Author Information
Editors’ Note: One of the ways that queer rhetorics have re/oriented writing studies is through the disruption of binary gender categories, which matter significantly in the contexts of research with human participants. In recognizing that scholars, like research participants, have the right to choose the pronouns which best represent them, we asked our contributors to include their preferred pronouns. However, several also pushed back and noted that they were uncertain that any particular pronoun worked for them; others noted that the pronouns that they offered at this time might not work at a later point. As editors, we mention this because it is yet another thing about which researchers should be mindful—when developing demographic data sets, when selecting research participants, when interviewing research participants—but also to recognize that scholars in queer rhetorics are not universally agreed on either the value of pronoun statements or how best to represent the diversity of genders that are available to us through the limited pronouns that the English language currently provides. These are important conversations for researchers to continue having as they do their work.
Chanon Adsanatham (Pronouns: he, him, his)
Chanon Adsanatham, assistant professor of rhetoric and writing, researches and teaches comparative rhetoric, digital writing, and multimodality at the University of Maryland College Park. His current book project recovers conduct as an important form of rhetoric in the Thai tradition. Several of his works have appeared in Computers and Composition and edited collections in Asia and the United States. He is the recipient of the James Berlin Memorial Outstanding Dissertation Award in 2015.
William P. Banks (Pronouns: he, him, his)
Will Banks is Director of the University Writing Program and the Tar River Writing Project, and is Professor of Rhetoric and Writing at East Carolina University, where he teaches courses in writing, research, pedagogy, and young adult literature. His essays on digital rhetorics, queer rhetorics, pedagogy, and writing program administration have appeared in several recent books, as well as in College Composition & Communication, College English, Computer & Composition. He is co-editor of Reclaiming Accountability: Improving Writing Programs through Accreditation and Large-Scale Assessments (Utah State UP, 2016).
Jean Bessette (Pronouns: she, her, hers)
Jean Bessette is an assistant professor at the University of Vermont, where she teaches rhetoric and writing courses that address issues in gender and sexuality, historiography, and multimodality. She is the author of Retroactivism in the Lesbian Archives: Composing Pasts and Futures (Southern Illinois UP, 2017). Her work has also appeared in Rhetoric Review, College Composition and Communication, Rhetoric Society Quarterly, and Computers & Composition.
Nicole I. Caswell (Pronouns: she, her, hers)
Nicole is an assistant professor at East Carolina University, where she directs the University Writing Center. Her articles have appeared in the Journal of Writing Assessment, Composition Forum, and Academic Exchange Quarterly, as well as in multiple edited collections. She co-authored the book The Working Lives of New Writing Center Directors (Utah State UP, 2016).
Matthew B. Cox (Pronouns: he, him, his)
Matthew is an assistant professor at East Carolina University where he teaches graduate and undergraduate courses in rhetorical theory, cultural rhetorics, queer theory and rhetorics, and technical and professional writing. His articles have appeared in Present Tense: A Journal of Rhetoric in Society, The Journal of Technical Writing and Communication, and Computers & Composition.
Caroline Dadas (Pronouns: she, her, hers)
Caroline is an Associate Professor in the Department of Writing Studies at Montclair State University, where she teaches courses in the Women, Gender, and Sexuality major and the Professional and Public Writing minor. Her articles on queer methodologies, citizen participation in digital environments, and ethical practices for the rhetoric and composition job market have appeared in College Composition and Communication, Computers and Composition, New Media and Society, Literacy in Composition Studies, Composition Forum, and Computers and Composition Online.
Michael J. Faris (Pronouns: generally he, him, his, but totally cool with they, them, their, and she, her, hers)
Michael is an assistant professor in the Technical Communication and Rhetoric program, housed in the English Department, at Texas Tech University. He directed the department’s Media Lab from 2015 to 2017 and teaches graduate courses in new media, digital rhetoric, composition studies, and queer theory. He has published on digital technologies, composition and technical communication pedagogy, and queer rhetoric in the Journal of Business and Technical Communication, College Composition and Communication, Composition Forum, Present Tense: A Journal of Rhetoric in Society, and Kairos: A Journal of Rhetoric, Technology, and Pedagogy.
Hillery Glasby (Pronouns: she, her, hers)
Hillery is an Assistant Professor in Michigan State University’s Writing, Rhetoric, and American Cultures department. She teaches writing courses focused on sexual literacy, environmental sustainability, social justice and handmade/DIY multimodality. Her research interests include LGBTQ movements; digital, DIY and queer rhetorics; and writing center and writing program administration. Hillery’s work has been published in Harlot and Liminalities, featured in 2014’s Best of the Independent Rhetoric and Composition Journals, and reviewed in the Sweetland Digital Rhetoric Collaborative. She is currently co-editing a collection on queer Appalachia.
Deborah Kuzawa (pronouns: she, her, hers)
Deborah is a Senior Lecturer with the Department of Engineering Education and the Chair of the department’s Diversity and Inclusion committee at The Ohio State University. She teaches engineering technical communications, which explores STEM topics using rhetorical, social, and reflective lenses, with attention to the ways that social diversity in the U.S. impacts STEM in all areas. Her research focuses on diversity and inclusion in engineering education, technical communications, queerness, pedagogies and classrooms, and archives. Her most recent publication is a collaborative chapter in the edited collection Creative Ways of Knowing in Engineering (published by Springer).
Maria Novotny (Pronouns: she, her, hers)
Maria is an Assistant Professor of English at the University of Wisconsin-Oshkosh, where she teaches courses in professional and digital writing. Her research and teaching focus on cultural projects related to reproductive rights in healthcare. Her scholarship has been published in Peitho, Communication Design Quarterly, and Harlot. In addition, she is a Co-Director of The ART of Infertility, an arts, oral history and portraiture project, which aims to make visible non-normative reproductive experiences.
G (GPat) Patterson (Pronouns: they, them, their)
GPat is an Assistant Professor of English and an affiliate in Women’s, Gender & Sexuality Studies at Ball State University. They currently serve as the co-chair of the CCCC Queer Caucus. G’s research interests include curriculum development, rhetorics of social justice, and queer and transgender studies. G is the chief editor of a Facing Project anthology on queer and trans stories in East Central Indiana, forthcoming in 2018. Their scholarship has been featured in The Journal of LGBT Youth, Queer Media Studies in Popular Culture, Constellations: A Cultural Rhetorics Publishing Space, as well as in four edited collections focused on contemporary issues in rhetoric. In 2014, G was awarded the CCCC Lavender Rhetorics Dissertation Award for their pedagogical research on the intersections of sexuality, gender identity, and religious discourse.
Stacey Waite (Pronouns: depends on the context)
Stacey Waite is Associate Professor of English and Director of Composition at the University of Nebraska—Lincoln, and has taught courses in writing, pedagogy, queer rhetorics, and poetry. Waite has published four collections of poems: Choke, Love Poem to Androgyny, the lake has no saint, and Butch Geography, and has had articles appear most recently in College Composition and Communication, Writing on the Edge, and Literacy in Composition Studies. Waite’s newest book is Teaching Queer: Radical Possibilities for Writing and Knowing (University of Pittsburgh Press, 2017).
Stephanie West-Puckett (Pronouns: she, her, hers)
Stephanie is Assistant Professor of Writing and Rhetoric and Director of First Year Writing at the University of Rhode Island. Her scholarship focuses on digital, queer, and maker-centered composition practices and writing program administration. She has published peer-reviewed scholarship on writing assessment, National Writing Project administration, and digital writing in journals such as College English and Educational Sciences and a number of recent edited collections.