I have a wide range of teaching experience from multiple institutions and disciplines. These experiences range from freshmen composition to upper-level writing courses in English and Business and Graduate Teaching Assistant Preparation. I have taught at both a comprehensive university and an R1 institution. 


My pedagogy is directly informed by my research specialty area of writing transfer knowledge. I ground my courses through major concepts, and my students regularly practice reflection writing. My students gain knowledge and experience in my classroom that directly relates and informs their lives across the curriculum and outside of school.

Courses Taught

Writing and Editing in

Print and Online


This upper-level writing and editing course draws students from various disciplines. Students learn about and create professional genres and remixes, and students work with community-based organizations to achieve rhetorical goals through composing. We learn about how to understand social practices of cultural and professional discourse communities and how those practices influence what and how we write.

Business Communications


This is a required upper-level writing course for all students in the FSU College of Business. I brought in genre studies and rhetoric to teach students how to decipher and compose in a variety of business and professional genres. Students took on professional roles and learned strategic communicative practices from in-house, b2b, and b2c. I also worked with the chair of the Business Department to brainstorm curricular designs for social media and marketing courses. ​



In this rhetorical survey course, I bring in more-current feminist scholarship to re-frame the Western rhetorical tradition. Students learn about rhetoric as it has developed into an epistemic practice.

Students write two critical reflection essays, create a Key Term Map, and develop a Theory of Rhetoric.

Graduate Teacher

Assistant Preparation


As one of two assistant directors of the College Composition Program, I co-taught the intensive six-week pedagogy course to incoming Graduate Teaching Assistants in English in the summer of 2018 and 2019. This course immerses students in foundational and current composition pedagogy and theory.

In addition to co-teaching this graduate seminar, I also mentored graduate students as they developed as instructors. 

Online Writing Instruction


After taking a graduate seminar on Online Writing Instruction, I taught an online writing course during the summer of 2019. The development of this course was informed by my coursework in Online Writing Instruction and my forthcoming publication in English Studies Online (Parlor Press, 2021).


My online pedagogy and experience has also informed my remote instruction after COVID-19.​ I teach using both asynchronous and synchronous modalities: this dual approach decreases Zoom fatigue, encourages engagement, and allows for cognitive processing.

First-Year Composition

I and II





Florida State offers two courses in an FYC sequence. Using curricula that emphasize key terms and reflection, students develop their knowledge of writing while working on either advocacy-based projects in Comp 1 or research-based projects in Comp 2. 

At Appalachian State, I taught both first-year and sophomore composition as part of the Vertical Writing Curriculum. The first course in the series emphasized expository writing and the second course was an introduction to Writing across the Curriculum.​

"Ms. Stark is one of the best professors I've had in my four years here, she set clear goals for the class and was transparent about what was expected from us. She really did care about if we mastered the subject because she was interested in our development as young adults and wanted to teach us what would be expected from us once we graduate and begin our careers. Overall, excellent professor and excellent teaching style."

"[Ms.] Stark gave each student a ton of options on different types of assignments we could complete, so anyone could explore and exemplify what they were most interested in. She is a kind and understanding instructor that emphasizes one-on-one instruction, personal growth, and professionalism skills that will definitely help me outside of the classroom. She is fantastic at engaging and motivating students."

"This course was very helpful for my post graduate life, and Katelyn Stark is the best instructor I have had during my time at this school. She is knowledgeable and holds high expectations for her students, while also remaining completely understanding, collaborative, caring, and approachable. I felt comfortable approaching Ms. Stark and meeting with her during office hours, and feel that my collegiate experience has been enhanced by being her student."

Teaching Philosophy

A close friend of mine once told me to “go be great so you can inspire others to be great.” My proudest moments as a teacher are when students make contact semesters or even years after finishing my course—the emails that start with “You might not remember me but….” Students reach out to tell me of their accomplishments: their law school acceptance, their first job offer, their publication. Something I did in my classroom stuck with these students; they wanted to share with me their greatness. Being a teacher is not just about fulfilling my own dream; it’s being a notch on students’ paths. My teaching is not about the fifteen weeks I spend with students—my teaching is about the lives students will live as writers beyond my classroom.


I see the teaching of writing as meeting students where they are and preparing them for where they are going.


I have spent my career making connections across contexts, from where my writing career began as a media content creator at an electronics company to my first New York City publishing job as an intern at a literary agency. I realize that my students will soon enter similar spaces—whether it’s a job in professional writing, communications, law, or even physics. Students will not be writing students forever; they will be writers.


In all of my classes, I ask students to look at the world around them.

They are not immune to their cultural contexts outside of academia, and connecting their understanding of writing to their communities is essential for their development as writers. In my first-year composition courses, we learn about writing by understanding key rhetorical concepts and analyzing social justice texts. In my rhetoric courses, we begin learning about the rhetorical tradition by first reading Jacqueline Royster’s “Disciplinary Landscaping; or, Contemporary Challenges in the History of Rhetoric.” We learn about how language has shaped our beliefs, knowledge, and privileges. We learn about who can speak and who is silenced. In my writing in the major courses, we learn about how rhetorical messages circulate across media. We learn about how to understand social practices of discourse communities and how those practices influence what and how we write. The work we do in my classroom becomes tangible knowledge for students’ professional and personal lives.


Working alongside college students has been a great joy because they continue to inspire me.

I recently told my advanced composition students that I don’t have the answer to their first project. I assigned students to develop a Theory of Rhetorical Media in which they critically draw upon theory to explain how they see rhetoric functioning in their culture. One of the reasons why I am so excited to read their projects is because I value their own thoughts and viewpoints. I genuinely want to know how they see rhetoric influencing ideologies. I am curious about their experiences with culture, rhetoric, and language. Instructors who stay curious about their students’ ideas are instructors who will encourage students to develop as independent thinkers.


In this way, I give students the tools to develop their knowledge—and with these tools, they can continue to learn even after I have finished instructing.


I am a humble and enthusiastic teacher. I know my class is just one step on students’ journeys, but I consider it an important one.