Crystal N. Fodrey
Assistant Professor of English (2014)
- B.A., M.A, Western Kentucky University
- Ph.D., University of Arizona
Office: Zinzendorf Hall, Room 307
Areas of Research and/or Expertise
Composition and Creative Nonfiction Theory and Pedagogy; Rhetorics of Creative Nonfiction and Social-Expressivist Discourse; Public Writing; Stylistics and Craft; Spatial Rhetoric and Place Writing; Multimodal Composition; Writing Center Praxis.
Dr. Fodrey specializes in rhetoric and writing studies. Her research is grounded in her dedication to well-theorized and effective teaching and administrative practices in writing courses across the curriculum. Her recent published articles include “Voice, Transformed: The Potentialities of Style Pedagogy in the Teaching of Creative Nonfiction” in The Centrality of Style and “Thrown into Theory, or How I Learned to Love Spatial Rhetoric” in Kairos: A Journal of Rhetoric, Technology, and Pedagogy. Her forthcoming co-written article “Digital [Re]Visions: Turning Pedagogical Strategies into Dynamic Classroom Tactics” will be featured in Kairos Praxis Wiki. Her current projects focus on the teaching and assessment of creative writing, the creative nonfiction genre as a form of public rhetoric/civic discourse, and the potentialities of spatial immersion inventive practices in the teaching of writing across the curriculum.
Dr. Fodrey has given talks on creative nonfiction pedagogy, writing teacher training, and the rhetorical functionality of personally situated discourse at the Conference on College Composition and Communication, the Council of Writing Program Administrators Conference, the Rhetoric Society of America Conference, and the Association of Writers and Writing Programs Conference. She is also an active member of each of the aforementioned professional organizations.
Regarding her approach to teaching, Dr. Fodrey writes, “Whether I am teaching academic writing, technical writing, or a creative nonfiction course, fostering the development of facilitas—Quintilian’s term for the ability to communicate effectively and ethically in any form, in any situation—remains the primary tenet of my teaching. I believe that compositions spanning the spectrum from literary to lab report, from primarily alphabetic to multimodal, can be taught, practiced, understood, and improved. All students are capable and need not wait for inspiration from muses in order to have valid ideas and produce writing of value to both themselves and others. With an understanding of how to analyze, enact, and occasionally disrupt conventions of audience, purpose, and genre in particular, students can best work toward becoming autonomous writers with the agency to communicate effectively in myriad forms and effect positive changes in the communities for which they write. What does my approach say about me as a teacher? It says I understand that a good rhetorician should be able to navigate multiple roles and discursive situations within a single day all while remaining true to her convictions and ethical in her presentation. It says I value my students’ experiences. I value their cultures. I value their differences. I value their understandings of what successful compositions look like and do in the world. And I believe in their abilities to rise to writing challenges that extend past the classroom and into the various communities and publics that comprise their realities. My students are writers first, and I—a fellow writer—am their guide through the vast and ever-changing landscape of composition.”