Podcasts about college composition

A UCSB professor has won the Conference of College Composition and Communication's Richard Braddock Award for her work on bringing Black linguistic justice into the classroom. Dr. Michelle Petty says the article, which she co-authored, focuses on the research behind and the details of a website with guides for Black students to advocate for themselves in the classroom and for writing instructors to better evaluate students' work. From the Independent and KCSB News, Christina McDermott has this story.

Keywords: Conference on College Composition and Communication, Baltimore, Composition, Academic Conferences, Interviews. Episode 177 of TBR Podcast features interviews and soundscapes from the Conference on College Composition and Communication in Baltimore, Maryland, from April 9-12, 2025. For more information visit thebigrhetoricalpodcast.weebly.com and @thebigrhet across social media platforms.

KCSB's Clarissa Hom has a recap of Deltopia 2025. SB Independent reporter, Christina McDermott files two stories: - County planning commissioners narrowly approve construction of a new three story housing project in a residential area of Isla Vista. - An interview with UCSB Professor Dr. Michelle Petty, recipient of the Conference of College Composition and Communication's Richard Braddock Award for her work on bringing Black linguistic justice into the classroom.

This episode features an interview with Christina Cedillo. Dr. Cedillo is an associate professor at the University of Houston-Clear Lake, where she recently won the 2024 President's Research Award. Her research lies at the intersections of race, gender, and disability. She examines how legal, scientific, and popular discourses circumscribe the embodied lives of marginalized populations, and how those populations enact rhetorical presence and engage in rehumanization practices using multimodality and digital technologies. In this episode, she discusses a number of her projects. Those include a 2023 special issue of College Composition and Communication focused on cultural rhetorics that Dr. Cedillo coedited, her 2021 Journal of the History of Rhetoric article “Unruly Borders, Bodies, and Blood,” a coauthored piece on critical race theory bans in Texas, and an in-process edited collection entitled Rhetorical Approaches to Critical Embodiment. This interview was conducted at the 2024 Modern Language Association Convention in Philadelphia, Pennsylvania. If you are interested in the 2025 Peck Research on Writing Symposium, which is mentioned in the episode's outro, registration is open as of this episode's release. This episode includes a clip from Aldous Ichnite's "Our Entire Bodies Have Always Been the Most Powerful Form of Visual Expression." Episode Transcript

Keywords: Indigenous Rhetorics, Feminist Rhetorics, Digital Rhetorics, Identity, Artificial Intelligence. Dr. Cindy Tekobbe is assistant professor of critical feminist science and technology at the University of Illinois Chicago, where she is co-appointed in Gender and Women's Studies and Communication. She is a member of the Choctaw Nation of Oklahoma and a feminist media scholar, and her interdisciplinary research includes feminist, digital, environmental, and Indigenous rhetorics; media and communication studies; and social justice. She serves as a co-chair of the American Indian Caucus for the National Council of Teachers of English and the Conference on College Composition and Communication, and her work appears in several academic publications. Visit thebigrhetoricalpodcast.weebly.com and follow @thebigrhet.

Queerness, labels, and allyship are central themes in this moving collection of stories set in Turkey, where Middle Eastern and Euro-American expressions of identity collide and naming one's orientation is a fraught endeavor. An eleven-year-old undergoes hand surgery that will allow him to wear a wedding ring in adulthood. Two college roommates reach an erotic understanding as they indulge in dessert. A sex worker travels with an American same-sex marriage activist through the Aegean countryside. A passionate hookup during Istanbul Pride ends in tear gas. Two friends' tempers flare over cold red wine on a hot summer night by the Dardanelles. A father bonds with his son and his son's drag-queen boyfriend over classic Turkish cinema on the Mediterranean coast. In Sweet Tooth and Other Stories (UP of Kentucky, 2024), Serkan Görkemli weaves together interconnected narratives of four Turkish characters—Hasan, Gökhan, Nazlı, and Cenk—who search for clarity, love, and acceptance amid social change. Set in a rich mixture of urban and rural locales, the stories take place from the 1980s through the 2010s against the backdrop of Turkey's transition from military-backed secularism to the rise of the religious right, local and global media representations of queer individuals and culture, and the emergence of affirming LGBTQ+ identities. Görkemli creates a complex, engaging network of plots about his characters' struggles and triumphs in navigating families, communities, and themselves. Braving discrimination, they strive to embrace their identities and find joy, solace, and approval within a society that marginalizes who they are and how they love. Serkan Görkemli (he/him) is the author of two books: Sweet Tooth and Other Stories (University Press of Kentucky) and Grassroots Literacies: Lesbian and Gay Activism and the Internet in Turkey (SUNY Press; winner of the 2015 Lavender Rhetorics Book Award presented by the Conference on College Composition and Communication). His creative nonfiction is forthcoming in Image; his fiction has appeared in Ploughshares, the Iowa Review, Epiphany, X-R-A-Y Literary Magazine, Joyland, Foglifter, and Chelsea Station. He was a 2023-24 faculty fellow at the University of Connecticut Humanities Institute, a contributor in fiction at the 2019 Bread Loaf Writers' Conference, and a fiction fellow at the 2018 Lambda Literary Writers Retreat. Originally from Türkiye, he has a PhD in English from Purdue University and is an associate professor of English at UConn Stamford. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Queerness, labels, and allyship are central themes in this moving collection of stories set in Turkey, where Middle Eastern and Euro-American expressions of identity collide and naming one's orientation is a fraught endeavor. An eleven-year-old undergoes hand surgery that will allow him to wear a wedding ring in adulthood. Two college roommates reach an erotic understanding as they indulge in dessert. A sex worker travels with an American same-sex marriage activist through the Aegean countryside. A passionate hookup during Istanbul Pride ends in tear gas. Two friends' tempers flare over cold red wine on a hot summer night by the Dardanelles. A father bonds with his son and his son's drag-queen boyfriend over classic Turkish cinema on the Mediterranean coast. In Sweet Tooth and Other Stories (UP of Kentucky, 2024), Serkan Görkemli weaves together interconnected narratives of four Turkish characters—Hasan, Gökhan, Nazlı, and Cenk—who search for clarity, love, and acceptance amid social change. Set in a rich mixture of urban and rural locales, the stories take place from the 1980s through the 2010s against the backdrop of Turkey's transition from military-backed secularism to the rise of the religious right, local and global media representations of queer individuals and culture, and the emergence of affirming LGBTQ+ identities. Görkemli creates a complex, engaging network of plots about his characters' struggles and triumphs in navigating families, communities, and themselves. Braving discrimination, they strive to embrace their identities and find joy, solace, and approval within a society that marginalizes who they are and how they love. Serkan Görkemli (he/him) is the author of two books: Sweet Tooth and Other Stories (University Press of Kentucky) and Grassroots Literacies: Lesbian and Gay Activism and the Internet in Turkey (SUNY Press; winner of the 2015 Lavender Rhetorics Book Award presented by the Conference on College Composition and Communication). His creative nonfiction is forthcoming in Image; his fiction has appeared in Ploughshares, the Iowa Review, Epiphany, X-R-A-Y Literary Magazine, Joyland, Foglifter, and Chelsea Station. He was a 2023-24 faculty fellow at the University of Connecticut Humanities Institute, a contributor in fiction at the 2019 Bread Loaf Writers' Conference, and a fiction fellow at the 2018 Lambda Literary Writers Retreat. Originally from Türkiye, he has a PhD in English from Purdue University and is an associate professor of English at UConn Stamford. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/literature

Queerness, labels, and allyship are central themes in this moving collection of stories set in Turkey, where Middle Eastern and Euro-American expressions of identity collide and naming one's orientation is a fraught endeavor. An eleven-year-old undergoes hand surgery that will allow him to wear a wedding ring in adulthood. Two college roommates reach an erotic understanding as they indulge in dessert. A sex worker travels with an American same-sex marriage activist through the Aegean countryside. A passionate hookup during Istanbul Pride ends in tear gas. Two friends' tempers flare over cold red wine on a hot summer night by the Dardanelles. A father bonds with his son and his son's drag-queen boyfriend over classic Turkish cinema on the Mediterranean coast. In Sweet Tooth and Other Stories (UP of Kentucky, 2024), Serkan Görkemli weaves together interconnected narratives of four Turkish characters—Hasan, Gökhan, Nazlı, and Cenk—who search for clarity, love, and acceptance amid social change. Set in a rich mixture of urban and rural locales, the stories take place from the 1980s through the 2010s against the backdrop of Turkey's transition from military-backed secularism to the rise of the religious right, local and global media representations of queer individuals and culture, and the emergence of affirming LGBTQ+ identities. Görkemli creates a complex, engaging network of plots about his characters' struggles and triumphs in navigating families, communities, and themselves. Braving discrimination, they strive to embrace their identities and find joy, solace, and approval within a society that marginalizes who they are and how they love. Serkan Görkemli (he/him) is the author of two books: Sweet Tooth and Other Stories (University Press of Kentucky) and Grassroots Literacies: Lesbian and Gay Activism and the Internet in Turkey (SUNY Press; winner of the 2015 Lavender Rhetorics Book Award presented by the Conference on College Composition and Communication). His creative nonfiction is forthcoming in Image; his fiction has appeared in Ploughshares, the Iowa Review, Epiphany, X-R-A-Y Literary Magazine, Joyland, Foglifter, and Chelsea Station. He was a 2023-24 faculty fellow at the University of Connecticut Humanities Institute, a contributor in fiction at the 2019 Bread Loaf Writers' Conference, and a fiction fellow at the 2018 Lambda Literary Writers Retreat. Originally from Türkiye, he has a PhD in English from Purdue University and is an associate professor of English at UConn Stamford. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/lgbtq-studies

Dale Jacobs is the author of Graphic Encounters: Comics and the Sponsorship of Multimodal Literacy (2013) and the co-author (with Heidi LM Jacobs) of 100 Miles of Baseball: Fifty Games, One Summer (2021). His essays have appeared in journals including but not limited to Inks: The Journal of the Comics Studies Society, English Journal, College Composition and Communication, Biography, Canadian Review of Comparative Literature, Journal of Comics and Culture, and Studies in Comics. Dale is the editor of the Myles Horton Reader (2003) and Jeff Lemire: Conversations (2021,) as well as the co-editor of A Way to Move: Rhetorics of Emotion and Composition Studies (2003.) He lives in Windsor, Ontario where he is a faculty member in the Department of English and Creative Writing at the University of Windsor. His latest book, released this year by Wilfrid Laurier Press, is On Comics and Grief.https://www.wlupress.wlu.ca/Books/O/On-Comics-and-Grief

Have you ever felt that traditional grading methods fail to accurately measure student learning?   In this episode, we explore an innovative approach called "ungrading" that challenges the traditional grading system. Drs. Bond and Kays discuss how ungrading does not mean no grades. It means a shift in focus from grades to student autonomy and learning.  Ungrading can also help you highlight how mistakes, continuous feedback and revisions are crucial to your students' learning process. We also explore how this approach can promote equity, increase student motivation and ultimately impact learning.  On this episode, Candis Bond, PhD, Director of the Center for Writing Excellence at Augusta University and Associate Professor of English, and Trent Kays, PhD, Director of College Composition and Assistant Professor of English, share their experiences ungrading their courses.  Speaking of Higher Ed is produced by the Center for Instructional Innovation at Augusta University. Find more episodes and resources on our show page. Subscribe now so you don't miss an episode. 

