Associate ProfessorEmail: karen.kopelson @ louisville.edu
Office Hours: Fall Term: T 3:00 - 4:00; Th 5:30 - 6:30;
and by appointment
Honors & Awards
James L. Kinneavy Award (2005)
Richard Braddock Award (2004)
Co-edited with Bruce Horner. Reworking English in Rhetoric and Composition: Global Interrogations, Local Interventions. Forthcoming SIUP.
“Queering the Writing Program: Why Now? How? And Other Contentious Questions.” WPA: Writing Program Administration 37.1 (2013): 199-213.
“Risky Appeals: Recruiting to the Environmental Breast Cancer Movement in the Age of ‘Pink Fatigue.’”Rhetoric Society Quarterly 43.2 (2013): 107-33.
“Writing Patients’ Wrongs: The Rhetoric and Reality of Information Age Medicine.” JAC 29.1-2 (2009):353-404.
“Back at the Bar of Utility: Theory and/as Practice in Composition Studies (Reprise).” JAC 28.3-4 (2008): 587-608.
“Sloganeering Our Way to Serenity: AA and the Language(s) of America.” JAC 27.3-4 (2007): 591-636.
“Sp(l)itting Images; Or, Back to the Future of (Rhetoric and?) Composition.” College Composition and Communication 59.4 (2008): 750-80.
“Radical Indulgence: Excess, Addiction, and Female Desire.” Postmodern Culture 17.1 (September 2006).
“Tripping Over Our Tropes: Of ‘Passing’ and Postmodern Subjectivity—What’s in a Metaphor?” JAC 25.3 (2005): 435-67. (2005 James L. Kinneavy Award recipient)
“Rhetoric on the Edge of Cunning; Or, the Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance.” College Composition and Communication 55.1 (September 2003): 115-46. (2004 Braddock Award recipient)
“(Dis)Integrating the Gay/Queer Binary: ‘Reconstructed Identity Politics’ for a Performative Pedagogy.” College English 65.1 (September 2002, Special Issue, Gay/Lesbian Studies: Queer Pedagogies. Guest Editor, William J. Spurlin): 17-35.
“Afterword: On the Politics of Not Paying Attention (and the Resistance of Resistance).” Reworking English in Rhetoric and Composition: Global Interrogations, Local InterventionsEd. Bruce Horner and Karen Kopelson. Forthcoming SIUP.
“Of Ambiguity and Erasure: The Perils of Performative Pedagogy.” Relations, Locations, and Positions: Composition Theory for Writing Teachers. Ed. Peter Vandenberg, Jennifer Clary-Lemon, and Sue Hum. Urbana, IL: NCTE, 2006. 563-71.
Review of David L. Wallace and Helen Rothschild Ewald’s Mutuality in the Rhetoric and Composition Classroom. Composition Studies 29.2 (Fall 2001): 133-39.