Podcasts about composition studies

Welcome to this week's episode of The Happy Mama Movement Podcast.Today, we're joined by the wonderful Nancy Reddy—writer, poet, and writing teacher—whose work explores the often messy, complex realities of motherhood and creativity. Nancy's first book of narrative nonfiction, The Good Mother Myth, is set to be published by St. Martin's in January 2025. She's also the author of three books of poetry, including Pocket Universe, and co-editor of The Long Devotion: Poets Writing Motherhood. Her writing dives into the truths behind the glossy myths we're told about motherhood, and she's been featured in Slate, Romper, and Electric Literature, among others.We explore:The myth of the "Good Mother” and how it shapes our experiencesA New Description and re-definition: Motherhood as a RelationshipHow creativity can survive and thrive amidst the chaos of parentingGuilt, Struggle and Judgement of ourselves as women.Broadening the public conversation around motherhood and parenting.As always, I hope this conversation sparks something in you. If it does, please pass it along to the mothers in your life. We all deserve a little more honesty, support, and solidarity on this wild ride.ABOUT NANCY REDDY: Nancy Reddy is a writer and a writing teacher. Her first book of narrative nonfiction, The Good Mother Myth, is forthcoming from St. Martin's in January 2025. She is the author of three books of poetry, most recently Pocket Universe, and the co-editor of The Long Devotion: Poets Writing Motherhood. Her recent writing includes pieces on the damaging mythology of the “golden hour” after birth for Slate, making mom friends for Romper, and review-essays on the whiteness of the motherhood memoir and the political nature of motherhood at Electric Literature. Nancy holds an MFA in poetry and a PhD in rhetoric and composition, both from the University of Wisconsin-Madison. In a previous academic life, she published scholarly work on writing studies and materiality, creative writing pedagogy, and community literacy in journals such as Community Literacy Journal, Literacy in Composition Studies, and The Journal of Creative Writing Studies.Nancy currently teaches at Stockton University in New Jersey, and she also leads community writing workshops and lifelong learning courses, including at the Cooper Street Writing Workshops at Rutgers-Camden, the Stockton Institute for Lifelong Learning, Blue Stoop, and Murphy Writing. You can find her on Instagram and subscribe to her newsletter, Write More, Be Less Careful, where she offers wisdom and encouragement on navigating the often-difficult writing life.RESOURCES:Instagram: https://www.instagram.com/nancy.o.reddy/NANCY'S NEWSLETTER: Write More, Be Less Careful: https://nancyreddy.substack.com/Website: https://www.nancyreddy.com/BUY THE BOOK: https://www.amazon.com.au/Good-Mother-Myth-Redefining-Motherhood/dp/1580055028UK SHOPPERS BUY THE BOOK HERE: https://www.amazon.co.uk/Good-Mother-Myth-Unlearning-Ideas/dp/1250336643OR HERE: https://www.waterstones.com/book/the-good-mother-myth/nancy-reddy/9781250336644 Hosted on Acast. See acast.com/privacy for more information.

Keywords: Composition Studies, Community Writing, Student Activism, Leadership, Pedagogy. Charles McMartin is an Assistant Professor of English specializing in Composition at Utah State University Tooele (pronounced Too-will-ah). He earned his PhD in Rhetoric, Composition, and the Teaching of English from the University of Arizona. His research focuses on culturally sustaining pedagogies, community writing, student activism, and NextGen faculty leadership. His work has been published in College English, Rhetoric Review, Composition Studies, Reflections, and Peitho. His forthcoming coedited collection is titled Next-Gen Perspectives on Leadership: Coalitional Strategies for Launching Careers, Building Networks, and Engaging with Systemic Inequities (USU Press). Visit thebigrhetoricalpodcast.weebly.com and follow @thebigrhet.

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

Keywords: Editing, Publishing, Composition Studies, Collaboration, Writing. Jacob Babb is Associate Professor and Assistant Chair of Rhetoric and Technical Writing at Appalachian State University. Zachary C. Beare is an associate professor of English, the Director of First-Year Writing, and a Core Faculty Member of the Communication, Rhetoric, and Digital Media Program at North Carolina State University. He and Jacob Babb are the incoming editors of Composition Studies, the oldest independent journal in the field of rhetoric and composition. For more information visit thebigrhetoricalpodcast.weebly.com and @thebigrhet across social media platforms.

Keywords: Queer Rhetorics, Archival Research, Techné, Computing, Digital Storytelling. Patricia Fancher has a PhD in Rhetoric and studies rhetorical theory, feminist and queer rhetoric and digital media. She teaches Writing and Gender Studies, Digital Storytelling, Rhetoric, among other courses. Her research has been published in Peitho, Composition Studies, Rhetoric Review, Present Tense, Computers & Composition and Enculturation. She's also published creative non-fiction essays in The Sun, Huffington Post, Washington Post, Northwest Review, Catapult, and LARB. For more information visit thebigrhetoricalpodcast.weebly.com and @thebigrhet across social media platforms.

Keywords: Artificial Intelligence, Writing Studies, ChatGPT, Writing Pedagogy, Genre Theory. Season 10 Premiere. Emerging Scholar Series .Anuj Gupta is a doctoral candidate in the Rhetoric Composition program in the Department of English at the University of Arizona. In the past, he has helped build one of India's first college level writing programs at Ashoka University as a WPA. A winner ofKairos' Graduate Student Research Award, CCCC's Scholars for the Dream Award, & the AACU's K. Patricia Cross' Future Leaders Award, Anuj's research has appeared in journals like Open Praxis, Composition Studies, and , and in edited collections like TextGenEd. He is currently working on his doctoral dissertation where he is studying the impact of Generative AI chatbots on academic and technical communication by analyzing ChatGPT prompts as an emerging genre of writing. For more information visit thebigrhetoricalpodcast.weebly.com and @thebigrhet across social media platforms.

