Curricula Vitae

 updated October 2022

Assistant Professor of English, Department of English
Ohio Dominican University, Columbus, Ohio, 2022-present

Doctor of Philosophy in English: Rhetoric & Composition 
Specialization: Composition Pedagogy, Expressivism, Teacher Reflection
Wayne State University, Detroit, Michigan, 2021 
DISSERTATION: “The Writers-First Principle: An Expressivist Approach to First-Year Writing Instruction & Teacher Reflection.”

Master of Fine Arts in Creative Writing: Poetry
University of San Francisco, San Francisco, California, 2014

Bachelor of Arts in English
Otterbein University, Westerville, Ohio, 2012

Visiting Instructor of English, Department of English
University of Detroit Mercy, Detroit, Michigan, 2021-2022

Co-Instructor of Technical Writing, Department of Engineering
University of Detroit Mercy, Detroit, Michigan, 2021-present

Graduate Teaching Assistant, Department of English
Wayne State University, Detroit, Michigan, 2017-2021

Lecturer II, Writing Program
University of Michigan Dearborn, Dearborn, Michigan 2015-2021

First-Year Writing
COLLEGE WRITING (ENL 1300), University of Detroit Mercy
Emphasizes critical thinking and argumentation: understanding and representing multiple analytical perspectives fairly; applying analytical reasoning; engaging with college-level texts from multiple disciplines, genres, and media; and adapting writing to contexts and conventions of varied discourse communities. 
Theme: popular culture as a site for rhetorical analysis and close reading
A course in reading, research, and writing skills that prepares students to write successfully in college classes.
WRITING & RHETORIC I (COMP 105), University of Michigan Dearborn
Focuses on the study and practice of writing and rhetoric, with special emphasis on the writing process. Students write and read critically a range of texts, and consider academic and nonacademic genres and conventions. 
WRITING & RHETORIC I with WRITING STUDIO (COMP 1050), University of Michigan Dearborn
Focuses on the study and practice of writing and rhetoric, with special emphasis on the writing process. Students write and read critically a range of texts and consider academic and nonacademic genres and conventions. With Writing Studio co-requisite.

Advanced Composition
Engages students in academic inquiry, research, and argumentation: designing research questions; locating, evaluating, and synthesizing secondary research; performing primary research to construct new knowledge; employing critical thinking strategies to develop arguments with purpose, meaning, and significance. In addition to exploring the influence of traditional print-based genres and rhetorical contexts, students will develop an awareness of how these contexts are likewise affected by emerging media.
Theme: Focusing on the content and delivery of research by studying multimodal texts as well as working in print-based genres of academic research. Students are encouraged to study topics which impact their local communities, social justice issues, and similar.
ENG 3010 prepares students for reading, research, and writing in the disciplines and professions, particularly for Writing Intensive courses in the majors. Students analyze the kinds of texts, evidence, and writing conventions used in their own disciplinary or professional communities and consider how these items differ across communities. 
WRITING & RHETORIC II (COMP 106), University of Michigan Dearborn
Focuses on the study of writing and rhetoric through composing a range of researched texts. Students study the rhetorical choices effective for writing in different media, and learn practical strategies for academic inquiry and for giving useful feedback in response to the writing of others. Such strategies include those related to the use of electronic and print resources, peer-review and revision.

Technical & Professional Writing
MECHANICS OF MATERIALS LAB (ENGR 3270), University of Detroit Mercy
A set of laboratory experiences to illustrate solid mechanics principles. Experiments are designed to demonstrate stress characteristics under tensile and compressive deformation, torsion, buckling and bending. An introduction to strain gages and data acquisition is provided.
Co-taught with members of Engineering faculty, the writing instructor is responsible for developing technical writing content and providing feedback on lab reports, memos, etc.
Current theme: reading articles relating to the emerging field of Black Technical Writing.
ENG 3050 prepares students from across disciplines for the reading, researching, writing, and designing Technical and Professional genres. Technical documents incorporate both textual (writing) and visual (graphics, illustrations, media etc.) elements of design, and deal with topics that range from technical or specialized (computer applications, medical research, or environmental impacts), to the development or use of technology (help files, social media sites, web-pages) to more general instructions about how to do almost anything (from technical instructions to managerial and ethical workplace procedures).
ENG 3060 prepares students for researching and developing technical proposals and presentations as members of collaborative writing teams. Technical proposals are a central genre in the workplace, often developed collaboratively and delivered in presentation form to multiple audiences. Research-based technical presentations incorporate both textual (written information) and visual (graphics, illustrations, etc.) elements of design, often in digital environments (e.g., PowerPoint, Prezi, Wikis, etc.). 
EXPOSITORY WRITING (COMP 227), University of Michigan Dearborn
Further explorations in exposition and argumentation to develop and enhance the student's ability to write essays and/or articles. Review of basics of grammar and style. Intensive practice in writing and careful examinations of appropriate books and shorter prose works. Written assignments of 500 to 2000 words. 

