Patricia A. Dunn
AWARD SUNY Chancellor’s Award for Excellence in Teaching. Fall 2013
PEER-REVIEWED BOOKS
Dunn, Patricia A. Disabling Characters: Representations of Disability in Young Adult Literature, New York: Peter Lang Publishing, 2015. Digital version at iTunes.
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. Second printing November, 2011. Sample Chapter available at publisher.
Dunn, Patricia A. Talking, Sketching, Moving: Multiple Literacies in the Teaching of Writing. Portsmouth, NH: Boynton/Cook Heinemann. October, 2001. Sample chapter available at publisher.
Dunn, Patricia A. Learning Re-Abled: The Learning Disability Controversy and Composition Studies. Portsmouth, NH: Boynton/Cook Heinemann. September, 1995. Republished online at Writing Across the Curriculum Clearinghouse, Colorado State University, 2011
PEER-REVIEWED ARTICLES
Dunn, Patricia A. “What Teaching Driver’s Education Taught Me about Giving Writers Feedback.” Teachers, Profs, Parents: Writers Who Care. July 18, 2016.
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.”)
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. “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. “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.
BOOK CHAPTERS
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. Forthcoming 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. 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. “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. “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.
EDITORIALLY/PEER REVIEWED PUBLICATIONS:
Dunn, Patricia A. Book Review of (Dis)-Ability: A Short Story Collection. Complied and edited by Emily Dorffer, with help from Jon-Paul Reed. Wordgathering 12.2 (June 2018).
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. (In press.)
Dunn, Patricia A. “‘What Do You Know That We Don’t?’: Foregrounding Other Literacies in Class Discussion.” Disabling Assumptions Column. English Journal 107.4 (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. “Three Things My Ukuele Taught Me about Writing.” Teachers, Profs, Parents: Writers Who Care: A Blog Advocating Authentic Writing. April, 2015.
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. “Does Bad Grammar Instruction Make Writing Worse?” Teachers, Profs, Parents: Writers Who Care: A Blog Advocating Authentic Writing. 27 January, 2014.
Dunn, Patricia A. “Challenging Stereotypes about Disability for a More Democratic Society.” Disabling Assumptions Column. English Journal 103.2 (November 2013): 94 – 96.
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.
Dunn, Patricia A. “Re-Seeing (Dis)Ability: Ten Suggestions.” (EJ In Focus). English Journal 100.2 (November 2010): 14—26.
Other Publications
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. “Disability-Themed YA Literature: Questioning Our Choices, Questioning Our Questions.” (in Dr. Bickmore’s YA Wednesday blog). December 2, 2015.
Dunn, Patricia A. “Educating the Public about Best Practices in English Language Arts.” The Language Arts Journal of Michigan 22.1 (Spring/Summer 2006): 13-17.
Dunn, Patricia A. “Beyond Print-Based Learning in the English Language Arts: Challenging All Our Students.” Illinois English Bulletin 92.2 (Spring 2005): 15–26.
Dunn, Patricia A. “Choosing Novels to Expand Perspectives.” (Letter to the Editor) English Journal 93.6 (July 2004): 9.
Dunn, Patricia A. and Kathleen K. Thornton. “Student Writing and Teacher Commentary: Product-Based Versus Writer-Based” English in Texas 23.4 (Summer 1992): 27-32.
Dunn, Patricia A. “Rock Music, Student Texts, and Literary Theory,” in The English Record 40.4 (1990): 21-25.