Robert Brooke

John E. Weaver Professor of English's Profile Image
John E. Weaver Professor of English rbrooke1@unl.edu (402) 472-1807 210 Andrews Hall
Education
Gonzaga, BA
Minnesota, MA
Minnesota, PhD
Areas of Specialty
Composition and Rhetoric
Critical Theory
English Education
Rural Education
Creative Nonfiction
Awards and Honors

2007: College of Arts and Sciences Distinguished Teaching Award
2004: NCTE/SLATE Affiliate Intellectual Freedom Award
2004: Jane Geske Award for Exceptional Contribution to Literacy in Nebraska (for Nebraska Writing Project)
1999: Nebraska Reading Association Literacy Educator Award
1996: College of Arts and Sciences Distinguished Teaching Award
1995: Certificate of Recognition for Contribution to Students, University of Nebraska-Lincoln Parents Association
1988: Richard Braddock Award for the Best Article on Writing Theory and Pedagogy in College Composition and Communication.

Awards for Studies in Writing and Rhetoric volumes under Brooke's editorship 1997-2007

2006: Modern Language Association Mina Shaugnessy Award (Archives of Instruction)
2006: Conference on College Composition and Communication Book Award (Minor Revisions)
2005: W. Ross Winterrowd Book Award (Revisionary Rhetoric)
2005: Conference on College Composition and Communication Book Award (Embodied Literacies)
2004: Computers and Writing Book Award/National Council of the Teachers of English Award in Technical and Scientific Writing (Multiliteracies for a Digital Age)
1999: Ohio Literacy Book Award (The Young Composers)
Selected Publications
Complete record includes 4 books, over 50 articles, 21 edited books in Studies in Writing and Rhetoric series

Place-Conscious Education: Writing Education for Community Involvement. Teachers College Press, 2003.
Small Groups in Writing Workshops: Invitations to a Writer's Life. NCTE, 1994.
Writing and a Sense of Self. NCTE, 1991.
"Underlife and Writing Instruction," College Composition and Communication, 1988. Braddock Award.

Personal Teaching Statement

As a teacher, my favorite activity is to help writers discover the significance of their personal projects and develop appropriate means for conveying that significance. This is true whether I am working with undergraduate writers, doctoral candidates or professional colleagues writing for publication, or beginning graduate students writing to locate their place in the disciplines of English.

In addition to my teaching duties, I serve as Director of the Nebraska Writing Project, which is Nebraska's site for the National Writing Project. Each year, Nebraska Writing Project runs one-to-five Institutes for teachers kindergarten-through-college, sponsors a state conference and several teacher research projects, and cooperates with the State Department of Education and the Nebraska Center for Rural Affairs.

Currently, my research efforts are in rural education and community development, though as a senior member of the UNL composition and rhetoric faculty I have been involved in and share our collective interests in participant-observation research, identity theory, rhetorical theory, and teacher education.