Creative Writing
INTRODUCTION TO CREATIVE WRITING (ENL 2050), University of Detroit Mercy
Emphasis on the valuable tension between individual vision and the demands that various genres (poetry, short story, dialogues, drama, etc.) place on the individual's creativity. Emphasizing both practical tools for creative writing and their relationship to nurturing the imagination, the course serves students seeking to discover their own creative voice, as well as those going into teaching and/or upper-level creative writing courses.
Theme: engaging in good habits of writing and locating craft tools across creative genres.
Cultural Inquiry. Writing in various creative forms. Frequent individual conferences and student readings for class criticism

INTRODUCTION TO CREATIVE WRITING (COMP/ENGL 223), University of Michigan Dearborn
An introduction to the writing of poetry, the short story, and/or the play. Considerable writing analysis, criticism, and discussion.

INTRODUCTION TO POETRY (ENG 362), University of San Francisco
An introduction to Poetry as a Genre. Students will be required to read classic examples of narrative, dramatic and lyric poetry, as well as poems from the Romantic period to present day. This course examines the development of poetry and explores issues of rhetorical structures, closed and open forms, prosody, diction and audience. Requirements will include writing assignments of both the creative and analytical varieties, as well as exams.

Basic Writing
BASIC WRITING (ENG 1010), Wayne State University
Extensive practice in fundamentals of college writing and reading in preparation for ENG 1020
Theme: close reading and genre analysis on unfamiliar genres of academic writing in order to apply students’ literacy knowledge in scholarly contexts.
WRITING TECHNIQUES (COMP 099), University of Michigan Dearborn
Course is designed to help the less-prepared student qualify for COMP 105 by providing a review of basic grammar and syntax and frequent practice in writing short papers to develop habits of unified, coherent, and correct composition. Student writing is complemented by the reading and analysis of short prose pieces selected to help students read for understanding and to learn more about writing through the study of professional authors.

Writing Studio
(COMP 300), University of Michigan Dearborn
Concurrent registration in a first-year writing course or an upper-level writing-intensive course required. Writing Studio is a one-credit-hour workshop that provides small-group, student-centered advice on all phases of the writing process, from composing to revising and editing. Special attention given to rhetorical considerations like adapting to audience expectations and critically considering discipline-specific conventions. Focus on drafts-in-progress students are writing concurrently in their Dearborn Discovery Core classes.

Independent Studies
DIRECTED STUDY IN CREATIVE WRITING (ENG 399), University of Michigan Dearborn
A significant writing project in non-fiction or fiction prose developed in accordance with the needs and interest of those enrolled and agreed upon by the instructor. Participants may also study texts of published authors. May be repeated for a maximum of 6 credit hours.
Directed two separate students in the writing, revision, and preparation for publication of creative manuscripts of poetry. Students also engaged in critical work of published writing and read, responded to, and composed their own craft papers.

DeGenaro, Anthony, Lena Hakim. “Storytelling in First-Year Writing: Empowering Multilingual Learners with the Hakawati Tradition”, Open Words, expected 2023 (pending revisions).
“Wild Genres.” Construction the Threshold: A Reference Work of Concepts between Teaching for Transfer and Teaching Writing, edited by Thomas Skeen, Sherry Rankins-Robertson, and Duane Roen, WAC Clearninghouse / University of Colorado Press (pending revisions).
“Antiracist Epistemologies of Reflection in Studio Pedagogy.” Radical Frameworks for Writing Transfer: Epistemological Justice in the Writing Classroom, Peter Lang Publishing. (pending revisions).
DeGenaro, Anthony. “A Rhetoric of Reflection.” Community Literacy Journal, vol. 12, no. 2, 2018, pp. 110-112. doi:10.25148/clj.12.2.009109.
DeGenaro, Anthony, William DeGenaro and Jerrice Donelson. “It’s Essentially Writers Talking about Writing”: The Roles of Reflection in a Co-Curricular Writing Studio Course.” Open Words: Access and English Studies, vol. 11, NO. 1, August 2018, pp. 82 - 101. doi:10.37514/OPW-J.2018.11.1.06.

The WAC Journal (Writing Across the Curriculum) Review Board Member, 2021-present

"Assembling the stroller while listening to The White Stripes” poem, Barstow & Grand, Fall 2022.
“Cincinnati Style Chili” poem, autofocus, February 2022
“All I Know of Coal” & “Aria for Poland Woods” poetry, OPEN: Journal of Arts & Letters, November 2021 
“1977: Billy Joel, The Stranger” essay, Sixtyeight2Ohfive: A Playlist Project, Summer 2021
“Boys Can Be Cat Ladies, Too” poem, The Wayne Literary Review, Spring 2018

“Exploring the Hakawati Rhetorical Tradition and Genres of Storytelling in Composition Courses to Empower Learners: a Workshop.” Conference on College Composition & Communications. Chicago, Illinois. February, 2023.

