Assistant Professor of English
Phone: ext. 2331
- Ph.D., (English) University at Albany, State University of New York
- M.A., (English) University at Albany, State University of New York
- B.A., (English) Mount Holyoke College, 1993
Dr. Mastrangelo teaches Composition and Rhetoric and Professional Writing courses at Centenary University. Before coming to Centenary, she taught at the College of St. Elizabeth. With a background in composition and rhetoric and nineteenth century American women writers, she teaches courses in general Composition and Rhetoric and Professional and Business Writing. Dr. Mastrangelo currently serves as the Immediate Past President for the Coalition of Women Scholars in the History of Composition and Rhetoric.
Dr. Mastrangelo’s research interests include the teaching of writing at 19th century women’s colleges, women’s rhetorical practices relating to war and peace, and the early standardization of writing courses in the United States. Dr. Mastrangelo’s recent research projects track the rhetorical assumptions in community cookbooks and the use of motherhood in World War I. Most recently, her essay “Changing Ideographs of Motherhood: Defining and Conscribing Women’s Rhetorical Practices in World War I” won Honorable Mention for the Theresa J. Enos Essay Award.
“Writing a Progressive Past: Women Teaching and Writing in the Progressive Era.” Anderson, SC: Parlor Press, 2012
“Working in the Archives.” with Alexis Ramsey, Wendy Sharer, and Barbara L’Eplattenier. Carbondale: Southern Illinois University Press, 2009.
“Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline.” with Barbara L’Eplattenier. Anderson, SC: Parlor Press, 2004
“Directing First-Year Writing: The New Limits of Authority.” Co-written with Shirley Rose and Barbara L’Eplattenier. College Composition and Communication 65.1 (2013): 43-66.
“’They Argued in White Shirt-Waists and Black Skirts’: Women’s Participation in Debate Contests.” Contest(ed) Writing: Reconceptualizing Literacy Competitions. Cambridge Scholars Press, 2012. 115-138.