Kevin Roozen is an Associate Professor of Rhetoric and Composition at Auburn University, where he teaches first-year composition as well as a range of undergraduate and graduate courses in rhetorical theory and practice, composition theory, literacy studies, and writing as social practice.
As a teacher, Kevin has enjoyed a number of opportunities to work with different populations of learners (high school students, “at risk” undergraduates, senior English education majors, and new graduate teaching assistants) in a number of institutional contexts (high school, community colleges, a private liberal arts college, and two different large universities) and in a variety of capacities (as a teaching assistant, an instructor, a full-time secondary education teacher, and now as an associate professor at Auburn).
As a researcher, Kevin’s longitudinal ethnographic studies of literate activity focus on the interplay between writing for multiple contexts and the implications those linkages and disconnects have for the extended development of literate persons and practices. His work has appeared in College Composition and Communication, the Journal of Basic Writing, Text and Talk: An Interdisciplinary Journal of Language, Discourse and Communication Studies, Kairos: A Journal of Rhetoric, Technology, and Pedagogy, Written Communication, and in chapters for a number of edited collections. Kevin’s most recent work, a co-authored article with Elizabeth Wardle titled “Addressing the Complexity of Writing Development: Toward an Ecological Model of Assessment,‘” is forthcoming in Assessing Writing.
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