech Communication Center. At the same time, I was the primary-contact writing coach for students in Industrial and Systems Engineering Senior Design. Beginning in January 2013 as a Graduate Writing Consultant, I worked with a community of undergraduate and graduate writers from all backgrounds and all skill-levels. I trained with writing center administration and other consultants to support incoming consultants (with my particular emphasis in online consultations via videoconferencing technology). I aim to continue this work well into the future.
Now, I bring this experience to the Clemson University Writing Lab, helping undergraduate and graduate students, as well as faculty, compose in a variety of genres– from their job documents to graduate thesis revisions.
As a teacher, writer, and scholar, I aim to facilitate productive conversation– in professional, academic, and community environments. My courses encourage students to critically engage with communities while enhancing their communicative skills through process-driven pedagogy.
For more information about my professional works, including published papers and presentations, please check out my curriculum vitae.
Chelsea J. Murdock 