anthony.pare [at] mcgill.ca (E-mail)
Areas of interest
- Doctoral writing
- Doctoral education
- Literacy education
- Composition and rhetoric
- Genre studies
- Workplace literacy
Description of research/teaching activities
My recent research has focused on doctoral education, with a particular emphasis on the dissertation. This difficult and critically important text is required of all PhD students, and yet there is little research into the conditions under which doctoral students produce dissertations: what support do they receive? how do they learn the genre? why do some succeed while others fail? This work follows from my interest in workplace writing and situated learning, and supports my teaching in language, literacy, and composition and rhetoric.
Paré, A. (2014). Writing together, for many reasons. In C. Aitchison & C. Guerin (Eds.). Writing groups for doctoral education and beyond: Innovations in theory and practice. London, UK: Routledge.
Starke-Meyerring, D., Paré, A., El-Bezre, N. & Sun, K.Y. (2014). Probing normalized institutional discourses about writing: The case of the doctoral thesis. Journal of Academic Language and Learning, 8 (2): 13-27.
Paré, A. (2014). Rhetorical genre theory and academic writing. Journal of Academic Language and Learning, 8 (1): 83-94.
Aitchison, C. & Paré, A. (2012). Writing as craft and practice in the doctoral curriculum. In Reshaping doctoral education: Changing programs and pedagogies. A. Lee & S. Danby (Eds.). London, UK: Routledge.
Paré, A. (2011). Publish and flourish: Joining the conversation. In Connecting the local, regional and global in doctoral education. A. Lee & V. Mallan (Eds.).Kuala Lumpur, Malaysia: Universiti Putra Malaysia Press.
Starke-Meyerring, D., Paré, A., Horne, M., Artemeva, N., & Yousoubova, L. (Eds.) (2011). Writing (in) the Knowledge Society. West Lafayette, IN: Parlor Press and WAC Clearinghouse.
Paré, A., Starke-Meyerring, D., & McAlpine, L. (2011). Knowledge and identity work in the supervision of doctoral student writing: Shaping rhetorical subjects. In Writing (in) the knowledge society. D. Starke-Meyerring, A. Paré, M. Horne, N. Artemeva, & L. Yousoubova (Eds.). West Lafayette, IN: Parlor Press.
Paré, A. (2011). Speaking of writing: Supervisory feedback and the dissertation. In Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. L. McAlpine & C. Amundsen (Eds.). Dordrecht, The Netherlands: Springer.
Paré, A. (2010). Discourse and social action: Moffett and the new rhetoric. Changing English 17(3): 241–250.
Paré, A. (2010). Making sense of supervision: Deciphering feedback. In The Routledge Doctoral Student’s Companion: Getting to Grips with Research in Education and the Social Sciences. P. Thomson & M. Walker (Eds.). London, U.K.: Routledge.
Le Maistre, C. & Paré, A. (2010).Whatever it takes: How beginning teachers learn to survive. Teaching and Teacher Education, 26 (3): 559-564.
Paré, A. (2010). Slow the presses: Concerns about premature publication. In Publishing pedagogies for the doctorate and beyond. C. Aitchison, B. Kamler & A. Lee (Eds.). London, UK: Routledge.
Paré, A., Starke-Meyerring, D., & McAlpine, L. (2009). The dissertation as multi-genre: Many readers, many readings. In Genre in a changing world. C. Bazerman, A. Bonini, and D. Figueiredo (Eds.). Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press.
McAlpine, L., Paré, A., & Starke-Meyerring, D. (2008). Disciplinary voices: A shifting landscape for English Doctoral Education in the 21st century. In Changing Practices in Doctoral Education. D. Boud & A. Lee (Eds.). London, UK: Routledge.