MICHAEL C. FLANIGAN. Professor, 1981-.
Ph.D., Northwestern University, 1969.
Professor Flanigan has published articles on rhetoric, composition, teaching composition,
and preparing teachers of
composition and language in NASSP Bulletin (1964), The Clearing House (1965),
English Journal (1966),
Association of Departments of English Bulletin (1972), Journal of General Psychology (1973),
Arizona English Bulletin (1974), College Composition and Communication (1974),
English Education
(1974), Indiana Writes (1976), Teaching and Learning (1978), Journal of Writing
Program Administrators
(1979), College English (1980), Theory Into Practice (1980), Teaching Writing (1981),
Journal of English Teaching
(1982), Sooner Magazine (Fall 1982, Spring 1982, Fall 1989), Journal of Advanced
Composition (1991). He
has also published articles in other journals and in various collections: Options for
Teaching Apprenticeship
Programs in Language and Literature (MLA, 1981), Literacy, Society and Schooling (Cambridge U.P. 1986),
Writers on Writing (1988); and has authored and edited five books for teachers at
various levels. He also wrote
and produced seventeen video tapes on teaching composition and coping with various issues that
arise in college
teaching: A Process-Centered Composition Program (9 tapes, 1976), Strategies in
College Teaching
(4 tapes, 1977), Critical Moments in College Teaching (4 tapes, 1977). He is presently
completing a four-year
(plus) study of undergraduate writing and its relationship to learning, and is interested in
how assessment can help
improve teaching and learning in the university. He teaches courses on
teaching college composition, on research
and theory in composition and rhetoric, and on creative writing--he has published some short
stories and humor.
He especially enjoys teaching cross-disciplinary courses with other faculty members,
and has team taught courses in
art and writing, women studies and writing, history and writing, literature and writing.
In most of his teaching he strives
to show how theory and research can inform and improve practice in the classroom.
CATHERINE HOBBS. Associate Professor. 1992-. Professor Hobbs works in rhetoric/cultural studies in the Composition/Rhetoric/Literacy
Program. She is also a member of the Women's Studies and Liberal Studies faculties. She
is the editor of Nineteenth-Century Women Learn to Write (Virginia, 1995). Her essays on
the history of rhetoric, language, and literacy have appeared in a special feminist issue
of Rhetoric Society Quarterly as well as in journals including Rhetorica and Historical
Reflections. She is completing a book on modernism and eighteenth-century theories of
language, rhetoric, and writing instruction and planning more historical work in literacy.
She teaches writing and women's studies at the undergraduate level and theory, history,
and methodology at the graduate level. She especially enjoys her work with the Neopolitan
professor of rhetoric Giambattista Vico and plans to teach a seminar on Vico and rhetoric
in the near future. She also likes making connections to cognitive science and technology
and information studies.
SUSAN KATES. Assistant Professor, 1995- Professor Kates has an article on Hallie Quinn Brown forthcoming in College English.
Her poems have appeared in The Ohio Journal, West Branch, and Wind. She is currently
writing an historical study of politicized rhetoric courses designed for African Americans,
women, and labor workers in late nineteenth and early twentieth century America. Professor
Kates teaches rhetorical theory and creative writing at the undergraduate level; and modern
rhetoric and composition theory at the graduate level. She believes that language philosophy
is a powerful vehicle for exploring how discourse functions in a wide variety of rhetorical
situations; consequently, she is committed to helping her students to analyze their own
writing and the writing of others through an extensive range of rhetorical theorists.
DAVID MAIR. Associate Professor, 1979-. Professor Mair has co-authored Strategies for Technical Communication (Little Brown, 1985)
and Writing and Reading Mental Health Records (Sage, 1992). He has published articles on
technical writing and scientific discourse in Journal of Advanced Composition and Journal
of Technical Writing and Communication. His work-in-progress includes an ethnographic study
of written communication by a mental health team and a study of how institutional practices
shape patient records. His teaching interests include research design, pedagogy, and
discourse theory. His pedagogy is informed by postmodern and collaborative theories.
KATHLEEN E. WELCH. Professor, 1982-.
mflanigan@ou.edu
Ph.D. Purdue University, 1989.
chobbs@ou.edu
Assistant Professor, Women's Studies Program.
Ph.D., Ohio State University, 1995.
skates@ou.edu
Director, First-Year Composition Program.
Ph.D., University of Utah, 1979.
dmair@ou.edu
Ph.D., University of Iowa, 1982.
Professor Welch is the author of The Contemporary Reception of Classical Rhetoric:
Appropriations of Ancient Discourse (Erlbaum, 1990). Her articles on classical rhetoric
and contemporary rhetoric and composition theory have appeared in Written Communication (1988),
Journal of Advanced Composition (1988), Browning Institute Studies (1988), College Composition
and Communication (1987), Rhetoric Society Quarterly (1987, 1986), and Rhetoric Review (1987),
and in various collections of essays. She is completing a book on Classical Rhetoric,
Orality, and a New Literacy, which deals with classical Greek rhetoric and composition theory
and their application to current theorizing about rhetoric and composition. Professor Welch
teaches writing and literacy at the undergraduate level; and classical rhetorical theory,
modern rhetoric and composition theory, current literacy studies, feminist theory, and
historicized rhetoric at the graduate level. Her teaching "centers on privileging the
production of student writing and then working through histories and theories of discourse
that enable students to write more powerfully in an expanded repertoire."
kwelch@ou.edu