Daily, entertainment lawyers are bombarded with marketing messages that, with GenAI, we can and should be doing all our lawyering tasks at the speed of light. Entertainment lawyer Kirk Schroder talks with Heidi K. Brown, Professor and Associate Dean for Upper Level Writing at New York Law School, about giving ourselves permission to first decelerate, ease up on the throttle that's materialized in our hands, and unhurriedly practice using GenAI writing tools (and AI-driven legal research tools) to generate high-quality legal work. Professor Brown will share techniques and strategies for “shaking hands with” and introducing ourselves to these potentially transformative tools and incorporating them into our workflow in a way that does not short-change depth with velocity. Please note, the positions and opinions expressed by the speakers are strictly their own, and do not necessarily represent the views of their employers, nor those of the D.C. Bar, its Board of Governors or co-sponsoring Communities and organizations. (1) Heidi's blog on "shaking hands" with the chatbots: Shaking Hands with Generative AI Chatbots | by Heidi K. Brown | Jan, 2024 | Medium(2) Heidi's blog on applying the medical profession's teaching/learning model to legal writing: Enhancing GenAI Writing Output Through “See One, Do One, Teach One” | by Heidi K. Brown | Feb, 2024 | Medium (3) Professors Ethan and Lilach Mollick of Wharton, Practical AI for Instructors and Students Part 1: Introduction to AI for Teachers and Students: https://youtu.be/t9gmyvf7JYo(4) Write.law's course: W7: GPT for Legal Writers(5) Writing.io's AI Courses: Home | Writing.io Academy(6) Jordan Furlong's article about the newest lawyer competence: quality control Jordan Furlong | Substack(7) Professor Scott Graham's article on new GenAI skills we need to teach and learn: Composition Studies 51.1 (Spring 2023) (wordpress.com) (8) Heidi's website with links to all her books: www.theflourishinglawyer.org (9) Litigation, Comparison Table - Federal ...ding Orders on Artificial Intelligence (blackboardcdn.com) This is the spreadsheet summarizing all the judges' standing orders on the use of AI in court filings--across the country--as of 1/30/24(10) This is a good reference for all the cases so far in which lawyers have been reprimanded for improperly using AI in court filings: Beware the Legal Bot: Spooky Stories of AI in the Courtroom - AI Law Librarians Thank you to our sponsor!⁠ LawPay⁠ was developed specifically to help law firms streamline billings and collections, providing a simple, secure solution for legal clients to pay their bills. LawPay is the industry leader in legal payments, providing a cost-effective solution for more than 50,000 law firms around the country.

Keywords: Community Colleges, Pedagogy, Rural, Critical, Student-Centered. Dr. Sharon Mitchler is a professor of English and humanities at Centralia College, a small, rural community college. She teaches a range of undergraduate courses in composition, literature, humanities, ethics and film. Her current research focuses on critical rural pedagogy and teaching for transfer. She is a frequent presenter at 4Cs, TYCA-PNW, and TYCA-National. Her scholarship has been published in Teaching English in the Two-Year College and Composition Studies. She is a former national chair of the Two-Year College English Association. Follow @thebigrhet and visit www.thebigrhetoricalpodcast.weebly.com for more information on TBR Podcast.

We all know that academic integrity matters. But do we all agree on what academic integrity really is? Somewhere beyond the nuances and gray areas is blatant cheating. And that's always wrong . . . but what if your professor asks you to cheat? This episode explores: How well students understand academic integrity. Why Dr. Heng Hartse designed a course that required cheating. What he and his students learned from it. How it feels to cheat, and why some students feel forced to do it. A discussion of the article “What Happened When I Made My Students Cheat.” Our guest is: Dr. Joel Heng Hartse, who teaches at Simon Fraser University. He wrote Sects, Love, and Rock and Roll (Cascade Books, 2010); Dancing About Architecture is a Reasonable Things to Do (Cascade Books, 2022); co-authored with Jiang Dong Perspectives on Teaching English at Colleges and Universities in China (TESOL Press, 2015); and is the author of the article “What Happened When I Made My Students Cheat,” published in Inside Higher Ed (November 9, 2022). Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Intellectual Appetite, by Paul Griffiths “Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement” by Emily L. McClung and Joanna Kraenzle Schneider “Literacy Brokers and the Emotional Work of Mediation,” by Ligia Ana Mihut, in Literacy and Composition Studies, volume 2, number 1 (2014) Jeffrey Moro's blog article “Against Cop Shit” The New York Times article on the aftermath of “Harvard cheating scandal” This podcast on learning from your failed research Welcome to The Academic Life! On the Academic Life channel we embrace a broad definition of what it means to lead an academic life. We view education as a transformative human endeavor and are inspired by today's knowledge-producers working inside and outside the academy. Find us on Twitter: @AcademicLifeNBN. 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

We all know that academic integrity matters. But do we all agree on what academic integrity really is? Somewhere beyond the nuances and gray areas is blatant cheating. And that's always wrong . . . but what if your professor asks you to cheat? This episode explores: How well students understand academic integrity. Why Dr. Heng Hartse designed a course that required cheating. What he and his students learned from it. How it feels to cheat, and why some students feel forced to do it. A discussion of the article “What Happened When I Made My Students Cheat.” Our guest is: Dr. Joel Heng Hartse, who teaches at Simon Fraser University. He wrote Sects, Love, and Rock and Roll (Cascade Books, 2010); Dancing About Architecture is a Reasonable Things to Do (Cascade Books, 2022); co-authored with Jiang Dong Perspectives on Teaching English at Colleges and Universities in China (TESOL Press, 2015); and is the author of the article “What Happened When I Made My Students Cheat,” published in Inside Higher Ed (November 9, 2022). Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Intellectual Appetite, by Paul Griffiths “Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement” by Emily L. McClung and Joanna Kraenzle Schneider “Literacy Brokers and the Emotional Work of Mediation,” by Ligia Ana Mihut, in Literacy and Composition Studies, volume 2, number 1 (2014) Jeffrey Moro's blog article “Against Cop Shit” The New York Times article on the aftermath of “Harvard cheating scandal” This podcast on learning from your failed research Welcome to The Academic Life! On the Academic Life channel we embrace a broad definition of what it means to lead an academic life. We view education as a transformative human endeavor and are inspired by today's knowledge-producers working inside and outside the academy. Find us on Twitter: @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/academic-life

