Soha Youssef, PhD

Assistant Professor, Writing and Rhetoric



4201 Henry Avenue
Philadelphia, PA 19144

Email Soha Youssef


Soha Youssef, PhD

Assistant Professor, Writing and Rhetoric


PhD, English, Rhetoric and Writing, Bowling Green State University (2018) 
MA, English, Composition and Rhetoric, Eastern Illinois University (2014) 
MA, English, TESL and Linguistics, Oklahoma State University (2011)


Soha Youssef. “Sett bmit ragel ‘A Woman as Good as a 100 Men:’ An Arab Woman’s Narratives on Discrimination in and outside Academia.” In Don’t Air the Dirty Laundry Anthology. Eds. Kimberly McKee and Denise Delgado. University of Illinois Press. Under Review.

Soha Youssef. “Meaning Negotiation in International Teaching Assistant Preparation Classes.” During Office Hours: Teach, Share, Learn. (Summer 2017): online.  Link

Caleb James, Lee Nickoson, Adam Sprague, and Soha Youssef. “Whereing Identities: Teaching Writing as Community-based Practice.” Ohio Journal of English Language Arts. (Fall/Winter 2016). 56(2): online.  Link

Sara Austin, Danielle Donelson, Lauren Garskie, Kristin LaFollette, Kelly Moreland, Stephen Oheni-Larbi, Stephen Raulli, Joseph Robertshaw, Marshall Saenz, Lauren Salisbury, Sue Carter Wood, and Soha Youssef. “Literacy Artifacts: Preserving Tools, Methods, and Teachers’ Technologies of the Long Nineteenth Century.” Bowling Green State University Student Digital Gallery. (Fall 2016): online. Link

Soha Youssef. “CEAO Presentation: A Reflection.” Rhetoric and Writing Notes. (Spring 2016): online. Link

Soha Youssef. “Timeline JS Review.” Computers and Composition Online. (Fall 2015): online. Link


Translation Studies, American University in Cairo, 2006


Dissertation Research Fellowship ($14,000), 2017

Women’s, Gender, & Sexuality Studies (WGSS) Essay Contest (First place $125), 2017

Nominated by the English Department for Graduate Student Teaching Award, 2015

CCCC PEP Grant ($315), 2014

Distinguished International Student Award, Eastern Illinois University, April 2014

Research Interest

My research centers around examining the ways the Writing about Writing (WAW) approach to teaching Composition is successful or unsuccessful in the transfer of learning particularly for English Language Learners (ELLs). More specifically, my focus is to understand how the WAW approach shapes ELLs’ dispositions, particularly their problem-exploring dispositions.