Hi there — I’m Megan Grandmont. Thanks for visiting my blog.
I’m a full-time English Teacher at Newburyport High School. I enjoy every day with my sophomore and junior students, as we work together to expand our knowledge of and skills at reading, analyzing, and composing texts.
I’m originally from Cape Cod, MA, where, like Melville, I internalized the sense that “whenever it is a damp, drizzly November in my soul… I account it high time to get to sea as soon as I can.” Luckily I now inhabit the beautiful, seaside Salem, MA, where I have a small apartment full of mostly books.
I attended Boston College, where I majored in English and graduated summa cum laude. A chapter of my senior English Honors thesis, “‘The Power of Her Voice’: Women Musicians in Frances Burney and Jane Austen” was published in the undergraduate research journal Elements. I also had the privilege of serving as the Undergraduate Research Fellow on “The Raven in the Frog Pond” exhibit, exploring Edgar Allan Poe’s complicated relationship with the city of Boston, for the Boston Public Library.
After spending several years working in the field of animal welfare, I decided to return to my first love — English literature. I went back to school, and I recently graduated from a dual degree graduate program at Salem State University (SSU), achieving MAs in both English and Teaching. While a student there, I worked for two years as a Graduate Assistant at the School of Graduate Studies, where my primary responsibility was to research the needs of SSU’s graduate student writers and then develop and implement programs, such as workshops and writing groups, that addressed those needs. I have presented on my research on both writing and literature at several local, national, and international conferences. Finally, I completed my MA literature thesis, entitled “‘A Creature for Whom Art Can Do Nothing’: Femininity, Performance, and Gender Subversion in The Wild Irish Girl and Mansfield Park.”
My academic interests in literature include 18th- and 19th-century British literature, feminisms and gender studies, and queer theory; in writing studies they include genre awareness pedagogy and digital, multimodal composition. I tend to broach textual interpretation from a New Historical approach, examining literature as a domain of ideology and power.