The Graduate Center, CUNY, NYC Ph.D., May 2001, M.Phil., Magna Cum Laude, 1999, English Composition/Rhetoric
Dissertation: The Tightrope of Desire: Lessons from Oscar Browning
Dissertation Committee Members: Professors Sondra Perl (Director), Eve Kosofsky Sedgwick, Joseph Wittreich
Dissertation Prize: Paul Monette Outstanding Dissertation in the Field of Gay and Lesbian Literature
City College of New York, CUNY, NYC Masters of Arts, 1995, Magna Cum Laude, English Language and Literacy, Thesis: The Queen’s English: The Forms and Functions of Gaylect
Beaver College (now Arcadia), Glenside, PA Bachelor of Fine Arts, 1984, Summa Cum Laude, Printmaking
Thesis: La Maison d’Etre, Monotype Prints on Handmade Paper
Mark McBeth, Professor, teaches courses in Composition & Rhetoric, Pedagogy, and Queer Studies in the John Jay English Department as well as at The Graduate Center, CUNY. As an archival researcher, his scholarship focuses on the intersections between literacy studies and Queer theory, specifically examining how Queer literates countermanded homophobic discourses of the twentieth century.
McBeth has received John Jay's Distinguished Teaching Award, multiple national awards for writing curriculum and program innovations, and the 2024 Stonewall Award from the Conference for College Composition and Communication. He has acted as an executive member of the Council of Writing Program Administrators and participated in numerous national editorial review boards in the field of Composition and Rhetoric.
Subversive Literacies (Ph.D. seminar) • Multiliteracies: Evolutions & Complexities (Ph.D. seminar) • Critical Experimental Writing: The Theories & Practices (Ph.D. seminar) • Curriculum Building: Writing Courses/Literacy Initiatives/Composition Programming (Ph.D. Seminar) • Introduction to Ph.D. Studies in English (Ph.D. seminar) • Seduction of the Archives (Ph.D. seminar) • Queer Lines of Communication (Ph.D. seminar) • Introduction to Writing Program Administration (Ph.D. seminar) • How the Eye/I Writes: Synthesizing 21st-Century Literacies (Master’s Seminar) • Graduate Introduction to Linguistics for Teachers (Master’s Seminar) • Graduate Teaching Seminar (Master’s Seminar) • Graduate Writing for Public Management (Master’s Seminar) • Research Methods • John Jay Online English 201: Subway • Understanding Genre/Form/Voice • Writing for Business • Prose: Form • Prose: Freelancing • Core Humanities • English Composition Basic Writing Courses • English Composition Freshman Core Writing Course • Writing for the Humanities • Writing for Education • Prose: Voice • Empirical Research • Tutor Training Workshop
Conference for College Composition & Communication;
Books:
Queer Literacies: Discourses and Discontents. Lanham, MD: Lexington Books/Imprint of The Rowman & Littlefield Publishing Group, 2019.
Teacher Training at Cambridge: The Initiatives of Oscar Browning and Elizabeth Hughes, co-authored with Dr. Pam Hirsch, Cambridge University. London. Woburn Press, 2004.
Edited Collections:
Literacy and Learning in Crisis: Emergent Teaching Through Emergencies. Peter Lang, Publisher, 2022.
Peer Reviewed Journals/Book Chapters:
McBeth, Mark. “Queer Remediations: How Not to Be Basic” Basic Writing in the 21st Century. Eds. Laura Gray Rosendale and Barbara Gleason. Peter Lang; Forthcoming 2024.
Beavers, M. Lehman, E., McBeth, M., Thoune, D. “Not just WPAing, Always Just WPAing: The CWPA Summer Workshop.” Fall 2023, WPA Advocacy in a Pandemic: Lessons Learned. Forthcoming.
Beavers, M. Thoune, D., McBeth, M. “Reading, Researching, Teaching, and Writing with hooks: A Queer Literacy Sponsorship. Spring 2023, College English: Building Communities of Resistance: bell hooks’ Life, Work, and Impact. 85.3 (January 2023): 230-242.
"Equal Opportunity Programming & Optimistic Program Assessment: First-Year Writing Program Design and Assessment at John Jay College of Criminal Justice in Composition Forum 33 (Spring 2017): n. pgs. Web.
“An Apologia and a Way Forward: In Defense of the Lecturer Line in Writing Programs” with Tim McCormack Contingency, Exploitation, and Solidarity. (Eds.) Seth Kahn, Bill Lalicker, and Amy Lynch-Biniek. Boulder, CO: University Press of Colorado/Fort Collins, CO: The WAC Clearinghouse, 2017. 41-56.
“Queerying the First-Year Composition Student (and Teacher): A Democratizing Endeavor” with Tara Pauliny in Queer Landscapes: Mapping Space(s) of Praxis and Pedagogy Eds., James E. Wermers, Elizabeth McNeil, and J. Oakleaf Lunn. Palgrave Macmillan Queer Studies in Education. (2017)
“WPAs Go To Work—for a Decade: Building a First-Year Writing Program” with Tim McCormack. Writing Program Architecture: Thirty Cases for Reference and Research. (Eds.) Finer, Bryna Siegel and White-Farnham, Jamie). Boulder, CO: University Press of Colorado. 128-139.
“Revising by Numbers: An Evaluation from the Innumerate” in Journal of Response to Writing 1.2 (August 2015): n. pgs. Web.
Stonewall Service Award from the Conference on College Composition and Communication (CCCC), a constituent organization within the National Council of Teachers of English (NCTE), 2024.
Certificate of Recognition, Scholarship of Teaching & Learning, John Jay College of Criminal Justice, 2017
Faculty Recognition Award, Distinguished Teaching, John Jay College of Criminal Justice, 2013.
Certificate for Excellence in Writing Programs, Conference of College Composition & Communication, 2013.
Special Recognition Essay Award for “Memoranda of Fragile Machinery,” Council of Writing Program Administrators, 2009.
National Award for Innovation in Basic Writing Curriculum, Conference of Basic Writing, 2007.
Mark McBeth, Professor of English at John Jay College of Criminal Justice & The Graduate Center/CUNY, teaches composition/rhetoric studies as well as Queer theory to undergraduate and graduate students at City University of New York. His recent book, Queer Literacies: Discourses and Discontents (2019), uses documentarian archival evidence to show the development of homophobic discourse of the twentieth century and then tracks how Queer literates have used their reading, writing, research, and critical thinking abilities to countermand those heteronormative rhetorics. His previously co-authored book (with Pam Hirsch, Homerton College, Cambridge), Teacher Training at Cambridge: The Initiatives of Oscar Browning and Elilzabeth Hughes (2004), describes the Victorian teacher training program that first invited women and working-class men into the elite university. He has also published in various scholarly journals and collections in the field of composition and rhetoric.