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Patricia A. Dunn

Patricia A. Dunn

Professor of English
Composition and Rhetoric; English Education; Disability Studies
Also affiliated with: The English Education Program in Writing and Rhetoric
Humanities 2082
Patricia.Dunn@stonybrook.edu 
I prefer to be contacted by email.

  • Biography

    Biography

    Patricia A. Dunn is a professor of English who teaches undergraduate and graduate courses in both English and in the Program in Writing and Rhetoric. She is also an Associated Faculty in Women’s, Gender, and Sexuality Studies. Her areas of teaching and research are composition and rhetoric, English education, and disability studies. In 2013, she won the SUNY Chancellor’s Award for Excellence in Teaching.

    She has published five books: two 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 online at the Writing Across the Curriculum Clearinghouse.

    Her third 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   .

    In 2015,   Disabling Characters: Representations of Disability in Young Adult Literature   , was published. Her latest book, Drawing Conclusions: Using Visual Thinking to Understand Complex Concepts in the Classroom (2021), is published by Teachers College Press, Columbia University. 

    She has also published several book chapters, as well as other articles in   College English,  English Journal,   JAC,  Rhetoric Review,   Kairos, and College Composition and Communication. She has presented at many national conferences, including the Conference on College Composition and Communication (CCCC), the Rhetoric Society of America, and the National Council of Teachers of English (NCTE) conference, and the International Federation of Teachers of English. 

  • Peer-Reviewed Books

    PEER REVIEWED BOOKS

    Dunn, Patricia A. Drawing Conclusions: Using Visual Thinking to Understand Complex Concepts in the Classroom . Teachers College Press, Columbia University. 2021

    Dunn, Patricia A.   Disabling Characters: Representations of Disability in Young Adult Literature   . New York, Peter Lang Publishing. 2015.  

    Dunn, Patricia A. and Ken Lindblom.   Grammar Rants: How a Backstage Tour of Writing Complaints Can Help Students Make Informed, Savvy Choices About Their Writing   . Portsmouth, NH: Boynton/Cook Heinemann Publishers. April, 2011. 

    Dunn, Patricia A.   Talking, Sketching, Moving: Multiple Literacies in the Teaching of Writing   . Portsmouth, NH: Boynton/Cook Heinemann. October, 2001.

    Dunn, Patricia A.   Learning Re-Abled: The Learning Disability Controversy and Composition Studies   . Portsmouth, NH: Boynton/Cook Heinemann. September, 1995. Learning Re-Abled was also published online at the Writing Across the Curriculum Clearninghouse, in 2011. Series Editor: Mike Palmquist, Colorado State University.

  • Selected Articles, Book Chapters, Reviews, Essays and Blogs

    selected aRTICLES, book chapters, reviews, essays and blogs

    Dunn, Patricia A. “Disability in Higher Education: How Ableism Affects Disclosure, Accommodation, and Inclusion.” (Invited Review Essay) College English 82.2 (November, 2019): 226-242.

    Dunn, Patricia A. Invited Essay (2000 words) on Michael Bérubé’s Life As We Know It and Life as Jamie Knows It. (Overview, Historical and Cultural Context, Theme, and Critical Response). In Couser, G. Thomas, and Susannah B. Mintz, editors. Disability Experiences: Memoirs, Autobiographies, and Other Personal Narratives. (Vol. 1). Farmington Hills, MI: Macmillan Reference USA, a part of Gale, a Cengage Company, July 2019. Pages 381-384.

    Dunn, Patricia A. and Angela Broderick. “What Does The Glass Menagerie and Its Discussion Questions Teach about Disability? —And How to Undo It.”   In Critical Approaches to Teaching the High School Novel: Reinterpreting Canonical Literature . Eds. Crag A. Hill and Victor Malo-Juvera. Routledge, 2019.

    Dunn, Patricia A. “Teaching Grammar Improves Writing,” in Bad Ideas about Writing. Eds. Cheryl E. Ball and Drew Loewe. West Virginia University Libraries Digital Publishing Institute Morgantown, WV, 2017. 144--149.

    Dunn, Patricia A. “Practice-as-Inquiry, Stephen M. North’s Teaching, and Contemporary Public Policy.” In “ The Changing of Knowledge in Composition: Contemporary Perspectives.” Eds. Richard Gebhardt and Lance Massey. Utah State University Press. Fall, 2011. 173—193.

    Dunn, Patricia A. "What Is 'Normal'? Defining Terms and Questioning Commonplaces in Public Policy Debates." JAC: Rhetoric, Writing, Culture, Politics 31.3&4, 2011: 736-752. (This is an invited response of over 5000 words to Cynthia Lewiecki-Wilson’s article in JAC: "Ableist Rhetorics, Nevertheless: Disability and Animal Rights in the Work of Peter Singer and Martha Nussbaum.")

