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.
Arosteguy, K.O., Bright, A., & Rinard, B.J. (2019, July 15). Inspiring teacher-writers early on: A rhetorical approach to teaching writing in education [blog post]. 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 [blog post]. Retrieved from http://www.ethicalela.com/developing-teacher-writers-in-pre-service-teachers-across-the-disciplines/
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. (2017). Cultivating professional writing tutor identities at a two-year college. Praxis: A Writing Center Journal, 15(1). 12-14.
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.
Bright, A. (2013). Becoming peer tutors writing: Identity development as a mode of preparation. Teaching/Writing, 2(1). 22-28.
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.")