About Me

I grew up in LaPlace, Louisiana, and earned my B.A in English from The University of New Orleans. In May 2019 I graduated with my M.F.A from The University of Alabama after defending my thesis, What Opens and Exits and Stitches Shut: A Memoir.  I also perform as half of an improvisatory sound duo with percussionist and composer Justin Greene.

I've taught students in a variety of contexts, including composition and creative writing courses at the undergraduate level, tutoring at the Writing Center, group classes with Creative Writing Club and Camp, and activities at the Girls Intensive Education and Treatment Facility through the Writers in the Schools program. I worked as Black Warrior Review's 2018 nonfiction editor, and held the 2017-2018 MFA Administrative Assistantship. I'm a former Yellowhammer Fund case manager and fundraiser, and current canvasser for URGE: Unite for Reproductive and Gender Equity. I'm also a 2018 Pushcart and Best of the Net Nominee, a 2019 Zoeglossia Fellow, and 2019-2020 teaching fellow with Desert Island Supply Company in Birmingham, AL. I teach freshman writing at The University of Alabama in Birmingham and Birmingham Southern College.

As both a writer of poetry and nonfiction my interests involve the contradictions and complexities of living inside a body, and how that interacts with emotional expression and longing. Elegy is a guiding principle, and while I explore loss and trauma, I also value joy, humor, and tenderness. My thesis is a memoir that explores disability, specifically Ehlers-Danlos Syndrome; fatness and imposed, confining beauty ideals; queerness, gender performance, and desire; sexual and emotional violence; and social class. My poetry manuscript, Haruspex, uses fairy tales, mysticism, and other stories to develop a personal mythology of girlhood, loss, sexual violence, and multiple perspectives on the troubled body.

Empathy is the guiding principal of my pedagogy. I foster an inclusive classroom, predicated on individual relationships and collaboration in all forms, where students feel valued and safe. My students engage with texts that resist hegemonic narratives and challenge conventional modes of understanding. Regardless of the discipline I utilize creative practices; these skills empower students and enable a deeper, more developed facility of language and comprehension. I'm interested in considering and challenging what Wendy Bishop calls “the impermeability of the boundaries” between disciplines, as well as questioning the limits of what “academic writing” can be and do.

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