Burke Reifman is propelled by her love for discussing writing with students and her desire to think critically about the systems she engages with. Her teaching style reflects this drive, emphasizing student engagement through a fun, interesting, and, most importantly, relatable curriculum. Burke Reifman’s ultimate goal is to ensure students feel seen in their studies, assured by the knowledge that their lives are intertwined with their college experiences. She connects this teaching tenant to her educational experiences: “I spent a lot of time trying to figure out how to distance myself from my home literacy practices to seem like I ‘belonged’ in college. Turns out, my home literacies were really cool and important [to my education]!”

Burke Reifman’s embrace of her home literacies informs her current research, which primarily focuses on teaching writing and writing programs. She aims to create “more equitable spaces in writing programs” by including historically excluded voices.

As she settles into her role at SDSU, Burke Reifman finds herself “earnestly so happy” to realize her goal of serving such a diverse undergraduate and graduate student body. She is excited about all aspects — both rewarding and challenging — of the teaching and mentoring process. In the classroom, Burke Reifman looks forward to “discuss[ing] personal dialects as a way of talking about language and power.” Between discussions about their home language practices and reflections on what they have learned, she enjoys any opportunity to get to know her students. 

Burke Reifman hopes to be the type of teacher she needed most in college — a professor who can both support and challenge her students. As a scholar, she values her place in the world of rhetoric and writing studies. She understands rhetoric’s importance outside academia, making and unmaking meaning: “Our engagement in rhetoric and literacy is how we make and remake the world around us. It’s fundamental for participating in systems of power and even more so in deconstructing those systems.” 

Burke Reifman encourages current students and scholars in the department to find their place in this rhetoric-made world, prompting them not to “be afraid to change [their] mind” in their educational or professional pursuits. After only a semester at SDSU, Burke Reifman’s love for writing, passion for diverse literacies, and respect for her students place her right at home in the Rhetoric and Writing Studies Department. We welcome her with open arms.

Ultimately choosing to call RWS home, the department has fostered his interests. The major’s required internship stands out to Olloqui amidst his experiences. Though “long and tedious,” he completed the internship, encouraging any current or future RWS majors to “stay consistent and keep reaching out to whatever opportunities appear.”

Olloqui cites RWS 510: Rhetoric and Culture (now RWS 410) as the most impactful course in the program because of its challenging but consequently rewarding nature. He specifically enjoyed learning about abolitionists and women’s rights activists like Sojourner Truth and Frederick Douglass, working with some of their speeches to understand the process of constructing such meaningful arguments. 

Olloqui finds his own meaning in understanding this process. His ventures in this field have left him with the surprising truth that everyone uses rhetoric daily, now with the ability to notice the many small ways it shows up in people’s choices. “First impressions, word choices, and tone of voice have so much power…. I pay attention to the little things so much more because of my work here and I know I will bring a fresh perspective to my next job….” Olloqui takes comfort in rhetoric's open-ended possibilities and is confident, thanks to the skills he has developed from the major, that he can adapt to the various disciplines and settings in which it is used. “It is like someone gave me a magnifying glass in a world of near-sighted people who don't have glasses,” Olloqui shares. 

Olloqui credits the grace and kindness of everyone in the RWS department for making his experience at San Diego State University so successful. He wishes to thank the department for meeting him where he was and accommodating the “financial and mental obligations” that put his studies on hold in 2018. The department is grateful for Olloqui’s loyalty to the program and wishes him all the best after graduation.

Following his interest in intersectionality, it is no surprise that RWS 410 left a lasting impression beyond simply sparking his love for RWS: “It opened my mind to the constellating ways in which people from dissimilar backgrounds make meaning together and how beautiful that can be.” Miuccio explains that he is specifically curious about the intersections between cultural identity, political integrity, historical progress, and social philosophy — predominant themes in RWS 410.

In the wider scope of Miuccio’s studies within the department, he has learned how to deliberately and objectively understand and apply a blend of classical and modern ideologies, along with their respective rhetorical devices. This process reveals the primary insights he will take away from the program: a writer’s linguistic practices and intentions. “The highlight of my experience has been being given the wisdom to recognize [and empathize with] a writer’s values and ingenuity...”

Armed with heightened empathy and awareness, Miuccio plans to acquire an M.A. and Ph.D. after completing his undergraduate work next semester. With further education, he will be prepared to transfer what he has learned in RWS into a career as a government policy advisor. “I aim to help shape policies that bring us closer together as a society,” he explains. Miuccio's passions lie in taking an intersectional approach to legislation, using his rhetorical knowledge and writing skills to construct inclusive policies through “language [that] shapes power dynamics and societal structures.” 

Miuccio is right at home in the department, with ambitions that echo the program’s focus on strengthening a lens of cultural and social awareness through which to make meaning in this world. He is pleasantly surprised by its multifaceted nature, valuing this focus deeply. Ultimately, Miuccio puts it best, “At its core, RWS is grounded in the belief that diversity enhances the meaning and power of written and artistic expression. Through rhetoric, we learn how to engage with different audiences, convey complex ideas, and appreciate how our unique backgrounds contribute to the richness of our communication.”

