Bio
Melody Pugh is Assistant Professor of English and director of both first year writing and the Clear Communication Outcome at the U.S. Air Force Academy. She is a graduate of the Joint Program in English and Education at the University of Michigan, and her work has appeared in Composition Studies and A Rhetoric for Writing Program Administrators. Her research interests focus on better understanding the factors that facilitate and/or impede learning transfer between curricular and extracurricular contexts. Working at U.S. Air Force Academy has also helped to reframe her interest in examining the institutional structures that constrain writing, particularly the ways that individuals communicate within institutions. She is currently working on a project examining the significance of Federal Plain Language Guidelines on military communication.
Education
Ph.D., University of Michigan (2015)
Master of Arts, Loyola University Chicago (2006)
Bachleor of Arts, Wheaton College (2001)
Research and Scholarly Interests
Academic and Extracurricular Literacy
Learning Transfer
Rhetoric and Religious Traditions
Publications
“Interrogating Disciplinarity in WAC/WID: Institutional Ethnography and the New Disciplinarity.” College Composition and Communication 67 (2): 2015. Co-authored with Anne Gere, Sarah Swofford, and Naomi Silver.
“What is Institutional Mission?” in Rita Malencyzk (ed.), A Rhetoric for Writing Program Administrators. Anderson, SC: Parlor Press (2013): 105-117. Co-authored with Elizabeth Vander Lei.
“Christian Rhetorics: Toward a Hopeful Future.” Composition Studies 43 (2): 2015. Co-authored with TJ Geiger.