Daniel Kenzie

Associate Professor of Practice

Faculty

English

Kenzie smiling confidently at camera.

I first came to NDSU in 2017 as visiting faculty in English before taking a faculty position in the NDSU School of Pharmacy from 2019 to 2026. Now, I'm back in the English department, where I teach undergraduate and graduate courses in writing and rhetoric for students in English, STEM, and health professions. I'm committed to ensuring all students have what they need to learn, advance their goals, and connect their learning to their life, studies, and work outside my class.

My research is in rhetoric of health and medicine, technical communication, and writing instruction for students in the sciences and health professions. I've published on topics such as vaccine discourse, traumatic brain injury, critical science literacy, and healthcare writing pedagogy. I also served as co-chair of the 2023 and 2025 Rhetoric of Health and Medicine Symposia and helped found the Rhetoric of Health and Medicine Society.

Areas of Study & Research

  • Professional & Technical Writing
  • Rhetoric of Health & Medicine
  • Writing in the Disciplines/Writing across the Curriculum
  • Disability Studies

Courses Taught

ENGL 321 - Writing in the Technical Professions

ENGL 324 - Writing in the Sciences

ENGL 325 - Writing in the Health Professions

ENGL 459 - Researching and Writing Grants & Proposals

ENGL 754 - Rhetorics of Science, Technology, & Medicine

ENGL 765 - Upper Division Writing: Pedagogy, Practice, & Technology

PHRM 324 - Writing in Pharmacy

PHRM 454/654 - Scientific Writing for Health Professionals

Awards & Honors

NDSU Peltier Award for Teaching Innovation, 2025

CCCC Technical and Scientific Communication Award in the category of Best Article on Pedagogy or Curriculum, 2020

Education

  • 2017, Doctor of Philosophy, English, Purdue University
  • 2012, Master of Arts, English, Purdue University
  • 2009, Bachelor of Arts, English, Western Michigan University

Publications

Buccilli, M., & Kenzie, D. P. Disruption as inquiry: Rhetorical approaches to clinical trial “failure.” Forthcoming in L. Melonçon, J. B. Scott, & C. Molloy, (Eds.), Routledge handbook of rhetoric of health and medicine.

Kenzie, D. P., & Anderson, M. (2025). Don’t read the comments: Discourse about COVID-19 vaccines in a state department of health’s social media comments. Journal of Technical Writing and Communication, 55(4), 362-384.

Kenzie, D. P. (2023). Locating failure, interrogating method: Scientific responses to clinical trial failure for traumatic brain injury treatments. Rhetoric of Health and Medicine, 6(3), 248-276.

Arnó-Macià, E., McCall, M. A., Kenzie, D. P., Isohella, S., & Maylath, B. (2021). Designing telecollaborative projects for professional communication and user experience. Journal of Universal Computer Science, 27(5), 450-471.

Sills, E. J., & Kenzie, D. P. (2020). Critical science literacy in the writing classroom: A pedagogy for post-truth times. In E. C. Carillo & A. S. Horning, (Eds.), Teaching critical reading and writing in the era of fake news (pp. 113-128). Peter Lang.

Kenzie, D. P. (2020). [Review of the books Disabled upon arrival: Eugenics, immigration, and the construction of race and disability, by J. Dolmage, Authoring autism: On rhetoric and neurological queerness, by M. R. Yergeau, and Fables and Futures: Biotechnology, disability, and the stories we tell ourselves, by G. Estreich]. Present Tense: A Journal of Rhetoric in Society, 8(2).

Kenzie, D. P., & McCall, M. A. (2018). Teaching writing for the health professions: Disciplinary intersections and pedagogical practice. Technical Communication Quarterly, 27(1), 64-79.

Sánchez, F., & Kenzie, D. P. (2016). Of evolutions and mutations: Assessment as tactics for action in WAC partnerships. The WAC Journal, 27, 119-141.