Office: Bate 2110
William Banks is Director of the University Writing Program, which coordinates Writing Across the Curriculum/Writing Intensive courses for East Carolina University. Additionally, he directs the Tar River Writing Project, and teaches undergraduate and graduate courses in Rhetoric and Composition, children's literature, and women's and gender studies. Will spends summers leading a study abroad trip to London.
He is currently working on several book projects: 1) Queer Rhetorics explores the discursive work of gay, lesbian, bisexual, and trans* people and articulates a frame for understanding the rhetorical moves they use across media; 2) Re/Orienting Writing Studies: Queer Methods, Queer Projects (co-edited with Matt Cox and Caroline Dadas) explores the intersection of queer rhetorics and research methodologies and how this work can reshape inquiry practices in Writing Studies; and 3) Teaching LGBT Literature: Approaches, Contexts, Curricula (co-edited with John Pruitt) showcases different approaches for integrating LGBT literature throughout the undergraduate curriculum.
In his spare time, Will is working on his young adult novel Darkness Like a Dream and a children's picture book about his delightfully irrepressible dog Max.
B.A. Georgia Southern University
M.A. Georgia Southern University
Ph.D. Illinois State University
Theories of Rhetoric and Composition
Teaching of Writing
Histories of Rhetoric
Computers and Composition
National Writing Project
Children's and Adolescent Literatures
ENGL 8630: Advanced Cultural Rhetorics & WritingENGL 8615: Advanced Rhetorical Theory: QueerENGL 8601: Advanced Research Methods in Rhetoric & CompositionENGL 7666: Teaching English in the Two-Year CollegeENGL 7630: Cultural Rhetorics & WritingENGL 7601: Research Design in Rhetoric & CompositionENGL 6625: Teaching Composition, Theory and PracticeENGL 5000: Women's Studies Seminar: Gay and Lesbian DramaENGL 4950: Literature for Children
ENGL 4885: Digital WritingENGL 4540: Special Topics SeminarENGL 3890: Critical WritingENGL 3810: Advanced CompositionENGL 2730: Functional GrammarENGL 2201: Writing about the DisciplinesENGL 1100: Foundations of College Writing
Reclaiming Accountability: Using the Work of Re/Accreditation and Large-Scale Assessment to Improve Writing Instruction and Writing Programs. Eds. Wendy Sharer, Tracy Ann Morse, Michelle Eble, and William P. Banks. Logan: Utah State UP. 2016. “After Homonormativity: Hope for a (More) Queer Canon of Gay YA Literature” (with Jonathan Alexander). Beyond Borders: Queer Eros and Ethos (Ethics) in LGBTQ Young Adult Literature. Eds. Darla Linville and David Lee Carson. New York: Peter Lang. 2016.
“Queering Outcomes: Hacking the Source Code of the WPA Outcomes Statement for First-Year Composition.” WPA: Writing Program Administration 36.1 (Fall/Winter 2012): 204 – 208.
“UnCommon Connections: How Building a Grass-Roots Curriculum Helped Reframe Common Core State Standards for Teachers and Students in a High Need Public High School” (with Stephanie West-Puckett). The Next Digital Scholar: A Fresh Approach to the Common Core Standards in Research and Writing. Eds. Randall McClure and James Purdy. Medford, NJ: Information Today, Inc. 2014: 353 – 381.
“What Is the National Writing Project?” A Rhetoric for Writing Program Administrators. Rita Malenczyk, ed. Anderson, SC: Parlor Press. 2013.
“Experiencing Ourselves as Writers: An Exploration of How Faculty Writers Move from Dispositions to Identities” (with Kerri B. Flinchbaugh). Working with Faculty Writers. Anne Ellen Geller and Michelle Eodice, eds. Logan: Utah State UP. 2013.
“Digital Partnerships for Professional Development: Rethinking University-Public School Collaborations.” (with Theresa Van Sickle) Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models, Applications. Eds. Melody A. Bowdon and Russell G. Carpenter. Hershey, PA: IGI Global, 2011.
“Queer Eye for the Comp Program: Towards a Queer Critique of WPA Work.” (with Jonathan Alexander) The Writing Program Interrupted: Making Space for Critical Discourse. Eds. Donna G. Strickland and Jeanne Gunner. Portsmouth, NH: Boynton/Cook, 2009.
“Cruising the Texts: Negotiating Sexual Difference in First-Year Readers.” College Composition and Communication 61.2 (December 2009): 269 – 296. (Co-authored with Jonathan Alexander, Martha Marinara, and Samantha Blackmon).
“Written Through the Body: Disruptions and ‘Personal’ Writing.” College English 66 (September 2003): 21 – 40.
Graduate Concentration in Rhetoric & Composition
Tar River Writing Project