Patricia Dunn

Job Title: Associate Professor of English

Phone: (631) 632-7416

Office Location: H-2082

Office Hours

Doctor of Arts (1991) The University at Albany, State University of New York (English) Doctor of Arts in Writing, Teaching, and Criticism

Courses Taught:
EGL/WRT 592 - Problems in Teaching Writing; EGL/WRT 612 - Theories of Composition; WRT 392 - Theories of Mentoring Writers Other courses in English and English Education

Professional Interests:
Composition and Rhetoric, English Education, Disability Studies

Selected Recent National Presentations:

  • “Are Methods Courses Conflicts of Interest? Educating or Enabling Pre-Service Teachers?” Presentation at National Council of Teachers of English (NCTE) Conference, New York City. November 17, 2007.

  • “Analyzing Published Complaints about Language Use: Empowerment through Rhetorical Analysis.” Presentation at Conference on College Composition and Communication (CCCC). New York City. March 24, 2007.

  • “Teaching Writing Teachers Through Grammar Rants.” Presentation at the Conference on College Composition and Communication (CCCC) Spring, Conference. March 23, 2006. Chicago, IL.

  • “Disability In, Across, and Beyond the Curriculum.” Presentation at the Conference on College Composition and Communication (CCCC) Spring, Conference. March 22, 2006. Chicago, IL. 

  • “How Commonplace Assumptions about ‘Writing’ Impede Writing Reform.” Paper given at the Conference on College Composition and Communication (CCCC) Spring, Conference. March 26, 2004. San Antonio, Texas.
  • “Using the Grammar Debates to Develop ‘Savvy’ Writers.” Paper (co-written with Lindblom) given at National Council Teachers of English (NCTE) Fall, 2003, Conference. November 23, 2003, San Francisco.

  • “Preparing Teachers to Negotiate the ‘Grammar’ Controversy in High School and Middle School.” Paper given at Conference on College Composition and Communication (CCCC). New York, NY. March 19, 2003.

  • “Multisensory Strategies for Revising and Editing.” Paper given at National Council Teachers of English (NCTE) Conference. Atlanta, GA. November 22, 2002. “Rhetorics of Literacy: Assumptions, Definitions, Dichotomies.” Rhetoric Society of America Conference (RSA). Las Vegas, NV. May 24, 2002.

  • "Using Sketches, Graphs, and Movement to Generate and Revise Writing." Conference on College Composition and Communication (CCCC). Chicago, IL. March 22, 2002.

  • “Using Disability Studies to Question Literacy Myths.” Paper presented at CCCC 2001, Denver, CO. March 17, 2001. “Problematizing Composition’s Linguistic-Based Reality: What Else Can We Learn from Freire?” Paper presented at CCCC 2000, Minneapolis, April 13, 2000.

  • “Non-traditional Approaches to Organizing, Revising, and Editing Writing Projects.” Workshop Session for CCCC 2000, Minneapolis, April 12, 2000.

  • "Using Conflicts in Science as WAC Writing Projects: Discourse Analysis of Intradisciplinary Controversies as Interdisciplinary Research." Paper presented at Fourth National Writing Across the Curriculum Conference. Cornell University, Ithaca, NY: June 4, 1999.

  • “‘Somnolent Samantha’ and other ‘Willful Malingerers’: A Rhetorical Analysis of the Disability Backlash.” Paper presented at CCCC, Atlanta, GA, March 26, 1999.


  • Lindblom, Kenneth, and Patricia A. Dunn. “Analyzing Grammar Rants: An Alternative to Traditional Grammar Instruction.” English Journal 95.5 (May, 2006): 71-77. 

  • Dunn, Patricia A. and Kenneth Lindblom. “The Roles of Rhetoric in Constructions and Reconstructions of Disability.” Rhetoric Review 22.2 (April, 2003): 167-174. 

  • Dunn, Patricia A., and Kenneth J. Lindblom. “Why Revitalize Grammar?” English Journal 92.3 (January, 2003): 43-50. 

  • Dunn, Patricia A. and Kathleen Dunn De Mers. “Reversing Notions of Disability and Accommodation: Embracing Universal Design in Writing Pedagogy and Web Space.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy. 7.1 (Spring 2002). 

  • "Becoming Visible: Lessons in Disability." (Co-authored with Brenda Jo Bruggemann, Linda Feldmeier White, Barbara A. Heifferon, and Johnson Cheu) CCC The Journal of the Conference on College Composition and Communication 52.3 (February, 2001): 368--398. 

  • Dunn, Patricia A. and Kenneth Lindblom. “Developing Savvy Writers by Analyzing Grammar Rants.” (Co-written with Ken Lindblom) In Language in the School Curriculum: Integrating Linguistic Knowledge into K-12 Teaching. Kristin Denham and Anne Lobeck (Eds.) Mahwah, NJ: Lawrence Erlbaum Associates, 2005. 191-207. 

  • Lindblom, Kenneth and Patricia A. Dunn. “Cooperative Writing ‘Program’ Administration at Illinois State Normal University: The Committee on English of 1904-05 and the Influence of Professor J. Rose Colby.” In Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline. Eds. Barbara L’Eplattenier and Lisa Mastrangelo. Lafayette, IN: Parlor Press. (March 2004). 37-70. 

  • Dunn, Patricia A. “Marginal Comments on Writers’ Texts: The Status of the Commenter as a Factor in Writing Center Tutorials.” Stories from the Center: Connecting Narrative and Theory in the Writing Center. Eds. Meg Woolbright and Lynn Craigue Briggs. Urbana, IL: NCTE, 2000. 

  • Dunn, Patricia A. “Oral Journals: Voice Mail and Tape Recorders as Inclusive and Challenging Forums.” The Journal Book for Teachers of Basic and Learning Disabled Writers. Eds. Susan Gardner and Toby Fulwiler. Westport, CT: Boynton/Cook, Heinemann. October 1999. 116-128. 

  • Dunn, Patricia A. "Whole Language Across the Curriculum: Teaching and Learning in a General Chemistry Class." Essay appears in New York State English Council's monograph, Whole Language: Explorations and Applications, edited by Robert W. Blake. February, 1990.
Program in Writing and Rhetoric • Stony Brook University, Stony Brook, NY 11794-5340 • 631.632.7390
Writing Center • 631.632.7405 •
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