#freespeechABOUT OUR GUEST: Dr. Michael Rectenwald is the author of twelve books, including The Great Reset and the Struggle for Liberty: Unraveling the Global Agenda (Jan. 2023), Thought Criminal (Dec. 2020); Beyond Woke (May 2020); Google Archipelago: The Digital Gulag and the Simulation of Freedom (Sept. 2019); Springtime for Snowflakes: “Social Justice” and Its Postmodern Parentage (an academic's memoir, 2018); Nineteenth-Century British Secularism: Science, Religion and Literature (2016); Academic Writing, Real World Topics (2015, Concise Edition 2016); Global Secularisms in a Post-Secular Age (2015); Breach (Collected Poems, 2013); The Thief and Other Stories (2013); and The Eros of the Baby-Boom Eras (1991). (See the Books page.)Michael is a distinguished fellow at Hillsdale College. He was a Professor of Liberal Studies and Global Liberal Studies at NYU from 2008 to 2019. He also taught at Duke University, North Carolina Central University, Carnegie Mellon University, and Case Western Reserve University. His scholarly and academic essays have appeared in The Quarterly Journal of Austrian Economics, Academic Questions, Endeavour, The British Journal for the History of Science, College Composition and Communication, International Philosophical Quarterly, the De Gruyter anthologies Organized Secularism in the United States and Global Secularisms in a Post-Secular Age, and the Cambridge University Press anthology George Eliot in Context, among others (see the Academic Scholarship page). He holds a Ph.D. in Literary and Cultural Studies from Carnegie Mellon University, a Master's in English Literature from Case Western Reserve University, and a B.A. in English Literature from the University of Pittsburgh. (See his C.V. for details.) Michael's writing for general audiences has appeared on The Mises Institute Wire, The Epoch Times, RT.com, Campus Reform, The New English Review, The International Business Times, The American Conservative, Quillette, The Washington Post, Pittsburgh Post-Gazette, CLG News, LotusEaters.com, Chronicles, and others. (See the Essays and Presentations page.)Michael has appeared on major network political talk shows (Tucker Carlson Tonight, Tucker Carlson Originals, Fox & Friends, Fox & Friends First, Varney & Company, The Ingraham Angle, Unfiltered with Dan Bongino, The Glenn Beck Show), on syndicated radio shows (Coast to Coast AM, Glenn Beck, The Larry Elder Show, and many others), on The Epoch Times' American Thought Leaders series, and on numerous podcasts (The Tom Woods Show, The Leighton Smith Podcast, Steel-on-Steel, The Carl Jackson Podcast, and many others). (See “Interviews” on the Media page.)Professor Michael Rectenwald has spoken to audiences large and small in many venues: The New York Metropolitan Republican Club (five talks); The Mises Institute (The Austrian Economics Research Conference Ludwig von Mises Memorial Lecture, The Libertarian Scholars Conference Opening Lecture, the Ron Paul Symposium); The NYU Republican Club; the New York Ex-Liberals Group; Baylor University's Hankamer School of Business; The Leadership Institute (several talks); Turning Point USA (several talks); Grove City College; Hillsdale College (several lectures); Regent University; The Austrian Student Scholars Conference (Ludwig von Mises Memorial Lecture); The Mises Caucus of the Libertarian Party (two talks); The Common Sense Society; The Conservative Opportunity Society (a U.S. Congressional caucus); the Republican Spouses Club; the Conservatives and Libertarians at Microsoft (CLAMS) group; American Freedom Alliance; Liberty Speaks; and others. Please write to Michael@MichaelRectenwald.com for fees and availability.A former Marxist, Professor Rectenwald is a champion of liberty and opposes all forms of totalitarianism and political authoritarianism, including socialism-communism, “social justice,” fascism, political correctness, and “woke” ideology.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Keywords: writing, first-year writing, artificial intelligence, teacher training, Jeopardy. Holly Hassel is director of composition at Michigan Technological University. Her research interests focus on the teaching of college writing, writing assessment, writing program administration, two-year college writing studies, and feminist pedagogy. Her research and scholarship have appeared in many edited colections and peer-reviewed journals including College English, College Composition and Communication, Teaching English in the Two-Year College, the Journal of Writing Assessment, Pedagogy, and others. Her recent book publication is the coauthored A Faculty Guidebook to Effective Shared Governance and Service in Higher Education (Routledge, 2023); and the forthcoming coauthored Reaching All Writers: A Pedagogical Guide to the Evolving Writing Classroom  (Utah State UP, 2023). Follow @thebigrhet and visit www.thebigrhetoricalpodcast.weebly.com for more information on TBR Podcast. 

Judge Napolitano endorses Professor Rectenwald as the Libertarian Party candidate for President.About:Michael Rectenwald is a distinguished fellow at Hillsdale College. He was a Professor of Liberal Studies and Global Liberal Studies at NYU from 2008 to 2019. He also taught at Duke University, North Carolina Central University, Carnegie Mellon University, and Case Western Reserve University. His scholarly and academic essays have appeared in The Quarterly Journal of Austrian Economics, Academic Questions, Endeavour, The British Journal for the History of Science, College Composition and Communication, International Philosophical Quarterly, the De Gruyter anthologies Organized Secularism in the United States and Global Secularisms in a Post-Secular Age, and the Cambridge University Press anthology George Eliot in Context, among others. He holds a Ph.D. in Literary and Cultural Studies from Carnegie Mellon University, a Master's in English Literature from Case Western Reserve University, and a B.A. in English Literature from the University of Pittsburgh. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

This episode features an interview with Dr. Keith Gilyard conducted by guest host Dr. Derek G. Handley during the 2023 Rhetoric Society of America Summer Institute at Penn State University. They discuss Gilyard's path to a career in rhetoric, writing, and composition studies; his writing process and creative writing; academic mentorship and leadership; and his legacy and contributions to the field of African American rhetoric. Keith Gilyard is the Edwin Erle Sparks Professor of English and African American Studies at Penn State University. He formerly was a member of the faculty at Syracuse University and at Medgar Evers College of the City University of New York. He served as Thomas R. Watson Visiting Distinguished Professor of Rhetoric and Composition at the University of Louisville and as Presidential Scholar-in-Residence at the University of Oklahoma. The author of twenty-four books, his works include the education memoir Voices of the Self (1991), Composition and Cornel West (2008), On African American Rhetoric (with Adam Banks, 2018), biographies of John Oliver Killens (2011) and Louise Thompson Patterson (2017), the novella The Next Great Old-School Conspiracy (2015), and the poetry collections Impressions (2021) and On Location (2023). Gilyard is a former Chair of the Conference on College Composition and Communication and former president of the National Council of Teachers of English. He is the recipient of two American Book Awards, the CCCC Exemplar Award, the NCTE Distinguished Service Award, and the RSA Cheryl Geisler Award for Outstanding Mentor. This episode features a clip from "Super Glue" by Plushgoolash. Episode Transcript  

This episode features an interview with Jennifer Lin LeMesurier. The conversation, recorded at this year's Conference on College Composition and Communication, focuses on her 2023 book Inscrutable Eating: Asian Appetites and the Rhetorics of Racial Consumption. That book explores how the rhetorical framing of food and eating underpins our understanding of Asian and Asian American identity in the contemporary racial landscape. Dr. LeMesurier is Associate Professor of Writing and Rhetoric at Colgate University. Her areas of expertise include bodily and material rhetorics, genre theory, discourse analysis, qualitative research, and affect theory. In addition to Inscrutable Eating, she co-edited Writing in and about the Performing and Visual Arts: Creating, Performing, and Teaching with Steven J. Corbett, Betsy Cooper, and Teagan E. Decker. To date, she has published articles in College Composition and Communication, Peitho, POROI, Quarterly Journal of Speech, Rhetoric Review, and Rhetoric Society Quarterly. This episode features a clip from "Just a Taste" by Beat Mekanik. Episode Transcript

In today's episode, I speak to Dr. Sonia Arellano about her experience pursuing her PhD and her path to attaining a tenure track professor role. Dr. Arellano discusses the impetus of her research which was inspired by the quilt work honoring migrants who have passed away in the Arizona desert after crossing the U.S./Mexico border.  She discusses grieving as a graduate student, how mentorship played a part in her success, and so much more. About Dr. Sonia C. ArellanoSonia C. Arellano is an assistant professor in the Department of Writing and Rhetoric at the University of Central Florida where she teaches about visual/material rhetorics and gendered rhetorics. Her scholarship broadly engages social justice issues through textiles, tactile methods and rhetorics, and mentoring of BIPOC students and faculty. You can see her scholarship in journals such as Peitho, Rhetoric Review, Compositions Studies and College Composition and Communication. Sonia was awarded the 2022 CCCC Richard Braddock Award for her research quilt and article titled “Sexual Violences Traveling to El Norte: An Example of Quilting as Method.”Things Mentioned in This Episode:Stitching a Revelation: The Making of an Activist by Cleve JonesThe Land of Open Graves: Living and Dying on the Migrant Trail by Jason De León  Ribero, A. M., & Arellano, S. C. (2019). Advocating Comadrismo: A Feminist Mentoring Approach for Latinas in Rhetoric and Composition. Peitho Journal, 21(2), 334-356.Support the showAbout the Writing on My Mind PodcastDr. Emmanuela Stanislaus, a certified career services provider, author and researcher, discusses the ups and downs of pursuing a graduate degree. Tune in as she shares personal stories and revealing conversations with other women of color who share their graduate school journey and provide inspiration for others to level up.Follow Dr. Emmanuela Stanislaus on Instagram and Twitter. Connect with Dr. Emmanuela Stanislaus on LinkedIn. Don't forget to rate and review the podcast on Apple Podcasts and Spotify.4 Ways to Support the Podcast: Rate Review Share the show with 2 women of color graduate students Share an episode on social media & tag me

In this episode, President and executive writing coach Christine Tulley discusses four actions to take after returning from a conference to make sure networking and good ideas are not lost. Episodes Mentioned: Episode 95 - Make an Archive Episode 28 - (Digital) Desktop Organization for Increased Productivity Resources: Sample Scholarly Project Tracking Chart   Conferences mentioned in this episode: Researcher to Reader Annual Conference for College Composition and Communication    DP&L RESOURCES Check out our current and past workshops at Eventbrite for writing support content. Missed workshop? Request a workshop or webinar from christine@defendandpublish.com Set up a free 30 minute consultation HERE TAA RESOURCES: Don't forget about the wonderful resources at Textbook and Academic Authors Association. The organization can be found at: https://www.taaonline.net/ New TAA members can use the coupon code TAADP10 for $10 off an annual membership. You will also receive a copy of the eBook, Guide to Making Time to Write: 100+ Time & Productivity Management Tips for Textbook and Academic Authors.

On this special episode, Dan talks with participants at the 2023 CCCC (Conference on College Composition and Communication) in Chicago, IL. Special thanks to everyone that took the time to talk, and thank you to the conference organizers. You’re going to hear about Awe Walks from Professor Jessica Shreyer, student podcast projects from Professor MichaelContinue reading "96. Writing Remix at CCCC 2023 in Chicago, IL"

Starting from the impact of a post-war style of academic training on his compositional voice through his search for a greater capacity for expression in the use of tonality, Dr. Frank La Rocca narrates the journey he took from the influences of the severe style cultivated in universities to the freedom he experienced in the strictures of writing a cappella choral music. Accompanying this path was his reversion to the Catholic faith, and the possibilities opened up by writing sacred choral music, leading to what many listeners will recognize in the style of Dr. La Rocca's most recent Masses.  Find out more about Dr. La Rocca's work here: https://www.franklarocca.com/ Learn more about Dr. La Rocca's masses here: https://benedictinstitute.org/ Buy the recent #1 release of Dr. La Rocca's Mass of the Americas here: https://listn.fm/laroccamass/?mc_cid=0cb9d5c000&mc_eid=7669693fa1 Learn more about the composition seminar Dr. La Rocca will teach this summer, or the other classes of the Catholic Institute of Sacred Music here: https://catholicinstituteofsacredmusic.org/

In queer culture, silence has been equated with voicelessness, complicity, and even death. Queer Silence insists, however, that silence can be a generative and empowering mode of survival. Triangulating insights from queer studies, disability studies, and rhetorical studies, J. Logan Smilges explores what silence can mean for people whose bodyminds signify more powerfully than their words. Smilges is here in conversation with Travis Chi Wing Lau and Margaret Price.J. Logan Smilges (they/them) is author of Queer Silence: On Disability and Rhetorical Absence and Crip Negativity and assistant professor of English Language and Literatures at the University of British Columbia. Led by commitments to transfeminism and disability justice, their scholarship and teaching lie at the nexus of disability studies, trans studies, queer studies, and rhetoric. Their other writing can be found in Disability Studies Quarterly, College Composition and Communication, Rhetoric Review, and elsewhere.Travis Chi Wing Lau (he/him/his) is Assistant Professor of English at Kenyon College. His research and teaching focus on eighteenth- and nineteenth-century British literature and culture, health humanities, and disability studies. Alongside his scholarship, Lau frequently writes for venues of public scholarship like Synapsis: A Journal of Health Humanities, Public Books, Lapham's Quarterly, and The Los Angeles Review of Books. His poetry has appeared in Wordgathering, Glass, South Carolina Review, Foglifter, and Hypertext, as well as in three chapbooks, The Bone Setter (Damaged Goods Press, 2019), Paring (Finishing Line Press, 2020), and Vagaries (Fork Tine Press, 2022). [travisclau.com]Margaret Price (she/her/hers) is an Associate Professor of English (Rhetoric & Composition) at The Ohio State University, where she also serves as Director of the Disability Studies Program, as well as co-founder and lead PI of the Transformative Access Project. Her award-winning research focuses on sharing concrete strategies and starting necessary dialogues about creating a culture of care and a sense of shared accountability in academic spaces. During Spring 2022, she was in residence at the University of Gothenberg, Sweden, on a Fulbright Grant to study universal design and collective access. Margaret's book Crip Spacetime is forthcoming from Duke University Press in 2024. [http://margaretprice.wordpress.com].References:How to Go Mad without Losing Your Mind by La Marr Jurelle BruceMia MingusJennifer NashM. Remi YergeauJasbir PuarCrip Negativity by J. Logan SmilgesA transcript of this episode is available: z.umn.edu/ep53-transcript

Episode 112 of TBR Podcast features an interview with Dr. James Rushing Daniel. Dr. James Rushing Daniel is an assistant professor of English and director of basic writing and assessment at Seton Hall University. He is the author of Toward an Anti-Capitalist Composition and the co-editor of Writing Across Difference: Theory and Intervention (both from Utah State University Press, 2022). His research has been published in Philosophy & Rhetoric, College English, College Composition and Communication, and his public writing has appeared in Jacobin and the Chronicle of Higher Education. His research investigates the complex challenges presented by the new economy and the 21st century workplace and theorizes how writing instructors can more effectively prepare students to parse and navigate contemporary economic discourses and professional scenes. For more information on TBR Podcast visit thebigrhetorical.weebly.com and follow us on Twitter @thebigrhet.

