Denise K. Comer
  • Denise K. Comer

  • Assistant Professor of the Practice in Writing and Director, First-Year Writing
  • Thompson Writing Program
  • 101 Art Building
  • Campus Box 90025
  • Phone: +1 919 660 4357, 919 660 4368
  • Fax: +1 919 681 0637
  • Homepage
  • Specialties

    • Rhetoric
  • Research Summary

    Writing Studies
  • Research Description

    Denise Comer's research interests include composition, nineteenth-century British literature, travel writing, and women's studies. Her current scholarship focuses on issues of the profession in composition and rhetoric, as well as Romantic and Victorian British women's travel writing in India.
  • Education

      • Ph.D.,
      • English,
      • University of South Carolina, Columbia,
      • 1999
  • Awards, Honors and Distinctions

      • Duke Postdoctoral Fellowship in Teaching Writing",
      • Duke University,
      • 2000-2001
      • Mellon Fellowship,
      • Duke University,
      • 2001-present
      • Mellon Research Grant,
      • Duke University,
      • 2002
      • Model teacher for graduate -level teaching assistants,
      • Duke University,
      • 2001-2002
      • Model teacher for graduate-level teaching assistants,
      • California State University, Chico,
      • 1000
  • Recent Publications

      • J. Ahern-Dodson, D.K. Comer.
      • 2014.
      • The iPad and Writing in the Disciplines.
      • Writing Across the Curriculum
      • .
      • D.K. Comer.
      • 2014.
      • “This Erstwhile Unreadable Text”: Multidisciplinarity and First-Year Writing Faculty Teaching Mentoring and Support.
      • Teaching/Writing
      • .
      Publication Description

      Despite the otherwise rich multidisciplinary terrain of writing studies, the strategies most often used with first-year writing teacher teaching mentoring and support tend to remain discordantly anchored to a comparatively narrow version of writing pedagogy. I argue in this article that infusing a multidisciplinary dimension into first-year writing faculty teaching mentoring and support will enrich the ways faculty and students think, write, and talk about first-year writing. This article provides specific strategies for infusing multidisciplinary dimensions into first-year writing faculty teaching mentoring and support. Such a move is vital across nearly all contexts of first-year writing, not only where first-year writing has overtly multidisciplinary features, but also where first-year writing exists more firmly in English departments.

      • D.K. Comer.
      • 2014.
      • Learning How to Teach … Differently: Extracts from a MOOC Instructor’s Journal.
      • .
      • B. Benz, D.K. Comer, M. Lowry, E. Juergensmeyer.
      • 2013.
      • WPAs, Writing Programs and the Common Reading Experience.
      • Writing Program Administrators
      • 37:
      • 11-32
      • .
      Publication Description

      Community colleges, colleges, and universities around the United States are increasingly instituting common reading programs. These often involve pre-matriculate first-year students reading a common text (or set of texts) and then, once on campus, participating in a range of related academic and/or co-curricular activities. While the goals and administrative roles of common reading experiences (CREs) vary by institution, nearly all intersect with writing programs and the work of writing program administrators (WPAs). These intersections are largely unexplored in writing studies scholarship, despite the fact that CREs are closely connected with reading and writing practices of first-year students. This article draws on three divergent WPA experiences with CREs (Duke University, Fort Lewis College, and University of Texas, Arlington) in order to explore the complexities informing how WPAs choose to productively respond to, strengthen, resist, and/or otherwise engage with the CRE.

      • D.K. Comer, B.G. Garrett.
      • 2013.
      • It’s Just a Dissertation. Transforming Your Dissertation From Daunting to Doable to Done.
      • Fountainhead Press.
  • View All Publications
  • Postdoctoral Students

    • Thompson Writing Fellows
      • 2008-present