We all know that academic integrity matters. But do we all agree on what academic integrity really is? Somewhere beyond the nuances and gray areas is blatant cheating. And that's always wrong . . . but what if your professor asks you to cheat? This episode explores: How well students understand academic integrity. Why Dr. Heng Hartse designed a course that required cheating. What he and his students learned from it. How it feels to cheat, and why some students feel forced to do it. A discussion of the article “What Happened When I Made My Students Cheat.” Our guest is: Dr. Joel Heng Hartse, who teaches at Simon Fraser University. He wrote Sects, Love, and Rock and Roll (Cascade Books, 2010); Dancing About Architecture is a Reasonable Things to Do (Cascade Books, 2022); co-authored with Jiang Dong Perspectives on Teaching English at Colleges and Universities in China (TESOL Press, 2015); and is the author of the article “What Happened When I Made My Students Cheat,” published in Inside Higher Ed (November 9, 2022). Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Intellectual Appetite, by Paul Griffiths “Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement” by Emily L. McClung and Joanna Kraenzle Schneider “Literacy Brokers and the Emotional Work of Mediation,” by Ligia Ana Mihut, in Literacy and Composition Studies, volume 2, number 1 (2014) Jeffrey Moro's blog article “Against Cop Shit” The New York Times article on the aftermath of “Harvard cheating scandal” This podcast on learning from your failed research Welcome to The Academic Life! On the Academic Life channel we embrace a broad definition of what it means to lead an academic life. We view education as a transformative human endeavor and are inspired by today's knowledge-producers working inside and outside the academy. Find us on Twitter: @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

We all know that academic integrity matters. But do we all agree on what academic integrity really is? Somewhere beyond the nuances and gray areas is blatant cheating. And that's always wrong . . . but what if your professor asks you to cheat? This episode explores: How well students understand academic integrity. Why Dr. Heng Hartse designed a course that required cheating. What he and his students learned from it. How it feels to cheat, and why some students feel forced to do it. A discussion of the article “What Happened When I Made My Students Cheat.” Our guest is: Dr. Joel Heng Hartse, who teaches at Simon Fraser University. He wrote Sects, Love, and Rock and Roll (Cascade Books, 2010); Dancing About Architecture is a Reasonable Things to Do (Cascade Books, 2022); co-authored with Jiang Dong Perspectives on Teaching English at Colleges and Universities in China (TESOL Press, 2015); and is the author of the article “What Happened When I Made My Students Cheat,” published in Inside Higher Ed (November 9, 2022). Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode may also be interested in: Intellectual Appetite, by Paul Griffiths “Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement” by Emily L. McClung and Joanna Kraenzle Schneider “Literacy Brokers and the Emotional Work of Mediation,” by Ligia Ana Mihut, in Literacy and Composition Studies, volume 2, number 1 (2014) Jeffrey Moro's blog article “Against Cop Shit” The New York Times article on the aftermath of “Harvard cheating scandal” This podcast on learning from your failed research Welcome to The Academic Life! On the Academic Life channel we embrace a broad definition of what it means to lead an academic life. We view education as a transformative human endeavor and are inspired by today's knowledge-producers working inside and outside the academy. Find us on Twitter: @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices

General Summary: Rhetoricians Johnathan Alexander and Jackie Rhodes are asked about their research on rhetoric and queer theory. Students at the University of Texas at Austin, Cambridge Bender and Marshall Ballard reflect on works by Alexander and Rhodes and the implications of rhetoric in modern day society in regards to gender, and queer theory. Detailed Summary: Rhodes and Alexander discuss current queer theory in the academic field of rhetoric and composition (1:29-3:01); Alexander questions the composure of queer theory, if queer theory in nature, works against the norm--Does it really have a place in the classroom? Rhetoricians discuss Annie Lennox(3:38); Ballard asks Rhodes about “material” and “embodiment. She transitions into how queer theory relates to desire and embodiment. Alexander transitions to the idea of vulnerability and the powerful ethics of being interconnected (8:15). Alexander continues with a queer adjacent anecdote about minority students being inadequately served, relating to topics of racism (10:08). Rhodes and Alexander begin to talk about theorists, relating topics to historical accounts of queer theory in society (15:29). Bender asks specifics about seeing the difference between checking the diversity box or truly immersing oneself in queer theory which opens the door for calculated accounts of people attempting to include queer scholar with including more than just fact, but rather perspective (22:02). Alexander responds by shedding light on people's go-to resources, looking deeper into how the resources chosen to write about queer theory affect the composition of queer theory works (23:43). Rhodes and Alexander wrap up by evaluating how looking at things through a queer perspective lens. Scholarly Article Informing this Production: Alexander, Jonathan. Rhodes, Jacqueline. “Queer: An Impossible Subject for Composition”JAC, 2011. Vol. 31, No. ½ (2011), pp. 177-206 Credits: This podcast was produced by Cambridge Bender, Chris Lam, Rachel Stewart and Marshall Ballard with resources and assistance provided by Dr. Mark Longaker and the Digital Writing and Research Lab at the University of Texas at Austin. It features the voices of Cambridge Bender, Marshall Ballard, Rachel Stewart, Jackie Rhodes and Johnathan Alexander. 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 Creative Commons 1.0 license .

