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Kate Dobson
  • Associate Professor of English

Kate Dobson

Contact Prof. Dobson

Education

2002
Ph.D. in English, University of Maryland
1996
M.A. in English, University of Maryland
1989
B.S. in Mathematics and English, Vanderbilt University

Research Interests

  • Rhetorical theory: rhetoric & pop culture, legal & political rhetoric

  • Creative writing: nonfiction & memoir

  • Autobiography studies

  • Graphic novels

  • Narrative

Recent Courses

  • ENGL 2209: Creative Writing (Memoir)

  • ENGL 2226: Graphic Novels

  • ENGL 3309: Approaches to Everyday Discourse (Rhetoric)

  • ENGL 3308: Writing in Law & Policy

Selected Publications

  • Jenny Spinner, Kate Dobson, and Lynn Z. Bloom. (Spring 2016). Creating Nonfiction Writers, Writing on the Edge.

  • Kathryn E. Dobson. (2011). Assessing General Education: McDaniel Students as Writers.

  • Deborah M. Shelton & Kathryn E. Dobson, Eds. (2011). FDCA Statutory Supplement 2010, 2nd Edition. Washington, DC: Food and Drug Law Institute.

  • Deborah M. Shelton & Kathryn E. Dobson, Eds. (2011). FDCA Statutory Supplement 2011, Integrating the Food Safety Modernization Act. Washington DC: Food and Drug Law Institute.

  • Kate Dobson. (2009). The Rhetoric of Comics. The Responsibilities of Rhetoric. Eds. Michelle Smith and Barbara Warnick. Waveland Press.

Clubs and community involvement

  • Advisor, Contrast Literary Magazine

  • Advisor, Gender & Sexuality Alliance

  • Advisor, Pre-Law

Awards and Honors

  • Multicultural Student Association Advisor of the Year (2017)

  • Phenomenal Woman Award

  • University of Maryland Carl Bode Prize, Best Dissertation in American Literature (2002)

Kate Dobson

Contact Prof. Dobson

"It isn't enough that a professor sets the bar high. That's the easy part! The hard part is equipping students with the tools and the courage to leap over it. So when students describe me as "tough but fair," I think that's quite an endorsement. I believe human beings want to become our best selves. We have a secret desire to be challenged in ways we find meaningful, within contexts where we feel supported. We *know* we have more inside of us, and we sometimes feel like we don't know how to access it. I construct classes and grading systems that get students to take creative and intellectual risks, and I strive always to reflect my deep respect for their courage and their effort. As one recent grad put it: "Your classes were tough while I was in them, but I learned things to apply to life rather than just to pass the class. Your teaching has helped me actually learn the material. Thank you for working so closely with us and for going out of your way to help everyone individually!"