Episode 103 of The Big Rhetorical Podcast features an interview with Dr. J. Logan Smilges about his new book, "Queer Silence: On Disability and Queer Silence." J. Logan Smilges is an Assistant Professor of Language, Culture, and Gender Studies at Texas Woman's University. Led by commitments to transfeminism and disability justice, their scholarship and teaching lie at the nexus of Disability Studies, Trans Studies, Queer Studies, and rhetoric. Their first book, Queer Silence: On Disability and Rhetorical Absence, is forthcoming from the University of Minnesota Press, and their other writing can be found in Disability Studies Quarterly, College Composition and Communication, Rhetoric Review, and elsewhere. Currently, Smilges serves as the co-chair for the Disability Studies Standing Group at the Conference on College Composition and Communication. For more information on The Big Rhetorical Podcast visit thebigrhetoricalpodcast.weebly.com and follow us on Twitter @thebigrhet.

General Summary: Professor Timothy Oleksiak talks about queer theory and his beliefs about queer rhetoric should guide peer review. Several undergraduate students from the University of Texas at Austin reflect on Oleksiak's research, receive clarification of his overall message and call to action, and discuss the positive impact queer rhetoric could have on students' experiences with, as well as the improvement of, peer review all together. Detailed Summary: Oleksiak's introduction to queer theory and explanation of sources that influenced his research processes (00.47-02.27); Oleksiak's opinion on how early children should be introduced to queer theory (02.27-05.40); Oleksiak's summary of his own article in three sentences (05.40-07.20); Oleksiak detailing the term “worldmaking” and clarifying what an example of that would be (07.20-09.40); Oleksiak detailing how to create queerness as a possible subject in terms of worldmaking, and how slow peer review does this efficiently(09.40-13.20); Clarification of the term rhetorical listening, and how it relates to slow peer review (13.20-16.30); How to overcome fast learning, and efficiency based learning objectives(16.30-20.15); The practical application of the slow peer review process, and how to get away from only making subjective-based commentary on feedback (20.15-26.30). Scholarly Article Informing this Production: Oleksiak, Timothy. “A Queer Praxis for Peer Review.” College Composition and Communication 72.2 (2020): 306-32. Print. Credits: This podcast was created by Caroline Henderson, Sarah Handley, Jack Leist, and Michael DiCecco with resources and assistance provided by the Digital Writing and Research Lab at the University of Texas at Austin. It features the voices of Caroline Henderson, Jack Leist, and guest Professor Timothy Oleksiak. The music featured in this podcast is titled “commonGround,” and was created by airtone and has been repurposed here under Creative Commons Attribution Noncommercial license 3.0. Additionally, conversation.wav was adapted and incorporated under the Creative Commons 1.0 license.

Episode 96 of The Big Rhetorical Podcast features an interview with Andrew Yim as a part of The Big Rhetorical Podcast Emerging Scholar Series. Andrew Yim is currently a Ph.D. student in the Composition and Applied Linguistics (CAL) program at the Indiana University of Pennsylvania. He serves as the assistant director of the IUP Jones White Writing Center, the graduate co-editor of the Peer Review, and president of the Composition and TESOL Association that serves graduate students in the CAL program. In addition, he works as an English instructor at Huaqiao University in Quanzhou, China, and serves as an intern for the Conference on College Composition and Communication's Wikipedia Initiative Cohort. For more information on The Big Rhetorical Podcast visit thebigrhetoricalpodcast.weebly.com and follow us on Twitter @thebigrhet.

Kyle Stedman (@kstedman) reads the bad idea "Texting Ruins Students' Grammar Skills," by Scott Warnock. It's a chapter first published in Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Don't miss the joke: the author of the chapter is disagreeing with the bad idea stated in the chapter's title. Keywords: computers and composition, correctness, digital writing, error, grammar, linguistics, texting Dr. Scott Warnock is a Professor of English and Associate Dean of Undergraduate Education in the College of Arts & Sciences at Drexel University. In his 18 years at Drexel, he has taught courses in various modalities and contexts, including onsite, hybrid, and online and ranging from first-year writing to the senior literature seminar to a graduate course. In 2020, he won Drexel's Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching. Dr. Warnock is the author or co-author of five books and numerous chapters and journal articles about online writing instruction, computers and composition, and educational technology. He served as President of the Global Society of Online Literacy Educators from 2018 to 2020 and Co-Chair of the Conference on College Composition and Communication Committee for Effective Practices in Online Writing Instruction from 2011 to 2016. He has maintained the blog Online Writing Teacher since 2005. (2022 bio) As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network.

Episode 90 of The Big Rhetorical Podcast--the Season 6 Premiere--features Drs. Jonathan Alexander & Timothy Oleksiak discussing their forthcoming Special Issue of QED focusing on Queer Generosity. Jonathan Alexander is Chancellor's Professor of English at the University of California, Irvine, where he is also associdate dean in the Division of Undergraduate Education. He is the author, co-author, or co-editor of twenty-one books, including works of critical memoir and scholarly works on the fields of rhetoric and writing studies. He is currently finishing a book tentatively entitled Writing and Desire. Timothy Oleksiak is a low-femme assistant professor of English and the Professional and New Media Writing program director at University of Massachusetts Boston. His work appears in Composition Studies, Pre/Text, Pedagogy, Peitho, College Composition and Communication and in edited collections. He loves opera and his given, chosen, and emerging families. Fore more information on The Big Rhetorical Podcast visit thebigrhetoricalpodcast.weebly.com and follow us on Twitter @thebigrhet

Kyle Stedman (@kstedman) reads the bad idea "Machines Can Evaluate Writing Well," by Chris M. Anson and Les Perelman. It's a chapter first published in Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Don't miss the joke: the author of the chapter is disagreeing with the bad idea stated in the chapter's title. Keywords: essay grading, high-stakes writing tests, machine scoring, standardized tests, writing assessment Chris Anson is Distinguished University Professor and director of the Campus Writing and Speaking Program at North Carolina State University, where he works with faculty across the curriculum to improve the way that writing is integrated into all disciplines. For almost four decades, he has studied, taught, and written about writing and learning to write, especially at the high school and college levels. He is past chair of the Conference on College Composition and Communication and past president of the Council of Writing Program Administrators. He has studied and written about writing and computer technology and is a strong advocate of increased attention to digital modes of communication in instruction, but his research does not support the use of computers to score the evaluation of high-stakes writing tests. (2017 bio) Les Perelman recently retired as director of Writing Across the Curriculum in the department of Comparative Media Studies/Writing at the Massachusetts Institute of Technology, where he has also served as an associate dean in the Office of the Dean of Undergraduate Education. He is currently a research affiliate at MIT. He is a member of the executive committee of the Conference on College Composition and Communication and co-chairs that organization's Committee on Assessment. Under a grant from Microsoft, Dr. Perelman developed an online evaluation system for writing that allows student access to readings and time to plan, draft, and revise essays for a variety of assessment contexts. Perelman has become a well-known critic of certain standardized writing tests and especially the use of computers to evaluate writing. (2017 bio) As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network.

Episode 88 is Part I of The Big Rhetorical Podcast's 2-part Season 5 finale. This episode features an interview with Dr. Asao B. Inoue about his new book Above the Well: An Antiracist Literacy Argument from a Boy of Color. Dr. Inoue is professor of Rhetoric and Composition in the College of Integrative Sciences and Arts at Arizona State University. His research focuses on antiracist and social justice theory and practices in writing assessments. Among his award-winning books are Race and Writing Assessment," an edited collection, and Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future. He was the 2019 Chair of the Conference on College Composition and Communication, and has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators. All royalties from, Above the Well: An Antiracist Literacy Argument from a Boy of Color (2021) are donated to the Asao and Kelly Inoue Antiracist Teaching Endowment at their alma mater, Oregon State University. For more information on The Big Rhetorical Podcast visit www.thebigrhetoricalpodcast.weebly.com and follow us @thebigrhet.

Dr. Antonio Byrd is an assistant professor of English at the University of Missouri-Kansas City, where he teaches courses in professional and technical communication, multimodal composition, and Black/African American literacies and rhetoric. He uses qualitative research and critical race studies to understand how Black adults learn and use computer programming to address racial inequality in their lives. Byrd has served on the Conference on College Composition and Communication's (CCCCs) Social Justice at Convention Committee since its inception in 2018 and he will begin a three-year term on the CCCCs Executive Committee Fall 2021. His work has appeared in Literacy in Composition Studies and College Composition and Communication. He is the recipient of the 2021 Richard Braddock Award. Among other writings, Byrd is currently drafting his first book manuscript on Black adults learning coding literacy at a computer code bootcamp.

Episode 76 of The Big Rhetorical Podcast features an interview with Kris Lotier, Associate Professor of Writing Studies and Rhetoric at Hofstra University in Hempstead, New York, where he teaches courses on professional communication, rhetorical theory, digital culture, and first-year writing. He recently published the book Postprocess Postmortem with the Perspectives on Writing series from the WAC Clearinghouse; it's available for free online now. He has also published articles in College Composition and Communication, Pedagogy, and Enculturation. He holds a Ph.D. in English from Penn State and bachelor's degrees in English and Marketing from the University of South Carolina. A fourteenth-generation Pennsylvanian, he currently lives in Brooklyn, New York.

Welcome to Tell Me More!, a podcast for amplifying the work of graduate students. In this episode, Tyler Gillespie, a second-year PhD student in the Writing, Rhetoric, & Technical Communication program at the University of Memphis, stops by for a chat! Tyler gives us an overview of his chapter in the upcoming Routledge Handbook of Queer Rhetoric (edited by Jonathan Alexander and Jacqueline Rhodes) on rhetorical practices in Florida's LGBTQ community. Specifically, he talks about the self-published Womyn's Words, which ran from 1983 to 2011 and is known as “Florida's Oldest Gay Publication.” Tyler's chapter focuses on the publication's text creation, collaborative production, and circulation as means of place-based, community formation. He also chats about the ethics of storytelling and research. If you'd like to talk more with Tyler, you can email him at tmgilles@olemiss.edu, and you can learn more about his award-winning journalism at his website: www.tylergillespie.com. If you'd like to learn more about the show, find links to things we talked about, find transcripts, or sign up to be a guest, please check out tellmemorepod.com. Feel free to follow us on Twitter at @TMM_Pod, too. Until next time! Links to things discussed in this episode: "Womyn's Words" Collection of Pat Ditto: A Collection Guide Women In The Arts Festival Lesbian Connection Malea Powell et al. (2012). 2012 CCCC Chair's Address: Stories Take Place: A Performance in One Act. College Composition and Communication, 64(2), 383-406.

"Translingual Inheritance: Language Diversity in Early National Philadelphia" tells a new story of the early days of democracy in the United States, when English had not yet become the only dominant language. Drawing on translingual theory, which exposes how language use contrasts with the political constructions of named languages, Elizabeth Kimball argues that Philadelphians developed complex metalinguistic conceptions of what language is and how it mattered in their relations. In-depth chapters introduce the democratically active communities of Philadelphia between 1750 and 1830 and introduce the three most populous: Germans, Quakers (the Society of Friends), and African Americans. These communities had ways of knowing and using their own languages to create identities and serve the common good outside of English. They used these practices to articulate plans and pedagogies for schools, exercise their faith, and express the promise of the young democracy. Kimball draws on primary sources and archival texts that have been little seen or considered to show how citizens consciously took on the question of language and its place in building their young country and how such practice is at the root of what made democracy possible. Elizabeth Kimball is assistant professor of English at Drexel University. She is co-chair of the Philadelphia Writing Program Administrators, an affiliate of the Council of Writing Program Administrators. She is also a member of Rhetoric Society of America and the Conference on College Composition and Communication. Her work involves history, memory, language, and collaborative public life. Description courtesy of the University of Pittsburgh Press.