“From the Front Lines: Experiential Accounts of the 2020-2022 Job Market.” Panel participant, Conference on College Composition & Communications. Chicago, Illinois. February, 2023.

"The Hakawati Rhetorical Tradition in First-Year Writing: Applying Local Rhetorical Traditions to Amplify Student Learning.” Michigan Council of Teachers of English Conference. October, 2022.

“Learning to Write, Learning to Learn: First-Year Writing as Reflective Sites for Multimodal Instruction.” Michigan Academy of Arts, Sciences, and Letters. March, 2022.

“A Writers-First Approach to First-Year Writing.” Conference on College Composition & Communication. Spokane, Washington. April, 2021.

“Hospitality Through Sovereignty” Teaching demonstration & workshop. Rhetoric Society of America Conference. Portland, Oregon. May 2020

“Building Productive Dispositions Towards Assessment” Engaged learning experience. Conference on College Composition & Communication. Milwaukee, Wisconsin. March, 2020. Recipient of CCCC Professional Equity Project Award.

“Using Art to Advocate for ‘Authentic Voice’ in the Composition Classroom.” Teaching of Writing Conference. Detroit, Michigan. February, 2020.

“Kairos & Knowledge Production.” Corridors Conference. Saginaw, Michigan. September, 2018.

“Action!: Reflecting on an Author-Centered Expressive Process.” College English Association Conference. St. Petersburg, Florida. April, 2018.

“New Slang: Student Agency in Creating Workshop Vocabulary.” Conference on College Composition & Communication. Kansas City, Missouri. March, 2018. Recipient of CCCC Professional Equity Project Award.

“Punk Rock Pedagogy: Borrowing from Gaslight Anthem’s American Slang to co-create First-Year Writing Environments Using Pop Culture Artifacts.” Southwest Popular & American Culture Conference. Albuquerque, New Mexico. February, 2018.

“It’s Essentially Writers Talking About Writing:” Reflection in Co-Curricular Studio Courses.” Writing Research Across Borders Conference. Bogota, Colombia. February, 2017.

“Mutuality in the writing classroom: collaborative rubric design,” presentation given for Composition Program, University of Detroit Mercy, Fall 2021

“Teaching Philosophies as genre, job document, and pedagogical tool,” talk given for Pedagogical Practicum II graduate seminar, Wayne State University, Winter 2021

“Multimodal pedagogies, technologies, and other strategies for LMS platforms,” workshop led for new instructor orientation, University of Michigan Dearborn, Fall 2018

Service to the Discipline
Rhetoric & Composition Section Chair, Michigan Academy of Arts, Sciences, and Letters, 2022-present
Chapter President, Rhetoric Society of America, Wayne State University, 2019-2020
Vote counter, Creative Writing Studies Standing Group, Conference on College Composition & Communication, 2018
University Service
Ohio Dominican University
Panther Pals Mentoring Program, 2022-present

University of Detroit Mercy
Core Curriculum Committee, 2021-present
Creative Writing Collective, 2021-present

Wayne State University
Composition Learning Community, 2019-2021
Composition Committee, 2019-2021
Mentoring & Professional Development, 2018-2020
Awards Committee, 2018-2019
Gateways to Completion, 2018-2019
Curriculum Committee, 2018-2019
Assessment Committee, 2018-2019

University of Michigan Dearborn – Writing Program
Placement Exams Reader, 2016-2020
Faculty Mentor for Creative Writing After Dark, 2019-2020
Pilot & Assessment of Studio Curriculum, 2016-2017

College Composition and Communications, 2017-present
Rhetoric Society of America, 2018-present
Michigan Council of English Teachers, 2021-2022

Writing Residencies, InsideOut Literary Arts, Detroit, MI, 2019-2021
Lyrics and language arts instructor, Verses Camp for Music & Literacy, Michigan State University, Detroit, MI, 2019-2020
Language arts and English tutor and instructor, pre-college mentor, youth development, ACCESS 21st Century Community Learning Center, Dearborn, MI, 2015-2017

Tompkins Poetry Award 2020 1st Place Recipient selected by Camille Guthrie, Wayne State University 2020
Graduate Teaching Assistant of the Year, Wayne State University, 2019-2020
Enhanced Student Learning award for Assessment of English Department’s graduate program offerings, Wayne State University, 2019
Conference on College Composition & Communications Professional Equity Grant ($500), 2018-2019

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