Patrick W. Berry
Assistant Professor, Writing and Rhetoric, Director of TA Education
Education Research and Scholarship
Patrick’s research on literacy narratives, digital media and production, and community outreach includes work published in Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2007), the coauthored chapters of Ubiquitous Learning (2009) and Technological Ecologies & Sustainability (2009); articles in Pedagogy (2014) and English Education (2014); ; and the born-digital Transnational Literate Lives in Digital Times (2012, with Gail E. Hawisher and Cynthia L. Selfe), which received the 2013 CCCC Research Impact Award and the Advancement of Knowledge Award.
His recent book project, Doing Time, Writing Lives: Refiguring Literacy and Mass Incarceration, offers a much-needed analysis of the teaching of college writing in U.S. prisons, a racialized space that—despite housing more than 2.2 million people—remains nearly invisible to the general public. Against the backdrop of repeated efforts to reduce funding for higher education in prison, this book investigates the investments incarcerated students and their teachers make in the power of literacy to rectify inequality and improve such students’ social and economic standing. It chronicles how incarcerated students attempt to write themselves back into a society that has erased their lived histories, highlighting the affective connections that form between teachers and students within carceral spaces and tracing the power ascribed to the written word. In doing this, the book challenges polarizing rhetoric often used to describe what literacy can and cannot deliver, suggesting more nuanced and ethical ways of understanding literacy and possibility in an age of mass incarceration.
Doing Time, Writing Lives: Literacy and Higher Education in Prison. Carbondale: Southern Illinois University Press, forthcoming 2016.
“CCDP as a Case Study for Digital Publishing Efforts,” with Cynthia L. Selfe, Gail E. Hawisher, Tim Lockridge, and Melanie Yergeau. Sweetland Digital Writing Collective. Invited, 2016.
Provocations: Reconstructing the Archive featuring Jody Shipka, Alexandra Hidalgo, Erin R. Anderson, and Trisha N. Campbell. Ed. Patrick W. Berry, Gail E. Hawisher, and Cynthia L. Selfe. Logan, UT: Computers and Composition Digital P/Utah State UP, 2016.
“(Re)voicing Teaching and Learning in Paseo Boricua,” with Alexandra Cavallaro, Elaine Vázquez, Carlos R. DeJesús, and Naomi García. Youth Community Inquiry: New Media for Community and Personal Growth. Ed. Bertram C. Bruce, Ann Peterson Bishop, and Nama R. Budhathoki. New York: Peter Lang, 2014. 95-105.
“Sustaining Narratives of Hope: Literacy, Multimodality, and the Dr. Pedro Albizu Campos High School,” with Alexandra Cavallaro, Elaine Vázquez, Carlos R. DeJesús, and Naomi García. English Education 46.4 (2014): 279-99.
“Doing Time with Literacy Narratives.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 14.1 (2014): 137-60.
“Transnational Literate Lives: An Emerging Research Methodology for a Globalized World,” with Cynthia L. Selfe, Gail E. Hawisher, Shafinaz Ahmed, Vanessa Rouillon, Gorjana Kisa, and Mirza Nurdic. Practicing Research in Writing Studies: Reflexive and Ethically Responsible Research. Ed. Katrina Powell and Pamela Takayoshi. New York: Hampton Press, 2012. 385-408.
Transnational Literate Lives in Digital Times, with Gail E. Hawisher and Cynthia L. Selfe. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2012.
“Moving Images of Literacy in a Transnational World,” with Gail E. Hawisher, Hannah Kyung Lee, Cynthia L. Selfe, and Synne Skjulstad. Computers and Composition Online. Fall 2010.
“Sustaining Scholarly Efforts: Balancing Tradition and Change,” with Cynthia L. Selfe and Gail E. Hawisher. Technological Ecologies and Sustainability. Ed. Dànielle N. DeVoss, Heidi A. McKee, and Richard Selfe. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2009.
“Ubiquitous Writing and Learning: Digital Media as Tools for Reflection and Research on Literate Activity,” with Gail E. Hawisher, Paul Prior, Amber Buck, Steven E. Gump, Cory Holding, Hannah Lee, Christa Olson, and Janine Solberg. Ubiquitous Learning. Ed. Bill Cope and Mary Kalantzis. Urbana: University of Illinois Press, 2009. 254-64.
“Critical Remediation: Locating Eliza.” Kairos: Rhetoric, Technology, and Pedagogy 11 (2007): http://kairos.technorhetoric.net/11.3/index.html.
“Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity,” with Paul Prior, Janine Solberg, Hannah Bellwoar, Bill Chewning, Karen Lunsford, Liz Rohan, Kevin Roozen, Mary Sheridan-Rabideau, Jody Shipka, Derek Van Ittersum, and Joyce Walker. Kairos: Rhetoric, Technology, and Pedagogy 11 (2007): http://kairos.technorhetoric.net/11.3/index.html.
In 2014, Patrick received the Composition and Cultural Rhetoric Faculty Mentorship Award, and in 2016, he received the Meredith Teaching Recognition Award at Syracuse University.
Below are some of the graduate and undergraduate courses he has taught at Syracuse University:
CCR 632: Composition Pedagogy (for English TAs), Fall 2015, Fall 2016
CCR 611: Composition Histories and Theories, Fall 2011
CCR 611: Composition Histories, Theories, and Networks, Spring 2016
CCR 632: Composition On and Off the Page, Fall 2013
CCR 732: Literate Lives, Digital Times, Spring 2013
WRT 105: Practices of Academic Writing, Fall 2015
WRT 114: Writing Culture, Creative Nonfiction, Fall 2016
WRT 205:Critical Research and Inquiry, Spring 2012
WRT 302: Digital Writing, "Digitally Composed," Fall 2012
WRT 307: Professional WRiting, Fall 2012
WRT 340: Advanced Editing Studio, Intertext, Spring 2012-Present
WRT 400: Rhetorical Listening and Composition, Fall 2013
WRT 400: Writing with Videoa and Across Media, Fall 2011
WRT 413: Rhetoric and Ethics, Fall 2014