122.
Professional/New Media Writing Tenure-Track Faculty
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Institution: East Stroudsburg University
Location: East Stroudsburg, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/09/2009
Application Due: 12/04/2009
Type: Full Time
East Stroudsburg University invites applications for a full-time, tenure-track position in Professional and New Media Writing beginning August 2010. Positions typically fill at the Assistant Professor rank. As part of Pennsylvania's State System of Higher Education (PASSHE), we offer competitive salaries and a comprehensive benefits package.
Responsibilities: The successful candidate will teach professional writing courses such as Technical Writing, Workplace Writing, Computers and Writing, and Website Writing and Design. This faculty member will also teach composition and contribute to the development of the Department's Professional and New Media Writing program with courses in print and digital-media writing. There is a four-course teaching load per semester. Distance learning and/or off- campus teaching opportunities may be possible.
Required Qualifications: Ph.D. in English, rhetoric, technical or mass communications, or related field. Candidates currently enrolled in a doctoral program are encouraged to apply, but the degree must be completed before the position commences. Candidates must have experience teaching, or demonstrated potential to teach, technical writing. The candidates must also have experience teaching, or demonstrated potential to teach, rhetorical theory and at least one other type of professional or new media writing (e.g., applied writing classes and/or classes such as visual rhetoric, usability testing, or media ethics). They should also show potential for scholarly activities.
Additional Preferred Qualifications: Experience with or training in relevant software applications (e.g., InDesign, Dreamweaver, Wordpress, etc.); related professional experience in corporate, governmental, or non-profit spheres; and ability to lead in the development of our Professional and New Media Writing track, including development of a master's program.
We welcome applications from candidates who bring diverse cultural, ethnic and national perspectives to their creative work and teaching. To learn more about diversity at ESU and in our community, visit our website at www.esu.edu/diversity.
To Apply: Application deadline for full consideration is December 4, 2009. Please apply on-line at www.esucareers.com/applicants/Central?quickFind=50904. Applicants are to attach a letter of application, curriculum vitae, three recent letters of recommendation, unofficial undergraduate and graduate transcripts (official transcripts required before appointment). Final determination will be based upon a successful campus interview, which will include a teaching demonstration.
All candidates must provide proof of eligibility to work in the United States. Offers of employment are contingent upon successful completion of a background check.
The University encourages applications from members of historically under-represented groups, including women, veterans, and persons with disabilities, and is an AA/EEO employer. East Stroudsburg University is interested in hiring employees who have extensive experience with diverse populations.
Located in the scenic Pocono Mountains within a 90-minute drive of New York City and two hours from Philadelphia, East Stroudsburg University is one of the fourteen universities in the Pennsylvania State System of Higher Education. Founded in 1893, with a current enrollment of 7,300, the university maintains a rich academic tradition and continues to build on its sense of history with unique new undergraduate and graduate degrees programs and a major Science and Technology Center. Offering 68 undergraduate degree programs and graduate degrees in 22 fields of study, the university is experiencing increasing enrollments and is poised for continued growth. Adjacent to the unspoiled Delaware Water Gap National Recreation Area, the surrounding community offers options for suburban, small city, or country living.
Application Information
Contact: Faculty Search & Recruitment
Inclusion & Equity
East Stroudsburg University
Online App. Form: http://www.esucareers.com/applicants/Central?quickFind=50904
Tuesday, November 10, 2009
121.
Coordinator of English Composition Program, Assistant Professor
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Institution: University of Pittsburgh at Bradford
Location: Bradford, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/09/2009
Application Due: Open Until Filled
Type: Full Time
Notes: included on Affirmative Action email
Composition & Rhetoric: Coordinator of the English Composition Program, Assistant Professor, full-time tenure stream, beginning Fall 2010. Develop and direct the University of Pittsburgh at Bradford's freshman writing program.
Requirements: PhD, teaching experience, training and experience in writing program management, and evidence of scholarly potential.
Send cover letter, statement of teaching and program philosophy (a statement of experience working with students of diverse backgrounds is encouraged) and CV, including names of three references with full contact information, to Dr. Don Ulin, Chair, English Composition Search Committee, Division of Communication and the Arts, University of Pittsburgh at Bradford, 300 Campus Drive, Bradford, PA 16701. www.upb.pitt.edu/acadsearch.aspx. Review of applications will begin December 9 and continue until the position is filled.
Pitt-Bradford is a beautiful, friendly campus with an emphasis on teaching. While faculty have the advantage of the expansive resources and research opportunities available through the University of Pittsburgh system, they also enjoy one-on-one contact with their students in a secure, personalized environment. Applicants representing all aspects of diversity are encouraged to apply. AA/EOE.
