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Graves CV Jan2020 Stephanie A. Graves English Department, Georgia State University 25 Park Place • Atlanta, GA 30303 615/ 218-1485 • [email protected] CURRICULUM VITAE Education PhD English (Rhetoric and Composition), Georgia State University, Atlanta, GA; 2020 Women’s, Gender, and Sexuality Studies Certificate Program Proposed Dissertation: “Transgressive Rhetorics: Body Horror, Queerness, and Contemporary Horror Television” Director: Dr. George Pullman; Committee: Dr. Mary Hocks, Dr. Angelo Restivo MA English, Middle Tennessee State University, Murfreesboro, TN; 2015 Thesis: “The Estranged World: The Grotesque in Sofia Coppola’s Young Girls Trilogy” Director: Dr. David Lavery; Reader: Dr. Robert Holtzclaw BS Theatre, Middle Tennessee State University, Murfreesboro, TN; 2003 Concentration in Theatrical Design; minors in English and Entertainment Technology Publications Peer Reviewed Book Chapters: "'There is no singing in Supernatural!': The Meta as Narrative Device in Supernatural." Supernatural out of the Box: Essays on the Metatextuality of the Series, edited by Lisa Macklem and Dominic Grace, McFarland Press, forthcoming 2020. “The Transtextual Road Trip: Buffy the Vampire Slayer, Supernatural, and Televisual Forebears.” Transmediating the Whedonverses: Essays on Text, Paratext, and Metatext, edited by Julie L. Hawk and Juliette C. Kitchens, Palgrave Macmillan, 2019. “Jordan Peele’s Get Out (2017)—Smart Horror.” Horror: A Companion, edited by Simon Bacon, Peter Lang Publishers, 2019. “Inscription and Subversion: The Cabin in the Woods and the Postmodern Horror Tradition.” Joss Whedon vs. Horror: Fangs, Fans and Genre in Buffy and Beyond, edited by Kristopher Woofter and Lorna Jowett, I.B. Tauris, 2019. “Chapter 29: Justified: ‘The Promise.’” Television Finales: From Howdy Doody to Girls, edited by Douglas Howard and David Bianculli, Syracuse UP, 2018, pp. 198-93. “Episode Guide.” TV Goes to Hell: An Unofficial Road Map of Supernatural, edited by Stacey Abbot and David Lavery, ECW Press, 2011. Other Book Chapters: Stephanie A. Graves | 2 “Chapter 3: Critical Reading, Critical Response, and Rhetorical Analysis.” The Guide to First-Year Writing, with Meagan E. Malone, 7th edition, Fountainhead Press, 2019, pp. 70-113. Refereed Journal Articles: “’A breach of individual separateness’: Multivalent Queerness in Bryan Fuller’s Hannibal.” Studies in Popular Culture, vol. 43, no. 1, forthcoming Spring 2020. “A Tribute to David Lavery: Television Canon, Television Creativity.” Critical Studies in Television, with Rhonda V. Wilcox et al., vol. 13, no. 4, 2018, pp. 455-469. Book Reviews: “The Marvel Studios Phenomenon: Inside a Transmedia Universe, Eds. Martin Flanagan et al.” Book Review. Reviewed in Journal of Popular Culture, vol. 51, no. 3, June 2018, pp. 812-815. “The History of the Horror Fiction Boom in the 1970s and ‘80s: Review of Grady Hendrix’s Paperbacks from Hell: The Twisted History of ‘70s and ’80s Horror Fiction.” Book Review. Reviewed in Dead Reckonings: A Review Magazine for the Horror Field, vol. 22, Fall 2017, pp. 45-7. “Southern Discomfort and the Ubiquitous Undead.” Book review. Reviewed in Dead Reckonings: A Review Magazine for the Horror Field, vol. 21, Spring 2017, pp. 30-2. “Girls will be Ghouls: Monstrous Bodies: Feminine Power in Young Adult Horror Fiction by June Pulliam.” Book review. Reviewed in Dead Reckonings: A Review Magazine for the Horror Field, vol. 16, Fall 2014, pp. 42-4. Teaching Experience GEORGIA STATE UNIVERSITY, ENGLISH DEPARTMENT English 1101 First Year Composition I (Fall 2017) This course is designed to introduce first-year writers to both academic writing and to the culture of the university, which helps orient the large contingent of Gen1 students at Georgia State. Course curriculum included an introduction to rhetoric, critical thinking, information literacy, research methods, and academic citation; to support these topics the assignments consisted of a literacy narrative, a modified ethnography, a film analysis, and a final research project. English 1101 Success Academy—First Year Composition I (Summer 2018) Success Academy is a nationally-acclaimed retention initiative at Georgia State that provides additional scaffolding for less-accomplished freshman writers. Assignments and course goals were the same as the standard 1101 sections, but the smaller class size allowed for more one-on-one contact time with each student as well as more in-class drafting, workshopping, and revision. English 1102 First Year Composition II (Spring 2018, Fall 2018, Spring 2019, Spring 2020) This course is the second in the First Year Writing program series, and it focuses on media literacy, organization, multimodal composition, and visual rhetoric as well as research and documentation. Assignments