KATHLEEN BLAKE YANCEY
Kellogg W. Hunt Professor of English
FloridaStateUniversity
Education
1983Doctor of Philosophy (English)PurdueUniversity
1977Master of Arts (English)Virginia Polytechnic Institute and StateUniversity
1972Bachelor of Arts (English) Virginia Polytechnic Institute and StateUniversity
Additional:
Rhetoric Seminar on Current Theories of Teaching Composition:
PurdueUniversity, Summer 1981
John Dixon Writing Assessment and Writing Achievement Seminar:
Indiana Department of Education, June 1991
Dissertation
"Scripts, Schemas, and Scribes: Needed Dimensions of the Composing Process." This study describes a multivariable model of composing based on schema theory and designed to account for non-rational, creative components in composing.
Professional Experience
FloridaStateUniversity
Kellogg W. Hunt Professor of English, 2005—present
Director of the Graduate Program in Rhetoric and Composition, 2005--present
Interim Chair, Department of English, June—December 2006
Interim Chair, Department of English, August 2009—May 2010
ClemsonUniversity
R. Roy Pearce Professor of Professional Communication, 1999—2005
Director, Roy and MarniePearceCenter for Professional Communication, 2000--2005
Creator and Director, Class of 1941 Studio for Student Communication, 2001--2005
University of North Carolina at Charlotte, 1990-1999
Associate Professor, 1996-1999
Assistant Professor, 1990-1996
Kathleen Blake Yancey, 1
PurdueUniversity, 1977-90
Director, Office of Writing Review: 1987-90
Director, English 109: 1984-87
Course Lecturer, English 109: 1984-85, 1980-81
Teaching Assistant: 1977-81
Virginia Polytechnic Institute and State University, 1976-77, 1972-73
Teaching Assistant: 1976-77
Teaching Assistant: 1972-73
Washington County, Maryland, 1974-76
Middle School Language Arts Teacher and Team Leader: 1974-76
Graduate Courses Taught
English 5933: Visual Rhetoric (Fall 2010-present)
Taught a graduate course, using several frames of reference and several kinds of visuals to explore three related questions. First, what does it mean to know through visuals—be they pictures, images, charts, or photographs? Second, what is the relationship between what we know and how what we know is represented: do we know and then represent and/or do we know through the process of representing, or both? And what difference does the answer to this question make? Third, what are the richest contexts for visual rhetoric?
English 5933: Digital Revolution and Convergence Culture (Spring 2007-present)
Taught a graduate course inquiring into the relationships between and among literacies, technologies, economies, epistemology, and representation, with an emphasis on the role of technologies, but particularly digital technologies, in altering what and how we both know and learn.
English 6939: Digital Revolution and Convergence Culture Part 2 (Fall 2009-present)
The second term of digital revolution and convergence culture, this course focuses especially on circulation—of ideas and verbal and visual texts—historically as well currently as it addresses the relationships between arrangement (e.g., hierarchies and networks), technologies, and epistemology.
English 5720: Research Methods in Rhetoric and Composition (2008-present)
Taught a graduate course preparing students to read and critique theoretical, historical, and empirical research; to design research questions for each variety of research; to work with data; and to design and complete a small study.
English 5028: Rhetorical Theory and Practice (2007-present)
Taught a graduate course focusing on 20th century rhetoric in the context of Plato, Aristotle, and
Ramus, including figures such as Bakhtin, Richards, Burke, Anzuldua, Warnick, and Gates.
English 5700: Composition Theory (2006-present)
Taught a graduate course in the history and theories of composition, using disciplinary and inter-disciplinary lenses as one vehicle for considering how composition has been theorized over the last 60 years and for exploring how vocabulary and theories of composition are currently changing.
English 840: Reflection, Print Portfolios, and Digital Portfolios (2004-2005)
Designed and taught a new graduate course for the National Writing Project focused on multiple kinds and purposes of portfolios as well as verbal and visual reflection.
English 840: Writing Center Theory and Practice: A Brief Introduction (2004)
Designed and taught a new one-credit course in fundamentals of writing center practice and theory for graduate students with no background in writing, rhetoric, or writing centers. This course will now be awarded 3 credits and is the standard course for graduate students working in the WritingCenter.
English 459/650: Studio Composition and Communication (2003)
Designed and taught a new course in all forms of communication, based on the Bolter/Grusin theory of remediation informed by reflective practice, for students who will staff the new Class of 1941 Studio for Student Communication. This is now the standard course for students who work in the Studio.
English 850: Research Methods in Professional Communication (2000-2002)
Team-taught the research methods course in professional communication. The course has four emphases--historical/historiographical, theoretical, rhetorical, and empirical--with the primary outcomes that (1) students understand both the critique of research accounts and their design, and (2) students can design their own projects, many of which will develop into theses.
