Heather Hill

Heather Hill

Northwest Missouri State University
Education Background

Ph.D., English (Composition and Rhetoric), University of Washington, 2012

M.A., English, University of Washington, 2009

B.A, English Literature, Western Washington University, 2007

Teaching Background 

Current: Assistant Professor/Writing Center Director, Department of Language, Literature, and Writing, Northwest Missouri State University


1. Assistant Professor, Collegiate Travelling Faculty, Europe Division, University of Maryland University College

2. Assistant Professor, Director of Basic English, Department of English, Literature, and Modern Languages, Cedarville University (August 2012 – August 2015)

3. Graduate Instructor, Department of English, University of Washington (September 2007 – July 2012 )

Research Field

Composition theory and pedagogy, writing program administration, writing center theory and pedagogy, rhetorical genre theory, transfer of learning, rhetorical theory and criticism, history of rhetoric, discourse theory and analysis, language ideology, sociolinguistics, qualitative research methods.


 “Transfer of Learning.” In Theory and Methods of Writing Center Studies: a Practical Guide. Rebecca Babcock and Jo Mackiewicz, Eds. In Press

“Preparing Tutors to Facilitate Transfer.” In Transfer of Learning: A WLN Online Volume. Dana Driscol and Bonnie Devet, Eds. In Press

“Tutoring for Transfer: The Benefits of Teaching Writing Center Tutors about Transfer Theory.” The Writing Center Journal 36.1 (2016): 81-107.

“Embracing Resistance: Teaching Rhetorical Genre Theory at a Christian College.” Transformations: Journal of Inclusive Scholarship and Pedagogy 25.1 (2014): 59-70.

Editorial Committee. The Idea of an Essay: Reflecting on Rockwell, Contending for Cursive, and 22 Other Compositions. Vol. 1. Cedarville, OH: Cedarville University, 2014.

“Reviews of ‘Mapping Genre Relations: Using Metaphors to Explore and Travers Boundaries,’ ‘Contested Spaces, Contested Knowledge: Exploring All our Relations with College-Athletics and Student-Athletes,’ and ‘Assessing the efficacy of a Contested Pedagogy: Writing About Writing Outcomes and Assessment.’” 2011 CCCC reviews, Kairos: Journal of Rhetoric, Technology, and Pedagogy: 16.1 (Fall 2011).

Conference Presentations:

“Theories and Methods of Writing Center Scholarship.” International Writing Center Association Collaborative. Pittsburgh, 2019

“Writing about Writing at the Expense of Performance Composition: A Cautionary Tale.” Conference on College Composition and Communication. Pittsburgh, 2019.

“Cultivating Resilience to Counter Entitlement: An investigation of the Causes and Solutions for Student Grade Complaints.” Conference on College Composition and Communication. Portland, 2017.

“Antecedent Genre Use as Negative Transfer: A Study of the Cherokee Constitution.” Rhetoric Society of America. San Antonio, 2014.

“Rhetorical Disconnect: Bridging the Gap between Faith and Composition.” Conference on College Composition and Communication. Indianapolis, 2014.

“Genre Awareness as the Gateway to Writing in the University.” Conference on College Composition and Communication. St. Louis, 2012.

“Telling What They Know; Performing what They Say: Genre Awareness and the Transferability of Writing.” Conference on College Composition and Communication. Atlanta, 2011.

“Beijing Welcomes the World: Olympic Village and the Rhetoric of Globalization.” Rhetoric Society of America. Minneapolis, 2010.

“The Rhetoric of Postmodern Literature: An Interdisciplinary Approach to the Teaching of Genre.”  (with Co-Author Christopher Martin) Oregon Rhetoric and Composition Conference.  Portland, 2010.

“Generic End Comments: The Use of Teachers’ End Comments in Portfolio-Based Classes.”  Conference on College Composition and Communication.  Louisville, 2010.

Other Research:

“Rhetorical Genre Theory and the Enactment of Faith in the Composition Classroom.” Cedarville University Faculty Integration Paper. Cedarville, 2014.