Get .1 ASHA CEU hereEpisode Summary:In this week's episode, guest expert Chelsea Privette helps us get real about language ideology and our responsibilities to shift the “standard” as language professionals supporting linguistically and culturally diverse communicators. There was more than one “ah-ha” moment across this Nerdcast as Chelsea helps us consider tangible strategies to shift our thinking and practice around core issues in the field. There's also a healthy dose of challenging the status-quo, urging us to question many of our long-standing speech-language pathology paradigms. Come along with us on the journey - you might get a little uncomfortable - but open your mind, fill up your wine glass, and tune in to learn about language ideology in the United States and what it has to do with you as an SLP.Chelsea is a doctoral candidate at the University of Arizona researching bilingualism and the interactions of Spanish and African American English in preschoolers. You can learn more about Chelsea here.Learning Outcomes1. Define the dominant language ideology in the United States.2. Describe linguistic environment in inclusive terms.3. Distinguish between inclusive and anglocentric terminology in clinical documentation and professional meetings.ReferencesArtiles, A. J. (1998). The dilemma of difference: Enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32(1), 32-36.Berthele, R. (2002). Learning a second dialect: A model of idiolectal dissonance. Multilingua, 21, 327-344.Blum, S. D. (2017). Unseen WEIRD assumptions: The so-called language gap discourse and ideologies of language, childhood, and learning. International Multilingual Research Journal, 11(1), 23-38. Brandt, D. (1998). Sponsors of literacy. College Composition and Communication, 49(2), 165-185.Baugh, J. (2003). Linguistic profiling. In S. Makoni, G. Smitherman, A. F. Ball, & A. K. Spears (Eds.), Black linguistics: Language, society, and politics in Africa and the Americas (pp. 155-168). Routledge.Boser, U., Wilhelm, M., & Hanna, R. (2014). The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion. Center for American Progress. Retrieved from https://files.eric.ed.gov/fulltext/ED564606.pdfCarter, P. M. (2013). Shared spaces, shared structures: Latino social formation and African American English in the U.S. South. Journal of Sociolinguistics, 17(1), 66-92. Goldstein, L. M. (1987). Standard English: The only target for nonnative speakers of English? TESOL Quarterly, 21(3), 417-436.Hill, J. H. (2008). The everyday language of white racism. Wiley-Blackwell.Minow, M. (1990). Making all the difference: Inclusion, exclusion, and American law. Cornell University Press.Oetting, J. B. (2020). General American English as a dialect: A call for change. The ASHA LeaderLive. https://leader.pubs.asha.org/do/10.1044/leader.FMP.25112020.12/full/.Oetting, J. B., Gregory, K. D., & Rivière, A. M. (2016). Changing how speech-language pathologists think and talk about dialect variation. Perspectives of the ASHA Special Interest Groups SIG 16, 1(1), 28-37.Purnell, T., Idsardi, W., & Baugh, J. (1999). Perceptual and phonetic experiments on American English dialect identification. Journal of Language and Social Psychology, 18, 10-30.Stanford, S., & Muhammad, B. (2018). The confluence of language and learning disorders and the school-to-prison pipeline among minority students of color: A critical race theory. American University Journal of Gender, Social Policy & the Law, 26(2), 691-718Online Resources:Larson, A. (2021). Bias in Bilingualism: Changing How We Talk About Language Learners. Bilinguistics. https://bilinguistics.com/catalog/speech-pathology-ceus/webinar/bias-in-bilingualism/Summarizes Soto, Larson, & Olszewski paper (forthcoming?)Stanford, S. (2021). Transforming Our Language to Change Clinical Narratives for Youth with Disorders. Bilinguistics. https://bilinguistics.com/catalog/speech-pathology-ceus/webinar/transforming-your-language/Baugh, J. (2019). The significance of linguistic profiling. TEDxEmory. https://www.youtube.com/watch?v=GjFtIg-nLAADisclosures:Chelsea Privette financial disclosures: Chelsea's research is funded by the National Institute on Deafness and other Communication Disorders. Chelsea has no non-financial relationships to disclose.Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of the dominant language ideology in the United States. 15 minutes: Descriptions of linguistic environment in inclusive terms 10 minutes: Descriptions of the differences between inclusive and anglocentric terminology in clinical documentation and professional meetings. 5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing EditorKey Terms and Additional Information provided by Maria De Leon, MS, CCC-SLP, Contributing EditorAudio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing EditorPromotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing EditorSLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!

Kyle Stedman (@kstedman) reads the bad idea "Good Writers Must Know Grammatical Terminology" by Hannah J. Rule (https://www.hannahjrule.com/). It's a chapter from Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Don't miss the joke: the author of the chapter is disagreeing with the bad idea stated in the chapter's title. Keywords: grammar instruction, grammar, pedagogical grammar, rhetorical grammar, writing instruction Hannah J. Rule is Associate Professor of Composition and Rhetoric in the Department of English at the University of South Carolina. Her teaching and research focuses on the teaching of writing in postsecondary contexts, composition theory, and disciplinary histories. She is the author of Situating Writing Processes (2019), a new take on the trajectories of the process paradigm in composition studies. Her scholarship also appears in College Composition and Communication, Composition Studies, Composition Forum, as well as edited collections including Best of the Journals in Rhetoric & Composition 2018. (2020 bio) As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network.

Carter speaks with Dr. Michael Rectenwald about his new book, "Thought Criminal," which is the Unsafe Space Book Club selection for February 2021. Dr. Rectenwald was a Professor of Liberal Studies and Global Liberal Studies at NYU from 2008 to 2019. He also taught at Duke University, North Carolina Central University, Carnegie Mellon University, and Case Western Reserve University. His scholarly and academic essays have appeared in *The Quarterly Journal of Austrian Economics, Academic Questions, Endeavour, The British Journal for the History of Science, College Composition and Communication, International Philosophical Quarterly, the De Gruyter anthologies Organized Secularism in the United States and Global Secularisms in a Post-Secular Age, and the Cambridge University Press anthology George Eliot in Context*, among others. He holds a Ph.D. in Literary and Cultural Studies from Carnegie Mellon University, a Master's in English Literature from Case Western Reserve University, and a B.A. in English Literature from the University of Pittsburgh. Professor Rectenwald is a pundit and champion of free speech and opposes all forms of authoritarianism and totalitarianism, including socialism-communism, “social justice,” fascism, and political correctness. As the notorious "@TheAntiPCProf" on Twitter, he has appeared on numerous major network political talk shows, on syndicated radio shows, and on numerous YouTube shows and podcasts. In addition to "Thought Criminal," he's the author of multiple other books, including Springtime for Snowflakes, Google Archipelago, and Beyond Woke. You can follow him online at: Twitter: @TheAntiPCProf Webpage: http://www.michaelrectenwald.com/ Links Referenced in the Show: Thanks for Watching! The best way to follow Unsafe Space, no matter which platforms ban us, is to visit: https://unsafespace.com While we're still allowed on YouTube, please don't forget to verify that you're subscribed, and to like and share this episode. You can find us there at: https://unsafespace.com/channel For episode clips, visit: https://unsafespace.com/clips Other video platforms on which our content can be found include: LBRY: https://lbry.tv/@unsafe BitChute: https://www.bitchute.com/channel/unsafespace/ Also, come join our community of dangerous thinkers at the following social media sites...at least until we get banned: Censorship-averse platforms: Gab: @unsafe Minds: @unsafe Locals: unsafespace.locals.com Parler: @unsafespace Telegram Chat: https://t.me/joinchat/H4OUclXTz4xwF9EapZekPg Censorship-happy platforms: Twitter: @unsafespace [currently suspended without any reason given] Facebook: https://www.facebook.com/unsafepage Instagram: @_unsafespace MeWe: https://mewe.com/p/unsafespace Support the content that you consume by visiting: https://unsafespace.com/donate Finally, don't forget to announce your status as a wrong-thinker with some Unsafe Space merch, available at: https://unsafespace.com/shop

Carter speaks with Dr. Michael Rectenwald about his new book, "Thought Criminal," which is the Unsafe Space Book Club selection for February 2021. Dr. Rectenwald was a Professor of Liberal Studies and Global Liberal Studies at NYU from 2008 to 2019. He also taught at Duke University, North Carolina Central University, Carnegie Mellon University, and Case Western Reserve University. His scholarly and academic essays have appeared in *The Quarterly Journal of Austrian Economics, Academic Questions, Endeavour, The British Journal for the History of Science, College Composition and Communication, International Philosophical Quarterly, the De Gruyter anthologies Organized Secularism in the United States and Global Secularisms in a Post-Secular Age, and the Cambridge University Press anthology George Eliot in Context*, among others. He holds a Ph.D. in Literary and Cultural Studies from Carnegie Mellon University, a Master's in English Literature from Case Western Reserve University, and a B.A. in English Literature from the University of Pittsburgh. Professor Rectenwald is a pundit and champion of free speech and opposes all forms of authoritarianism and totalitarianism, including socialism-communism, “social justice,” fascism, and political correctness. As the notorious "@TheAntiPCProf" on Twitter, he has appeared on numerous major network political talk shows, on syndicated radio shows, and on numerous YouTube shows and podcasts. In addition to "Thought Criminal," he's the author of multiple other books, including Springtime for Snowflakes, Google Archipelago, and Beyond Woke. You can follow him online at: Twitter: @TheAntiPCProf Webpage: http://www.michaelrectenwald.com/ Links Referenced in the Show: Thanks for Watching! The best way to follow Unsafe Space, no matter which platforms ban us, is to visit: https://unsafespace.com While we're still allowed on YouTube, please don't forget to verify that you're subscribed, and to like and share this episode. You can find us there at: https://unsafespace.com/channel For episode clips, visit: https://unsafespace.com/clips Other video platforms on which our content can be found include: LBRY: https://lbry.tv/@unsafe BitChute: https://www.bitchute.com/channel/unsafespace/ Also, come join our community of dangerous thinkers at the following social media sites...at least until we get banned: Censorship-averse platforms: Gab: @unsafe Minds: @unsafe Locals: unsafespace.locals.com Parler: @unsafespace Telegram Chat: https://t.me/joinchat/H4OUclXTz4xwF9EapZekPg Censorship-happy platforms: Twitter: @unsafespace [currently suspended without any reason given] Facebook: https://www.facebook.com/unsafepage Instagram: @_unsafespace MeWe: https://mewe.com/p/unsafespace Support the content that you consume by visiting: https://unsafespace.com/donate Finally, don't forget to announce your status as a wrong-thinker with some Unsafe Space merch, available at: https://unsafespace.com/shop

This roundtable discussion includes several members of the College Composition and Communication Conference Black Technical and Professional Writing Task Force: Dr. Temptaous Mckoy, Dr. Cecilia D. Shelton, Ja’La Wourman, Dr. Natasha Jones, and Dr. Donnie Sackey. These scholars, along with Constance Haywood and Dr. Kimberly C. Harper, recently compiled the "CCCC Black Technical and Professional Communication Position Statement with Resource Guide," available at: https://cccc.ncte.org/cccc/black-technical-professional-communication. In this roundtable discussion, the members discuss the impetus for the statement, the gaps it fills, the topics it covers, and the ways we can build from the groundwork it establishes. To learn more about the conversation with the task force hosted by Virginia Tech on November 30, 2020, visit https://liberalarts.vt.edu/news/events/2020/10/black-technical-and-professional-communication.html. To shop Pyramid Books, visit https://pyramidbooks.indielite.org/. Follow @TechCommUAH or email Ryan Weber at ryan.weber@uah.edu for more information about the show.

Shownotes and Links Dr. Stephen Carradini Stephen Carradini teaches courses on online professional communication in the Technical Communication program. He uses qualitative and quantitative methods to investigate how people who work outside large organizations use online and offline professional communication to do their work. Musicians are the focus of his most recent research. He also studies disciplinarity in academic fields using corpus analytic methods. He is a member of the Association for Business Communication and ACM SIGDOC. In addition, he has presented at the Conference on College Composition and Communication, Rhetoric Society of America, Symposium on Applied Rhetoric, and the Society of Arts Entrepreneurship Educators conferences. Formerly a professional editor, writer, strategist, and consultant, he writes music journalism at Independent Clauses, co-hosts the Winning Slowly podcast, and plays indie pop music on the side. ASU Public Profile Ph.D., Communication, Rhetoric and Digital Media, North Carolina State University, 2017 M.A., Technical and Professional Communication, Auburn University, 2013 B.A., Journalism – Professional Writing, University of Oklahoma, 2009 Our Website www.NewValleyChurch.org On YouTube: New Valley Church YouTube Channel New Valley Church Downtown YouTube Channel

Carter chats with former postmodernist turned academic pariah, Dr. Michael Rectenwald. Michael was a Professor of Liberal Studies and Global Liberal Studies at NYU from 2008 to 2019. He also taught at Duke University, North Carolina Central University, Carnegie Mellon University, and Case Western Reserve University. His scholarly and academic essays have appeared in The Quarterly Journal of Austrian Economics, Academic Questions, Endeavour, The British Journal for the History of Science, College Composition and Communication, International Philosophical Quarterly, the De Gruyter anthologies, Organized Secularism in the United States and Global Secularisms in a Post-Secular Age, and the Cambridge University Press anthology George Eliot in Context, among others. He holds a Ph.D. in Literary and Cultural Studies from Carnegie Mellon University, a Master's in English Literature from Case Western Reserve University, and a B.A. in English Literature from the University of Pittsburgh. Professor Rectenwald is a pundit and champion of free speech and opposes all forms of authoritarianism and totalitarianism, including socialism-communism, “social justice,” fascism, and political correctness. As the notorious @TheAntiPCProf on Twitter, he has appeared on numerous major network political talk shows, on syndicated radio shows, and on numerous YouTube shows and podcasts. He's also the author of multiple books, including Springtime for Snowflakes, Google Archipelago, and his latest, Beyond Woke. Follow him on social media: Twitter: @TheAntiPCProf Web: http://www.michaelrectenwald.com Thanks for watching! Please don't forget to like, subscribe, and share. Follow us on the following social media channels...at least until we get banned: Twitter: @unsafespace Facebook: https://www.facebook.com/unsafepage Instagram: @_unsafespace Gab: @unsafe Minds: @unsafe Parler: @unsafespace Telegram Chat: https://t.me/joinchat/H4OUclXTz4xwF9EapZekPg Pick up some Unsafe Space merch at unsafespace.com! YouTube link to video version of this episode: https://youtu.be/-LydW7VPJSk

