Christine Tulley is Professor of English and Founder and Director of the Master of Arts in Rhetoric and Writing at The University of Findlay. As the campus Academic Development Coordinator, she runs faculty writing groups and offers tenure and promotion application support including effective practices for writing teaching philosophies and persuasive reflective statements.

She is the author of How Writing Faculty Write (2018), the forthcoming Rhet Comp Moms: What 150 Time Use Diaries Can Teach Us about Parenting, Productivity, and Professionalism (Utah State University Press), and contributes regularly to Inside Higher Education on faculty productivity issues.

She gives regular lectures and workshops on faculty writing and time management for teaching and scholarship, most recently as a faculty writing retreat coordinator for University of North Georgia and Ohio Northern University and as a featured speaker at the scholarly publishing conference Researcher to Reader in London in February 2019. She also served as the 2018 keynote speaker for the Peck Research on Writing Symposium at Middle Tennessee State University, a keynote speaker at the inaugural AAEEBL Conference on eportfolios at The University of Michigan and was the 2010 Visiting Scholar in Digital Media and Composition at Ohio State University. Currently, she is a research adviser with Prolifiko, a writing productivity think tank in the UK, to address faculty writing challenges across various career stages.


University of Michigan, Ann Arbor, Michigan; April 2005. Graduate Certificate of Screen Arts and Cultures, specializations in melodrama and feminist film theory 

Bowling Green State University, Bowling Green, Ohio; August 200. PhD in English, specialization in Rhetoric and Composition. Graduate Certificate of Gender Studies

Cleveland State University, Cleveland, Ohio; December 1997. M.A. in English, specializations in Linguistics and Rhetoric and Composition

Bowling Green State University, Bowling Green, Ohio; August 1994. B.S. in Educatio



Tulley, Christine. How Writing Faculty Write: Strategies for Process, Product, and Productivity. Utah State University Press. 2018.

Edited Collections

Blair, Kristine, Radhika Gajjala, and Christine Tulley. Webbing Cyberfeminist Practice: Communities, Pedagogies, and Social Action. Hampton Press, 2008.

 Peer Reviewed Articles

Tulley, Christine. “Exploring the Multimodal Nature of Flute Girls.” Special issue on “Digital Literacies in the Ancient World.” Classics@. Harvard Center for Hellenic Studies. Guest editor Paul Dilley. Fall 2018. https://chs.harvard.edu/CHS/article/display/1167.classics-introduction-to-journalTulley, Christine. “A Course No One Wants to Teach”: A Brief History of the Undergraduate Writing Methods Course,” Teaching/Writing: The Journal of Writing Teacher Education. 5.1, Article 2. Fall 2016. Available at: http://scholarworks.wmich.edu/wte/vol5/iss1/2

Denecker, Christine, and Christine Tulley. “A Brief History of DMAC (Digital Media and Composition Institute): An Interview with Cindy Selfe and Scott DeWitt.” The Writing Instructor. 2014. http://www.writinginstructor.com/currentmoment-denecker-tulley

Tulley, Christine. “Migration Patterns: A Status Report on the Transition from Paper to Eportfolios and the Effect on Multimodal Composition Initiatives within First-Year Composition.” Computers and Composition 30.2. June 2013. Winner of the Ellen Nold Award presented annually for the best article in computers and composition studies.

Tulley, Christine. “What Are Preservice Teachers Taught about the Teaching of Writing?: A Survey of Ohio Undergraduate Writing Methods Courses.” Teaching/Writing: The Journal of Writing Teacher Education. 2.1, Article 9. Spring 2013. Available at: http://scholarworks.wmich.edu/wte/vol2/iss1/9

Hampton-Famer, Cheri, and Erin Laverick, Christine Denecker, Nicole Diederich, Christine Tulley, and Tony Wilgus. “Growing a Faculty Writing Group on a Traditionally Teaching-Focused Campus. Journal of Faculty Development 27.1. January 2013. Reprinted in Academic Writing: Individual and Collaborative Strategies for Success (New Forums Press, 2013).

Tulley, Christine. “IText Reconfigured: The Rise of the Podcast.” Journal of Business and Technical Communication 25.3. July 2011.