English 851: Introduction to Professional Writing (1999-2001)
Taught one of the six required courses for Clemson's MA in Professional Communication, with a focus on the history of professional writing, the theories that arise from and interpret that history and the current scene, and the practices that locate the field and from which additional theory is created.
English 6062: Introduction to Methodology in Rhetoric and Composition Studies (1998)
Developed and taught the introductory course in methods for rhetoric and composition studies, including an overview of the field and projects in historical, theoretical, and empirical approaches.
English 6166: Contemporary Rhetorical Theory (1994, 1997, 1998)
Taught the foundational course in rhetorical theory, including Plato and Aristotle, but emphasizing more current figures like Burke, Toulmin, and Richards, and locating within rhetorical theory key concepts such as genre, electronic discourse, and authorship.
English 6062 and 4205: Invitational Institute of the National Writing Project (1998)
Team taught the invitational teachers institute for the UNC Charlotte National Writing Project.
English 6062: Writing Assessment (1991-1993)
Taught a graduate course in writing assessment, taking a workshop, problem-solving approach that included both quantitative and qualitative methodologies.
English 6062: Writing Project Advanced Institute (1993)
Taught an advanced Teachers Institute focused on teacher leadership and faculty development.
English 6070: Teaching Reading and Writing Using the Computer (1992, 1993)
Team-taught a Teachers' Institute designed to help teachers use the computer in integral, appropriate ways to teach reading and writing and to assess student learning (with Boyd Davis).
English 6195: The College Teaching of English (1992)
Taught the graduate course in the teaching of college English focused on teaching writing, teaching literature/text, and defining the professor of English within the Academy.
Direction of Projects and Theses and Participation on Doctoral Committees Elsewhere (Selected):
Reader, Dissertation
For IndianaUniversity of Pennsylvania. Jennifer Wells.
In progress.
Reader, Dissertation
For TempleUniversity: Elizabeth Allen. The Architectural Studio as Rhetorical Space.
Successfully defended July 2009.
Reader, Dissertation.
For University of Alberta: David Slomp, Writing Assessment and the Canadian Examination System. Successfully defended April 2007.
Reader, Dissertation.
For SUNY Stony Brook: Tina Good, Assessing the Ineffable in College Writing Programs: A Feminist Perspective. Successfully defended May 2005.
Reader, Dissertation.
For SyracuseUniversity: Paul E. Bender, Subversive Planning: Critical Administration of Technology in & out of Writing Programs. Successfully defended August 2004.
Director, Thesis: Florida State University: Lisa Colletti, An Inquiry into ESL Curricula and Pedagogy at Northern Florida Community Colleges. Successfully defended July 2007.
Director, Thesis: ClemsonUniversity.
Elizabeth Parham, MAPC, Clemson. AP English and First-year Composition: A Replication Study. December 2005.
Director, Thesis: ClemsonUniversity.
Jenny Bourne, MAPC, Clemson:
A Genre Analysis of Entomology Theses at ClemsonUniversity. August 2001.
Current Dissertations Directing (Selected):
- Ruth Kistler, A Rhetorical Education for the 21st Century. Planned completion 2011.
College of Arts and Sciences Teaching Fellowship
FSUUniversity Fellowship
- Liane Robertson. Transfer of Learning from First-year Composition to Other Contexts of Composing: The Role of Content. Planned completion 2011.
Writing Program Administrators Research Grant for 2010
- Kara Taczak. Reflection as the Sixth Knowledge Domain in the Transfer of Composition.
Planned completion 2011.
Writing Program Administrators Research Grant for 2010
2010 Conference on College Composition and Communication Memorial Chair’s Scholarship (the most prestigious scholarship in the field)
- Leah Cassorla. Journalism, Blogging, and the Public Domain: The Emergence of the Fifth Estate. Planned completion 2011.
- Christa Menninger. Community and the Online. Planned completion 2011.
- Matt Davis. Literacies and the Major in Rhetoric and Composition. Planned completion 2012.
Undergraduate Courses Taught
English 3931: Electronic Portfolios (Spring 2007)
Taught a pilot one-credit course in the construction of electronic portfolios for English majors in both literature and writing tracks.
English 202: Forms of Literature (2000-2005)
Taught a gen ed literature course focused on forms of literature--specifically, poetry, drama, and the novel--in which I used Gunter Kress' notion of design and critique, and the postmodern notion of palimpsest, as the critical concepts of the course.
English 4170/4254: Approaches to Teaching English (1991-1999)
Taught "Approaches to Teaching English" in the middle and secondary school (methods) course focusing on reading, writing, curriculum design, process and product assessment, and teacher professionalism.
