Elizabeth I. Williams 117 W. North Street Normal IL 61761 eiwilli@ilstu.

.edu EDUCATION PhD in English Studies, expected graduation date Illinois State %ni&ersit!, Normal IL 'oncentration( 'hildren)s Literature a! "#1$

Master o Arts in English, a! "#1# *ansas State %ni&ersit!, anhattan *S 'oncentration( 'hildren)s Literature +hesis( Spea,ing -rom the .utter( Space, Silence and Sexualit! in /lison 0echdel)s -un 1ome !a"helor o Arts, 1222 %ni&ersit! o3 4,lahoma, Norman 4* a5or( 6nglish #E$$OWS%IPS & AWA'DS -acult! /ppreciation /ward, 7ed +assel 'hapter o3 ortar 0oard, Illinois State %ni&ersit!, "#1" .raduate +eaching /ssistantship, Illinois State %ni&ersit!, "#1#8present +he Longman96xpositor! Writing :rogram 6xemplar /ward, *ansas State %ni&ersit!, "#1# .raduate +eaching /ward in 'omposition97hetoric, *ansas State %ni&ersit!, "#1# .raduate +eaching /ssistantship, *ansas State %ni&ersit!, "##;8"#1# <o 1arrient 1o3sess :op,ins /ward, *ansas State %ni&ersit!, "##;8"#1# -inalist 3or the <erome <ohanning emorial +eaching /ward, *ansas State %ni&ersit!, "##2 .oldia =. 'oo,se! emorial /ward 3or superior critical essa!s, %ni&ersit! o3 4,lahoma, 1222

ACADEMIC POSITIONS (raduate Tea"hing Assistant) Illinois State Uni*ersit+) Normal I$) #all ,-.-/0resent -all "#11, Spring "#1", -all "#1>, Spring "#1? -oundations in Literature 3or 'hildren( In this course, students hone critical thin,ing s,ills, impro&e close reading s,ills, de&elop anal!tical writing a@ilities, and expand ,nowledge o3 di33erent genres in children)s literature Apicture@oo,s, 3ol, tales, no&els, poetr!, and critical theor!B. I as, students to examine a &ariet! o3 texts not onl! to increase awareness o3 the depth and @readth o3 children)s literature @ut also to deepen understanding o3 di&erse cultures and appreciation 3or &aried &iewpoints. Summer "#1> +exts and 'ontexts( Literar! StudiesAonlineB

In adolescence, one of the primary concerns (both of adults and of adolescents themselves) is identity formation and maintenance. Because of this characteristic of adolescence itself, adolescent literature tends to emphasize issues of identity. In this course, I ask students to explore identity as it is presented in both books and movies. We explore questions of control, influence, gender, race, socioeconomic status, and self-determination. As we move through the material we also be consider the role of modality in communicating ideas about identity and the role of texts in both constructing and maintaining identities. Since this course is an online course, we also pay particular attention to the ways in which we construct our own online identities. -all "#1", Spring "#1> +exts and 'ontexts( Literar! Studies( In children)s and !oung adult literature we o3ten categoriCe texts as either didactic or delight3ul, entertaining or instructional. 1owe&er, loo,ing at these texts within a &ariet! o3 rhetorical contexts helps us @etter understand social and cultural @elie3s 3rom a &ariet! o3 time periods in a &ariet! o3 genres while identi3!ing the wa!s in which those @elie3s are communicated to !oung people. I designed this writing8intensi&e course 3or students to examine possi@le rhetorical positioning o3 texts intended 3or !oung people and determine( 1ow are children)s texts wor,ing rhetoricall!D 1ow do we identi3! the instructional &alue o3 textsD 1ow do we respond to a &ariet! o3 di33erent t!pes o3 rhetoric in literatureD 1ow does a text)s categoriCation as 3iction or non83iction a33ect how we understand the instructional &alueD =oes discussion and rhetorical anal!sis o3 the text help us @ecome @etter at close reading, and cultural understandingD Students read a num@er o3 texts intended 3or !oung people as well as a &ariet! o3 texts meant to enhance understanding o3 rhetoric and rhetorical contests. Summer "#1" -oundations in Literature 3or 'hildren( In this h!@rid course, I as, students to interact @oth in person and online in order to hone critical thin,ing s,ills, impro&e close reading s,ills, de&elop anal!tical writing a@ilities, and expand ,nowledge o3 di33erent genres in children)s literature Apicture@oo,s, 3ol, tales, no&els, poetr!, and critical theor!B. I reEuire students to examine a &ariet! o3 texts not onl! to increase awareness o3 the depth and @readth o3 children)s literature @ut also to deepen understanding o3 di&erse cultures and appreciation 3or &aried &iewpoints. /lthough similar in man! wa!s to the classroom &ersion o3 the course, this course was designed speci3icall! to ser&e a population o3 students who are completing a distance degree through the F.row Gour 4wnH grant in cooperation with Illinois State %ni&ersit!. -all "#1#, Spring "#11 'omposition as 'ritical InEuir!( /s an introduction to writing as critical inEuir! I include wor,ing through a genre studies model o3 writing wherein students practice s,ills o3 researching, assessing, and creating genres. I model the process o3 creating texts o3 all ,inds and 3acilitate students) learning through discussions, &isual mapping, and acti&ities. Writing Program Assistant) Illinois State Uni*ersit+) Normal I$ #all ,-../0resent -all "#11, Spring "#1", -all "#1", Spring "#1>, -all "#1>, Spring "#1? 'oordinator 3or 6nglish 1#1( In this position, I wor, with all instructors teaching the 1#1 course. I pro&ide training, mentoring, and materials 3or @oth graduate students and 3acult! teaching this course. I wor, with teachers in indi&idual meetings and small group wor,shops. I o@ser&e all new instructors and o33er @oth a detailed record o3 the class I o@ser&ed and 3eed@ac, to 3acilitate the instructor)s classroom