Before starting the program, Rojratanakiat had thought of rhetoric as only a minor aspect in political science and communication, but she still “felt its presence” throughout her work. Joining RWS has created a “profound” shift in her perspective, whereby rhetoric has evolved from a “tool” to a fully realized discipline. “In RWS, we’re encouraged to dive into any topic that reveals these complexities,” Rojratanakiat notes. For her interests, she finds herself circling back to power dynamics as well as rhetoric and content creation’s intersection “in terms of influence and representation.” 

One of her favorite courses is RWS 543: Rhetoric of Visual Composing with Jennifer Sheppard. This course helped her develop a foundation of the knowledge necessary to dig into data-driven stories and visuals. “Going in, I had no real background in visual rhetoric or data visualization, which is where so much of today’s communication is heading,” she states. She also emphasizes loving how her professors meet her where she is, instead of expecting expert-level knowledge, to ensure courses are appropriately “both challenging and deeply rewarding.” 

When the opportunity for practical experience arrived, Rojratanakiat hadn’t expected it to be teaching, but she embraced the position. This is her second semester working as a teaching associate, teaching first-year writing. She enjoys guiding students in realizing how valuable writing is outside the classroom. “It’s a lifelong skill, a form of self-expression that’s everywhere in the world around them,” she asserts. “In my TA role, I’m already seeing how students light up when they realize the power of writing and rhetoric as a way to shape their reality.” 

Rojratanakiat aspires to take the knowledge she has learned in this program to roles like content creation, reputation management, or crisis communication, but she can also see herself teaching. “Whether in academia or beyond, my goal is to use rhetoric to deepen people’s understanding of themselves and each other. I see it as a tool that can cut through noise and get to the heart of communication,” she shares.

Having completed three semesters in this program, Rojratanakiat is incredibly grateful for the support from a tight-knit community in her studies. “This isn’t just a degree. It’s a transformative experience, shaped by a community that cares deeply about each student’s journey,” she says,  “In RWS, you’re not just learning about rhetoric. You’re living it, surrounded by people who push you to think, to challenge, and to grow. It’s more than just the curriculum; it’s the community that makes it exceptional.”

In Sheppard’s classes, she recounts how “visual rhetoric, proposal writing and presenting to stakeholders for the Sage Project were all crucial in the foundation of [her] work.” McClish’s teachings on ancient rhetoric still “ring true today” for Aguilera, who recognizes Ancient Greece’s influence on contemporary rhetoric. 

Although Aguilera enjoyed exploring various discourses in rhetoric and developing her skills in professional writing, there was a third reason to pursue the M.A. — how could she make her resume stand out? “Unfortunately for our generation, every employer requires at least a bachelor’s degree to apply and qualify for an entry-level position,” she points out. By having an M.A., she demonstrates to potential employers that she has the “ability to write well.” Accordingly, she supports her co-workers who aren’t experienced in conveying technical information to general audiences. “Engineers hate to write!” she quips. 

Equipped with valuable skills learned in RWS, she put them to practice when given the opportunity. Her introduction to technical writing began with interning for Spectrum, a telecommunications company, to “learn the craft.” She was also a contractor for the San Diego Zoo, updating their documentation, as she finished the graduate program. Upon graduation, she accepted her first full-time position at Spectrum. Eventually, Aguilera made the jump to Rockstar Games to remain close to her family and friends in the San Diego area. 

At Rockstar Games, she recently completed a long-term project for Confluence by making a homepage for a department of 22 teams. “It encompasses all their ongoing, finished, and archived projects, as well as a list of contacts for each team,” she explains. Aguilera worked on this project for several months, interviewing and researching extensively to ensure the homepage was accessible for “hundreds of users” in their everyday work. Mulling over the impact of her work, she says, “It makes me feel good to know that my work is being helpful and serving its original purpose.”

Writing is still an important part of Aguilera’s life outside of work. She started a writing club to keep her writer friends connected and to share individual pieces amongst each other. For her, it’s important to support creative writing as an outlet. “To not let ourselves forget why we went into this field to begin with,” she remarks.

“I was initially nervous, but that leap of faith made the rest of my college experience worth it,” Papania reveals. “Writing gives me life, and I don't know who I would be without it.”

He remembers his time in the program fondly, learning how to “perceive ideas and concepts under a different lens” and rethinking his “life under a different perspective.” When asked if there were any professors who made an impact on him, Consuelo Salas naturally came to mind. Salas was the “best lecturer” he learned from at SDSU since her classes helped him “fall in love with intellectuality itself.” Papania felt she always asked the “right questions to keep the class engaged” and “made every class session feel important.” When he entered her classroom, Papania recalls having never felt as important in his life than how he felt walking into her classes. 

Papania completed one of his most interesting writing projects in Salas’ RWS 410: Cultural Rhetorics class, a paper on queer rhetoric and intersectionality. He explains his reasoning for choosing this topic: “My interest in my own community led me to dive deeper into the intricacies of the LGBTQ+ community, and more importantly, the messages, symbols, and people who make up the very foundation and culture of this diverse community. I wanted to shine a light on the beauty in which it shows, so this was an honor to research and discuss.” 

The decision to make a “complete 180” from STEM to RWS proved to be the right choice for Papania. “I genuinely wouldn’t be who I am today without going through the RWS major,” he says. Although his career involves writing on a daily basis, Papania continues to enjoy writing in a personal sense. He makes sure to write at least once a week as the “act of writing itself” is akin to “[feeding his] soul.”