    Dunn, Patricia A. “Re-Seeing (Dis)Ability: Ten Suggestions.” (EJ In Focus). English Journal 100.2 (November 2010): 14—26.

    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. “Developing Savvy Writers by Analyzing Grammar Rants.” 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. 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).

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

    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. “Forgotten Elements in Writing Across the Curriculum: Speaking-to-Learn and Collaborative Interdisciplinary Research.” Issues in Writing: Education, Government, Arts & Humanities, Business & Industry, Science & Technology 9.1 (Fall/Winter1998): 19-42.

    Dunn, Patricia A. “Three Comments on ‘Writing Utopias’” Comment and response section of College English 54 (Oct. 1992): 731-33.

    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.

    english journal columns

    Dunn, Patricia A. “Promoting Equity and Justice Through Text Choices, Questions, and Ways of Writing.” Disabling Assumptions Column. English Journal 107.6 (July 2018): 129-131.

    Dunn, Patricia A. “‘What Do You Know That We Don’t?’: Foregrounding Other Literacies in Class Discussion.” Disabling Assumptions Column. English Journal 107.4 (March 2018): 89-91.

    Dunn, Patricia A. "Read This Young Adult Novel! (It's You, Society, Who Needs to 'Try Harder!')" Disabling Assumptions Column. English Journal 105.6 (July 2016) 89-91.

    Dunn, Patricia A. “Differentiating Writing, Reading, and How We Respond to Writing.” Disabling Assumptions Column. English Journal 104.2 (Nov. 2014): 118-120.

    Dunn, Patricia A. "Developing Further as Readers with Our Students" Disabling Assumptions Column. English Journal 103.6 (July 2014): 71-73.

    Dunn, Patricia A. “Challenging Stereotypes about Disability for a More Democratic Society.” Disabling Assumptions Column. English Journal 103.2 (November 2013): 94 – 96.

    BLOGS

    Dunn, Patricia A. “ Three Myths—and a Truth—about Writing.” EGL Blog. Department of English. Stony Brook University. October 30, 2018.

     Dunn, Patricia A. “ How to Get Every Student Participating in Discussions: Use ‘Heads-up’ Questions.” EGL Blog. Department of English. Stony Brook University. January, 2018.

    Dunn, Patricia A. “ How to Promote Effective Peer Response.” EGL Blog. Department of English. Stony Brook University. March 2017.

    Dunn, Patricia A. “ Responding to Student Writing.” EGL Blog. Department of English. Stony Brook University. February, 2017.

    Dunn, Patricia A. " Fictional Characters with Disabilities—What Message Do They Send?" Literacy and NCTE: The Official Blog of the National Council of Teachers of English. August 29, 2016.

    Dunn, Patricia A. " What Teaching Driver's Education Taught Me about Giving Writers Feedback." Teachers, Profs, Parents: Writers Who Care. July 18, 2016. (Peer reviewed)

    Dunn, Patricia A. " Disability-Themed YA Literature: Questioning Our Choices, Questioning Our Questions." (in Dr. Bickmore's YA Wednesday blog). December 2, 2015.

    Dunn, Patricia A. “ Three Things My Ukulele Taught Me about Writing.” Teachers, Profs, Parents: Writers Who Care: A Blog Advocating Authentic Writing. April, 2015.

    Dunn, Patricia A. " Does Bad Grammar Instruction Make Writing Worse?" Teachers, Profs, Parents: Writers Who Care: A Blog Advocating Authentic Writing. 27 January, 2014.

    Dunn, Patricia A. " Engagement as an Enzyme to Learning: Are Students Excited about Writing?" Teachers, Profs, Parents: Writers Who Care: A Blog Advocating Authentic Writing. 23 Oct. 2013.

  • Courses Taught at Stony Brook

    COURSES TAUGHT AT STONY BROOK

    EGL 608: Disability Studies and Literature: Disability, Narrative, Fiction, and Poetry
    EGL 204: Literary Analysis & Argumentation
    EGL 301: Authors, Periods, Topics, or Genres, with Intensive Writing
    EGL 492: Honors Seminar American Literature
    EGL 593: Problems in Teaching Literature: Teaching College English
    EGL 585: Disability Language, Rhetoric, and Narrative
    EGL/WRT 592: Problems in Teaching Writing
    EGL/WRT 613: Research in Composition
    EGL/WRT 612: Theories of Composition
    WRT 392: Problems in Mentoring Writers
    EGL 360: Adolescent Literature
    EGL 441/449: Methods of Teaching Literature and Composition
    EGL 454/CEE 590 Student Teaching Seminar
    EGL 451-2 and CEQ 591-2 Supervised Student Teaching
    Grammar Controversies: Contemporary Research and Debates (online summer course)
    Global Studies 102