Zachary Beare

Bio

Dr. Zachary Beare is a specialist in Rhetoric and Composition. At NC State, Dr. Beare serves as the Associate Director of First-Year Writing and is tasked with supporting graduate students teaching in NC State’s First-Year Writing Program. As part of this work, he regularly teaches ENG 511: Theory and Research in Composition and ENG 624: Teaching College Composition.

Office Hours

• Mon: 3:00 p.m. – 5:00 p.m.
• Wed: 3:00 p.m. – 5:00 p.m.

Research Publications

Beare, Z. (2018). “Softies Like Me: The Foolish Work of a Fat Queer Pedagogy.” Forthcoming in Writing on the Edge, 29(1).

Beare, Z. (2018). “The Strange Practices of Serendipitous Failure: Considering Metanoia as an Alternative to Kairos.” In M.D. Goggin and P. Goggin (Eds.), Serendipity in Rhetoric, Writing, and Literacy Research (257-266). Logan, UT: Utah State UP.

Beare, Z.  and Meade, M. (2015). ‘”The Most Important Project of Our Time!’: Hyperbole as a Discourse Feature of First-Year Writing.” College Composition and Communication, 67(1), 64-86.

Beare, Z. (2015). “It Gets Better…All in Good Time: Messianic Rhetoric and a Political Theology of Social Control.” The Journal of Cultural Research, 19(4), 352-364.

Beare, Z. (2011). “Michael Field’s Renaissance: An Examination of Paterian Influence, Gender Play, and the Use of the Ekphrastic Form in Sight and Song.” The Pater Newsletter: A Journal of the International Walter Pater Society, 56/57, 18-27.

Beare, Z. (2021). “Cross Postings: Disciplinary Knowledge-Making and the Affective Archive of the WPA Listserv.” Composition Studies, 49(1), 42-59.

Beare, Z., and Stenberg, S. (2020). “‘Everyone Thinks It’s Just Me’: Exploring the Emotional Dimensions of Seeking Publication.” College English, 83(2), 103-126.

Stone, M., and Beare, Z. (2020). “Technical Rhetorics and Reproductive Justice, Reproductive Rights, and Reproductive Health.” Reflections: A Journal of Community-Engaged Writing and Rhetoric, 20(2), 15-25.

Area(s) of Expertise

Dr. Beare has a wide range of teaching and research interests. In line with his administrative appointment, he is interested in teacher development and pedagogy. Within those areas, he is especially interested in queer and feminist approaches to teaching composition, the ways that emotion and embodiment shape the work of the classroom, and curricular revisions incorporating multimodal compositions with imagined public audiences.

As a secondary research interest, Dr. Beare is interested in how disciplinary knowledge making and academic life have changed in the digital age and how academics use new media and social media