Alison Bright is a continuing lecturer in the University Writing Program at the UC Davis and a teacher-consultant with the National Writing Project. She serves as the University California representative on the Advisory Board for the California Writing Project. Her research interests include: writing program administration; writing across the curriculum; writing centers; tutor preparation; teacher identity; and the professional development of teacher/writers. She has published the results of these research interests in English Education and Teaching/Writing. Alison and several of her colleagues collaboratively authored the English Education article “Beyond strategies: Teacher practice, writing process, and the influence of inquiry,” which was the recipient of the 2009 NCTE Janet Emig Award. She holds a Ph.D. in education from the University of California, Santa Barbara, an MA in English, with an emphasis in rhetoric and the teaching of English, from Sonoma State University, and BA in Spanish literature from the University of California, Santa Cruz.
University of California, Santa Barbara
Ph.D. in Education, June 2010
Sonoma State University
M.A. in English, May 2005
University of California, Santa Cruz
B.A. in Spanish Literature, June 2002
2009 NCTE Janet Emig Award for the English Education article “Beyond strategies: Teacher practice, writing process, and the influence of inquiry”
Arosteguy, K.O., Bright, A., & Rinard, B.J. (2019). A student's guide to academic and professional writing in education. New York: Teachers College Press.
Bright, A. Biography for Charles Bazerman. (2017). In J. Boe, D. Masiel, E. Schroeder, and L. Sperber (Eds.), Teachers on the edge: The WOE interviews with composition and rhetoric scholars 1989-2017 (181). London: Routledge.
Refereed Scholarly Articles
Bright, A. (2017). Cultivating professional writing tutor identities at a two-year college. Praxis: A Writing Center Journal, 15(1). 12-14.
Bright, A. (2013). Becoming peer tutors of writing: Identity development as a mode of preparation. Teaching/Writing, 2(1). 22-28.
Lunsford, K.J., Faulkner, J., Bright, A., Chu, V., Ford, J.K., Miley, S., Nichols, C.M., & Silva, M. L. (2008). The library and the CMS: Establishing library presence in Sakai writing course sites. Kairos: Rhetoric, Technology, Pedagogy, 12(2). Retrieved January 16, 2008 from http://kairos.technorhetoric.net/12.2/praxis/lunsford/index.html.
Rogers, P., Whitney, A.E., Bright, A., Cabe, R., Dewar, T., & Null, S.Y. (2011). Rejoining the learning circle: When inservice providers conduct research. English Education, 43(2). 171-192.
Whitney, A., Blau, S. Bright, A., Cabe, R. Dewar, T., Levin, J., Macias, R., & Rogers, P.M. (2008). Beyond strategies: Teacher practice, writing process, and the influence of inquiry. English Education, 40(3). 201-230. Winner of the 2009 Janet Emig Award. (As described by the journal, "The Emig Award is given annually to the article published in English Education that most contributes to our thinking about English teacher education and most informs our research.")
Scholarly Blog Posts
Arosteguy, K.O., Bright, A., & Rinard, B.J. (2019, July 15). Inspiring teacher-writers early on: A rhetorical approach to teaching writing in education. Teachers College Press Blog. Retrieved from https://www.tcpress.com/blog/professional-writing-education/
Arosteguy, K.O., Bright, A., & Rinard, B.J. (2019, July 7). Developing teacher-writers in pre-service teachers across the disciplines. Ethical ELA. Retrieved from http://www.ethicalela.com/developing-teacher-writers-in-pre-service-teachers-across-the-disciplines/
Brown (Bright), A. (2007). Review of the book What the writing tutor needs to know, by Margot Iris Soven (2006). The Writing Lab Newsletter, 32(2).12-13.
Brown (Bright), A. (2007). Review of the book The Internet playground: Children's access, entertainment, and mis-education, by Ellen Seiter (2005). Kairos: Rhetoric, Technology, Pedagogy, 12(1). Retrieved August 20, 2007, from http://kairos.technorhetoric.net/12.1/binder.html?reviews/abrown/index.htm.