Kathleen Ryan
– Associate Professor
Office: LA121
Phone: (406) 243-4410
Email: kathleen.ryan@mso.umt.edu
Curriculum Vita: View/Download CV
Description:
I have been a Writing Program Administrator for nine years, first as the Undergraduate Writing Coordinator and a graduate faculty member at West Virginia University and, for the past five years, as the Composition Director at UM.
Field Of Study:
My scholarly research agenda centers on Feminist Rhetorical Studies and Writing Program Administration in the larger discipline of Rhetoric and Composition.
Courses:
WRIT 540 Teaching College Composition
WRIT 101 College Writing I
Education:
PhD University of North Carolina at Greensboro. 1997-2001. GPA 4.0
Specialization: Rhetoric and Composition
Dissertation: “Rememoried Knowing: A Feminist Interpretation of the Canon of Memory”
Director: Elizabeth Chiseri-Strater
Graduate Certificate: Women’s Studies
MA West Virginia University. English. 1992-1994. GPA 4.0
BA University of Vermont. English. 1986-1990.
Teaching Experience:
UNDERGRADUATE COLLEGE TEACHING
ART OF THE ESSAY. Lower division writing course in rhetoric and argumentation.
COMPOSITION AND RHETORIC. Required first year composition course in rhetoric and writing.
COMPOSITION AND RHETORIC. Required sophomore composition course in argument and research.
ADVANCED COMPOSITION. Required advanced course in rhetoric and writing for a range of majors, including English Education, Professional Writing and Editing, and Journalism.
APPROACHES TO TEACHING COMPOSITION. An upper-level course introducing English Education students to theories and practices of using writing in language arts classrooms and studying literacy in and beyond the classroom.
AMERICAN ETHNIC AND WORKING CLASS WOMEN WRITERS. An upper-level special topics course for English majors and Women’s Studies students to explore issues of difference in nineteenth- and twentieth-century American women’s prose and poetry. (co-taught with Karen Kilcup).
INTRODUCTION TO NARRATIVE. A general education course for non-majors with a focus on memoir.
GRADUATE COLLEGE TEACHING
WOMEN, WRITING, AND RHETORIC. An upper-level course for advanced undergraduates and graduate students, introducing students to the study of rhetoric in the context of women’s writing, with a focus on nineteenth- and twentieth-century American women’s prose.
WOMEN’S RHETORIC AND FEMINIST PEDAGOGY. A special topics course to introduce students in English and Women’s Studies to intersections among rhetoric, feminism, and pedagogy (co-taught with Hephzibah Roskelly).
THEORIES AND PEDAGOGIES OF RHETORIC AND COMPOSITION. A course to introduce the discipline of rhetoric and composition to middle school and high school teachers.
COLLEGE COMPOSITION PEDAGOGY. A course to introduce GTAs to theories and practices of teaching composition.
FIRST-YEAR GTA ORIENTATION. An intensive summer workshop course to prepare new GTAs for their first teaching assignments.
TEACHING PRACTICUM. A series of meetings and workshops to provide ongoing support to GTAs in their teaching assignments.
THEORY AND PRACTICE OF TEACHING COLLEGE ENGLISH. A course to introduce GTAs to theories and practices of teaching writing (co-taught with Elizabeth Chiseri-Strater).
Selected Publications:
PUBLISHED EDITED COLLECTION
Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies. Co-edited with Lindal Buchanan. Lauer Series in Rhetoric and Composition. West Lafayette, IN: Parlor Press, 2009.
BOOK UNDER CONTRACT
GenAdmin: Theorizing WPA Identities in the 21st Century. Co-authored with Colin Charlton, Jonikka Charlton, Tarez Samra Graban, Amy Ferdinandt Stolley. West Lafayette, IN: Parlor Press. Series in Writing Program Administration. Date of publication: Winter 2010.
PUBLISHED ARTICLES AND ESSAYS
“Making a Pathway, or Inventing Textual Research Methods for Feminist Rhetoricians.” Rhetorica in Motion: Feminist Rhetorical Methods and Methodologies, eds. Kelly Rawson and Eileen Schell. Pittsburgh: U of Pittsburgh Press, 2009. 89-103.
“Theorizing Feminist Pragmatic Rhetoric as A Communicative Art for the Composition Practicum.” Co-authored with Tarez Graban. College Composition and Communication. 61.1 (September 2009): W277-299.
“Places of Possibility, Sites of Action: Reseeing the Gaps between High School and College Writing Instruction.” Co-authored with Hephzibah Roskelly. Closing the Gap: English Educators Address the Tensions Between Teacher Prep and Teaching at Secondary Schools. Language, Literacy, and Learning Series. Eds. Karen Keaton Jackson and Sandra Vavra. Charlotte, NC: Information Age Publishing, 2007. 43-58.
“Course Design: Women, Writing, and Rhetoric.” Composition Studies 34.2 (Fall 2006): 85-106.
“Subjectivity Matters: Using Gerda Lerner’s Writing and Rhetoric to Claim an Alternative Epistemology for the Feminist Writing Classroom.” Feminist Teacher 17.1 (2006): 36-51.
“Recasting Recovery and Gender Critique as Inventive Arts: Constructing Edited Collections in Feminist Rhetorical Studies.” Rhetoric Review 25.1 (Winter 2006): 22-40.
“From ‘What Is’ to ‘What Is Possible’: Theorizing Curricular Document Revision as In(ter)vention and Reform.” Co-authored with Tarez Graban. WPA: Journal of the Council of Writing Program Administrators 28.3 (Spring 2005): 89-112.
“Memory, History, and Invention: Reimagining the Canon of Memory for the Writing Classroom.” Composition Studies 32.1(May 2004): 35-47.
“Teaching The House on Mango Street: Engaging Race, Class, and Gender in a White Classroom.” Academic Exchange Quarterly 6.4 (Winter 2002): 187-192.
“Fusing Horizons: Standpoint Hermeneutics and Invitational Rhetoric.” Co-authored with Elizabeth J. Natalle. Rhetoric Society Quarterly 31.2 (Spring 2001): 69-90.