English 4204: Expository Writing (1990-1999)
Taught an advanced writing course through the metaphor of voice(s): private, public, and academic.
English 4205: Voice, Genre, and Technology (1995)
Taught a special topics course focused on definitions of voice and genre, and on how those change when they are in dialogue, and then again when they interact with current technological innovations (eg, email, hypertext).
English 4400: Practicum in Composition (1992-1998)
Taught an advanced course in the teaching/tutoring of writing, including a practicum each in the WritingResourcesCenter and in the public schools.
Honors 3100: The Role of Technology in Peace and War (1999)
Team taught a special topics honors course on the role that technology plays in peace and war. In addition to reading, writing, and discussing, students created a class web page.
English 2100: Approaches to Literature (1991)
Taught the introductory literature course through a focus on meaning making from the point of view of the author, the historical context, the text, and the reader.
English 1103: Accelerated Freshman Composition (1993-1999)
Designed and taught a pilot program for advanced first-year writers that became a regular part of the curriculum.
English 1101 and 1102 (and 101, 102, 101M, 102M: Freshman Composition: 1972-73, 1976-80,
1990-91, 1996, 1999)
Taught composition courses and literature-based composition courses for freshmen and adult (extension) students (ClemsonUniversity, University of North Carolina at Charlotte, PurdueUniversity, and Virginia Polytechnic Institute and StateUniversity).
Courses Taught Prior to 1990
English Mentorship (1987-1990)
Writing Assessment Seminars (1985-1987)
Methods of Teaching English (1986-1988)
Student Teaching Supervision (1987, 1988)
English Fundamentals (1980-81 and 1983-87)
Office of Writing Review (Staff Member: 1979-81 and 1983-84)
Writing Lab (Tutor: 1977-81 and 1983-83)
English Composition for Non-Native Speakers of English (ESL: 1980)
English/Language Arts (1974-76)
Administrative Experience
Director, Graduate Program in Rhetoric and Composition (2005-present)
Lead and develop MA and PhD program, including creating a Speakers Series; a webpage and newsletter; set of core courses, special topics courses, and one-credit offerings; a pre-lim reading list; and opportunities for socialization into scholarly and professional communities (e.g., guest editing a special issue of a journal [ATD: Across the Disciplines]: presenting at conferences). As of 2010, several MAs have completed their degrees and are now enrolled in PhD programs in rhetoric and comp and in law school and are employed. Our first PhD students will graduate in 2011.
Interim Chair, Department of English (June—December 2006)
Lead unit with 50+ tenure line faculty; 2 continuing faculty; 7 instructors; 130 TAs and about 30 graduate students without support; and approximately 1500 majors with a budget of approximately 2.25 M (in addition to faculty salaries).
Interim Chair, Department of English (August 2009—May 2010)
Lead unit with 50+ tenure line faculty; 1 continuing faculty; 4 instructors; 175 TAs and about 30 graduate students without support; and approximately 1800 majors with a budget of approximately 2.25 M (in addition to faculty salaries). Focus this year includedimplementing our new major in Writing, Editing, and Media; in its first term, fall 2009, it has an initial enrollment of 100; by the following September an enrollment of 482.
Director, Roy and MarniePearceCenter for Professional Communication (2000-2005)
Help Research Team members develop appropriate research agendas and disseminate results in scholarly publications; raise gifts from alumni and other interested parties for curricular enhancement; design and develop faculty enhancement activities (workshops and follow-up activities, e. g.) for faculty offering writing-intensive courses; work with Corporate Advisory Board members to develop and refine workplace literacy corporate-university connections; foster K-12 and university relationships.
Major achievements:
Moving the PearceCenter to a multi-modal faculty development model.
Conceptualizing the new Class of 1941 Studio for Student Communication, a state-of-the-art facility where students can work on speech, writing and digital communication tasks simultaneously; and working with the development office to raise a $1 million gift to fund it. Currently: Studio opened in January 2004; first new course for Studio worked developed and offered for fall 2003; research projects under development.
Establishing and directing the Clemson Digital Portfolio Institutes, a series of 2-day institutes to familiarize faculty and staff with the potential of digital portfolios and of practices to support their successful implementation. One offered in 2002; three in 2003; three repeated for an international audience in 2004.
Establishing the PearceCenter—American Association of Higher Education-sponsored Coalition on Learning in Electronic Portfolios, a three-year research effort involving up to 30 institutions nationally. Initial meetings hosted in August 2004.
Site Director, UNC Charlotte National Writing Project (1998-1999)
Work with Executive Teacher Council to develop year-round programming (including a fall conference of 300+ participants; a full repetoire of summer programs; and research-oriented stuff development); to provide institutional support and leadership; and to chart the future direction of the project.
