Writing and Rhetoric Department:College of Arts and Humanities

Kevin Roozen, Ph.D.

As a teacher, Kevin has enjoyed various opportunities to work with different populations of learners (high school students, "at risk" undergraduates, senior English education majors, and new graduate teaching assistants) in a number of institutional contexts (high school, community colleges, a private liberal arts college, and two different large universities) and in a variety of capacities (as a teaching assistant, an instructor, a full-time secondary education teacher, and as an associate professor).  Here at the University of Central Florida, Kevin teaches first-year composition and a number of undergraduate and graduate courses. He also directs the First-Year Composition program.

As a researcher, Kevin's longitudinal ethnographic studies of literate activity focus on the interplay between writing for multiple contexts and the implications those linkages and disconnects have for the extended development of literate persons and practices. His work has appeared in College Composition and Communication, Research in the Teaching of English, the Journal of Basic Writing, Text and Talk, Kairos, and in chapters for a number of edited collections.

Education

  • Ph.D. in Writing Studies from University of Illinois at Urbana-Champaign (2005)

Research Interests

  • literate development throughout the lifespan
  • longitudinal ethnographic studies of literate activity,
  • writing for multiple contexts,
  • sociohistoric perspectives of literacy and learning,
  • basic writing,
  • qualitative research methods,
  • writing pedagogy, and
  • writing program administration.

Recent Research Activities

“Mapping the Production of Pedagogical Practice: A Transformative View of Three Teachers’ Developing Practices and Identities.” Co-authored with Paul Prior, Rebecca Woodard, and Sonia Kline. Working with Academic Literacies: Research, Theory, Design. Theresa Lillis, Katherine Harrington, Mary Lea, and Sally Mitchell. Parlor Press/WAC Clearinghouse. (Forthcoming).


Education for Today, Preparation for Tomorrow: Emerging Scholars’ Perspectives of Learning in the Twenty-First Century. Volume 2. Co-edited with Neecee Matthews-Bradshaw. Alabama Humanities Foundation and the Caroline Marshall Draughon Center for the Arts and Humanities. (Forthcoming).



"Comedy Stages, Poets Projects, Sports Columns, and Kinesiology 341: Illuminating the Importance of Basic Writers’ Self-sponsored Literacies." Journal of Basic Writing 31.1 (2012): 53-86.


“Addressing the Complexity of Writing Development: Toward an Ecological Model of Assessment.” Co-authored with Elizabeth Wardle. Assessing Writing 17 (2012): 106-119.


Changing Direction: Emerging Scholars’ Perspectives on Learning. Co-edited with Neecee Matthews-Bradshaw. Alabama Humanities Foundation and the Caroline Marshall Draughon Center for the Arts and Humanities. (2011).


“One Story of Many to be Told”: Following Empirical Studies of College and Adult Writing through 100 Years of NCTE Journals.” Co-authored with Karen Lunsford. Research in the Teaching of English 46.2 (2011): 193-209.


“Polyliterate Orientations: Mapping Meshings of Textual Practice.” Code Meshing as World English: Policy, Pedagogy, and Performance. Vershawn Young and Aja Martinez (Eds.). Urbana, IL: NCTE, 2011. 203-230.


            “Tracing Trajectories of Practice: Repurposing in one Student’s Developing

            Disciplinary Writing Processes.” Written Communication 27.3 (2010): 318-354.

            *Selected for inclusion in Writing About Writing: A College Reader, 2nd ed.


Review of Teaching the Neglected “R”: Rethinking Writing Instruction in Secondary Classrooms. Thomas Newkirk and Richard Kent (Eds.). Issues in Writing 18.2 (2010): 200-203.


“‘Indigenous Interests’: Reconciling Literate Identities across Extracurricular and Curricular Contexts.” With Angelica Herrera. Inventing Identities in Second Language Writing. Michelle Cox, Jay Jordan, Christina Ortmeier-Hooper, and Gwen Gray Schwartz (Eds.). Urbana, IL: NCTE, 2010. 139-162.


