Anna Knutson

Anna Knutson, PhD

Anna Knutson holds a Ph.D. in English and Education from the University of Michigan, and for the past three years she has served as an English professor and a writing program administrator at Duquesne University and East Tennessee State University. Before that, Anna researched and taught writing at the University of Michigan and the University of New Mexico, and she also coached writers from all disciplines as a writing consultant at the University of Washington. Anna first entered higher education because she cares deeply about supporting writers from all walks of life as they encounter new writing challenges in their academic and professional careers. Since she recently finished her doctorate, Anna is particularly passionate about supporting writers as they navigate the unique (and complex!) writing challenges presented by graduate school. As a researcher, Anna is captivated by methods; she is trained as a qualitative researcher, and she is always eager to learn about new methods. Given her interdisciplinary training in English, Education, and Gender Studies, she loves to coach writers from all disciplines and language backgrounds. Anna is from Seattle, WA, and when she is not thinking about writing and learning, she is spending time with her chihuahua mix, Biscuit.

Languages: English


Peer-Reviewed Articles

Gold, D., Garcia, M., Knutson, A.V. (2019). Going public in an age of digital anxiety: How students negotiate the topoi of online writing environments. Composition Forum, 41.

Gere, A.R., Knutson, A.V., Limlamai, N., McCarty, R., & Wilson, E. (2018). A tale of two prompts: New perspectives on writing-to-learn assignments. The WAC Journal, 29, 147-167.

Gere, A.R., Knutson, A.V., & McCarty, R. (2018). Rewriting disciplines: STEM students’ longitudinal approaches to writing in (and across) the disciplines. Across the Disciplines, 15(3).

Davila, B., Bourelle, T., Bourelle, A., & Knutson, A.V. (2017). Linguistic diversity in online writing classes. WPA: Writing Program Administration, 41(1), 60-81.

Gere, A.R., Hutton, E., Keating, B., Knutson, A.V., Silver, N.E., & Toth, C.M. (2017). Mutual adjustments: Learning from and responding to transfer student writers. College English, 79(4), 333-357.

Bourelle, A., Bourelle, T., Knutson, A.V., & Spong, S. (2016). Sites of multimodal literacy: Comparing student learning in online and face-to-face environments. Computers and Composition, 39, 55-70.

Bourelle, T., Bourelle, A., Spong, S., Knutson, A.V., Howland-Davis, E., & Kubasek, N. (2015). Reflections in online writing instruction: Pathways to professional development. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 20(1).

Peer-Reviewed Book Chapters

Knutson, A.V. (2019). Grace: A case study of resourcefulness and resilience. In A.R. Gere (Ed.), Developing writers in higher education: A longitudinal study (pp. 193-216). Ann Arbor, MI: University of Michigan Press.

Schiavone, A., & Knutson, A.V. (2017). Pedagogy at the crossroads: Instructor identity, social class consciousness, and reflective teaching practice. In W. H. Thelin, & G. Carter (Eds.), Class in the composition classroom: Pedagogy and the working class (pp. 19-39). Logan, UT: Utah State University Press.

Other Publications

Post, J., Swofford, S., Hutton, L., Knutson, A.V., Silver, N., & Gere, A.R. (2020). Developing writers in

higher education (Visual Abstract). Composition Studies, 48(1), 14-15.

Gere, A.R., Burke, A., Gibson, G., Hammond, J., Knutson, A.V., McCarty, R., Parsons, C., Parsons, M., Tacke, E., Tucker, B. (2014, November). Policy Brief: How standardized tests shape—and limit—student learning (Policy Brief). Council Chronicle, 24(2), 13-15.

Gere, A.R., Burke, A., Garcia, M., Gibson, G., Hammond, J., Harris, J., Knutson, A.V., Parsons, C., Parsons, M., Schiavone, A., Tucker, B., & Uzogara, C. (2014, March). Censorship now: Revisiting The Student’s Right to Read (Policy Brief). Council Chronicle, 23(3), 17-19.

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