Carter chats with former postmodernist turned academic pariah, Dr. Michael Rectenwald. Michael was a Professor of Liberal Studies and Global Liberal Studies at NYU from 2008 to 2019. He also taught at Duke University, North Carolina Central University, Carnegie Mellon University, and Case Western Reserve University. His scholarly and academic essays have appeared in The Quarterly Journal of Austrian Economics, Academic Questions, Endeavour, The British Journal for the History of Science, College Composition and Communication, International Philosophical Quarterly, the De Gruyter anthologies, Organized Secularism in the United States and Global Secularisms in a Post-Secular Age, and the Cambridge University Press anthology George Eliot in Context, among others. He holds a Ph.D. in Literary and Cultural Studies from Carnegie Mellon University, a Master's in English Literature from Case Western Reserve University, and a B.A. in English Literature from the University of Pittsburgh. Professor Rectenwald is a pundit and champion of free speech and opposes all forms of authoritarianism and totalitarianism, including socialism-communism, “social justice,” fascism, and political correctness. As the notorious @TheAntiPCProf on Twitter, he has appeared on numerous major network political talk shows, on syndicated radio shows, and on numerous YouTube shows and podcasts. He's also the author of multiple books, including Springtime for Snowflakes, Google Archipelago, and his latest, Beyond Woke. Follow him on social media: Twitter: @TheAntiPCProf Web: http://www.michaelrectenwald.com Thanks for watching! Please don't forget to like, subscribe, and share. Follow us on the following social media channels...at least until we get banned: Twitter: @unsafespace Facebook: https://www.facebook.com/unsafepage Instagram: @_unsafespace Gab: @unsafe Minds: @unsafe Parler: @unsafespace Telegram Chat: https://t.me/joinchat/H4OUclXTz4xwF9EapZekPg Pick up some Unsafe Space merch at unsafespace.com! YouTube link to video version of this episode: https://youtu.be/-LydW7VPJSk

On this episode, Katie is joined by Asao B. Inoue, Professor of Interdisciplinary Arts and Sciences, Director of University Writing and the Writing Center at the University of Washington Tacoma, a member of the Executive Board of Council of Writing Program Administrators, and the Program Chair of the 2018 Conference on College Composition and Communication. Among his many articles and chapters on writing assessment and race and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in RTE, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. In November of 2016, he guested co-edited a special issue of College English on writing assessment as social justice, and is currently finishing a co-edited collection on the same topic, as well as a book on labor-based grading contracts as socially just writing assessment. Segment 1: Alternative Modes of Writing Assessment [00:00-14:17] In this first segment, Asao shares about his research and experience with grade-less writing and grading contracts. In this segment, the following resources are mentioned: Inoue, A. B. (2014). Theorizing failure in U.S. writing assessments. Research in the Teaching of English, 48(3), 330-352. Inoue, A. B., & Poe, M. (Eds.). (2012). Race and writing assessment. New York: Peter Lang Publishing, Inc. Inoue, A. B. (2015). Antiracist writing assessment ecologies: Teaching and assessing for a socially just future. Anderson, SC: Parlor Press. College English Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. New York: Houghton Mifflin Harcourt Publishing Company. Selected works of Peter Elbow Segment 2: Writing Assessment as Anti-racist Practice [14:18-32:31] In segment two, Asao discusses his research on writing assessment as anti-racist practice. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Kyle Stedman (@kstedman) reads the bad idea "Reading and Writing Are Not Connected" by Ellen C. Carillo. It's a chapter from Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Chapter keywords: literacy acquisition, literacy, new literacies, reading pedagogies, reading wars, reading–writing connections Ellen C. Carillo is Professor of English at the University of Connecticut and the writing program administrator at its Waterbury campus. She is the author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer; Teaching Readers in Post-Truth America; A Writer's Guide to Mindful Reading; The MLA Guide to Digital Literacy; and the editor of Reading Critically, Writing Well. Ellen has earned grants to conduct research on reading–writing connections in the classroom and regularly presents her findings and scholarship at national conferences. She is also a founding member and co-leader of “The Role of Reading in Composition Studies” special interest group, which meets at the Conference on College Composition and Communication's annual convention. As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network.

The Season 3 debut of The Big Rhetorical Podcast also serves as the Keynote for The Big Rhetorical Podcast Carnival 2020: The Digital Future of Rhetoric & Composition. Dr. James Chase Sanchez is assistant professor of writing and rhetoric at Middlebury College in Vermont. His research interests are in cultural and racial rhetorics, public memory, and protest, and his research has appeared in College Composition and Communication, Pedagogy, Journal of Contemporary Rhetoric, and Present Tense. Sanchez currently has two books forthcoming: a co-authored manuscript titled Race, Rhetoric, and Research Methods and a single-authored manuscript tentatively titled Salt of the Earth: Rhetoric, Preservation, and White Supremacy. The latter manuscript is based upon a documentary Sanchez produced, Man on Fire, which won an International Documentary Association Award in 2017 and aired on PBS via Independent Lens in 2018. Lastly, Sanchez is finishing production of a second documentary, titled In Loco Parentis, which focuses on an elite New England boarding school with a history of covering up sexual assault.

On June 19, Rutgers University's English Department announced a slew of actions it would be taking in solidarity with the Black Lives Matter movement, including incorporating critical grammar into its pedagogy. As department chair Rebecca L. Walkowitz explained, this new approach seeks to foster "a critical awareness of the variety of choices available to [students] w/ regard to micro-level [grammatical] issues." In response, the conservative Twittersphere swiftly attempted to CANCEL Rutgers English, with everyone from Andrew Sullivan to Thomas Chatterton Williams anointing themselves writing pedagogy experts and declaring Rutgers' approach substandard. But what exactly *is* critical grammar, and why might writing teachers want to deploy it? Further, what specific aspects of these conservative arguments makes them so misinformed, out-of-touch, and morally indefensible?To help answer these questions, Alex and Calvin are honored to be joined by Asao B. Inoue, professor and associate dean for Academic Affairs, Equity, and Inclusion in the College of Integrative Sciences and Arts at Arizona State University. Drawing heavily upon Professor Inoue's knowledge of critical language instruction, we address two conservative media responses to Rutgers English's announcement. The first piece we discuss, from Jeff Jacoby at The Patriot Post (yes, this is a real website), argues that writing instruction should be less concerned with social justice and more like Winston Churchill's grade school grammar classes. The second piece, from Fox News' The Ingraham Angle, directly samples an interview with Professor Inoue from last year, both fixating on his use of the term “languaging” and missing his point entirely, which he clarifies and contextualizes for us.After closely reading these texts, we conclude by noting an irony that may be familiar to listeners of past re:joinder episodes: these arguments fail even on their own terms, lacking logical rigor, empirical evidence, and rhetorical elegance. By contrast, we attempt to back up our arguments with credible research, anti-racist principles, and lived experiences of teaching and studying writing more recently than the 1990s.Relevant works by Asao B. Inoue:Inoue, A. B., & Poe, M. (2012). Race and Writing Assessment. Studies in Composition and Rhetoric. Volume 7. Peter Lang.Inoue, A. B. (2015). Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. WAC Clearinghouse.Inoue, A. B. (2019). Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom. WAC Clearinghouse.Inoue, A. B. (2019). How do we language so people stop killing each other, or what do we do about white language supremacy? College Composition and Communication, 71(2), 352-369.Works referenced in this episode:CCCC Demands for Black Linguistic JusticePedagogue Podcast featuring Dr. Asao B. InoueBaker-Bell, A. (2020). Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy. Routledge.Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. Basic Books.Faigley, L. (1979). The influence of generative rhetoric on the syntactic maturity and writing effectiveness of college freshmen. Research in the Teaching of English, 13(3), 197-206.Jencks, C., & Phillips, M. (Eds.). (1998). The Black–White test score gap. Brookings Institution Press.Smitherman, G., & Smitherman-Donaldson, G. (1986). Talkin and testifyin: The language of Black America. Wayne State University Press.Sublette, J. R. (1973). The Dartmouth conference: Its reports and results. College English, 35(3), 348-357.Zancanella, D., Franzak, J., & Sheahan, A. (2016). Dartmouth revisited: Three English educators from different generations reflect on the Dartmouth Conference. English Education, 49(1), 13-27.

In this episode, I sit down with three college educators known for their commitment to creating inclusive, humane educational spaces—both in the classroom and online. All three of them have experimented with different forms of going gradeless as part of this commitment. All three have given considerable thought about teaching under the current pandemic. You can check out Part 2 of this interview here. Maha Bali is associate professor of practice at the Center for Learning and Teaching at the American University in Cairo. She is also the co-founder and co-director of Virtually Connecting, a grassroots movement that organizes hybrid hallway conversations at conferences for virtual participants, and co-facilitator of Equity Unbound, an equity-focused intercultural curriculum for teaching digital literacies. You can find more of Maha's writing at her blog Reflecting Allowed and follow her on Twitter at @Bali_Maha. Asao B. Inoue is Professor and Associate Dean of Academic Affairs, Equity, and Inclusion for the College of Integrative Sciences and Arts at Arizona State University. He is the 2019 Chair of the Conference on College Composition and Communication. He has published a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity, and a book, Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. You can find more of Asao's writing at his blog Asao B. Inoue's Infrequent Words and follow him on Twitter at @AsaoBInoue. Jesse Stommel is a Digital Learning Fellow and Senior Lecturer of Digital Studies at University of Mary Washington. He is co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, and new media. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. You can find more of Jesse's writing at jessestommel.com and follow him on Twitter at @jessifer.

"CLEP exams help students earn college credit for what they already know, for a fraction of the cost of a college course." -College Board CLEP website $89 (Subject to change) plus small administration fee charged by test center. Most tests last 90 minutes. Key CLEP Facts: Students take CLEP exams on a computer at official CLEP test centers. CLEP exams contain multiple-choice questions. CLEP exams take about 90–120 minutes to complete, depending on the exam subject. CLEP exams are offered year-round at more than 2,000 CLEP test centers across the country. Students receive their CLEP exam scores immediately after completing the exam (except for College Composition and Spanish with Writing). More than 2,900 U.S. colleges and universities grant credit for CLEP. A college’s CLEP credit policy explains: -Which CLEP exams are accepted by the institution -What CLEP score you need to receive credit -How many credits are awarded for a particular CLEP exam The policy may also include other guidelines, such as the maximum number of credits a student can earn through CLEP. Before signing up for a CLEP exam, talk with your academic advisor to figure out how an exam fits in with your education plan." -From clep.collegeboard.com website Who Can Take CLEP Exams? Anyone interested in earning college credit and saving time and money can take a CLEP exam. CLEP launched in 1967 as a way for adult students and military service members to earn degrees inexpensively while also being able to meet work and family responsibilities. 34 different exams are offered for CLEP credit: Composition and Literature These exams cover topics related to American and British literature and composition. American Literature Analyzing and Interpreting Literature College Composition College Composition Modular English Literature Humanities World Languages These exams assess comprehension of French, German, and Spanish. French Language: Levels 1 and 2 German Language: Levels 1 and 2 Spanish Language: Levels 1 and 2 Spanish with Writing: Levels 1 and 2 History and Social Sciences These exams cover topics related to history, economics, and psychology. American Government History of the United States I History of the United States II Human Growth and Development Introduction to Educational Psychology Introductory Psychology Introductory Sociology Principles of Macroeconomics Principles of Microeconomics Social Sciences and History Western Civilization I: Ancient Near East to 1648 Western Civilization II: 1648 to the Present Science and Mathematics These exams cover various science disciplines and different levels of math. Biology Calculus Chemistry College Algebra College Mathematics Natural Sciences Precalculus Business These exams cover various business disciplines. Financial Accounting Information Systems Introductory Business Law Principles of Management Principles of Marketing Search for the college or university on the College Board website by clicking on "See Which Colleges Accept CLEP." For Example: Oklahoma State University in Stillwater accepts these for credit: OSU - Stillwater Exams, Minimum Score for Credit, Credit Hours Awarded Business Financial Accounting, 50, 3 Introductory Business Law, 50, 3 Principles of Management, 50, 3 Principles of Marketing, 50, 3 Composition and Literature College Composition, 54, 3 Foreign Languages French Language Level I, 50, 6 French Language Level II, 59, 9 German Language Level I, 50, 6 German Language Level II, 60, 9 Spanish Language Level I, 50, 6 Spanish Language Level II, 63, 9 History and Social Sciences American Government, 50, 3 Human Growth and Development, 50, 3 Introduction to Educational Psychology, 50, 3 Introductory Psychology, 50, 3 Introductory Sociology, 50, 3 Principles of Macroeconomics, 50, 3 Principles of Microeconomics, 50, 3 Science and Mathematics Biology, 50, 4 Calculus, 50, 4 Chemistry, 50, 9 College Algebra, 50, 3 Precalculus, 50, 5 Order Transcripts ($20 fee per transcript) To award credit for CLEP, colleges, universities, or other organizations typically require that you send an official CLEP transcript. https://clep.collegeboard.org (https://clep.collegeboard.org)

This episode features an interview with Laura Micciche. It was recorded during her visit to Tennessee for the 2019 Peck Research on Writing Symposium. Dr. Micciche was the keynote speaker at the symposium, an annual event hosted by the Department of English at Middle Tennessee State University. Each year, a rhetoric and writing scholar delivers a talk about their research and facilitates a workshop based on that research. This year’s symposium will take place on February 28, and will also host the annual meeting of MidSouth WPA, an affiliate of the Council of Writing Program Administrators. Laura Micciche is a professor in the English Department at the University of Cincinnati. Her research focuses on writing pedagogy, rhetorical theory, and writing program administration, and she’s the author of the books Doing Emotion: Rhetoric, Writing, Teaching and Acknowledging Writing Partners. The latter is available as an open-access book through WAC Clearinghouse. Dr. Micciche has also written copious articles, including a recent coauthored piece for College English entitled “Editing as Inclusion Activism,” a College Composition and Communication article entitled “Toward Graduate-Level Writing Instruction,” and an article in the journal WPA entitled “For Slow Agency.” She recently completed a six-year tenure as editor of the journal Composition Studies. Her current research is on the mundane aspects of academic writing, which she focused on in her presentation at MTSU. In this interview, Micciche discusses Acknowledging Writing Partners, the concept of slowness in relation to teaching and WPA work, the importance of methodological inclusiveness, and her interest in the mundane, including the nonhuman animals and objects that populate the places where academics write. This episode features a clip of the song "Special Place" by Ketsa.

