A through-line of my research is my interest in writing knowledge development, for both students learning college and professional writing and instructors who teach those students how to write in college and beyond. My research on writing development takes three forms, investigating how

  1. Composition curricula impact students writing knowledge development;

  2. Students transfer their writing knowledge across concurrent and vertical contexts; and

  3. Visual concept mapping influences students’ writing knowledge development and writing knowledge transfer.


My scholarship is guided by my interests in writer development across multiple sites and contexts, and my contributions to the field are grounded in empirical data. My interests are interdisciplinary in nature, since writer development is not bound to the English Department, yet I continue to come back to the composition classroom as a site of inquiry due to its rich history and influence on the field of Writing Studies.  


"Whiteness Response (Ability): Rhetorical Performances of White Citizenship, Racial, and Feminist Identities." Conference on College Composition and Communication, Pittsburgh, PA, March 2019

"Institution(al) Matters to the Future of College Writing."Watson Conference, Louisville, KY, October 2018


"Genre, Transfer, and Discourse Community: Bringing WAC into FYC." IWAC: International Writing across the Curriculum, Auburn, AL, June 2018

"Not Stepping on Anyone’s Toes: A Beginner’s Guide to Conscientious Conversation for Human Rights Activism." Feminisms and Rhetorics, Dayton, OH, October 2017

"Emphasis on Design: A Visually Rhetorical Approach to FYC." Pedagogy, Practice, and Philosophy, Gainesville, FL, January 2017

"Vertical and Horizontal Connections: A WAC Program Across Contexts." Watson Conference, Louisville, KY, October 2016

"From Theory into the Classroom: Practical Applications from WAC." Student Success in Writing Conference, Savannah, GA, March 2016


“Coming to Teaching: Moving Beyond a Blank-Slate Model of Developing Pedagogical Expertise” in New Teachers, New Teaching, and the Liminality of TAships in Composition and Rhetoric, edited by William J. Macauley Jr., Leslie Anglesey, Brady Edwards, Kathryn M. Lambrecht, and Phillip Lovas. Collection under press review. Co-authored with Kathleen Blake Yancey, Rob Cole, and Amanda May.


“Institutional Matters: The Localized Conditions of WPA Labor.” In Making Administrative Work Visible: Data-Driven Approaches to Understanding the Labor of Writing Program Administration, edited by Leigh Graziano, Kay Halasek, Susan Miller-Cochran, Frank Napolitano, and Natalie Szymanski. Collection under press review. Co-authored with Michael Neal, Amy Cicchino, Michael Healy, and Kamila Albert.


“More Than Replication: Online Pedagogy Informing Face-to-Face Writing Instruction.” In English Studies Online, edited by Susan Spangler and Will Banks. Collection under press review. Co-authored with Michael Neal and Amy Cicchino.


Review of Rhetorical Work in Emergency Medical Services: Communicating in the Unpredictable Workplace, by Elizabeth L. Angeli, Journal of Business and Technical Communication, forthcoming 2020.

“There You’ll Be.” The Peel Literature & Arts Review, 2011

Current Projects

"Writer Development Within and Outside the Composition Classroom: A Study of Concurrent Transfer." Dissertation 


"Graduate Teaching Assistants and Expectancy-Value: Influences on Development as Composition Teachers" Article in development for WPA: Writing Program Administration.

© 2019 by Katelyn Stark