Irvin Peckham, PhD
Office: 5043 MacAlister Hall
- University of California, San Diego. PhD: English and American Literature, emphasis on Rhetoric and Composition
- University of Wisconsin, Madison. M.A. English Literature
- University of Wisconsin, Madison. B.S. English Literature
I have taught writing at high school and college levels. After receiving my PhD, I taught at the University of Nebraska, Omaha; Louisiana State University; and now at Drexel University.
My research interests are social class theory and writing instruction; writing assessment; and the use of personal writing in classroom settings. I have been a writing program director at Nebraska, LSU, and now at Drexel and am actively involved in issues associated with the administration of required writing programs.
I am an avid biker (mountain, road, and motorcycle) and love to sing and play my guitar, preferably with friends. I know what a gift life is and why it shouldn’t be wasted.
Peckham, Irvin, Edward White, and Norbert Elliot. Very Like a Whale: The Evaluation of Writing Instruction. Utah State UP. (In Press).
Peckham, Irvin. Going North, Thinking West: The Intersections of Social Class, Critical Thinking, and Politicized Writing Instruction. Logan, Utah. Utah State UP. 2010.
Peckham, Irvin. Introduction to Writing at LSU. Electronic Textbook. 2004.
Peckham, Irvin, and Dylan Dryer. “Social Contexts of Writing Assessment: Toward an Ecological Construct of ‘the Reader.’” WPA: Writing Program Administration. (In Press).
Peckham, Irvin. “Placing Assessment and Curriculum in Dialogue with Each Other.” In Writing Assessment in the 21st Century: Essays in Honor of Edward White. Eds. Les Perelman and Norbert Elliot. Hampton Press, 2012: 169-186.
Peckham, Irvin, and Bradley Hammer. “The State of Contingency: A Report from the CCCC Committee on Part-time, Adjunct or Contingent Labor.” Forum 14.1 (2010): A3-A7.
Peckham, Irvin. “Online Challenge Versus Offline ACT.” CCC. 62 (2010). 718-745.
Peckham, Irvin. “Nightmares Can Be Useful: Resituating Re-articulation Agreements for Required Writing Courses in Louisiana.” Journal of College Writing. 10 (2010): 1-14.
Peckham, Irvin. “Online Placement in First-Year Writing.” CCC. 60 (2009): 517-540.
Peckham, Irvin. “Acting Justly.” In A 21st Century Approach To Teaching for Social Justice: Educating for Both Advocacy & Action. Ed. Richard Johnson, III. New York: Peter Lang Press, 2009: 75-90.
Peckham, Irvin. “The Stories We Tell.” In Considering Class: Essays on the Discourse of the American Dream. Eds. Kevin Cahill and Lene Johannessen. Berlin: Lit Verlag. 2007: 169-182.
Peckham, Irvin. “Turning Placement into Practice.” Writing Program Administration. 29 (2006): 65-84.
Peckham, Irvin, Linda Bergmann, William Condon, Susanmarie Harrington, and Keith Rhodes. “The Outcomes Project: The Insiders’ History.” In The Outcomes Project: Debate and Consensus after the Outcomes Statement. Eds. Susanmarie Harrington, Keith Rhodes, Ruth Fisher, and Rita Malenczyk. Logan, Utah: Utah State UP, 2005: 8-18.
Peckham, Irvin, Sherry Lee Linkon, and Benjamin G. Lanier-Nabors. “Struggling with Class in English Studies,” Introduction to special issue of College English, Peckham, Linkon, and Lanier-Nabors, Guest Editors. 67 (2004): 149-153.
Peckham, Irvin. “Freirean Codifications.” Pedagogy. 3.2 (2003): 227-244.
Peckham, Irvin. “An Idealized Outcomes-based First-year Writing Program.” In Strategies for Teaching First-year Composition. Eds. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, Eric Waggoner. Urbana Il: National Council of Teachers of English. 2002: 69-89.
Peckham, Irvin, Susanmarie Harrington, Rita Malencyzk, Keith Rhodes, and KathleenYancey, (2001). WPA Outcomes Statement for First-year Composition. College English, 63(2001): 321-325.