Check out our super quick review for a super brief article. Colby, Richard, Johnson, Matthew S.S., Shultz Colby, Rebekah. (2022) Colby, Richard, Johnson, Matthew S.S., Shultz Colby, Rebekah. (2022) At a Glance: Teaching, Writing, Gaming. Composition Studies 49.3.. Composition Studies 49.3.

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

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/intellectual-history

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/language

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/communications

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/christian-studies

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage. Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland. John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. 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

Hello! We at TMM Studios hope you've been well during this break in episodes, over the holiday break, and now here at the end of many people's semesters (shout-out to those on quarter systems). But we're back with regular episodes for your feeds—just in time for winter break! In this episode, we're joined by Stacy Wittstock, a sixth-year PhD candidate specializing in Writing, Rhetoric, & Composition Studies, as well as education studies, at the University of California, Davis. Stacy walks us through an article born from her dissertation project submitted to the Journal of Basic Writing, which examines a cross-institutional basic writing program that was shared between one university of California campus and a local community college. In this fascinating talk, Stacy walks us through the conditions under which the program was created and what eventually led to its demise—all while providing salient takeaways for writing studies today. You can learn more about Stacy's research and work at www.stacywittstock.com. And please email her, too, with any ideas or questions and to follow up on her fascinating project. Also, feel free to follow her on Twitter at @curiousmagpies! 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. Continued well wishes as this the fourth pandemic semester continues. Be safe.

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.

Dr. Amanda Licastro has a doctorate in English and recently moved from her position as an Assistant Professor to take on a role as the Emerging and Digital Literacy Designer at the University of Pennsylvania. Her research explores the intersection of technology and writing, including book history, dystopian literature, and digital humanities, with a focus on multimodal composition and Extended Reality. Amanda serves as the Director of Pedagogical Initiatives of the Book Traces project and is co-founder of the Journal of Interactive Technology and Pedagogy and the Writing Studies Tree. Publications include articles in Kairos, Digital Pedagogy in the Humanities, Hybrid Pedagogy, and Communication Design Quarterly, as well as chapters in Digital Reading and Writing in Composition Studies, and Critical Digital Pedagogy. In this episode of Room 42 welook into the story behind the forthcoming edited collection Composition and Big Data co-edited by Amanda Licastro and Ben Miller. The editors took a unique approach to peer review: they engaged the contributing authors in a radical approach to collaboration and cooperation that crossed boundaries, knocked down barriers, and yielded astounding results. Learn how big data is shaping our scholarship, what we need to do now to prepare, and how a collaborative collection of authors can highlight the ethical and practical considerations of applying data analytics to the field of Composition and Rhetoric.

Kyle Stedman (@kstedman) reads the bad idea "The Traditional Research Paper is Best," by Alexandria Lockett (@MzJaneNova). 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: big data, Boolean logic, data deluge, traditional research paper, web 2.0 Dr. Alexandria L. Lockett is an Assistant Professor of English at Spelman College. She is lead author of Race, Rhetoric, and Research Methods (WAC Clearinghouse, April 2021) and co-editor of Learning From the Lived Experiences of Graduate Student Writers (Utah State University Press, May 2020). She also publishes about the technological politics of race, surveillance, and access in articles that appeared in Composition Studies, Enculturation, and Praxis, as well as chapters featured in Wikipedia @ 20: An Incomplete Revolution (MIT Press), Humans at Work in the Digital Age (Routledge), Out in the Center (Utah State University Press), and Black Perspectives on Writing Program Administration: From the Margins to the Center (SWR Press). An extended biography is available via her portfolio at: www.alexandrialockett.com. (2021 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.

With a vast language teaching experience, Dr. Heng Hartse describes his first experiences in ESL education as he tried to understand students' backgrounds more in depth and trying to build bridges among the international students. He talks about second language writing and the difficulties some have when it comes to adapt to the Western forms of academic writing. He also discusses the tensions, challenges and possibilities of an EFL/ESL teacher. In understanding these, Dr. Heng Hartse explains translingual practice, world languages and English as a lingua franca (ELF) as concepts that respond to the emerging multilingual students in today's classrooms. * Biography: Dr. Joel Heng Hartse is a lecturer in the Faculty of Education at Simon Fraser University, where he teaches academic literacy and TEAL teacher training courses. His work focuses on academic writing at the intersection the internationalization of higher education and the globalization of English, and has appeared in the Journal of Second Language Writing, Asian Englishes, Composition Studies, Across the Disciplines, the Journal of English for Research Publication Purposes, and English Today. He is co-author of the book Perspectives on Teaching English at Colleges and Universities in China (TESOL Press) and vice president of the Canadian Association for the Study of Discourse and Writing. See more at www.joelhenghartse.com Cite this podcast (APA): Ortega, Y. (Producer). (2021, June 1). CES5E6 – Problematizing academic writing. https://soundcloud.com/chasingencounters/ces5e6-problematizing-academic-writing * Sources: Fazel, I. & Heng Hartse, J. (2020). Gray areas of academic publishing: ‘Predatory journals' under the lens. Journal of English for Research Publication Purposes 1(2). 157-67. https://doi.org/10.1075/jerpp.20008.faz Heng Hartse, J., Lockett, M. & Ortabasi, M. (2018). Languaging about language in an interdisciplinary writing course. Across the Disciplines, 15(3), 89-103. https://wac.colostate.edu/docs/atd/trans/henghartseetal2018.pdf Heng Hartse, J. (2018, October). On the possibility of a non-error-based approach to second language writing. TESOL Second Language Writing Interest Section Newsletter. Retrieved from http://newsmanager.commpartners.com/tesolslwis/issues/2018-10-23/2.html Heng Hartse, J. & Kubota, R. (2014.) Pluralizing English? Variation in high-stakes academic texts and challenges of copyediting. Journal of Second Language Writing 24, 71-82. https://doi.org/10.1016/j.jslw.2014.04.001