Application Information
Postal Address: Dr. Donald Ulin
Communications & the Arts
University of Pittsburgh at Bradford
300 Campus Drive
Bradford, PA 16701
Coordinator of English Composition Program, Assistant Professor
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Institution: University of Pittsburgh at Bradford
Location: Bradford, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/09/2009
Application Due: Open Until Filled
Type: Full Time
Notes: included on Affirmative Action email
Composition & Rhetoric: Coordinator of the English Composition Program, Assistant Professor, full-time tenure stream, beginning Fall 2010. Develop and direct the University of Pittsburgh at Bradford's freshman writing program.
Requirements: PhD, teaching experience, training and experience in writing program management, and evidence of scholarly potential.
Send cover letter, statement of teaching and program philosophy (a statement of experience working with students of diverse backgrounds is encouraged) and CV, including names of three references with full contact information, to Dr. Don Ulin, Chair, English Composition Search Committee, Division of Communication and the Arts, University of Pittsburgh at Bradford, 300 Campus Drive, Bradford, PA 16701. www.upb.pitt.edu/acadsearch.aspx. Review of applications will begin December 9 and continue until the position is filled.
Pitt-Bradford is a beautiful, friendly campus with an emphasis on teaching. While faculty have the advantage of the expansive resources and research opportunities available through the University of Pittsburgh system, they also enjoy one-on-one contact with their students in a secure, personalized environment. Applicants representing all aspects of diversity are encouraged to apply. AA/EOE.
Application Information
Postal Address: Dr. Donald Ulin
Communications & the Arts
University of Pittsburgh at Bradford
300 Campus Drive
Bradford, PA 16701
Monday, November 09, 2009
120. cfp
From: Rebecca Carruthers Den Hoed
Date: Mon, 9 Nov 2009 15:12:24 -0700
CALL FOR PROPOSALS
(voire plus bas la version française suit)
The Canadian Society for the Study of Rhetoric (CSSR) invites you to
submit proposals for papers to be presented at its annual conference,
to be held in conjunction with Congress 2010 at Concordia University,
Montréal. Tentative dates for the CSSR conference are June 2-4, 2010
(confirmation will be posted on the CSSR website: www.cssr-scer.ca).
Deadline to submit proposals: January 8, 2010.
SPECIAL SESSION:
RHETORICS OF THE EXCEPTION, THE EXCEPTIONAL, EXCEPTIONALITY
Chair: Michael Purves-Smith, Wilfrid Laurier University
Scholars are invited to propose papers on the topos of the exception
and exceptionality. When and how does "exception" create a rhetorical
space? How does rhetoric depend on a dialectic of the expected as
opposed to the exceptional? Is there then a tension between endorsing
the unusual and distancing oneself from something when we make or take
exception? The answer might include any rhetorical strategies that may
be described or defined in connection with “to except.” The subject
may encompass both exceptional rhetoric and the exceptional rhetor.
A few possible approaches:
• What persuasive strategies are available to those who would rise in
the court of public opinion when everyone and everything is seen to be
exceptional?
• Is the appeal to the exceptional, pervasive in the realm of
advertising, the last resort of rhetoric in the midst of a landscape
of communication dominated by "twitter?"
• What is the rhetorical impact of American exceptionalism? Do we
have permission to take it for granted and is there any parallel
between it and the exceptionality implied by Quebec as a distinct
society or special status for aboriginal people?
• Finally, is the subject of exception contained by the classical
topos of difference?
OPEN SESSIONS ON RHETORIC
Papers concerning more general aspects of rhetoric are always welcome:
• Rhetorical theory
• Rhetorical criticism
• History of rhetoric
• Rhetoric in popular culture
• Media communication
• Discourse analysis
• Rhetoric of political and social discourse
• Pedagogy of communication
• Rhetoric and the media
• Sociolinguistics and pedagogy
• Semiotics
• Professional and technical communication
HOW TO SUBMIT A PROPOSAL
Your proposal (up to 300 words) may be submitted in English or French.
It will be printed in the program if your project is accepted. Please
include the title of your paper, and indicate clearly methodology, the
texts or phenomena under scrutiny, and the central importance of
rhetoric to the inquiry. Work from various disciplines and from across
all historical periods is welcome. If you need electronic equipment
for your presentation, please send a request along with your proposal.
Mail or e-mail your proposal to Rebecca Carruthers Den Hoed. If using
e-mail, please type your proposal directly into the e-mail, or attach
it as a digital file in one of the following formats
(.doc, .pdf, .rtf, .txt).
d-------------------------------------------------------------------------------
DEADLINE TO SUBMIT PROPOSALS: January 8, 2010.
