Amy Williams

Assistant Professor, English

4113 JFSB


Research Areas: ,

Teaching Experience

I believe composition courses should help students achieve their writing-related goals, both academic and personal. I hope I prepare my students to participate in meaningful conversations about complex problems.


My research focuses on intersections between writing pedagogy, writing processes, and writing affect—the complex phenomenon of feelings, moods, and embodied sensations writers experiences as they write. I study relationships between writers, teachers, curricula, texts, and audiences, paying particular attention to the emotional, physiological, political, social, and material contours of those relationships. I am especially interested in students’ affective experiences before and during their first-year writing course.

Selected Publications

• Williams, Amy D. “‘I Can’t Do Cartwheels, so I Write’: Students’ Writing Affect.” Composition Studies, vol. 47, no. 2, 2019, pp. 68-87.
• Williams, Amy D. and Jon M. Balzotti. “Threading Competencies in Writing Courses for More Effective Transfer.” WAC Journal (Writing across the Curriculum), vol. 30, 2019. pp. 64-85.
• Williams, Amy D. “Affecting Argument: Students Learning to Argue and Arguing to Learn,” Journal of Teaching Writing, vol. 34, no. 2, 2019, pp. 17-40.
• Williams, Amy D. “‘I Don’t Know What to Write’: Seeing Para-expertise in Students’ Writing.” English Journal, vol. 108, no. 1, 2018, pp. 52-58.
• Williams, Amy D. “Beyond Pedagogy: Theorizing Without Teachers.” Composition Forum, vol. 30, 2014.


As the associate coordinator of University Writing, I support graduate student writing instructors and oversee the English department’s advanced writing courses.

Citizenship assignments

  • Associate Coordinator, University Writing
  • H+ Faculty Fellows
  • Advanced Writing Oral Communication Committee
  • GE Writing Committee
  • Faculty Mentor for Graduate Theses

Office Hours
4113 JFSB