Dale Jacobs is the author of Graphic Encounters: Comics and the Sponsorship of Multimodal Literacy. He is the editor of Sunday with the Tigers: Eleven Ways to Watch a Game and The Myles Horton Reader, and co-editor of A Way to Move: Rhetorics of Emotion and Composition Studies. His academic/creative nonfiction book, The 1976 Project: On Comics and Grief, is forthcoming. He is the editor of The Windsor Review and teaches in the English Department at the University of Windsor. Heidi LM Jacobs' novel Molly of the Mall: Literary Lass and Purveyor of Fine Footwear won the Stephen Leacock Medal for Humour in 2020. She is a librarian at the University of Windsor andone of the researchers behind the award-winning Breaking the Colour Barrier: Wilfred "Boomer" Harding & the Chatham Coloured All-Stars project. She is currently writing a book about the 1934 Chatham Coloured All-Stars, the first Black team to win the Ontario Baseball Amateur Association Championship. Their new book together is 100 Miles of Baseball: Fifty Games, One Summer. The book was inspired by their realization in 2016 that something was missing in their relationship with baseball. So, they drew a one-hundred mile radius around their home in Windsor, and set a goal of seeing fifty games within that circle. That took them across southwestern Ontario and into Michigan and Ohio, to games at the high school, university and major league levels.100 Miles of Baseball is the story of their sports-driven road trip and their rediscovery of their love of the game. http://biblioasis.com/shop/new-release/100-miles-of-baseball-fifty-games-one-summer/

Kyle Stedman (@kstedman) reads the bad idea "The Five-Paragraph Theme Teaches 'Beyond the Test'" by Bruce Bowles, Jr. 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: assessment washback, curriculum, five-paragraph theme, interrater reliability, localized assessment, portfolio assessment, standardized testing, validity Bruce Bowles Jr. is an Assistant Professor of English and the Director of the University Writing Center at Texas A&M University-Central Texas. His research interests focus on how we evaluate and make judgments across multiple contexts, including writing assessment, writing center administration, and political and public discourse. His work has been published in Composition Studies; Journal of Response to Writing; enculturation: A Journal of Rhetoric, Writing, and Culture; WLN: A Journal of Writing Center Scholarship; and Intraspection: A Journal of Rhetoric, Culture, and Style. (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.

Dr. William Duffy joins The Big Rhetorical Podcast to discuss his new book, "Beyond Conversation: Collaboration and the Production of Writing." Dr. William Duffy is Associate Professor of English and Coordinator of the Writing, Rhetoric, and Technical Communication Program at the University of Memphis. His scholarship has been published in Rhetoric Review, Composition Studies, College English, and Present Tense, as well as in various edited collections. His new book Beyond Conversation: Collaboration and the Production of Writing is available now from Utah State University Press.

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.

In the Season 4 Premiere of The Big Rhetorical Podcast, Charles Woods talks with Dr. Gavin P. Johnson. Dr. Gavin P. Johnson (he/his) is a teacher-scholar specializing in multimodal composition, queer rhetorics, writing assessment, and digital activism. He currently works as an assistant professor at Christian Brothers University in Memphis, TN, where he teaches courses in cultural rhetorics, professional communications, and writing. He completed his PhD at The Ohio State University (2020) where he served as co-associate director of the international Digital Media and Composition Institute (DMAC). He earned his MA from North Carolina State University (2015) and BA from Nicholls State University (2013). His research and service receive national recognition, including the Gloria Anzaldúa Rhetorician Award from CCCC in 2017 and the Kairos Service Award in 2019 as part of the nextGEN listserv start-up team. His research is published or forthcoming in College Literacy and Learning, Composition Studies, Computers and Composition, Constellations, Peitho, Pre/Text: A Journal of Rhetorical Theory, Teacher-Scholar-Activist, and various edited collections. Dr. Johnson is a proud first-generation college graduate from southeast Louisiana.

In the 50th episode of The Big Rhetorical Podcast Charles talks with Dr. Bonnie Kyburz. dr. bonnie lenore kyburz teaches writing, rhetoric and digital media. She supports creative vision and composes reflective, rhetorically timely texts via digital filmmaking, installations, multimodal composing, and print. She makes short digital films, documentaries and experimental pieces that hope to resonate as entertaining, provocative arguments for evolving scholarly scenes. Her current book is Cruel Auteurism: Affective Digital Mediations Toward Film-Composition, in the #writing series at The WAC Clearinghouse and University of Colorado Press. kyburz' work appears in Kairos: A Journal of Rhetoric, Technology, and Pedagogy, Enculturation: A Journal of Writing, Rhetoric, and Culture, Composition Studies, College English, and other NCTE publications.

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.

Episode 45 of The Big Rhetorical Podcast features a discussion with Dr. Jessica Pauszek and is another entry in our Emerging Scholar Series. Dr. Jessica Pauszek is Director of Writing and Assistant Professor of English at Texas A&M University – Commerce. She is from the small industrial city of Dunkirk, New York and a lifelong Buffalo Bills fan. Her research interests bring together working-class studies, local and transnational community literacy and community engagement, and archival methods. Since 2013, she has led a team of international scholars and community members in the curation of print (in London) and digital archives of transnational working-class writing by the Federation of Worker Writers and Community Publishers (1976-2007). She was awarded a 2018 CCCC Emergent Researcher Award and her dissertation received the 2018 Honorable Mention for the CCCC James Berlin Outstanding Dissertation Award. Her current book project is entitled “Writing From ‘The Wrong Class': Archiving Labor in the Context of Precarity.” Her work appears in CCC, Community Literacy Journal, Literacy in Composition Studies, Labor History Today podcast, Reflections and more.

