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Dr. Fodrey

Crystal N. Fodrey

Assistant Professor of English (2014)


  • B.A., M.A., Western Kentucky University
  • Ph.D, University of Arizona


Phone: 610-861-1511
Office: Zinzendorf Hall, Room 202

Areas of Research and/or Expertise

First-Year Writing, Writing in the Disciplines/Writing-Enriched Curriculum Development and Implementation); Writing Transfer Studies; Qualitative Research Methods; Composition and Creative Nonfiction Theory and Pedagogy; Multimodal Writing in Digital Spaces; Public Rhetoric and Writing; Spatial Rhetoric and Place Writing


Dr. Fodrey specializes in rhetoric and writing studies and teaches courses in rhetorical theory, digital rhetoric and writing, professional writing, editing and publishing, first-year writing, creative nonfiction, 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 scholarship on writing pedagogy and program administration has appeared in Kairos: A Journal of Rhetoric, Technology, and Pedagogy, Assay: A Journal of Nonfiction Studies, Rhetoric Review, and in the edited collections The Centrality of Style and Designing and Implementing Multimodal Curricula and Programs with a chapter forthcoming in Amplifying Soundwriting.

Dr. Fodrey has given talks on writing 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.”