We invite students to advance their career and educational goals by considering graduate study in Rhetoric and Composition. Our Master of Arts program provides a comprehensive curriculum focusing on the intersections among rhetoric, composition, and literacy. Examining both historical and contemporary contexts, students are prepared to understand how rhetorical theory informs the teaching and practice of writing in a variety of academic, professional, cultural, and civic contexts. Through rigorous coursework, individualized mentorship, and professionalization opportunities, students are encouraged to develop their own disciplinary research and teaching interests in a program with 13 dedicated graduate faculty. 

Our faculty have a range of research expertise in Rhetoric and Composition, allowing students opportunities to take special topics courses and engage in directed research in areas of study such as: 

  • Civic and Public Writing 
  • Critical Race Theory 
  • Cultural Rhetorics  
  • Digital Rhetoric and Multimodal Composing
  • Immigration Rhetoric 
  • Professional and Technical Writing
  • Rhetoric of Health and Medicine
  • Social Media and Networked Writing and Rhetoric
  • Sociohistoric Perspectives of Literacy and Learning 
  • Transnational Literacy and Rhetoric 
  • Visual and Material Rhetorics
  • Writing Program Administration

why Rhetoric and composition at ucf

A small program with the resources of a large research institution, our faculty provide one-on-one attention to students as they develop as researchers, teachers, and professionals. Our program is especially committed to: 

  • Preparing students to engage in technologically adept, theory-informed research and teaching about rhetoric, writing, and literacy.
  • Sustaining diverse and inclusive learning environments predicated on ongoing practices of advocacy, social justice, anti-oppressive pedagogy. 
  • Providing a robust and supportive infrastructure for gaining career-enhancing experiences such as opportunities to work in the University Writing Center, Composition Program, and Writing Across the Curriculum Program.  
  • Supporting students as they develop their own interests and career trajectories. 

The program is housed in a stand-alone Writing and Rhetoric department, the first and only of its kind in the state of Florida. Here, students are part of a vibrant community of scholars who engage one other through reading groups, teaching workshops, department symposia, and other events. Many students are supported through University Writing Center and teaching assistantships, which cover the price of tuition and provide a yearly stipend. Students may also be awarded competitive university fellowships and underrepresented and minority students are eligible to apply for additional fellowships through the College of Graduate Studies. 

Graduate Accomplishments

Students in the program frequently participate in scholarly conversations at local, state, and national conferences, including flagship conferences such as the Conference on College Composition and Communication (CCCC) and the Rhetoric Society of America (RSA) conference. Students are mentored to propose to conferences and are eligible for travel funding to attend and present their research. Additionally, students have won national awards, such as the CCCC Scholars for the Dream Award, in recognition of their scholarly achievements.  

Students who successfully complete our program have gone on to:

  • Earn and pursue Ph.Ds in top-ranked programs in Rhetoric and Composition, 
  • Teach in a variety of contexts (high school, 2-year college, 4-year college), 
  • Direct and coordinate writing programs and centers, and 
  • Work in a variety of professional industries including government and nonprofit sectors.

Recent Thesis Projects

To get an idea of what students in the program pursue as lines of research and inquiry, find below a list of recent thesis titles:

“Let Me Lock It Up:” A Rhetorical Exploration of Identity and an Emergent Counterpublic within the YouTube Beauty Community, Rachel Street 

Neither Teacher nor Scholar: Identity and Agency in a Graduate Teacher’s Life, Caitlin Pierson  

Rewriting Patriarchal Norms in Academia: Invitational Rhetoric in a Crowdsourced Survey, Rachel Molko 

Constituting Rhetorical Agency in a Feminist Discursive Space, Ella Raynor 

The Communicative Value of EMR Education: Medical Students’ Perceptions of Introductions to EMRs, Justiss Burry 

On Digital Doctrine: The Mediatization of Religious Culture, Celina Yebba

Understanding the Dynamics of Peer Review and Its Impact on Revision, Julie Kopp

Ok, Ladies, Now Let’s Get Information: Recognizing Moments of Rhetorical Identification of Beyonce’s Digital Activism, Garrett Arban 

Meeting Student, Instructor, and Institutional Expectations in Online Writing Courses, Emily Proulx

Tracing Literacy Practices of Multilingual Writing Tutors, Somaily Nieves 

Expansive Learning in FYC: Using Linguistic Discourse Analysis to Measure the Effects of Threshold Concepts in Facilitating Generalization, Allison Morrow 

The Normalization Process of Multimodal Composition: The ‘Unseeing’ People of Color, Yumani Davis 

Seeing a Whole Life: Genre and Identity in Occupational Therapy, Stefanie Johnson


For additional information or to set up an advising appointment, contact RhetGrad@ucf.edu