Naomi Greyser is associate professor of rhetoric, English and Gender, Women’s & Sexuality Studies at the University of Iowa, as well as executive director of POROI, Iowa’s Project on Rhetoric of Inquiry. Before joining the faculty at Iowa, Naomi held a postdoctoral fellowship at Stanford University. Her research and teaching span critical race and gender studies; the rhetorical arts; American literatures; affect studies and the new materialism; American studies; and critical university studies. Greyser’s first book, On Sympathetic Grounds: Race, Gender, and Affective Geographies in Nineteenth-Century North America, is forthcoming from Oxford University Press (2017). Her research has also appeared in American Quarterly, Feminist Studies and American Literature.
Naomi teaches a variety of courses across departments, including “Diversity & Power: Examining Gender, Race, and Class in America,” (in GWSS), “Writing for Learned Journals” (in RHET), “Chick Lit in America,” and “Tears and Torment: Literary Sentimentalism in Nineteenth-Century America” (both in ENGL). In the classroom, Naomi aims to cultivate learning communities that are both pleasurable and challenging — where students learn new ways to think about the art, power and limits of representation as well as about gender, race, class and nation. Students learn to strategically intervene in an ongoing conversation that matters to them by moving between careful analysis, broader theoretical claims, and historical and political contexts. She engages students in taking themselves seriously as writers, speakers and thinkers whose words and arguments matter to diverse audiences, and as workshoppers who support classmates in bringing their projects to fruition. Naomi enjoys giving individualized attention to students’ work, and invites students to visit her during office hours. Students are always welcome to check in about ways to use her classes to help them meet their goals at the university and beyond!
Naomi also works as a head writing coach at the National Center for Faculty Development and Diversity(link is external), where she helps especially under-represented faculty enhance their writing, research and work-life balance as part of her research on writer’s block. As demands for productivity and efficiency have heightened at colleges and universities, so have academics’ experiences with writer’s block. Writing Through Writer’s Block unwinds this paradox of productivity, mapping unjust distributions of block and flow in the raced, classed and gendered terrain of the American academy. The book offers a critical account of discovery, human expression and learning in the new knowledge economy alongside tested analytic practices and tools that help scholars and universities come closer to fulfilling their stated aims and missions.