For more information on the Rhetoric Society of America's Andrea A. Lunsford Diversity Fund, which is discussed in the introduction to this episode, click here. This episode of Rhetoricity features an interview with Andrea Lunsford, interviewed by Ben Harley as part of the Rhetoric Society of America Oral History Initiative. Over the past year and a half, Rhetoricity host and producer Eric Detweiler has been coordinating that initiative. At its 2018 conference in Minneapolis, Minnesota, the Rhetoric Society of America (RSA) celebrated its 50th anniversary. As a part of that celebration, the organization sponsored the Oral History Initiative, which recorded interviews with 25 of RSA’s long-time members and leaders. In those interviews, they discuss their involvement in key moments in the organization’s history, the broader history of rhetoric as a discipline, and their expectations and hopes for the field’s future. Since then, Eric has been working with Elizabeth McGhee Williams, a doctoral student at Middle Tennessee State University, to transcribe and create a digital archive of those interviews. The two of them wrote an article about the materials that just came out in Rhetoric Society Quarterly. And the archive of the interviews and transcripts themselves is now available for you to peruse. To help promote that project, this episode features Lunsford's interview from the RSA Oral History Initiative. Dr. Lunsford is the Louise Hewlett Nixon Professor of English, Emerita, at Stanford University. She was the Director of Stanford’s Program in Writing and Rhetoric from 2000 to 2013 and the founder of Stanford’s Hume Center for Writing and Speaking. Dr. Lunsford also developed undergraduate and graduate writing programs at the University of British Columbia and at The Ohio State University, where she founded The Center for the Study and Teaching of Writing. She’s designed and taught courses in writing history and theory, feminist rhetorics, literacy studies, and women’s writing and is the editor, author, or co-author of 23 books. Those books include Essays on Classical Rhetoric and Modern Discourse; Singular Texts/Plural Authors; Reclaiming Rhetorica; Everything’s an Argument; The Everyday Writer; and Everyone’s an Author. She’s won awards including the Modern Language Association’s Mina Shaughnessy Prize, the Conference on College Composition and Communication award for best article, which she's won twice, and the CCCC Exemplar Award.  A long-time member of the Bread Loaf School of English faculty, she is currently co-editing The Norton Anthology of Rhetoric and Writing and working on a new textbook called Let’s Talk. Ben Harley, her interviewer, is an assistant professor in the Department of Languages, Literature, and Communication Studies at Northern State University in Aberdeen, South Dakota. His classes provide students with high-impact writing situations that let them compose useful and interesting texts for their own communities, and his research focuses on pedagogy, sound, and the ways that everyday texts impact the public sphere. He’s published work in The Journal of Multimodal Rhetorics, Present Tense, and Hybrid Pedagogy. The transition music after this episode's introduction is "Creative Writing" by Chad Crouch.

This week's show features a discussion about collective action, solidarity, and labor organizing with Penn State English PhD Student and organizer Doug Kulchar. In this conversation, Calvin and Alex talk with Doug about methods of leveraging employee power in workplaces, why bosses and other people in positions of power are often opposed to unions, and Doug's own experience organizing a graduate student union campaign at Penn State. Through these discussions, we touch on the ways in which concepts such as literacy, translation, and rhetorical listening can help us understand the skills necessary to build effective social movements around shared problems.Connect with Doug on Twitter: @dkulcharWorks and Concepts Cited in this EpisodeBurke, K. (1965). Terministic screens. In Proceedings of the American Catholic philosophical association, 39, pp. 87-102.Burke, K. (1969). A rhetoric of motives. University of California Press.[Contains an articulation of the concept “identification”]Freire, P. (1968). Pedagogy of the oppressed. Trans. Myra Bergman Ramos. New York: Herder.Glenn, C., & Ratcliffe, K. (2011). Introduction: Why silence and listening are important rhetorical arts. In Silence and listening as rhetorical arts (pp. 1-19). Southern Illinois University Press.Schaeffer, J. D. (2004). Sensus communis. Rhetoric and Rhetorical Criticism, 278.Marx, K., & Engels, F. (1970). The german ideology (Vol. 1). International Publishers Co.Ratcliffe, K. (1999). Rhetorical Listening: A Trope for Interpretive Invention and a" Code of Cross-Cultural Conduct". College Composition and Communication, 51(2), 195-224.Ratcliffe, K. (2005). Rhetorical listening: Identification, gender, whiteness. SIU Press.Schneider, S.A. (2014). You can't padlock an idea: Rhetorical education at the Highlander Folk School, 1932-1961. Univ of South Carolina Press, 2014.Wikipedia article on the Bryn Mawr Summer School for Women Workers in Industry: https://en.wikipedia.org/wiki/Bryn_Mawr_Summer_School_for_Women_Workers_in_IndustryFurther ReadingBrandt, Deborah. (2001). Literacy in American Lives. Cambridge University Press.Castells, Manuel. (2013) Communication Power. Oxford University Press.Cushman, E. (1996). The rhetorician as an agent of social change. College Composition and Communication, 47(1), pp. 7–28.Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses. Taylor & Francis.Gere, A.R. (1994). Kitchen tables and rented rooms: The extracurriculum of composition. College Composition and Communication, 45(1), pp. 75–92.Hampton, F. (1969). Power anywhere where there's people. Speech delivered at Olivet Church. Retrieved from: https://www.historyisaweapon.com/defcon1/fhamptonspeech.htmlHeath, S.B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge University Press.Kelley, R.D.G. (2015). Hammer and hoe: Alabama communists during the great depression. UNC Press Books.Latour, Bruno. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford University Press.Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern.” Critical Inquiry, 30(2), pp. 225–48.May, M.S. (2013). Soapbox rebellion: The Hobo Orator Union and the free speech fights of the Industrial Workers of the World, 1909-1916. University of Alabama Press.Polletta, F. (2019). It was like a fever. University of Chicago Press.Rai, C. (2016). Democracy's lot: Rhetoric, publics, and the places of invention. University of Alabama Press.Scott, T. (2009). Dangerous writing: Understanding the political economy of composition. Utah State University Press.Selber, S. (2004). Multiliteracies for a digital age. SIU Press.Spinuzzi, C. (2015). All edge: Inside the new workplace networks. University of Chicago Press.Wan, A.J. (2014). Producing good citizens: Literacy training in anxious times. University of Pittsburgh Press.Wenger, E. (1999) Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Some time ago, I was asked by listener Sarah Rumsey to do a podcast on composition theory. That’s a doozy of a topic, so I read a lot, I poked around, even pulled together a couple drafts, but couldn’t find the balance of breadth and depth to do this subject justice. So I gave up.   Ah, clever listener, you know I didn’t really give up, because this is Mere Rhetoric, the podcast for beginners and insiders about the ideas, people and movements who have shaped rhetorical history and I am Mary Hedengren and instead of trying to capture the entire depth of rhetorical theory thought I could just rip off someone who did.   Granted, the “did” in this case happened way back in 1982, when rhetoric and composition was still a young discipline, but the “someone” is James A Berlin, namesake of the Conference on College Composition and Communication Jim Berlin pub crawl. In addition to, I guess, being a man who could hold his liquor, Berlin was a composition historian and in 1982, he took stock of the current field of composition in an article titled “Contemporary Composition: the Major Pedagogical Theories.”   Now before I dive into this major theoretical typology, let me say that the article has been accused of being a little simplistic and a little...strawman-ish. Berlin himself acknowledges his bias in the article, stating, “My reasons for presenting this analysis are not altogether disinterested. I am convinced that the pedagogical approach of the New Rhetoricians is the most intelligent and most practical alternative available, serving in every way the best interests of our students” (766). Well, in that case, why even worry about other theories? And why should Sarah be taught all of these competing pedagogical theories in her composition classes? Why not just settle down with one intelligent and practical one without holding up competing theories? Won’t that just confuse would-be instructors and, worse, muddle students who must adapt from one instructor’s theory to another as they progress through their classes: freshman comp with a classicist and advanced writing with an expressionist?   Well, for starters, you might not agree with Berlin’s conclusions about which is best. And, even is so, Berlin fears that most people don’t think consciously about their overall theory of writing and learning at all “ many teachers,” he says, “(and I suspect most) look upon their vocations as the imparting of a largely mechanical skill, important only because it serves students in getting them through school and in advancing them in their professions. This essay will argue that writing teachers are perforce given a responsibility that far exceeds this merely instrumental task” (766).   Okay then, what are the theories Berlin posits for how “writer, reality, audience and language--are envisioned”(765)?   First are the Neo-Aristotelians or Classicists. You might suspect, they echo the philosophies of Aristotle, but Berlin claims that actually they are “opposed to his system in every sense” (767). Okay, then, what does Aristotle posit and what do these wannabes do? Aristotle, if you remember from that famous fresco by Rafael, is the one pointing down to the earth. Berlin describes Aristotle’s view that reality can be “known and communicated with language serving as the unproblematic medium os discourse. There is an uncomplicated correspondence between the sign and the thing” (767). Aristotle’s rhetorical writings are among the most complete we have from the ancient world and emphasize reasoning, but also acknowledge that sometimes it takes a little appeal to emotion, too, to get the job done.   Then Berlin says, in essence, okay, but what those so-called Neo-Aristotelians actually do is Current-traditional or Positivist. [For those keeping track at home, this means that there are two terms (Neo-Aristotleian or Classicist) to describe the general theory and then two (Current traditional and positivist) to describe the way that people botch it up and sometimes still call themselves NeoAristotlean.] So in what ways have Current traditionalists been mucking up Aristotle’s ideas on rhetoric?  Well, for starters they abandon deductive reasoning altogether and embrace exclusively induction, emphasizing only experiment and then they also “destroy” a distinction between dialective and rhetoric, “rhetoric becomes the study of all forms of communication: scientific, philosophical, historical, political, eval and even [gasp] poetic” (769). Additionally, “truth is to be discovered outside the rhetorical enterprise--through the method, usually the scientific method of the appropriate discipline, or as in poetry and oratory, through genious” (770). Instructors in this theory move beyond persuasive to “discourse that appeals to the understanding--exposition, narration, description and argumentation” and is “concerned solely with the communication of truth that is certain and empirically verifieable--in other words, not probablistic” (770).   The second band Berlin identifies are the neo-Platonists or expressivist. Let’s think back on that fresco by Rafael--Aristotle pointed to the ground and Plato pointed to the sky. If neo Aristotleans see themselves as focused on the empirical, the neo Platonists  head in the opposite direction “truth is not based on sensory experience since the material world is always in flux and thus unreliable. Truth is instead discovered through an internal apprehension, a private world that transcends” (771). Because of this, for our writing instructors, “truth can be learned by not taught” (771). The expressionists then “emphasizes writing as a ‘personal’ activity as an expression one’s unique voice” (772). Berlin objects that, like that neo-Aristotleans, these Expressionists have strayed far from Plato’s precepts--”Their conception of truth,” he says “can in no way be seen as comparable to Plato’s transcend world of ideas.” Non of them,” he objects “is a relativist...all believe in the existence of verifiable truths and find them, as does Plato, in private experience” (772). Further, although expressivists may encourage freewriting and journaling, they also emphasise workshopping and peer review, practices that, accord to Berlin will “get rid of what is untrue to the private vision of the writer” (773). This peer practice to purify private truths is not about communication to others, to expunge insincerities. There is a very Dead Poets Society vibe to the whole thing.   So, to summarize where we end up, the Current-traditionalists who think they are Aristotlean are dropping “personal and social concerns in the interests of the unobstructed perception of empirical reality” while the expressivist Neo-Platonists are finding reality only within and using an audience only as a “check to the false note of the inauthentic” and some lingering true NeoAristotleans or classicalists are emphasizing rational structures and only occasionally acknowledging things like “emotion”  (775).   Then there is New Rhetoric. You can almost feel Berlin heave a sigh of relief at finding something sensible. “In New Rhetoric the message arises out of the interactions of the writer, language, reality and the audience. Truths are operative only within a given universe of discourse, and this universe is shaped by all of these elements, including the audience” (775). In other words, if Rafeal were painting the school of Athens now, Aristotle might point towards the objective earth and Plato towards the transcendent heavens, but New Rhetoric (personified, let us say, by Berlin himself) would be pointing outwards towards you--towards the viewer and also towards the painter. The writer creates truth, doesn’t just discover it in the world or within herself, but actually creates it.   And what does that mean for composition? Everything, says Berlin. “In teaching writing we are not simply offering training in a useful technical skill that is meant as a simple complement to more important studies in other areas. We are teaching a way of experiences the world, a way of ordering and making sense of it” (776).   And that’s why learning theory is important. When you’re teaching students to write, are you teaching them to just “write down their observation” about the outside world as though it were uncomplicated? Are you asking them to just “write whatever comes into your mind” about a topic as sincerely and unrestrained as possible? Or are you asking them to create meaning with their audience and, in the same sense with language?   I confess that reading this article in 2019, I’m less twitterpated with the idea that people can make up whatever truths they want. Although no one would ever describe themselves as a Current Traditionalist, some of these ideas--writing in the disciplines, using mixed research methods, even including belleliteristic writing seem very comfortable to me. Things have changed since 1983, not least of which is composition theory.   And I guess this means that this ccan’t be my only podcast on theory. Ah, rats.  

