My research is driven by questions about power, authority, access/ability, and rhetorical framing and how they function in writing classrooms and writing centers in particular and institutions of higher education more broadly. Much of my work is interdisciplinary, drawing on and building on work from disability studies, writing studies, rhetoric, nursing, feminism, conflict studies, diversity studies, and other areas. Ultimately, I hope my work disrupts naturalized hierarchies and institutionalized racism/patriarchy/ableism.

To achieve these goals, I use methodologies that assume researchers bring subjectivity into their work, that research subjects are themselves experts, and that research should be reciprocal, benefiting both researcher and research subjects. The methodologies I most heavily rely on are grounded theory, ethnography, and institutional ethnography. I come to all my work as a feminist.

Here are some of the specific questions that drive my research:

• inclusivity: How do current teaching, scholarly, and academic publication practices maintain and/or resist naturalized hierarchies and institutionalized racism/patriarchy/ableism?
• academic rhetorics: How do instructor-created documents, such as syllabi, assignments, and handouts, construct academic integrity and citation practice for students? How do these documents construct academic values for students? How do these documents resist, reflect, and create pedagogical change? How do instructor comments on student writing construct academic values for students?
• writing centers: How can writing centers be sites of resistance to neo-liberalism? How can writing centers push back against rhetorics of (dis)ability, neurodiversity, hierarchies, patriarchy, and white supremacy? How can writing centers be brave/r spaces for difference?
• source citation: What do source citations do, rhetorically, interactionally, and epistemically? How do source citation practices direct attention toward and/or away from particular authors? What might a feminist citation pedagogy look like?

Some specific projects I am working on now:

• A paper on the intersections of disability, sex, agency, and narrative.
• A study of how academic integrity is defined by course documents and practices that brings together several data pools – a syllabus repository, ethnographic classroom research, and a survey of faculty definitions of plagiarism – to study how academic integrity is defined by course documents and practices.

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publications

Kleinfeld, E.A., Lee, S., Prebel, J. (2024). Disruptive Stories: Structural Marginalization, Globalization and Marginalization, and Embodied Marginalization. University Press of Colorado. 

Kleinfeld, E.A. (2023). “The No-Policy Policy.” WLN.

Kleinfeld, E.A. (2022). “Teaching Toward a More Just Citation Practice.” In Jennifer Juszkiewicz and Rachel McCabe (Eds.). Composition and Rhetoric in Contentious Times.

Kleinfeld, E. A., Lee, S., Prebel, J. (2021). “Whose Voices Are Heard?: A Demographic Comparison of Authors Published in WLN 2005-2017 and Writers Interested in Publishing.” WLN: A Journal of Writing Center Scholarship 45:7-8.

Braziller, A. S., Kleinfeld, E. A. (2020). The Bedford Book of Genres: A Guide & Reader, 3^rd edition. Boston, MA: Bedford/St. Martin’s.

Braziller, A. S., Kleinfeld, E. A. (2020). Instructor’s Manual to Accompany The Bedford Book of Genres: A Guide & Reader, 3^rd edition. Boston, MA: Bedford/St. Martin’s.

Kleinfeld, E. A. (2020). “From Great to  Good  Enough:  Recalibrating  Expectations  as  WPA.” In Courtney Adams Wooten, Jacob Babb, Kristi Murray Costello, Kate Navickas (Eds.), The Things We Carry: Strategies for Recognizing and Negotiating Emotional Labor in Writing Program Administration. Utah State University Press.

Kleinfeld, E.A. (2020). “Undergraduate Research and Labor Practices in Writing Studies.” In Dominic DelliCarpini, Jenn Fishman, Jane Greer (Eds.), The Naylor Report on Undergraduate Research in Writing Studies. Parlor Press.

Kleinfeld, E. A., Wright, A. (2019). “An Assignment Model for Teaching Students to Write from Sources.” Currents in Teaching and Learning, 11(1).

Kleinfeld, E. A. (2019). “Researching About Research, Writing About Writing from Sources.” In Barb Bird, Doug Downs, I. Moriah McCracken, and Jan Rieman (Eds.), Next Steps: New Directions for/in Writing about Writing. Utah State University Press.

Kleinfeld, E. A. (2018). “Just Read the Assignment: Using Course Documents to Analyze Research Pedagogy.” In Tricia Serviss, Sandra Jamieson (Eds.), Points of Departure Rethinking Student Source Use and Writing Studies Research Methods, Utah State University Press.

Kleinfeld, E. A. (2018). “Taking  an  Expansive  View  of  Accessibility:  The  Writing  Center  at  Metropolitan  State  University  of  Denver.” Composition Forum, 41. http://compositionforum.com/issue/39/

Kleinfeld, E. A. (2018). “Re-imagining Multimodality through UDL: Inclusivity and Accessibility.” In Santosh Khadka, JC Lee (Eds.), Bridging the Multimodal Gap: From Theory to Practice. Utah State UP.

Braziller, A. S., Kleinfeld, E. A. (2017). The Bedford Book of Genres: A Guide & Reader, 2^nd edition. Boston, MA: Bedford/St. Martin’s.

Herring, T. J., Morrison, C. A., Young, K. S., Kleinfeld, E. A., MacDonald, L. E. (2017). “Take a SIP of This: Peer-to-Peer Promotion of Strong Instructional Practices.” International Journal of Teaching and Learning in Higher Education(29.3), 571-579. http://www.isetl.org/ijtlhe/current.cfm

Kleinfeld, E. A. (2016). “Using Citation Analysis in Writing Center Tutorials to Encourage ‘Excessive Research.’” Praxis. http://www.praxisuwc.com/

Braziller, A. S., Kleinfeld, E. A. (2014). The Bedford Book of Genres: A Guide & Reader. Boston, MA: Bedford/St. Martin’s.

Braziller, A. S., Kleinfeld, E. A. (2014). The Bedford Book of Genres: A Guide. Boston, MA: Bedford/St. Martin’s.

Kleinfeld, E. A. (2013). “Sixty Audio Essays in Two Semesters with One iPod: Innovating and Making Do at a Community College.” Computers & Composition Online (Fall 2013).

Kleinfeld, E. A. (2012). “Fragments of an Open Door College Professor’s Discourse on Mystory.” Computers & Composition Online(Fall 2012). http://www.bgsu.edu/departments/english/cconline/new_media_cc/Kleinfeld/Kleinfeld.html

Kleinfeld, E. A. (2011). “Writing Centers, Ethics, and ‘Excessive Research.’” Computers & Composition Online (Fall 2011). http://cconlinejournal.org/ethics_special_issue/Kleinfeld/

Kleinfeld, E. A. (2010). “MetaSpace: Meatspace and Blogging Intersect.” In Heather Urbanski (Ed.), Writing and the Digital Generation: Essays on New Media Rhetoric. McFarland.

Kleinfeld, E. A., Ed. (2006). Writing @ RRCC: A Handbook, 2^nd edition. Boston, MA: Pearson.

Kleinfeld, E. A., Ed. (2005). Writing @ RRCC: A Handbook. Boston, MA: Pearson.

Kleinfeld, E. A. (2002). “Growing Up Incarcerated: The Prison-Industrial Complex and Literacy as Resistance,” In Ron Strickland (Ed.), Growing Up Postmodern: Neoliberalism and the War on the Young. Rowman and Littlefield.