“The ‘Poetry Slam,’ Mathemagicians, and Middle-School Math: Tracing Trajectories of Actors and Artifacts.” Exploring Semiotic Remediation as Discourse Practice. Paul Prior and Julie Hengst (Eds.). New York: Palgrave, 2010. 24-51.


“‘Fan fic-ing’ English Studies: A Case Study Exploring the Interplay of Vernacular Literacies and Disciplinary Engagement.” Research in the Teaching of English 44.2 (2009): 136-169.


“From Journals to Journalism: Tracing Trajectories of Literate Development.” College Composition and Communication 60.3 (2009): 541-572.


“Journalism, Poetry, Stand-Up Comedy, and Academic Literacy: Mapping the Interplay of Curricular and Extracurricular Literate Activities.” Journal of Basic Writing 27.1 (2008): 5-34.


“Math, the ‘Poetry Slam,’ and Mathemagicians: Tracing Trajectories of Practice and Person.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy 11.3 (May 2007). 29 May 2007 <http://kairos.technorhetoric.net/11.3/topoi/prior-et-al/roozen/index.html>.


“Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity: A Collaborative Webtext.” With Paul Prior, Janine Solberg, Patrick Berry, Hannah Bellowar, Bill Chewning, Karen Lunsford, Liz Rohan, Mary Sheridan-Rabideau, Jody Shipka, Derek Van Ittersum, and Joyce Walker. Kairos: A Journal of Rhetoric, Technology, and Pedagogy 11.3 (May 2007). 29 May 2007
.


“‘I’ll be the sun”: From Reported Speech to Semiotic Remediation Practices.” With Paul Prior, Julie Hengst, and Jody Shipka. Text and Talk: An Interdisciplinary Journal of Language, Discourse & Communication Studies 26.6 (2006): 733-766.

Awards

  • Affordances, Constraints, and Roadblocks to Writing Transfer: A Longitudinal Study. Submitted to: Writing Program Administration. Submitted by: R. Mark Hall, University of Central Florida; Kevin Roozen, Auburn University; Angela Rounsaville, University of Central Florida; Elizabeth Wardle, University of Central Florida. $1,500.00.
  • Research Grants. Summer 2012, 2009. Spring 2011. Department of English. Auburn University. $18,000.

  • College of Liberal Arts Promotion of Excellence in Teaching and Learning (PETL) award for Community and Civic Engagement. Spring 2012.

  • Breeden Grant. Summer 2011. Center for the Enhancement of Teaching and Learning. Auburn University. $2000.00.

  • College of Liberal Arts Early Career Teaching Award, 2008-2009. College of Liberal Arts. Auburn University.

  • Computers and Composition Outstanding Digital Production and Scholarship Award. 2007. “Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity: A Collaborative Webtext.”

  • Outstanding Teaching Award for Department of English. University of Illinois at Urbana-Champaign. 2003-2004.

Activities


Courses

No courses found for Summer 2013.

Course Number Course Title Mode Date and Time Syllabus
81552 ENC1101H Honors Freshman Composition Ⅰ Face2Face M,W,F 12:30PM - 1:20PM Not Online
No Description Available
90403 ENC6333 Cont Rhetoric & Comp Theory Face2Face Tu 6:00PM - 8:50PM Not Online
No Description Available
Course Number Course Title Mode Date and Time Syllabus
10979 ENC5705 Theory & Practice in Comp Face2Face M,W 6:00PM - 7:15PM Not Online
No Description Available
Course Number Course Title Mode Session Date and Time Syllabus
61306 ENC3315 Argumentative Writing Rdce Time A M,W 10:00AM - 11:50AM Not Online
No Description Available
Course Number Course Title Mode Date and Time Syllabus
81751 ENC1101 Composition Ⅰ Face2Face M,W,F 2:30PM - 3:20PM Not Online
No Description Available

No courses found for Spring 2015.

Department of Writing and Rhetoric • College of Arts & Humanities at the University of Central Florida
Phone: 407-823-2295 Fax: 407-823-1287 • Website Technical Support: cahweb@mail.ucf.edu