Suellynn Duffey

Department Chair/ Associate Professor
Writing Program Administrator

434 Lucas Hall
314-516-5586
duffeys@umsl.edu

PhD, English & American Literature, Rhetoric & Composition Studies, The Ohio State University  
MA, English, The Ohio State University
BA, English, The Ohio State University

Suellynn Duffey teaches undergraduate writing courses as well as graduate courses in writing theory and pedagogy, women and literacy, writing and place, and related topics.  She administers the first- and junior-level writing programs at UMSL and has held similar administrative positions at The Ohio State University, Ohio University, the University of Wisconsin-Eau Claire, and Georgia Southern University. Some of her recent and forthcoming publications are 

• “Choreography:  Running Away, Moving Toward, Living In,” invited book chapter for Women’s Personal, Professional, and Intellectual Lives in Rhetoric and Composition, eds. Elizabeth Flynn and Tiffany Bourelle. (In submission.)

• "Student Silences in the Deep South: Hearing Unfamiliar Dialects." Silence and Listening as Rhetorical Arts. Ed. Cheryl Glenn and Krista Ratcliffe. Carbondale: SIU Press, 2011.

• "English Departments' Relationships to Community: An Experiment at the Heart of Disciplinary Identity.'' The Journal of Public Scholarship in Higher Education 1 (2011): 47-65. 

• "'Come Sit at the Table with Us': Traces of Racial History and Women's Agency in Place." Feminist Challenges or Feminist Rhetorics? Locations, Scholarship, Discourse. Ed. Kirsti Cole. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2014. 

She is currently working on a book focused on literacy in the heartland.  She has also published numerous articles on writing program administration, some of them written collaboratively. She has presided over national conferences and organizations (the Conference on Basic Writing), worked on large-scale writing assessment projects, and received several grants to fund research on and/or development of writing across the curriculum, de-tracking first-year writing students, and classroom technology.