Patricia A. Dunn

Professor of English

Graduate Program Director, Department 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. Her fourth book, Disabling Characters: Representations of Disability in Young Adult Literature, was published by Peter Lang Publishers in spring 2015, as part of their Disability Studies in Education series.

In November, 2010, 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, JAC: A Journal of Rhetoric, Culture, & Politics, 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.

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 a longtime member of the CCCC Committee on Disability Issues, and she is the editor of the "Disabling Assumptions" column in the NCTE publication English Journal. She has also written three essays for "Teachers, Profs, Parents: Writers Who Care," a public blog on the importance of authentic writing in the schools.

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, Research Methods in Composition, and Disability Studies.

In the fall of 2013, she received the SUNY Chancellor's Award for Excellence in Teaching.

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.

For more information on Patricia A. Dunn, please see the English Department website.