Patricia Dunn

Associate Professor of English

Patricia A. Dunn has published two books on composition theory and the teaching of writing: Talking, Sketching, Moving: Multiple Literacies in the Teaching of Writing (2001), and Learning Re-Abled: The Learning Disability Controversy and Composition Studies (1995). In 2011, Learning Re-Abled was republished in its entirety at the Writing Across the Curriculum Clearinghouse: Her latest book, co-written with Ken Lindblom, was published in 2011: Grammar Rants: How a Backstage Tour of Writing Complaints Can Help Students Make Informed, Savvy Choices about Their Writing:

She was Guest Editor of "Re-Seeing (Dis)Ability," a special issue of English Journal (November, 2010), for which she wrote the In-Focus essay, "Re-Seeing (Dis)Ability: Ten Suggestions":

She has also published several book chapters, as well as other articles in English Journal, Rhetoric Review, and College Composition and Communication. Her co-written article (with Kathleen D. De Mers), "Reversing Notions of Disability and Accommodation: Embracing Universal Design in Writing Pedagogy and Web Space," was published in the online journal Kairos: A Journal of Rhetoric, Technology and Pedagogy 7.1, Spring 2002: She has presented at many national conferences including the Conference on College Composition and Communication (CCCC), the Rhetoric Society of America, the National Conference on Writing Across the Curriculum, and the American Association of Higher Education. She has also presented at the National Council of Teachers of English (NCTE) conference, several times in collaboration with teachers of high school English.

She is on the Executive Committee of the National Council of Teachers of English (2011-2013 term) as elected Chair of NCTE's College Section Steering Committee. In addition, she is a longtime member of the CCCC Committee on Disability Issues.

At Stony Brook, she has taught courses in English Education, including Methods of Teaching Literature and Composition, the Student Teaching Seminar, graduate and undergraduate courses in the teaching of writing, Adolescent Literature, and an online course on grammar controversies. She has also taught graduate courses in Composition Theory and Research Methods in Composition.

In 1991, she received her Doctor of Arts in English from The University at Albany. She holds permanent New York State Certification for teaching (English, grades 7-12), and she taught high school for six years in Albany, New York.

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