Eric Darnell Pritchard is an award-winning writer, cultural critic, and an Associate Professor of English at the University at Buffalo. He is also faculty at the Bread Loaf School of English at Middlebury College. Eric is the author of Fashioning Lives: Black Queers and the Politics of Literacy and editor of “Sartorial Politics, Intersectionality, and Queer Worldmaking,” a special issue of QED: A Journal in GLBTQ Worldmaking. Pritchard’s writings on fashion, popular culture, literacy, rhetoric, and pedagogies have been published in multiple venues including the International Journal of Fashion Studies, Harvard Educational Review, Visual Anthropology, Literacy in Composition Studies, and ARTFORUM. Currently, he is completing two books: a historical ethnography of Black queer feminist literacy activism and a biography of 1980s international fashion superstar Patrick Kelly. In this episode, Eric shares a story about his family who suffered two house fires (one when he was an infant) and how family photographs gained an even more important significance his my elders that has been passed down in various ways. Learn more about Eric's work here: https://www.ericdarnellpritchard.com/ Original music by Sean Bempong.

Mary P. Sheridan (PhD in Writing Studies from the U of Illinois, Urbana-Champaign) writes and teaches on questions relating to digital composing, community engagement, and feminist methodologies. She has written Girls, Feminism, and Grassroots Literacies: Activism in the GirlZone and Design Literacies: Learning and Innovation in the Digital Age (with Jennifer Rowsell) and has co-edited Writing Studies Research in Practice: Methods and Methodologiesas well as Feminism and Composition: A Critical Sourcebook. Her articles have appeared in CCC, Computers & Composition, Kairos, JAC, Written Communication, Feminist Teacher, Composition Studies, and Journal of Basic Writing. Sheridan won the 2010 Winifred Bryan Horner Outstanding Book Award from Coalition of Women Scholars in the History of Rhetoric and Composition; the 2009 Civic Scholarship/Book of the Year Award from Reflections: A Journal of Writing, Service-Learning, and Community Literacy; and, as part of a collaborative group, the Computer and Composition’s Michelle Kendrick Outstanding Digital Production/Scholarship Award for 2008. Education PhD, University of Illinois at Urbana-Champaign MA, University of Illinois at Chicago BA, University of Notre Dame Mary P. Sheridan, Megan Bardolph, Megan Hartline, and Drew Holladay (Eds). Writing for Engagement: Responsive Practice for Social Action. Latham, MD: Lexington P (A division of Rowman & Littlefield). 2018. Rick Wysocki and Mary P. Sheridan (Eds). Making Future Matters. Logan: Computers and Composition Digital P/Utah State UP, 2018. Writing Studies Research in Practice: Methods and Methodologies (SIU Press, 2012). Co-edited with Lee Nickoson. Design Literacies: Learning and Innovation in the Digital Age (Routledge, 2010). With Jennifer Rowsell. Girls, Feminism, and Grassroots Literacies: Activism in the GirlZone (Albany: SUNY Press, 2008). Feminism and Composition: A Critical Sourcebook (Bedford/NCTE, 2003). Edited with Gesa Kirsch, Faye Spencer Maor, Lance Massey, Lee Nickoson-Massey.

In the newest episode of The Big Rhetorical Podcast, Charles chats with Megan. J. Busch. Megan is a PhD Candidate in the University of South Carolina's English Composition and Rhetoric program. Her research interests include rhetorical stylistics, rhetoric of the American South, and digital composition pedagogies. She currently serves as the Assistant Director of the University of South Carolina's First-Year Writing program and as the Editorial Assistant of Composition Studies.

Daniel Summerhill is a poet, a professor of Poetry and Social Action and Composition Studies at CSU Monterey Bay, and an Oakland native. He has performed his poetry on stages around the world, including at the Kwamashu Center in South Africa as part of a workshop sponsored by the US Embassy. He is the 2015 New York Empire State Grand Slam Champion, a 2015 Nitty Gritty Grand Slam Champion, and a recipient of the Sharon Olds Fellowship for Poetry. His poems have been published in the Lilly Review, Califragle, Button, and Blavity, to name just a few, and he edited the collection “Black Joy: An Anthology of Black Boy Poetry,” which came out earlier this year. In this episode, I talk to Summerhill about his poetry collection, Divine, Divine, Divine, which he is editing for publication. Special Guest: Daniel Summerhill.

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.

Kat and Alex chat with their friend and colleague Brenny Rabine. The coach, facilitator, and actor shares a story about being told about your inner strength and how we can approach helping to grow strength in others. We discuss performing, deciding to make the career you want to have against expectations, and some of the realities of being a working actor. Brenny Rabine Brenny Rabine combines over 30 years of theater experience with nearly two decades of teaching, facilitation, and training. Brenny is a member of the Dramatists Guild, Inc. As a playwright, her work includes the NYSCA grant winner Catching Babies and holiday favorite Santa’s List. Her acting roles include Rita in Educating Rita, Susie in Wait Until Dark, Maggie Saunders in Lend Me a Tenor, and Lucia Pechenik in A Shayna Maidel. Brenny’s essays have been published in Saratoga County Living, The Sun and Journal for Living. Brenny has also appeared or provided voice talent and is an actress, known for Gotham (2014), Street Fighter: The New Challengers (2011) and The Beauty Inside (2011).Brenny holds a Masters of Arts degree in English with a concentration in Composition Studies from University at Albany. A list of her acting roles and a ridiculous number of pictures can be found at www.brennyrabine.com.TwitterIMDB ________________________________________________________Send us your advice from kids for our collaborative project, questions, comments, episode ideas or your very own Dare to be Human stories to hello@daretobehumanpodcast.com, join the conversation on our Facebook or leave us a message at 518-212-7886! We record at The Mopco Improv Theatre in Schenectady, NY where you can come visit us sometime! Original music by Mark S. MerittLogo by Derek WalkerEdited by Mary DarcyRecorded at The Mopco Improv Theatre

