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 two scholarly books: Queer Literacies explores the rhetorical and discursive work of gay, lesbian, bisexual, and transgender identities as a series of literate practices; Rhetorical Methodologies is a co-authored text which aims to update discussions of methods and methodologies in the discipline of Rhetoric and Composition.
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
Primary Areas of Research/Teaching
Theories of Rhetoric and Composition
Teaching of Writing
Histories of Rhetoric
Computers and Composition
National Writing Project
Children's and Adolescent Literatures
8630: Advanced Cultural Rhetorics & Writing
8601: Advanced Research Methods in Rhetoric & Composition
7666: Teaching English in the Two-Year College
7630: Cultural Rhetorics & Writing
7601: Research Design in Rhetoric & Composition
6625: Teaching Composition, Theory and Practice
5000: Women's Studies Seminar: Gay and Lesbian Drama
4950: Literature for Children
4885: Digital Writing
4540: Special Topics Seminar
3890: Critical Writing
3810: Advanced Composition
2730: Functional Grammar
“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.
“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.
“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
First-Year Writing Studio
Tar River Writing Project