Please note that this information is specific to prospective students who wish to work with me. It should not be generalized to other faculty mentors, programs, or institutions.
I enjoy working with doctoral students who are curious, self-motivated, and interested in language and writing—especially when it intersects with second language studies, applied linguistics, composition, rhetoric, professional development, and writing program administration. If that sounds like you, keep reading.
I work with doctoral students in both Writing, Rhetorics and Literacies (WRL) and Linguistics and Applied Linguistics (LAL). My primary appointment is with WRL, so if you’re applying to that program, you can list me as a potential faculty mentor in your application. If you’re applying to the LAL program, you may still be able to work with me, especially if your interests align with mine. I’ve served on many LAL committees over the years, and my courses and mentoring are available to students in both programs. Just note that it’s a good idea to identify another primary advisor in LAL who can support your application from within the program.
If you are planning to teach English outside the United States or if your interest is in second language education, I recommend applying to WRL or LAL. At ASU (and many institutions in the U.S.), “English Education” typically refers to teaching English in U.S. K–12 contexts. If your research focuses on K–12 writing instruction, it may still be an appropriate fit, but you should consult with the program director first.
I can work with students on a variety of topics, including second language writing, identity and voice in writing, writing program administration (WPA), classroom writing assessment, language issues in the writing classroom, writing for publication, graduate student professional development, multimodal composition, and AI and writing. I’m open to other related topics as well—especially if you can make a strong case for their relevance and significance. My own research orientation tends to be philosophical and qualitative, but I’m happy to support a wide range of approaches as long as there’s a good fit.
Courses I Offer on Second Language Writing
At ASU, you’ll have opportunities to take multiple courses on second language writing, including ENG 525: Teaching Second Language Writing (connects L2 writing research with pedagogical practices), ENG 594: Practicum in Teaching L2 Writing (for those teaching L2 writing for the first time; we focus on classroom issues, challenges, and strategies), and ENG 625: Seminar in Second Language Writing (a research-focused course that can be repeated under different titles. Topics have included identity in writing, program administration, writing for publication, and more). These courses are open to students in both WRL and LAL and are designed to help you build expertise and develop a strong research agenda.
Teaching and Mentoring Opportunities
Most PhD students are admitted with a teaching assistantship. During the first year, all TAs teach ENG 101 and ENG 102 (first-year writing) while being mentored. Starting in your second year, you may have the opportunity to teach ENG 107 and ENG 108 (first-year writing for multilingual writers). If you’re teaching these courses, you’ll be mentored by me as part of the Second Language Writing program. Some students also work with me as Associate Directors of Second Language Writing, which provides hands-on experience with writing program administration (WPA). This is a great opportunity for those interested in administrative or leadership positions in the future.
Advising Style and Expectations
I take graduate mentoring seriously. If I agree to work with you, you’ll have my full support—as long as you’re serious about your own professional development. I tend to be direct and proactive. I’ll encourage you to read widely, write often, publish strategically, and develop a strong professional identity. I’ll also make time for you—whether it’s to talk through research ideas, help you revise your manuscript, or practice for job interviews. I’ve documented my approach to mentoring in several publications (Matsuda, 2016; Simpson & Matsuda, 2008).
Admissions Information
In the United States, PhD applicants are not expected to submit a dissertation proposal at the time of application. Instead, students will develop their research focus during the coursework stage in consultation with their faculty mentor. The application is an opportunity to show your potential and alignment with the program—not a commitment to a fully developed project.
The key document in your application is the statement of purpose. This document should clearly outline your professional goals, academic field of interest, possible research topics, and how the graduate program and faculty resources at ASU can help you achieve your goals. The match between your interests and what the program has to offer is especially important.
Interested in Working with Me?
The next step is to read the instructions carefully and apply directly to the programs. At ASU, faculty members do not choose the student—admissions decisions are made by the program. Once admitted, students may choose their faculty mentor. If you want to ensure a good match or if you have questions that only I can answer, feel free to email me at pmatsuda [at] asu.edu. Please include a short self-introduction, your CV, a brief description of your research interests, and why you’re interested in working with me. I do read all inquiries carefully and will respond if there’s a good fit.
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References
Matsuda, P. K. (2016). The will to build: Mentoring doctoral students in second language writing. In K. R. McIntosh, C. Pelaez-Morales, & T. Silva (Eds.), Graduate studies in second language writing (pp. 93–110). Parlor Press.
Simpson, S., & Matsuda, P. K. (2008). Mentoring as a long-term relationship: Situated learning in a doctoral program. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school (pp. 90–104). University of Michigan Press.