Unstable situations: A rhetorical approach to studying blogs about Muslims. Pawlett, William. Jean Baudrillard: Against banality. Pentzold, Christian.
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Re-situating and re-mediating the canons: A Cultural-historical remapping of rhetorical activity. Recknagel, Friedrich.
Applied systems ecology: Approach and case studies in aquatic ecology. Berlin: Akademie-Verlag. Argumentation machines: New frontiers in argumentation and computation.
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Materials Teaching Tips Syllabi. How to get involved. Register Register on this site and provide some contact info so we can keep in touch about events and opportunities. Follow our Facebook page, Twitter feed, and subscribe to our listserv. Based on my research and pedagogy, I've been invited to speak at a range of departmental events and student groups. I've spoken about my digital cultural rhetoric scholarship at several Digital Humanities Interest Group meetings.
Over one month, Paschal high school students came to the CDEx for tutorials on designing multimodal presentations similar to TED talks. In Spring , I assisted and taught tutorials and served as a judge for the finals. As a graduate instructor and then adjunct at Emerson, I heavily contributed to the program by participating in a range of committees. As a member of the WR Task Force, I helped develop a new core curriculum for the first course in a year-long curriculum.
This textbook provides the foundation for the WR course. The writing of this textbook was supported by the Emerson PLANS Grant and workshop, which brought together faculty from across the college who taught first-year courses. I also served as co-chair of the FYWP Showcase Committee, a group of instructors who organize the annual showcase of student work. The Annual Showcase of Student Work , which takes place at the conclusion of the Spring semester, provides the only space for an entire class of students to gather and discuss their academic and intellectual work.
Additionally, I served as a mentor to new graduate instructors and participated in the Civic Engagement Affinity Group. I also worked with the local community through my service-learning course, Community Literacy , and connected students with local literacy-based organizations, Writers Without Margins and Boston and helped establish a literacy-based workshop at Hale House.
Download a PDF version. Edited by Sid Dobrin. Co-author with Angela Glotfelter. Co-author with Lauren Garskie. Emerson College, Digital Praxis Poster. Speaker with Kayla A.
Sparks and Sara Kelm. Poster Presentation. Speaker with Peter Medeiros. Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information. Skip to content. I can be reached at wjames3 [at] nd [dot] edu. On Research My scholarship is rooted in a desire to develop knowledge that is socially just and makes a tangible impact on the lived experiences of individuals inside and outside the academy.
Translingual Pedagogy I like to say that I was "raised on translingual pedagogy" because I was introduced to the field of rhetoric and composition by John Trimbur. Antiracist Writing Assessment Along with my commitment to translingual pedagogy, I research and practice antiracist writing assessment. Disability Rhetoric My interest in disability rhetoric and Disability Studies comes from my overall focus on addressing inequality and focuses on disability activism, particularly digital activism.
But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress.
This is education as the practice of freedom. On Teaching My teaching is informed by critical pedagogy, translingual pedagogy, and antiracist writing assessment.
Emerson College I began my teaching career at Emerson College under the guidance of John Trimbur, who introduced me to translingual pedagogy and theory. Summer Student Films Summer Student Films Summer Student Films Summer Discovery at Emerson College Summer Discovery is a private program that allows high school students from around the country and globe to begin exploring a college education. On Administration Multiply marginalized and underrepresented scholars are in a difficult bind when it comes to higher education, especially administration, as suggested by Asao Inoue's CCCC Keynote.
Assistant Director, TCU Center for Digital Expression As the Assistant Director for the TCU Center for Digital Expression, I worked with students, faculty, and staff from across the campus teaching workshops on podcasting, filmmaking, and website development and developing programming on big data, design thinking, and introductory coding, all with the goal of making digital composing accessible.
Managed the daily operations of the center, including all programming, promotions and social media, and coordinating with affiliated groups, and conducted in-class tutorials. Thus much emphasis is given to close reading of student work and to students examining and reflecting on their own writing.
This statement describes critical thinking as. When writers think critically about the materials they use—whether print texts, photographs, data sets, videos, or other materials—they separate assertion from evidence, evaluate sources and evidence, recognize and evaluate underlying assumptions, read across texts for connections and patterns, identify and evaluate chains of reasoning, and compose appropriately qualified and developed claims and generalizations.
These practices are foundational for advanced academic writing. Such practices are an important part of our writing program. Our first-year writing classes are also distinguished by their emphasis on the rhetorical analysis of arguments in context.
Students explore how claims, evidence, methods of development, and rhetorical strategies are used to build arguments and persuade audiences. We teach students how to summarize, synthesize and evaluate arguments, examine the way source materials are used, and consider the relative strengths and weaknesses of texts. Students learn to investigate the way authors make assumptions, define concepts, frame issues, and advance values.
Writing is understood as a non-linear, recursive practice that involves activities such as reading, planning, invention, pre-writing, drafting, research, revision, feedback, and reflection. Students learn to move back and forth through different phases of composing, adapting to the situation and task. Teachers break complex writing tasks into smaller sub-skills, providing time to practice these skills through low-stakes writing assignments, and giving feedback and guidance early in the process.
Students receive regular written and oral feedback prompting them to see their writing through the eyes of their readers, and are required to reflect regularly on the strengths and weaknesses of their own writing.
They are taught that multiple drafts and substantial revision are usually required to produce strong writing. Writing is presented as a set of practices that develop over long periods of time, rather than an innate talent, or the accomplishment of a single course. Writing classes at SDSU also teach conventions of grammar, usage, format, spelling, and citation.
Students learn common citation systems and conventions of usage, and are taught some of the reasons behind these conventions. In addition, they are taught that conventions vary by genre, field and occasion, and that these variations point to different disciplinary cultures and different ways of representing evidence and knowledge.
Download the handout. Good writing is commonly presumed to be the accurate transcription of thought or proper adherence to rules. Writing is sometimes also imagined as a basic skill that individuals master early in life and as the primary responsibility of first-year writing classes. By contrast, scholars in Rhetoric and Writing Studies as well as in many other fields understand learning to write well as a lifelong process.
While acknowledging that mastery of conventions and rules is important, they approach writing as a social and rhetorical activity. They understand learning to write well as a lifelong process. As individuals move in and out of different contexts, whether in schools, workplaces, or communities, they communicate in different ways for different purposes—sometimes drawing on traditional ways of writing, but in other cases inventing new approaches such as multimodal texts that combine written text with audio and visual elements.
What is perceived as good writing in one context may be viewed as ineffective writing in another context. In addition to understanding writing as a social and rhetorical activity, we understand writing not only as a one-way conduit through which we communicate, but also as a process through which we can develop ideas, engage in dialog, learn new concepts, and think critically.
Writing helps us to address critical problems in our areas of study as well as in the larger world. Relatedly, writing is understood not merely as a container for thought but as a means by which we shape our thinking and construct knowledge, both as individuals and as communities.
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