This episode’s guest is Paula Mathieu, English professor in the Morrissey College of Arts and Sciences at Boston College, and Director of the First-Year Writing Program, and Founder of the Writing Fellows Program there. Paul is the author of the ground-breaking book “Tactics of Hope: The Public Turn in English Composition”, a book that is especially important in these times of communication that happens in 140 characters or less, and communication that often incites immediate controversy. She’s worked to expand her ideas about what it takes to practice the kind of social justice that a university should foster. She’s on the editorial boards of College Composition and Communication, and the prominent book series, “Writing and Rhetoric."

On this episode, Katie is joined by Dr. Jessie L. Moore, director of the Center for Engaged Learning and professor of Professional Writing & Rhetoric at Elon University. She previously coordinated Elon’s first-year writing and professional writing & rhetoric programs. She received her Ph.D. and M.A. in English Rhetoric and Composition from Purdue University. Jessie leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She is the co-editor of Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016) and Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (with Randy Bass, Stylus, 2017). Jessie currently serves as the elected Secretary of the Conference on College Composition and Communication and as U.S. Regional Vice President of the International Society for the Scholarship of Teaching and Learning.   Segment 1: Researching Writing Transfer [00:00-12:13] In this first segment, Jessie shares about her research on writing transfer. Segment 2: Multi-institutional Research [12:14-23:56] In segment two, Jessie discusses what she has learned from multi-institutional research projects. In this segment, the following resources are mentioned: Segment 3: Organizing Research Seminars [23:57-35:16] In segment three, Jessie shares about a research seminars program that draws scholars from all over the world. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Join the Joyful Courage Tribe in our community Facebook group - Live and Love with Joyful Courage.  Raising our children while growing ourselves... ::: Become a Joyful Courage PATRON! You can now find Joyful Courage at http://www.patreon.com/joyfulcourage and make a contribution to the show that you love! This is a opportunity for you to sign up to make a monthly financial commitment and support the sustainability of the podcast. ::: My guest today is Danielle Slaughter. Danielle is an Academic turned mommy. She has Bachelors of Arts from the University of Michigan-Ann Arbor and a Masters of Arts in English from Georgia State University. With a doctoral background in English, focusing on Rhetoric and Composition, Danielle likes to call herself and mothers like her “Mamademics”. Mamademics is a merging of her two “careers”–motherhood and academia. She lives in Atlanta with her husband and two sons were she runs both of her businesses Mamademics and Raising an Advocate. Danielle has an award-winning blog as well as composition work. She is a 2015 recipient of the Type-A Parent’s We Still Blog Award. A 2016 recipient of the Conference on  College Composition and Communications Scholar for the Dream Award. A BlogHer Voices of the Year Winner for 2016 and 2017. As well as a two-time nominee for an Iris Award for Most Engaging Content (2017 and 2018). I found Danielle this past spring when I was searching for the voices of POC in the parenting world. If you listened to episode 142 you know that I made a pledge to search out a variety of voices and personalities to come and be on the show. Danielle does really important work, and I recently completed a course she offers called “Raising an Advocate” – Danielle has written a lot about the role white women play in raising social justice advocates, as well as the power white women also have to get in the way of social justice…. Where to find Danielle: Facebook | Mamademics Website Check out Mamedemics Website to get to the Raising an Advocate course! ::: Small group coaching   4 weeks 4 participants $99 Head to the Live and Love with Joyful Courage to find a time that works for you. ::: Living Joyful Courage MEMBERSHIP PROGRAM I would love LOVE to have you in the membership. It’s some good learning and community – EXACTLY what you need to transform the climate of your home. Check it out à www.joyfulcourage.com/living-jc ::: Mother’s Journey BALTIMORE Come to Baltimore in July 28th!!  Super excited to be circling up with mama’s to bring more connection, self growth and discovery to the community there! More info can be found at www.joyfulcourage.com/mothersjourney Are you interested in bringing A Mother’s Journey to your community? Get in touch with me! All MJ workshops happening because people like you reach out and say COME! Fill the room with the mamas you love and enjoy a say of love and learning. Email Casey at casey@joyfulcourage.com to explore the possibility. ::: All the goods at www.joyfulcourage.com/yes Intention Bracelets Back by popular demand!! The Joyful Courage intention bracelets are back in stock and I am THRILLED to have been able to have had the community vote on the reminders that are on them…. Breathe, Pause, Trust, Surrender, Kindness – what do you need? DAILY INTENTION CARDS What do you think about the Daily Intention Cards???  These cards are designed to support you in your conscious, intentional parenting practice. ::::: Be a Subscriber Make sure to SUBSCRIBE to the Joyful Courage Podcast on Apple Podcast to get the latest shows STRAIGHT to your device!!  AND PLEASE rate and review the Joyful Courage Parenting Podcast to help me spread the show to an ever-larger audience!! CLICK HERE to watch a video that shows up how to subscribe with your iPhone!    

This episode features two interviewees: Dr. Jonathan Alexander and Dr. Jackie Rhodes. Rhodes and Alexander are not only prolific writers and media makers, but prolific collaborators. Together, they’ve edited The Routledge Handbook of Digital Writing and Rhetoric as well as Sexual Rhetorics: Methods, Publics, Identities. In this episode, we discuss two of their other collaborative projects: On Multimodality: New Media in Composition Studies and Techne: Queer Meditations on Writing the Self. Techne won the 2015 Lavender Rhetorics Award for Excellence in Queer Scholarship.  Beyond their co-creations, Jonathan Alexander is the Chancellor’s Professor of English and Informatics at the University of California, Irvine. He’s also the current editor of the journal College Composition and Communication and the author of the critical memoir Creep: A Life, A Theory, An Apology, which is a finalist for the Lambda Literary Award and being turned into a podcast. Jackie Rhodes is a professor of Writing, Rhetoric, and American Cultures at Michigan State University and the incoming editor of the journal Rhetoric Society Quarterly. She’s also currently working on a documentary called Once a Fury, which is about a 1970s lesbian separatist group called the Furies. The following interview was recorded at the 2017 Conference on College Composition and Communication in a defunct alcove that was once full of pay phones. In addition to Techne and On Multimodality, Drs. Rhodes and Alexander discuss the creepiness of academic disciplines, why it’s important to understand the history of media forms, and the personal, narrative, and scholarly possibilities of digital publications. This episode includes clips from Techne and Tony Zhou's "How to Structure a Video Essay" as well as various sound effects from freesound.org.

Dr. Eric Darnell Pritchard is an assistant professor of English at the University of Illinois at Urbana-Champaign. He writes and teaches about literacy, rhetoric and their intersections with fashion, beauty, popular culture, identity, and power. He was born and raised in Queens, New York. He is the creator and editor of Glamourtunist.com - a Fashion editorial blog focused on fashion, beauty and pop culture. He is also the editor of "Sartorial Politics, Intersectionality, and Queer Worldmaking" a special issue of QED.: A Journal in GLBTQ Worldmaking. His article “For Colored Kids Who Committed Suicide, Our Outrage Isn’t Enough: Queer Youth of Color, Bullying and the Discursive Limits of Identity and Safety” in Harvard Educational Review won the 2014 Conference on College Composition and Communication (CCCC) Lavender Rhetoric Award for Excellence in Queer Scholarship. He is the author of the award-winning Fashioning Lives: Black Queers and the Politics of Literacy. This book analyzes the life stories of sixty Black LGBTQ people along with archival documents, literature, and film. He is currently at work on two new book projects including a biography of 1980s fashion superstar Patrick Kelly.

On this episode, Katie is joined by Asao B. Inoue, Professor of Interdisciplinary Arts and Sciences, Director of University Writing and the Writing Center at the University of Washington Tacoma, a member of the Executive Board of Council of Writing Program Administrators, and the Program Chair of the 2018 Conference on College Composition and Communication. Among his many articles and chapters on writing assessment and race and racism, his article, "Theorizing Failure in U.S. Writing Assessments" in RTE, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. In November of 2016, he guested co-edited a special issue of College English on writing assessment as social justice, and is currently finishing a co-edited collection on the same topic, as well as a book on labor-based grading contracts as socially just writing assessment. Segment 1: Alternative Modes of Writing Assessment [00:00-14:17] In this first segment, Asao shares about his research and experience with grade-less writing and grading contracts. Segment 2: Writing Assessment as Anti-racist Practice [14:18-32:31] In segment two, Asao discusses his research on writing assessment as anti-racist practice. Bonus Clip #1 [00:00-05:03]: The Relationship Between Language and Race To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

Welcome to Mere Rhetoric, the podcast for beginners and insiders about the ideas, people and movements who have shaped rhetorical history. Uh, I guess including recent history, because today we’re going to talk about the February 2017 issue of College Composition and Communication as our “journal of the month” summary. This issue, as editor Jonathan Alexander points out, “takes up the notion of the ‘personal’ in a variety of ways” (436), departing from what we might think of as “composition as usual.” The articles in it include thinking about students who are full-time workers, students who have disablities, and indigenous methodology.   College Composition and Communication, if you’re unfamiliar with it, is one of the grand old dames of composition journals. It came about way back in the 50s as a summary of the conference on college composition and communication and many of the early issues were just summaries of what happened in the conference, so that you could follow along at home. The conference itself was an outgrowth of the rise of college writing classes. Many of these early composition classes were taught by people trained in literature, and they were eager to have their own place to share ideas about teaching and come up with theories that would apply as well in Tampa as in Toledo. CCC, or “the cs” as it is sometimes called, is still a great resource for composition instructors and researchers looking for theory as well as practice for their own classrooms.   In that spirit, let me take you through a whirlwind summary of all of the articles in this issue. Maybe you don’t subscribe to it. Maybe you just haven’t had time to sit down and read it. Maybe you haven’t thought that reading a journal could be fun. Okay, let’s dig in.   The first article called “Don’t Call it Expressivism” is Eli Goldblatt’s cautionary response to the emphasis in composition studies on job-readiness and college sucess. If, as Goldblatt worries, “the discussion about writing instruction [is] too narrowly around school success and professional preparation” (441), we lose sight of other important goals of writing. Writing, he suggests, can have real personal and political power beyond the instrumental ways that learning to write well makes someone a better student or worker. He gives examples like Tiffany Rousculp’s community writing center in Salt Lake City and Sondra Perl’s work in Austria with student whose parents had been complicit with Nazi atrocities. Over all, he “hope[s] to link [students’] acts of writing to purposes more compelling to them than passing the next class or getting a job” (462).   Rebecca Brittenham wants to not just talk about student’s next job, but their current ones. She points out that often universities see student’s “dead-end jobs” as competition to focusing on school. They downplay what students learn through working and expect them to approach school like some idealized fully funded 18-year-old. “The multidimensional realities of students’ actual work experiences are often rendered invisible or obsured through a narrative of interference,” she writes (527). She created a research instrument to discover what kind of work students do and how it actually affects their education in a wider sense. Some students indeed report being time strapped, but they know that they must work several jobs to make rent. Other student report pride in their time management skills through their work experience. Brittenham makes some great suggestions for universities, like encouraging advisors to discuss skills on the job and how they align with course work or even creating a database of student-friendly employers in the area. Such accommodations would benefit all students, whether they work 3 hours a week or 30.   Accommodations are also the theme of Anne-Marie Womack’s article “Teaching is Accommodation,” where she focuses on how universal design, the use of design principles to include students with physical and learning disabilities. These designs often help everyone. The “classic example is the curb cut,” which benefits people in wheelchairs and also people with carts or, like rollerblades. Applying this principle to our clases, and especially documents like syllabi and course descriptions, Womack gives practical suggestions on colors, fonts and design that can help all students get the information they need. I was fascinated, for example, that there’s a font called Dyslexie that’s especially reader-friendly for folks with dyslexia, and that creating a submission window of several days rather than a hard deadline can help a variety of students succeed.   Chris Mays discusses complexity theory in relation to writing. After all, we rhetoricians understand that writing always takes place in a context and both impacts and is impacted by the systems in which it participates. He gives students two visual examples to illustrate the fractal complexity--the top of a pine tree looks very much like the top half of a tree looks very much like a whole pine tree. Similarly, the outline of a formal school paper has several main points, nestled under each of which there are many supporting point and their own supporting evidence (578-580). “By making and comparing different cuts” Mays writes, “we reveal how the writing works independently at each level and works in relation to form a complex text” (574).   Research should also be complex, argue Katja Thieme and Shurli Makmillen, as they introduce a research stance they call “principled uncertainty” (466). Because “researchers make method choices by considering how a method is valued in their research community,” communities with different knowledge values will contribute to a different accepted method. Indigenous research methos like “commuity-based or tribal centered research, collaborative participatory research, storytelling or “storywork” “yarning” or conversational method (471) all expand method because “method is situated, interpellative and dialogic” and indigenous conversational method is linked to a “particular tribal epistemology” (484).   There you have it. Each of this articles could be a podcast in themselves, but when you have them all sitting side-by-side it certainly gives you a feel for the variety and connection across one regular issue of College Composition and Communication. If you teach college writing classes, I recommend joining the National Council of Teachers of English, despite their awkward name, and I recommend subscribing the CCC.

