Writing Instructor, Walden Writing Center
Veronica Oliver began her Writing Instructor role at Walden in 2015 and has enjoyed reading students' studies and supporting students with effectively communicate their ideas through their writing. She obtained her PhD in Rhetoric and Composition, with a specialty in community literacy and intersecting sociocultural rhetorics in 2015 from Arizona State University.
Through her doctoral study, “The work of the Puente Movement from April 23rd, 2010-September 6th, 2012: Shifting dis/courses and bridging differences to oppose Senate Bill 1070,” she studied the active construction and public circulation of argumentative appeals in relation to a grassroots, community-based organization’s decision-making in an attempt to leverage their identity and membership to serve their constituents and to continue to direct wider public attention to a public controversy.
For her MA degree in Rhetoric and Composition, Oliver focused on Writing Center management and practice; her MA study, “Writing center location and physical environment: The relevance of tutor and tutee perceptions,” was prompted by the issue of writing center work perceived as remedial in relation to institutionalized White and Western academic standards and how institutional sociocultural perceptions of writing center work related to the physical location and environment of a center.
- BA in Theater from
- MA degree in Rhetoric and Composition from
- PhD in Rhetoric and Composition from Arizona State University
Awards and Honors
- 2019 Walden University Writing Center STAR Award (service, teamwork, attitude, and reliability)
- 2017 Walden University Writing Center Excellence in Writing Support Award
Publications and Presentations
- Oliver, V. (2014). Civic disobedience: Anti-SB 1070 graffiti, marginalized voices, and citizenship in a politically privatized public sphere. Community Literacy Journal 9(1), 62-76.
- Oliver, V. (2014). Recognizing one another in public: Reconsidering the role and resources of an enclave. Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning, 13(2), 47-70.