Born and raised in Queens, NY, Eric Darnell Pritchard is an award-winning writer, cultural critic, and an Associate Professor of English at the University at Buffalo, State University of New York. A self-described "Black queer feminist alchemist," he writes and teaches about literacy and rhetoric and their intersections with fashion, beauty, popular culture, identity, and power. He is author of Fashioning Lives: Black Queers and the Politics of Literacy (Southern Illinois University Press, 2016), winner of three book awards, and editor of “Sartorial Politics, Intersectionality, and Queer Worldmaking,” a special issue of QED: A Journal in GLBTQ Worldmaking (Michigan State University Press, 2017).His writings have been published in multiple venues including the International Journal of Fashion Studies, Harvard Educational Review, Visual Anthropology, Literacy in Composition Studies, Public Books, Ebony.com, ARTFORUM, and The Funambulist: Clothing Politics Issue 1 and Issue 2. Eric's work and service within the communities he loves and is sustained by has also been honored. Most recently, he received the 2018 Esteem Award for National Service to the LGBTQ Community at the 11th Annual Esteem Awards in Chicago, Illinois. 

In this re:blurb episode, we explore the history and theory of the rhetorical concept of genre. First, we take a tour through the classical genres of forensic, deliberative, and epideictic speech, before moving on to contemporary theories about genres' profound and complex social functions. In doing so, we describe how genres mediate everyday social interactions through communicative rules and norms, as well as how political power dynamics affect gatekeepers' decisions about what kinds of practices are allowable within particular genres.Then, we're joined by Martha Sue Karnes, a PhD student in the Department of Rhetoric and Writing at The University of Texas at Austin, to discuss the genre-based controversy surrounding the hit song “Old Town Road” by Lil Nas X. OTR was notoriously removed from Billboard's Hot Country Songs chart because, according to Billboard, it did not adhere to the genre norms of country music. Through this analysis, we take a closer look at the kinds of social actions that Lil Nas X has accomplished through “Old Town Road” over the course of its viral popularity — actions which may help explain why the song has maintained its place at the top of the charts for 17 weeks running.“Old Town Road” Videos Referenced:Original versionRemix feat. Billy Ray CyrusRemix feat. Billy Ray Cyrus, Young Thug, & Mason RamseyOTR Area 51 VideoWorks and Concepts Cited in this Episode:Alvarez, S. (2017). Latinx and Latin American Community Literacy Practices en Confianza. Composition Studies, 45(2), 219-269.Bawarshi, A. (2016). Beyond the genre fixation: A translingual perspective on genre. College English, 78(3), 243-249.Berkenkotter, C., & Huckin, T. N. (1993). Rethinking genre from a sociocognitive perspective. Written communication, 10(4), 475-509.Bhatia, V. K. (1997). The power and politics of genre. World Englishes, 16(3), 359-371.Caramanica, Jon. (2019, 17 Apr.). “A History of Country-Rap in 29 Songs.” The New York Times. Retrieved from: https://www.nytimes.com/2019/04/17/arts/music/country-rap-playlist.htmlDeNatale, Dave “Dino”. (2019, 29 May.) “WATCH I Lil Nas X gives performance of 'Old Town Road' for students at Lander Elementary School in Mayfield Heights.” WKYC 3. Retrieved from: https://www.wkyc.com/article/news/watch-lil-nas-x-gives-performance-of-old-town-road-for-students-at-lander-elementary-school-in-mayfield-heights/95-c04e8cdb-41b2-48f5-bb05-b112126a9cf9Gonzales, L. (2015). Multimodality, translingualism, and rhetorical genre studies. Composition Forum, 31.Hart, R. P., & Dillard, C.L. (2001) Deliberative genre. In T. Sloane (Ed.), Encyclopedia of Rhetoric (pp. 209-217). Oxford University Press.Leight, E. (2019, 26 Mar.). How Lil Nas X's “Old Town Road” was a country hit. Then country changed its mind. Rolling Stone. Retrieved from: https://www.rollingstone.com/music/music-features/lil-nas-x-old-town-road-810844/Lihua, L. (2010). Interpersonal rhetoric in the editorials of China Daily: A generic perspective. Peter Lang.Miller, C. R. (1984). Genre as social action. Quarterly journal of speech, 70(2), 151-167.Morrow, T. S. (2001) Forensic genre. In T. Sloane (Ed.), Encyclopedia of Rhetoric (pp. 314-321). Oxford University Press.Rounsaville, A. (2017). Genre repertoires from below: How one writer built and moved a writing life across generations, borders, and communities. Research in the Teaching of English, 51(3), 317-340.Sisario, Ben. (2019, 5 Apr.). “Lil Nas X Added Billy Ray Cyrus to ‘Old Town Road.' Is It Country Enough for Billboard Now?” The New York Times. Retrieved from: https://www.nytimes.com/2019/04/05/business/media/lil-nas-x-billy-ray-cyrus-billboard.htmlToo, Y. L. (2001). Epideictic genre. In T. Sloane (Ed.), Encyclopedia of Rhetoric (pp. 251-257). Oxford University Press.

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.