goals. /dditionall!, I plan and 3acilitate orientation 3or new instructors in the -all as well as planning and 3acilitating a Spring continuing education e&ent. In this position, I wor, closel! with the Writing :rogram /dministrator and am a mem@er o3 the Writing :rogram Leadership +eam. +he team wor,s to shape the scope, policies, and direction o3 3oundational writing courses. Term Instru"tor) 1ansas State Uni*ersit+) Manhattan 1S) Summer ,-.. Summer "#11 Literature 3or 'hildren AonlineB( I designed thhis online section o3, Literature 3or 'hildren, speci3icall! 3or students completing a degree or 3ul3illing certi3ication reEuirements online. In this course, I as, students to hone critical thin,ing s,ills, impro&e close reading s,ills, de&elop anal!tical writing a@ilities, and expand ,nowledge o3 di33erent genres in children)s literature Apicture@oo,s, 3ol, tales, no&els, poetr!, and critical theor!B. I as, students to examine a &ariet! o3 texts not onl! to increase awareness o3 the depth and @readth o3 children)s literature @ut also to deepen understanding o3 di&erse cultures and appreciation 3or &aried &iewpoints. I 3acilitate @oth li&e and message @oard t!pe discussions o3 children)s literature. (raduate Tea"hing Assistant) 1ansas State Uni*ersit+) Manhattan 1S) #all ,--2/S0ring ,-.-all "##;, Spring "##2, Summer "##2 6xpositor! Writing I( /s an introduction to expressi&e and in3ormati&e writing I include 3reEuent discussions, wor,shops, and con3erences. :articularl!, I o33er a student8centered classroom with extensi&e practice in the process o3 writing( getting ideas, dra3ting, anal!Cing dra3ts, re&ising, and editing. I ha&e 3ull responsi@ilities 3or course preparation, classroom instruction, and assessment. Spring "##2 6xpositor! Writing II( . /s with 6xpositor! Writing I, I use discussions, wor,shops, and con3erences, to emphasiCe the writing process. 6xpositor! Writing II is an introduction to persuasi&e writing, in which I as, students to consider the needs o3 their audience in order to ma,e their arguments more e33ecti&e. I emphasiCe that when 3ocusing on their readers, students need to ma,e decisions a@out what e&idence to choose, what organiCational patterns to emplo!, and what tone and st!le to use. Importantl!, I structure the course to enhance their a@ilit! to imagine the needs and &alues o3 their readers and to understand the reasons 3or wh! the! might hold di33ering &iewpoints. -all "##2 6xpositor! Writing 3or International Students( /s in other 6xpositor! I classrooms, I introduce students to expressi&e and in3ormati&e writing. I use 3reEuent discussions, wor,shops, and con3erences to guide students . I o33er extensi&e practice in the process o3 writing( getting ideas, dra3ting, anal!Cing dra3ts, re&ising, and editing. +his section is reser&ed 3or non8nati&e 6nglish spea,ers. /lthough the course reEuirements and expectations are the same as other sections, 3or this section, I redesigned the curriculum to minimiCe culturall! speci3ic content and 3ocus on the writing s,ills necessar! 3or composition in 6nglish. Writing Center Consultant) 1ansas State Uni*ersit+) Manhattan 1S) #all ,--34S0ring ,-.I wor, indi&iduall! with students on all stages o3 the writing process. I speci3icall! engage students in their own writing and help them thin, criticall! a@out getting ideas, dra3ting and re&ising. Since the

