Irene Clark

Irene Clark
(818) 677-3414
Office location:
Sierra Tower, Room 720


BA in Music from Hunter College, New York; MA in Literature from Columbia University; Ph.D. in LIterature from the University of Southern California, with an emphasis in 19th century British literature.

Was Director of the Writing Center and Co-Director of the Writing Program at the University of Southern California.

At Northridge is the Director of Composition in the English Department and also the Director of the Master's Option in Rhetoric and Composition.

Has taught at the University of Utrecht, The Netherlands, Queen Mary University, London, under a Fulbright award, and Victoria University, New Zealand.



Writing the Successful Thesis and Dissertation: Entering the Conversation. Prentice Hall, 2007.

“Writing and Learning in the Health Sciences.” WAC Journal. July, 2008.

College Argument: Understanding the Genre. Kendall/Hunt, 2010.

"Genre Awareness, Academic Argument, and Transferability." with Andrea Hernandez. WAC Journal, 2011.

Concepts in Composition: Theory and Practice in the Teaching of Writing. 2nd edition. Routledge, 2012.

"Print/New Media Transfer: Genre Issues." Journal of Teaching Writing, 2014.

"US First-Year Composition and Writing in the Disciplines." The Routledge Companion to English Studies. Eds. Constant Leung and Brian V. Street. London, 2014.

"Genre im Schreibenzentrum: Ein Neudefinition." Schreiben: Grundalagentext Zur Theorie, Didaktik, und Beratung. Verlag Barbara Budrich. Opladen & Toronto: UTB, 2014.

“Print/New Media Transfer: Genre Issues.” Journal of Teaching Writing. Spring 2014.

“Genre, Identity, and the Brain: Insights from Neuropsychology.” Journal of General Education, Volume 65, Number 1, 2016, pp. 1-19.

“Assembling Knowledge: The Role of Threshold Concepts in Facilitating Transfer.” In Critical Transitions: Writing and the Question of Transfer. Chris M. Anson, and Jessie L. Moore, Eds. Perspectives on Writing: WAC Clearinghouse and Parlor Press, 2016. pp. 17-47.

 “Neuroplasticity, Genre and Identity:  Possibilities and Complications.” In Contemporary Perspectives on Cognition and Writing. Eds. Patricia Portavova, Michael Rifenburg, and Duane Roen. WAC Clearinghouse Perspectives on Writing, 2017.

“Gains in Written Communication Between First and Third Year Students: A Report from the Learning Habits Project.” In Learning from the Learners: What Successful Students Can Tell Us About Effective Learning Habits During the College Years Rowan and Littlefield, 2017.

“Argument Essays Written in the 1st and 3rd Years of College: Assessing Differences in Performance” Journal of Writing Assessment Volume 11, Issue 1. 2018.

In Process:

Concepts in Composition: Theory and Practice in the Teaching of Writing 3rd

 Edition. Under contract with Routledge