were designed to connect theory to practice, and students were asked to write a rhetorical analysis of a music video, create a multimodal composition, and to develop a research Stephanie A. Graves | 3 project that included a research proposal, an annotated bibliography, and a supported argument essay for a topic of their choice. English 1102 Success Academy—First Year Composition II (Spring 2018, Fall 2018) Success Academy is a nationally-acclaimed retention initiative at Georgia State that provides additional scaffolding for less-accomplished freshman writers. Assignments and course goals were the same as the standard 1102 sections, but the smaller class size allowed for more one-on-one contact time with each student as well as more in-class drafting, workshopping, and revision. English 3130 Business Writing (Spring 2020) This course is designed to help upper-level students across a wide variety of majors prepare for the kinds of writing challenges they will face in the business world. This course emphasizes audience awareness and media specificity. Projects in this course are tied to different genres of business writing, including job market materials, professional correspondence, social media presence, and memos and reports. Writing Across the Curriculum Writing Consultant for the WomenLead program, BUSA 3400, WomenLead in Business (Spring 2019) The GSU WomenLead program is an immersive, experiential learning curriculum designed to help young women entering the business world have more confidence and a superior professional skillset. In this role I worked alongside the directors of the GSU WomenLead program, Dr. Nancy Reeves Mansfield and Dr. Pam Scholder Ellen, as an embedded writing resource for students in the class. Responsibilities included assisting in selecting readings, developing rubrics for major assignments, coordinating workshops, and providing writing support, as well as grading and providing feedback for students in Dr. Mansfield’s section. English 2160: Studies in Popular Culture: Black Mirror/ Mirror Stage: Identity and Ideology in the Age of Compulsory Entertainment (Fall 2019—co-teacher) I served as co-teacher in this course alongside Dr. Calvin Thomas. This course centered on Black Mirror but also looked at other televisual and film texts that deal with ideology and identity. Course readings approached the topic from a theoretical perspective and included critical theorists such as Jacques Lacan, Theodor Adorno, Fredrick Jameson, Louis Althusser, John Fiske, Stephen Greenblatt, Laura Mulvey, and Jean Baudrillard. UNIVERSITY OF NORTH ALABAMA ENGLISH DEPARTMENT English 111 First Year Composition I (Fall 2015, Fall 2016) This course was designed to develop critical reading skills, information literacy, and an awareness of rhetorical strategies and patterns in freshman writers. The course assignments included discussion board posts and six expository essays that explored such genres as the compare and contrast essay, personal narratives, causal analysis, and definition essays. English 112 First Year Composition II (Spring 2016, Spring 2017) This course emphasized the further development of student writers, focusing on research, the responsible and effective use of evidence, summary and synthesis of information, and correct documentation. Students were asked to maintain a blog for the course wherein they responded to specific prompts and assigned reading, and to compose a longer rhetorical analysis, an argumentative essay, an annotated bibliography, and a research paper on a topic chosen by the students. Stephanie A. Graves | 4 Writing Center Experience Associate Director, The Writing Studio @ Georgia State University, Summer 2019-present As the head of Community, Outreach, and Research, I work closely with the Director and co-Associate Director to manage a staff of over 40 peer tutors. In this role, I oversee scheduling, training, and writing centers research for both conference presentation and publication submission. I also organize external workshops and events for the Studio, including classroom visits, embedded class workshops, departmental open workshops, and external events such as the National Day on Writing festivities. Tutor, The Writing Studio @ Georgia State University, Fall 2017 – Spring 2019 As a peer tutor in the university writing studio, I helped both undergraduate and graduate students across all disciplines, assisting with every stage of the writing process. I worked one-on-one with students to help them with their academic writing tasks, and I've assisted students with everything from short response papers to longer projects like theses and dissertations. I also helped students organize research proposals, develop materials for scholarships and graduate applications, draft personal
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