Welcome to another episode of Prolific! Continuing our series on different movements within composition studies, this time around, we’re focusing on feminism! As usual, the beginning of this episode runs through the history of feminism as it’s been implemented into composition, going over key articles and people within that scholarship. The latter part of the episode is a conversation I had with three other graduate students at Michigan State University. For now, here are a list of references in APA style! Also, I’ve noticed that the references in the show notes for some podcast players are formatting all weirdly. If you need to see them formatted correctly, feel free to stop by the Soundcloud page for the podcast at bit.ly/ProlificPodcast.

Hello! After two years, Prolific: A Podcast Journey Through Rhetoric, Composition, and Technical Communication makes its triumphant return—and with a new format! This time, the episodes will cover a specific movement within the field, followed by a rundown of crucial texts in the field, key folks in that movement, and then a conversation about that movement with a bunch of other graduate students.
 This time around, we focus on queer theory and studies in the field of composition. First, we run through some of the major trends in the field, and I spotlight some great resources for learning more about what early, queer-focused scholarship looked like at that time. Then, I move us into a conversation I had with 4 other graduate students in the Writing, Rhetoric, and American Cultures program at Michigan State University. Sorry about the delay in episodes. If you’re wondering about that, I’ll catch you up on what my life has been like since the last episode!

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

This episode of Rhetoricity features Steph Ceraso. Dr. Ceraso is currently an assistant professor at the University of Maryland-Baltimore County. Starting in fall 2016, she’ll be taking a position as Assistant Professor of Digital Writing and Rhetoric in the Department of English at the University of Virginia. Dr. Ceraso contributed the entry on “Sound” to the Modern Language Association’s “Keywords in Digital Pedagogy” project, and she presented as part of a panel entitled “Writing with Sound” at the 2016 MLA convention. She's written multiple posts for the blog Sounding Out!, contributed a multimodal piece entitled "A Tale of Two Soundscapes: The Story of My Listening Body" to the collection Provoke! Digital Sound Studies, and--along with Jon Stone--co-edited a special issue of the digital journal Harlot focused on sonic rhetorics. Her work has also appeared in the journals College English and Composition Studies. In this interview, we talk at length about her College English essay. It’s called “(Re)Educating the Senses: Multimodal Listening, Bodily Learning, and the Composition of Sonic Experiences,” and in 2014 it won the journal’s annual award for outstanding articles. We also discuss her current book project, which is entitled “Sounding Composition, Composing Sound: Multimodal Pedagogies for Embodied Listening.” Dr. Ceraso’s research is tied up with pedagogical questions, so we also talk at length about how she approaches and integrates sound into the courses she teaches, as well as accessibility issues she addresses in both her teaching and her scholarship. Specifically, we discuss a soundmapping project, a multisensory dining event, and one student's attempt to translate the game Marco Polo into the classroom.

March 7, 2015. Composer Jennifer Higdon discusses her viola concerto. Speaker Biography: One of America's most popular composers of art music, Jennifer Higdon is on the faculty of the Curtis Institute of Music in Philadelphia, holding the Milton L. Rock Chair in Composition Studies. She holds degrees from the University of Pennsylvania, the Curtis Institute of Music, and Bowling Green State University. In 2014 she received an honorary doctorate from Bowling Green, which named her one of its 100 most prominent graduates during the university's 2010 centennial commemoration. Higdon entered music as a flutist during her teenage years and she began composing at age twenty-one. She has studied conducting privately with Robert Spano and was a pupil of flutist Judith Bentley at Bowling Green. Robert Spano conducted the Philadelphia Orchestra and violinist Benjamin Beilman in performances of the Violin Concerto in Philadelphia in 2015. Higdon has also composed orchestral solo concertos for oboe, percussion, piano, and soprano saxophone. Her percussion concerto was awarded the 2009 Grammy Award for Best Contemporary Classical Composition. She is also the recipient of Guggenheim and Pew fellowships, and has received awards from the American Academy of Arts and Letters. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=6766

Composer Joseph Klein holds a Doctor of Music degree in Composition from Indiana University. He is currently Distinguished Professor at the University of North Texas College of Music, where he has served as Chair of Composition Studies since 1999.Klein’s catalogue ranges from solo pieces to works for large ensemble, including instrumental, vocal, and electroacoustic music, often incorporating intermedia or theatrical elements, and reflecting his interest in systems and musical processes drawn from such sources as fractal geometry and chaos theory. His compositions have been performed and broadcast throughout the Americas, Europe, and Asia, and have been featured at national and international music venues. He has been a featured guest composer at many institutions worldwide, has won numerous awards, and has released many recordings on the Innova, Centaur, Crystal, and Mark labels.Klein visited Cornell having written short musical settings for poems written by Cornell’s second-year MFA poets, who performed the pieces with the composer on Friday, April 15, 2011 in McGraw Hall. This interview took place the previous day, and includes recordings of the four pieces.

Our guest is Jonathan Alexander. He is a Professor of English and Campus Writing Director at the University of California, Irvine, CA. Prof. Alexander is the author of Literacy, Sexuality, Pedagogy: Theory and Practice of Composition Studies and Digital Youth: emerging Literacies on the World Wide Web; co-author of Finding Out: An Introduction to LGBT Studies and Argument Now: A Brief Rhetoric; and co-editor of Role Play: Distance Learning and the Teaching of Writing and Bisexuality and Transgenderism: InterSEXions of the Others.We discuss Prof. Alexander’s chapter “‘A Real Effect on the Gameplay’: Computer Gaming, Sexuality, and Literacy,” in Cynthia Selfe and Gail Hawisher Eds., Gaming Lives in the Twenty-First Century (Hounds Mills, UK: Palgrave/Macmillan, 2007): 167-189.