Co-Director, UNC Charlotte National Writing Project Site (1992-1995)
Coordinate programs, help initiate and coordinate university-school partnerships, link Writing Project teachers and prospective teachers, and write and edit the project newsletter.
Administrative Experience Prior to 1990
Director, Office of Writing Review (1987-1990)
Director, English 109 (1984-87) and English 109 Course Lecturer (1980-81 and 1983-84)
Assistant to the Director, Writing Lab (1978-81)
Acting Co-Director of the Office of Writing Review (1979)
Summer Director, Writing Lab (1978)
Publications and Research
- SCHOLARLY BOOKS
Ed., Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus, 2009 (with Darren and Barbara Cambridge).
Ed., Delivering College Composition: The Fifth Canon. Portsmouth, NH: Heinemann/
BoyntonCook, 2006.
Winner of the Writing Program Administrators’ Best Book of 2006-2007 Award
Ed., Teachers Writing Groups: Collaborative Inquiry and Reflection for Professional Growth. Altanta: Kennesaw UP, 2006 (with Sara Robbins, Dee Dee Yow, and George Seamon), 2006.
Teaching Literature as Reflective Practice. Urbana, IL: NCTE, 2004.
Ed., Electronic Portfolios:Emerging Practices in Student, Faculty and Institutional Learning. Washington, D. C.: American Association of Higher Education (with Barbara Cambridge et al), 2001.
Ed., Self-Assessment and Development in Writing: A Collaborative Inquiry. Cresskill, NJ: Hampton Press, 2000 (with Jane Smith).
Reflection in the Writing Classroom. Logan, Ut: UtahStateUniversity Press, 1998.
Ed., Assessing Writing across the Curriculum: Diverse Methods and Practices. Greenwich, CT: Ablex, 1997 (with Brian Huot).
Ed., Situating Portfolios: Four Perspectives. Logan, Ut: UtahStateUniversity Press, 1997
(with Irwin Weiser).
Ed., Voices on Voice: Perspectives, Definitions, Inquiry. Urbana, Ill.: National Council of Teachers of English (NCTE), November, 1994.
Ed., Portfolios in the Writing Classroom: An Introduction. Urbana, Ill.: National Council of Teachers of English (NCTE), 1992.
TEXTBOOKS
A Writer’s Resource (with Elaine Maimon and Janice Peritz). New York: McGraw Hill, 2005; 3rd edition, 2009.
The New McGraw Hill Handbook (with Elaine Maimon and Janice Peritz). New York:
McGraw Hill, 2006; 3rd edition, 2009.
- CHAPTERS IN BOOKS (All peer-reviewed unless otherwise noted)
"In the Service of Student Learning: Literacy, Assessment, and the Contributions of NCTE." In Erika Lindemann, ed.,Reading the Past, Writing the Future: A Century of American Literacy Education and the National Council of Teachers of English. Urbana, IL: NCTE, 2010.
“ Defining Moments: The Role of Institutional Departure in the Work of a (Feminist) WPA.: In Krista Ratcliffe and Rebecca Rickly, eds. Performing Feminism and Administration in Rhetoric and Composition Studies. Cresskill, NJ: Hampton Press, 2010: 143-59.
“Afterward.” In Laurie B. Grobman and Joyce Kinkead, eds. Undergraduate Research in English Studies. Urbana, IL: NCTE, 2010: 245-55.
“Electronic Portfolios and Writing Assessment:A Work in Progress.” In Paretti, Marie C. and Katrina Powell, eds. Assessment in Writing. Assessment in the Disciplines Series, Volume 4. Tallahassee: Association of Institutional Research. 2010.
“Reflection and Electronic Portfolios: Inventing the Self and Reinventing the University.” In Darren Cambridge, Barbara Cambridge, and Kathleen Blake Yancey, eds., Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus, 2009.
“Moving into the Future.” In Darren Cambridge, Barbara Cambridge, and Kathleen Blake Yancey, eds., Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Washington, DC: Stylus, 2009 (with Darren Cambridge and Barbara Cambridge).
“Learning Unplugged” (with Teddi Fishman). In Amy Kimme Hea, ed., Going Wireless. Cresskill, NJ: Hampton Press, 2009.
“In Search of Comity.” In Stuart Brown, Tom Miller, and Shane Borrowman, eds.. Renewing Rhetoric's Relations to Composition: Essays in Honor of Theresa Jarnagin Enos. Taylor and Francis, 2009.
“Portfolios, Circulation, Ecology, and the Development of Literacy.” In Heidi McKee, Dickie Selfe, and Danielle Devoss, eds., Technological Ecologies and Sustainability. Computers and Composition Digital Press, 2009: