Back to Top
Skip to Site Search Skip to Utility Nav Skip to Top Nav Skip to Left Nav Skip to Content
Close Main Menu

Dr. Michael Rifenburg

Title: Associate Professor - English
Co-Director of First-Year Composition / Senior Fellow for Scholarly Writing, CTLL
Phone: 706-867-2958

Office: Dunlap Hall, 206C, Dahlonega
View CV
Areas of Expertise: Composition and Rhetoric


J. Michael Rifenburg, associate professor of English at the University of North Georgia, serves as co-director of First-Year Composition and Senior Faculty Fellow for Scholarly Writing within UNG’s Center for Teaching, Learning, and Leadership. He authored The Embodied Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018) and co-edited Contemporary Perspectives on Cognition and Writing (WAC Clearinghouse, 2017). His next book, Drilled to Write: A Longitudinal Study of a Cadet at a Senior Military College, is currently under contract.

Courses Taught

  • English 1101: Composition I
  • English 1102: Composition II
  • English 2230: Intermediate Composition
  • English 3120: Introduction to Rhetorical Theory
  • English 4800: Writing for Organizations
  • English 4880: Senior Seminar, Writing & Publication


  • Ph.D., Composition/Rhetoric/Literacy, University of Oklahoma, 2013
  • M.A., Rhetoric and Composition, Auburn University, 2009
  • B.A., English, Georgia College & State University, 2005

Research/Special Interests

Composition pedagogies; writing program administration; longitudinal studies; literacy studies; research methods and methodologies


The Embodied Playbook: Writing Practices of Student-Athletes. Utah State University Press, an imprint of the University Press of Colorado. 2018. Reviewed in College Composition and Communication, Reflective Teaching, Composition Forum, Teaching English in the Two-Year College, and the Sports Literature Association.

Contemporary Perspectives on Cognition and Writing. Co-edited with Patricia Portanova and Duane Roen. Foreword by John R. Hayes and Afterword by Linda Flower. WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado. 2017.

With Emily Pridgen. “Negotiating Informed Consent: A Students as Partners Perspective.” International Journal of Students as Partners. 4.2 (2020).

With Kristine Johnson. “Theorizing with Undergraduate Researchers.” Composition Studies. 48.1 (2020): 119-120. Invited piece.

“Student-Athletes’ Metacognitive Strategy Knowledge.” Composition Forum 43, Spring 2020.

“To Ensure Warfighting Function: Writing Inside a U.S. Army Brigade Headquarters.” Composition Studies. 47.1 (2019): 117-135.

“First-year Cadets’ Conceptions of General Education Writing at a Senior Military College” co-authored with MAJ. Brian Forester. Teaching & Learning Inquiry. 6.1 (March 2018): 52-66.

“The Performance of Literate Practices: Rhetoric, Writing, and Stand-up Comedy.” Journal for the Assembly of Expanded Perspectives on Learning. 22 (Winter 2016-2017): 78-91.

“Student-Athletes, Prior Knowledge, and Threshold Concepts.” Teaching English in the Two-Year College 44.1 (September 2016): 32-48.

“Supporting the Student-Athlete Writer: A Case Study of a Division I Athletics Writing Center and NCAA Academic Mandates.” The Writing Center Journal 35.2 (2016): 61-87.

With Lindsey Allgood. “The Woven Body: Embodying Text in Performance Art and the Writing Center.” Across the Disciplines 28 (Dec. 2015). Web.

“'Student-Athletes’ and the Rhetorical Consequences of Naming.” Present Tense: A Journal of Rhetoric in Society 4.2 (2015). Web.

“Writing as Embodied, College Football Plays as Embodied: Extracurricular Multimodal Composing.” Composition Forum 24 (Feb. 2014). Web.

UNG follows Section 508 Standards and WCAG 2.0 for web accessibility. If you require the content on this web page in another format, please contact the ADA Coordinator.
Please note that some of the images and videos on our site may have been taken before social distancing, face coverings and restricted gatherings were required.

Back to Top