sessions are indi&idual, I am a@le to wor, colla@orati&el! with students to impro&e their writing and hone their writing process. SE'5ICE 4m@udsman, =epartment o3 6nglish, -all "#1"8present New =irections .raduate Student 'on3erence, 'ommittee em@er, "#1#8"#11 'hildren)s Literature +rac, 'ommittee, .raduate Student Liason, -all "##28Spring "#1# Student /ssociation -or .raduates in 6nglish, *ansas State %ni&ersit!, Secretar! "##28"#1# Student /ssociation -or .raduates in 6nglish, *ansas State %ni&ersit!, em@er "##;8"##2 'hildren)s and /dolescent Literature 'ommunit!, *ansas State %ni&ersit!, em@er "##;8"#1# 7ecreating 4C 'on3erence, *ansas State %ni&ersit!, 6&ent Sta33 "##2 NON/ACADEMIC POSITIONS Store Manager) (a0 1ids) O6lahoma Cit+ O1 7une) ,--,/August) ,--2 I ensured that sales goals were met through product education and exceptional customer ser&ice. I recruited, hired, trained, counseled, and moti&ated store sta33. I maintained control o3 expenses @! managing pa!roll, in&entories, supplies and per3ormed all administrati&e 3unctions. I was responsi@le 3or o&erseeing all operations and sta33 within the store. Ser&ing the district as communit! ser&ice liaison, I coordinated the communit! ser&ice e33orts o3 nine stores and approximatel! ;## emplo!ees. /s the Sta33wor,s expert, human resources coordinator9trainer, and register specialist, I 3acilitated classroom and indi&idual training sessions 3or @oth new and seasoned emplo!ees. Asso"iate Store Manager) (a0 ) O6lahoma Cit+ O1) Mar"h) ,---/7une ,--, I was responsi@le 3or o&erseeing dail! operations o3 the store as well as inter&iewing, hiring and training sales associates. I created schedules to ensure that pa!roll goals were met. I merchandised store to maximiCe sales opportunities and communicated with all le&els o3 management.

P'O#ESSIONA$ DE5E$OPMENT Participant, Future Professors Development Series Normal, IL Fall 2013 Spring 2014 Presenter, Words Worth Symposium Normal, IL February 2014 Presented: "More than Child's Play: Children's Literature and Interdisciplinarity Presenter, New Directions Symposium Normal, IL March 2013 Presented: 'oming %ndone( 6xamining 7hetorical Iiolence and Iiolent 7hetoric in Goung /dult -ictionH Presenter) 'hildren)s Literature /ssociation

0oston, / <une "#1" :resented( Didactic Tactics: Rhetorical Alternatives to Criticism of the Contemporary Adolescent Problem Novel Presenter) Illinois State %ni&ersit! Writing :rogram, :ro3essional =e&elopment Series Normal, IL, arch "#1" :resented( F1ow to +each 7esearch Without. . .ummm. . .+eaching 7esearchH Presenter) 'hildren)s Literature /ssociation 7oano,e, I/, <une "#11 :resented( F0a@!mouse( .ender 0ender, 0inar! 0rea,erH Presenter) Southwest +exas :opular 'ulture /ssociation /l@uEuerEue, N , -e@ruar! "#1# :resented( FSocial Structures( +he 6nduring :atriarchies +hat 4ppress Independence and /genc! in +he Adoration of Jenna FoxH Presenter, Southwest +exas :opular 'ulture /ssociation /l@uEuerEue, N , -e@ruar! "##2 :resented( F-or the +empest8+ossed( :ast, :resent, and to 'omeH +rauma +herap! in .regor! What-the-Dickens: The Story of a Rogue Tooth-FairyH Presenter, idwest Writing 'enters /ssociation 7apid 'it!, S=, 4cto@er "##2 :resented( Writing 'enters in 1ard -inancial +imes( 1ow =o We .rowD All+, *ansas State %ni&ersit! Sa3e Jone :rogram *ansas State %ni&ersit!, anhattan, *S -all "##2 /ttended training and pro&ide a Ksa3e ConeK where indi&iduals a33ected @! homopho@ia, hate3ul acts, L sexual &iolence can sa3el! go 3or support and assistance. PU!$ICATIONS F=on)t 0e Muiet( +al, as a +ool 3or Impro&ed WritingH Grassroots Writing Research Journal. ".1 A-all "#11B ?28$6. P'O#ESSIONA$ ASSOCIATIONS 'hildren)s Literature /ssociation, "##28present idwest Writing 'enters /ssociation, "##28"#1# Southwest +exas :opular 'ulture /ssociation, "##28"#11

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