This episode features an interview with Laurie Gries. Dr. Gries is an assistant professor at the University of Colorado-Boulder, where she has a joint appointment in the Department of Communication and the Program of Writing and Rhetoric. Laurie Gries researches visual rhetoric, circulation studies, research methodologies, new materialism, and the digital humanities. She's the author of the book Still Life With Rhetoric: A New Materialist Approach for Visual Rhetorics, which won the Conference on College Composition and Communication’s 2016 Advancement of Knowledge Award and 2016 Research Impact Award. Her work has also appeared in the journals Computers and Composition, Rhetoric Review, and Composition Studies. Most recently, her article “Visualizing Obama Hope” was published in Kairos.   In this interview, Gries discusses the limits and possibilities of new materialism, the importance of method and methodology in rhetorical studies, and her work developing PikTrack, a software that would allow researchers to track online images and create data visualizations of such images’ trajectories. We also talk about monkeys, chimpanzees, and the difficulty of defining the word “rhetoric.” This episode includes clips from the following: "Monkey Gives CPR to Electrocuted Friend" from CNN "Wounda's Journey" from the Jane Goodall Institute "Resonance" by HOME

"⚡L⚡CTRiC SW⚡AT" is the debut episode of Dr. Matt's Golden Beats, a rhet-comp podcast focused on sound and music. To coincide with the 2017 Conference on College Composition and Communication, the first episode is a mix to power you through all your hotel room workouts!

Rhetoricity returns, coming to you from its new home base: Middle Tennessee State University in Murfreesboro, Tennessee! MTSU's Department of English hosts an annual event called the Peck Research on Writing Symposium. In 2016, that symposium featured a presentation by Dr. Derek Mueller, Associate Professor of Written Communication and Director of the First-Year Writing Program at Eastern Michigan University. This episode features an interview recorded during his visit. Mueller's work has appeared in the journals College Composition and Communication, Composition Forum, Kairos, and Present Tense. He has two forthcoming book projects: Cross-Border Networks in Writing Studies and Network Sense: Methods for Visualizing a Discipline. In this interview, Dr. Mueller discusses tracking and studying citation practices in writing pedagogy and writing studies research, the concept of chora, ways of challenging the divide between qualitative and quantitative methodologies, and how visual models can enrich rhetoric, composition, and writing studies. Oh, and Star Wars. This episode features clips from the following: "Strong Bad Email #91: Caffeine" John Williams - "Rey Meets BB-8" Looper Official Trailer "Chicago Teachers Strike is Biggest in a Generation" CBS Sports' coverage of Serena Williams' 2012 US Open victory Lost "Freestyle Finger Snapping" freesound.org

Featuring sounds from the 2016 Conference on College Composition and Communication in Houston, including Kristen Bivens at the Zydeco Louisiana Diner, Kyle Stedman and Jennifer Stewart at Niel’s Bahr, and Joyce Locke Carter and Linda Adler-Kassner at the convention center. Introductory music is the opening of “No Ska Today” by Skabrot (available on Jamendo) plus some radio interference and static from freesound.org This podcast also featured “Running Away” by J.L.T. (available on Jamendo)

In this episode, I interview Joyce Locke Carter, who gave the annual Chair’s Address at the annual convention of the Conference on College Composition and Communication in Houston in April, 2016. In this interview, we discuss Joyce’s process of creating her address and her hope for the field of rhetoric and writing studies. This interview was conducted in May 2016 at the Funky Door Bistro & Wine Room in Lubbock, TX, with ambient music provided by Bo Garza Entertainment. Introductory music is the opening of “No Ska Today” by Skabrot (available on Jamendo) plus some radio interference and static from freesound.org. This episode also featured “Kill the Old” by The League (also available on Jamendo). Joyce's address can be read or watched on her blog.

Brooke Cunningham and John Sides discuss Hull and Rose's study "This Wooden Shack Place": The Logic of an Unconventional Reading published in College Composition and Communication. Check out www.poetryoutloud.org for contest information. Also see Hero by Perry More: http://www.amazon.com/Hero-Perry-Moore/dp/1423101960/ref=sr_1_1?s=books&ie=UTF8&qid=1460333152&sr=1-1&keywords=hero+by+perry+moore And I'll Give You the Sun by Jandy Nelson: http://www.amazon.com/Ill-Give-You-Jandy-Nelson/dp/0142425761/ref=sr_1_1?s=books&ie=UTF8&qid=1460333206&sr=1-1&keywords=i%27ll+give+you+the+sun

This episode of Rhetoricity is a rebroadcast of a 2014 interview with Joyce Locke Carter, associate professor at Texas Tech University and chair of the 2016 Conference on College Composition and Communication (CCCC). Originally, the interview was conducted for and published by the Digital Writing and Research Lab's Zeugma podcast. This week, Dr. Carter will be giving the CCCC chair's address in Houston, Texas. Because she discusses her address and the role of CCCC chairs in this interview, now seemed like a relevant time to circulate it again. Dr. Carter's address is entitled “Making, Disrupting, Innovating,” and will explore strategies for making the case for rhetoric and composition’s value. In addition to her work with CCCC, Joyce Locke Carter is the author of the book Market Matters: Applied Rhetoric Studies and Free Market Competition. Her current book project is entitled Reading Arguments. It focuses on how sophisticated readers engage with documents that ask them to make a decision. The project deals with a significant gap in rhetoric scholarship about what audiences actually do when they read and respond to purposeful rhetorical acts. Additionally, her work has appeared in Technical Communication Quarterly, Computers and Composition, and Programmatic Perspectives. A transcript of the Zeugma version of the interview is available here.

This episode of Rhetoricity features not one but two interviewees: Drs. Annette Vee and Jim Brown, who together led a workshop called "Rhetoric's Algorithms" at the 2015 Rhetoric Society of America Summer Institute in Madison, Wisconsin. They're also co-editing a forthcoming issue of the journal Computational Culture that will focus on rhetoric and computation. Annette Vee is an assistant professor in the English Department at the University of Pittsburgh. Her work has appeared in such journals as Computers and Composition, Enculturation, and Computational Culture. She's also the author of the book Coding Literacy: How Computer Programming is Changing the Terms of Writing, which is forthcoming from MIT Press. Jim Brown is an assistant professor and director of the Digital Studies Center at Rutgers University-Camden. He's been published in the journals Philosophy and Rhetoric, College Composition and Communication, and Pedagogy. His book Ethical Programs: Hospitality and the Rhetorics of Software, was recently published by the University of Michigan Press. In this interview, I ask Brown and Vee about the subject of their RSA workshop: What exactly do they mean by "algorithms"? What do algorithms have to offer rhetoric and vice versa? They respond by discussing Ada Lovelace, 1970s cyberthrillers, and the French writing collective Oulipo. Before wrapping up, I also ask them to perform some experimental rhetorical algorithms. This episode includes music generated using Musicalgorithms, a resource created by researchers at Eastern Washington University. All Rhetoricity episodes are also available via iTunes and Stitcher.

In this episode of Rhetoricity, I talk with Shyam Sharma about global citizenship, transnational writing, and the globalization of writing classrooms. Dr. Sharma is an assistant professor of writing and rhetoric at Stony Brook University in New York. His research focuses on writing in the disciplines, but he also studies translingualism and multilingualism, cross-cultural rhetoric, and multimodality in writing studies. He is currently working on a book project about international graduate students in the U.S. and has a piece in the September 2015 issue of College Composition and Communication. In this interview, which was conducted at the 2015 Conference on College Composition and Communication (CCCC), we discuss Transnational Writing, a Facebook group that Dr. Sharma helped launch. We also talk about "Engaging the Global in the Teaching of Writing," a CCCC workshop that he participated in and helped facilitate. Post-introduction transition music: "Eastbound & Down" by Cherlene.

This episode of Rhetoricity, recorded at the 2015 Conference on College Composition and Communication, features an interview with Dr. Justin Hodgson. Hodgson is an assistant professor at Indiana University. He serves as general editor for the Journal for Undergraduate Multimedia Projects and is currently working on a book project entitled New Aesthetics, New Rhetorics. In spring 2015, he and Dr. Scot Barnett organized and hosted the Indiana Digital Rhetoric Symposium (IDRS). We begin by talking about what distinguishes (and doesn't distinguish) "digital rhetoric" from the "digital humanities." From there, Dr. Hodgson discusses what he hoped would happen at IDRS, which had yet to take place at the time of this interview. From there, we turn to digital rhetoric pedagogy. Specifically, Dr. Hodgson discusses Rhetoric, Play, & Games, an undergraduate course he's been teaching for a number of years. In addition to asking students to examine, play, and write about video games, the course functions as a game. We talk about both the possibilities and problems Hodgson sees in current conversations about "gamifying" education. The episode ends with some follow-up reflections on IDRS that Dr. Hodgson recorded after the symposium wrapped. He and Dr. Barnett are currently putting together a special issue of Enculturation: A Journal of Rhetoric, Writing, and Culture that will build on the symposium's proceedings. This episode features clips from Led Zeppelin's "Rock & Roll," Sharon Jones & The Dap-Kings' "Long Time, Wrong Time," and The Pharaos' "Mission Bucharest." The latter tune is licensed under Creative Commons; all other music and samples used within the provisions of fair use.

At the 2015 meeting of the Conference on College Composition and Communication (CCCC), I stuck a mic in people's faces and asked them what they care about. The answers included ideas about specific groups outside our field that we should listen to, specific scholarly directions we could dig further into, and lots of invitations to take part in exciting work.

In this episode of Rhetoricity, I interview Dr. Jenny Rice, an associate professor in the Department of Writing, Rhetoric, and Digital Studies at the University of Kentucky. In addition to appearing on this podcast's episode on small talk, Dr. Rice has made extensive contributions to rhetorical studies: she’s the author of the book Distant Publics: Development Rhetoric and the Subject of Crisis as well as articles in the Quarterly Journal of Speech, Argumentation and Advocacy, College Composition and Communication, and Rhetoric Society Quarterly (RSQ, for short). She’ll also be co-chairing the 2016 Rhetoric Society of America conference in Atlanta, Georgia. In this episode, I talk with Dr. Rice about her current book project, which is tentatively titled Awful Archives. In February 2015, she presented part of that project at The University of Texas at Austin's Digital Writing and Research Lab. A video of that presentation, which was entitled "Archival Magnitude: Quantities of Evidence and Insights into Reality," is available here. We also discuss a forum she's organizing for RSQ, an anthology she's co-editing with UT's Casey Boyle, and her approach to social media. This and all other Rhetoricity episodes are also available on iTunes and Stitcher.

This episode features an interview with Dr. Sharon Crowley, an accomplished rhetoric scholar and winner of the Conference on College Composition and Communication's 2015 Exemplar Award. Dr. Crowley is the author of Composition in the University: Historical and Polemical Essays, Toward a Civil Discourse: Rhetoric and Fundamentalism, and coauthor of the rhetoric textbook Ancient Rhetorics for Contemporary Students. In this episode, special guest interviewer Kendall Gerdes talks with Crowley about the recent history of rhetoric as a discipline, her advice for rhetoric graduate students, and what she's been reading lately. They even take a moment to talk about their respective experiences playing the video game Skyrim in connection with Umberto Eco's essay "The Return of the Middle Ages." This and all other Rhetoricity episodes are also available on iTunes and Stitcher.  

Jeff Grabill is a professor of rhetoric and professional writing and chair of the Department of Writing, Rhetoric and American Cultures in the College of Arts & Letters. He is a senior researcher with WIDE Research (Writing in Digital Environments) and also a co-founder of Drawbridge Incorporated, an educational technology company. He studies how digital writing is associated with citizenship and learning. Jeff has published two books on community literacy and articles in journals such as College Composition and Communication, Technical Communication Quarterly, Computers and Composition, and English Education. Jeff earned his doctorate from Purdue University.

In the September 2014 issue of _College Composition and Communication_, editor Kathleen Blake Yancey opened a special issue on locations of writing with ten vignettes--short reflective pieces where authors considered the meanings of the places where they write and teach. Four of those vignettes are featured here, read by their authors.

In his research, Keith Miller mainly focuses on the rhetoric and songs of the civil rights movement. He is the author of Voice of Deliverance: The Language of Martin Luther King, Jr., and Its Sources, which was favorably reviewed in Washington Post and is widely cited. His essays on Martin Luther King, Jr., Malcolm X, Jackie Robinson, Frederick Douglass, C.L. Franklin, and Fannie Lou Hamer have appeared in many scholarly collections and in such leading journals as College English, College Composition and Communication, PMLA, Rhetoric Society Quarterly, andJournal of American History. His essay “Second Isaiah Lands in Washington, D.C.: Martin Luther King, Jr.’s ‘I Have a Dream’ as Biblical Narrative and Biblical Hermeneutic” was awarded Best Essay of the Year in Rhetoric Review in 2007