Kitty Burroughs

Positions

• Full Teaching Professor and Graduate Faculty, Department of English
• Affiliated Faculty, Honors College
• Faculty Senate Representative, 2017-2023
• Undergraduate Council Representative, 2019-2022
• Recipient of the College of Arts & Sciences Distinguished Lecturer Award, 2014
  

Degrees and Institutions

• Ph.D. English – Rhetoric and Writing, Bowling Green State University, 1998
• M.A. English – Literature, University of Northern Iowa, 1992
• B.A. English – TESOL, University of Northern Iowa, 1989

Research Interests: Composition pedagogy, developmental education and growth mindset, second language writing in composition studies, curriculum development and assessment in first-year writing, writing about writing pedagogy, and inclusive pedagogy.

Courses Taught

• WRIT 1110 Seminar in Academic Writing
• WRIT 1010 Academic Writing Workshop
• GSW 1100 Intensive Introduction to Academic Writing
• GSW 1110 Introduction to Academic Writing
• GSW 1110H Introduction to Academic Writing, theme-based Honors section
• GSW 1100E Intensive Introduction to Academic Writing (for ESL students) 
• GSW 1120 Academic Writing
• GSW P1120 Academic Writing (with special topics)
• ENG 2000 Writing about Literature (focus on women in literature)
• ENG 4840 Foundations of Teaching Writing
• ENG 6020 Online Composition Instructors’ Workshop
• WS 2000 Introduction to Women’s Studies

Teaching Narrative
What is the purpose of writing if not to express something meaningful to ourselves or to convey something of importance to others? We write to document our thoughts and feelings because we treasure and wish to remember specific moments in our lives. Often, we write to get things done. And of course, we write to communicate with others – to convey specific ideas, to find answers to specific questions, to gather information, to explore possibilities, and so forth. At a time when the world around us is so saturated with all kinds of “noise” – sound bites that surround us with infinite amounts of information – and when we are so preoccupied with so many things that require our attention, we need a moment to reflect on our existence. Who are we? Why are we here?

Writing allows for the quiet time that we need to think and to reflect – on our past, present, and future. We read, write, and think to find answers to all the “why” questions. We strive to make sense of things.

We write, because in the act of doing so, we learn more about ourselves through retrospection, introspection, and extrapolation – our writing reveals who we are. And for those who partake in this activity, writing certainly can be many things – from fear and frustration to joy and freedom. Especially in reflective writing, we allocate time and space to assess, so we may begin a process of awareness and clarity, even partake in a journey of change and growth.

For the many reasons one chooses to write and for the many different emotions and challenges one encounters with writing, I wish for my students to discover the power of words and to find meaning through literacy. Together as we read, write, and think deeply, I hope we will discover more about who we are – our identities and values, including our place in this world. I am often reminded that our use of language is a constant negotiation of our place in a discourse community. Where do we belong and how do we belong? I am hopeful that my students will have a growth mindset and will learn the skills to convey their own thoughts – to analyze information and ideas in order to make informed decisions, to challenge conflicting ideologies, and last but not least, to have meaningful and respectful dialogue with members of their communities to promote shared goals.