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Ken Lindblom

Professor of English
Ph.D., Syracuse University
English Teacher Education; History, Theory, and Practice of Composition-Rhetoric
Also associated with: Distributed Teacher and Leader Education (D-TALE), The Program in Writing and Rhetoric
Office: Humanities 2090
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  • Biography


    Ken Lindblom teaches graduate and undergraduate courses in pedagogy, literature, and non-fiction, at Stony Brook University. He is a former Dean in the School of Professional Development (2014-2018), and he directed the English Teacher Education Program at Stony Brook from 2003-2016. Previously he was Associate Professor of English at Illinois State University (1997-2003). Before taking university positions, Dr. Lindblom was Director of the Mid-State Teacher Center and, before that an English teacher at Columbia High School in East Greenbush, NY. He holds New York State Permanent Teacher Certification in English, grades 7-12; a Ph.D. in English (Composition & Cultural Rhetoric) from Syracuse University; an MA in English from SUNY Albany; and, a BA in Writing & Literature from Southampton College (LIU). He has won eight awards for his teaching, and he was named a 2012 Educator of Excellence by the New York State English Council.

    From 2008-2013, Ken Lindblom was editor of English Journal , the oldest and most widely-read, peer-reviewed national journal devoted to teaching English grades 6-12. He co-authored the fourth edition of Making the Journey: Being and Becoming a Teacher of English Language Arts  (Heinemann 2016), and he has co-authored the first two volumes of the Continuing the Journey series from the National Council of Teachers of English (2017, 2018). He was a member of the Executive Board of the English Language Arts Teacher Educators (2014-2018), and he was a member of the Executive Board of the United University Professions from 2015-2017.

    Lindblom has authored or co-authored over a dozen essays on theory, history, and practice of the teaching of writing and English for peer-reviewed journals, including Teaching/Writing: The Journal of Writing Teacher Education , English Journal , Rhetoric Review , The English Record ,   Journal of Advanced Composition , and Journal of Pragmatics , and several essay collections. He co-authored the book, Grammar Rants , with Patricia A. Dunn (Heinemann 2011). He has presented dozens of papers at national conferences, including the annual conventions of the National Council of Teachers of English and the Conference on College Composition and Communication. He also consults nationally on using digital badges in higher education micro-credentials.

  • Books and Edited Journals



    Lindblom, Ken and Leila Christenbury. Continuing the Journey 3: Becoming a Better Teacher of Language, Listening, and Speaking. Urbana, IL: NCTE. (Expected: November 2019)

    Lindblom, Ken and Leila Christenbury. Continuing the Journey 2: Becoming a Better Teacher of Authentic Writing. Urbana, IL: NCTE. (November 2018)

    Christenbury, Leila and Ken Lindblom. Continuing the Journey: Becoming a Better Teacher of Literature and Informational Texts. Urbana, IL: NCTE. 2017 .

    Christenbury, Leila and Ken Lindblom. Making the Journey: Being and Becoming a Teacher of English Language Arts, Fourth Edition . Portsmouth, NH: Heinemann, 2016 .

    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 . Portmouth, NH: Heinemann-Boynton/Cook Publishers, 2011.  

    Editor, English Journal  (September 2008-July 2013; 30 issues)

    Journal Guest Editor

    English Journal, November 2006. Issue themed “Looking Forward: Teaching English After 9/11.”

  • Selected Articles


    Refereed Journal Articles

    Lindblom, Ken, Nicole Galante, Sara Grabow, and Brittany Wilson. “Composing Infographics to Synthesize Literary and Informational Texts.”   English Journal  105.6 (2016): TBA.

    Brockman, Elizabeth and Ken Lindblom. "   Promising Connections: Uniting Writing Teachers." Teaching/Writing: The Journal of Writing Teacher Education. 1.1 (2012): 13-19.

    Lindblom, Ken. “Treating State Exams as Authentic Assessments.” English Leadership Quarterly 30.2 (2007): 10-11.

    Invited: 2700-word Review of James Fredel’s Rhetorical Action in Ancient Athens: Persuasive Artistry from Solon to Demosthenes. Carbondale: SIUP, 2006. JAC: Journal of Advanced Composition 27.1-2 (2007): 412-419.

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

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

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

    Lindblom, Kenneth. “Cooperating with Grice: An Interdisciplinary Metaperspective on Uses of Grice’s Cooperative Principle.” Journal of Pragmatics 33.10 (2001): 1601-1623.

    Lindblom, Kenneth. “What Exactly is Cooperative in Grice’s Cooperative Principle? A Sophisticated Rearticulation of the CP” RASK: An International Journal of Language and Communication.14 (2001): 49-73.

  • Selected Book Chapters


    Lindblom, Ken. “Foreword.” In Mack, Nancy.   Engaging Writers with Multigenre Research.  New York: Teachers College P, 2015.

    Lindblom, Kenneth. “Foreword.” In Giouroukakis, Vicky and Maureen Connolly.   Getting to the Core of English Language Arts Grade 6-12: How to Meet the Common Core State Standards with Lessons from the Classroom   . Thousand Oaks, CA: Corwin. 2012. viii-X.

    Lindblom, Kenneth. “Interview—Kenneth Lindblom: Spinning Gold from Old Straw.”   Working in the Archives: Practical Research Methods for Rhetoric and Composition. Ramsey, Alexis E, Wendy B., Sharer, Barbara L'Eplattenier and Lisa Mastrangelo, Eds. Carbondale: SUIP, 2010. 250-252. (Invited brief essay as expert in archival research methods in composition)

    Lindblom, Kenneth, Will Banks and Rise Quay. “Mid-Nineteenth-Century Writing Instruction at Illinois State Normal University: Credentials, Correctness and the Rise of a Teaching Class”   Local Histories: Reading the Archives of Composition. Patricia Donahue and Gretchen Flesher Moon, Eds. Pittsburgh: U of Pittsburgh Press, 2007. 94-114.

    Invited: Lindblom, Kenneth. “The Cooperative Principle.”   5000-word entry for The Oxford Encyclopedia of Language and Linguistics. Mey, Jacob, Section Ed. Oxford: Oxford UP, 2005 (print), 2006 (online).

    Dunn, Patricia A. and Kenneth Lindblom. “Developing Savvy Writers by Analyzing Grammar Rants”   Language in the Schools: Integrating Linguistic Knowledge Into K-12 Teaching. Eds. Kristin Denham and Anne Lobeck. Mahwah, NJ: Lawrence Earlbaum Associates, 2005. 191-208.

    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.”   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, 2004. 37-70.

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