 Tulley, Christine, and Kristine Blair. “Remediating the Book Review: Toward Collaboration and Multimodality across the English Curriculum.” Pedagogy 9.3. Fall 2009. Pedagogy Winner of 2010 The Best of the Independent Rhetoric and Composition Journals (http://www.parlorpress.com/best2010).

Tulley, Christine. “Image Events Guerilla Girl Style: A Twenty Year Retrospective.” Enculturation 7.1. Guest Eds. Joe Wilferth and Kevin DeLuca. Fall 2009.

Tulley, Christine. “Taking a Traditional Composition Program ‘Multimodal’: Web 2.0 and Institutional Change at a Small Liberal Arts Institution.” Computers and Composition Online. Spring 2009. http://cconlinejournal.org/Tulley09/default.htm. Reprinted in Multimodal Composition (2014, Bedford/St. Martins).

Tulley, Christine. “Negotiating Digital and Traditional Literacies: Training Non-Traditional Preservice Writing Teachers.” Computers and Composition Online. Spring 2008. http://cconlinejournal.org/Negotiating/default.html

 Tulley, Christine. “A Snapshot of Complexity: Knowledge-Making and Negotiations in E-Rhetoric.” Journal of Composition Theory. Winter 2004.

 Blair, Kristine, Angela Haas, and Christine Tulley. “Mentors and Masters: Narratives of (Re) Negotiation in Web-Based Writing Environments.” Computers and Composition: An International Journal for Teachers of Writing. September 2002.

Book Chapters

 Tulley, Christine. “Reviving an Oral Tradition: Using Podcasting to Teach Ancient Literature.” Teaching Literature with Digital Technology. Editor Tim Heitland. New York: Bedford/St. Martins, 2017.

Tulley, Christine. “Preparing Preservice Writing Teachers to Enact the (Digital) Common Core Standards in Secondary Writing Classrooms: A Fresh Approach to the Common Core Standards in Research and Writing.” The Next Digital Scholar. Editors Jim Purdy and Randall McClure. Medford (NJ): Information Today, 2014. Bronze Medal for Education in the Commentary/Theory Category for the 2015 Independent Publisher Book Awards.

 Denecker, Christine, Kristine Blair, and Christine Tulley. “The Role of Narrative in Articulating the Relationship between Feminism and Digital Literacy.” Stories that Speak to Us: Curated Exhibits from the Digital Archive of Literacy Narratives. Eds. H. Louis Ulman, Scott Lloyd De-Witt, and Cynthia L. Selfe. Computers and Composition Digital Press/Utah State University Press, 2012.

 Blair, Kristine, and Christine Tulley. “Whose Research Is It, Anyway? The Challenge of Deploying Feminist Methodology in Technological Spaces,” co-authored with Kristine Blair. Digital Writing Research: Technologies, Methodologies, and Ethical Issues. Eds. Dànielle DeVoss and Heidi McKee. Hampton Press, 2007. Winner of Computer and Composition’s Best New Book for 2008 Award.

Blair, Kristine, and Christine Tulley. “E-Writing Spaces as Safe, Gender-Fair Havens: Aligning Political and Pedagogical Possibilities. “Teaching Writing with Computers: An Introduction. Eds. Pamela Takayoshi and Brian Huot. Houghton Mifflin, 2003. Winner of Computer and Composition’s Best New Book for 2003 Award.

Blog Posts




    Under Contract

    Rhet Comp Moms: Productivity, Professionalism, and Parenting/What 100 Time Use Diaries Reveal about Academic Motherhood in Rhetoric and Composition. Monograph length manuscript analyzes 100 time use diaries of rhetoric and composition mothers using modified double description coding to determine how they find time to write for publication despite parenting duties and time-intensive writing faculty and/or administrative positions. See this website for updates.


    Upcoming Talks and Conferences

    Association for Learned and Society Publishing, Windsor, UK: https://events.bizzabo.com/alpsp19/agenda/speakers/462360



    Conference for College Composition and Communication

    Rhetoric Society of America

    Christine Tulley

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