A-------------------------------------------------------------------------------
In order to present a paper, you must be a member of the CSSR.
Membership fees should be paid before the presentation of the paper.
Presentations should be no longer than 20 minutes.
GRADUATE STUDENT SUBMISSIONS
Graduate students (MA or PhD) are welcome to submit proposals to the
CSSR annual conference. However, in an effort to mentor graduate
students and guide them through the scholarly conference experience,
we ask that graduate students meet two additional requirements to be
eligible to present at the annual conference:
1) clearly mark on your proposal that you are currently a graduate
student (this designation will make you eligible for a reduced
membership fee for the Society, with valid student ID);
2) should your proposal be accepted, submit a draft of your paper one
month prior to the conference (this submission deadline will encourage
you to plan ahead for the conference and will allow members of the
CSSR executive to offer you feedback or advice for your conference
presentation, if necessary).
We recognize that some graduate students will require less guidance
than others, but we wish to extend a helping hand to all. Graduate
students who fail to meet these requirements will be ineligible to
present at the annual conference.
Contact:
Rebecca Carruthers Den Hoed, CSSR President
c/o Faculty of Communication and Culture
University of Calgary
Calgary, AB T2N 1N4
president (at) cssr-scer.ca
www.cssr-scer.ca
From: Rebecca Carruthers Den Hoed
Date: Mon, 9 Nov 2009 15:12:24 -0700
CALL FOR PROPOSALS
(voire plus bas la version française suit)
The Canadian Society for the Study of Rhetoric (CSSR) invites you to
submit proposals for papers to be presented at its annual conference,
to be held in conjunction with Congress 2010 at Concordia University,
Montréal. Tentative dates for the CSSR conference are June 2-4, 2010
(confirmation will be posted on the CSSR website: www.cssr-scer.ca).
Deadline to submit proposals: January 8, 2010.
SPECIAL SESSION:
RHETORICS OF THE EXCEPTION, THE EXCEPTIONAL, EXCEPTIONALITY
Chair: Michael Purves-Smith, Wilfrid Laurier University
Scholars are invited to propose papers on the topos of the exception
and exceptionality. When and how does "exception" create a rhetorical
space? How does rhetoric depend on a dialectic of the expected as
opposed to the exceptional? Is there then a tension between endorsing
the unusual and distancing oneself from something when we make or take
exception? The answer might include any rhetorical strategies that may
be described or defined in connection with “to except.” The subject
may encompass both exceptional rhetoric and the exceptional rhetor.
A few possible approaches:
• What persuasive strategies are available to those who would rise in
the court of public opinion when everyone and everything is seen to be
exceptional?
• Is the appeal to the exceptional, pervasive in the realm of
advertising, the last resort of rhetoric in the midst of a landscape
of communication dominated by "twitter?"
• What is the rhetorical impact of American exceptionalism? Do we
have permission to take it for granted and is there any parallel
between it and the exceptionality implied by Quebec as a distinct
society or special status for aboriginal people?
• Finally, is the subject of exception contained by the classical
topos of difference?
OPEN SESSIONS ON RHETORIC
Papers concerning more general aspects of rhetoric are always welcome:
• Rhetorical theory
• Rhetorical criticism
• History of rhetoric
• Rhetoric in popular culture
• Media communication
• Discourse analysis
• Rhetoric of political and social discourse
• Pedagogy of communication
• Rhetoric and the media
• Sociolinguistics and pedagogy
• Semiotics
• Professional and technical communication
HOW TO SUBMIT A PROPOSAL
Your proposal (up to 300 words) may be submitted in English or French.
It will be printed in the program if your project is accepted. Please
include the title of your paper, and indicate clearly methodology, the
texts or phenomena under scrutiny, and the central importance of
rhetoric to the inquiry. Work from various disciplines and from across
all historical periods is welcome. If you need electronic equipment
for your presentation, please send a request along with your proposal.
Mail or e-mail your proposal to Rebecca Carruthers Den Hoed. If using
e-mail, please type your proposal directly into the e-mail, or attach
it as a digital file in one of the following formats
(.doc, .pdf, .rtf, .txt).
d-------------------------------------------------------------------------------
DEADLINE TO SUBMIT PROPOSALS: January 8, 2010.
A-------------------------------------------------------------------------------
In order to present a paper, you must be a member of the CSSR.
Membership fees should be paid before the presentation of the paper.
Presentations should be no longer than 20 minutes.
GRADUATE STUDENT SUBMISSIONS
Graduate students (MA or PhD) are welcome to submit proposals to the
CSSR annual conference. However, in an effort to mentor graduate
students and guide them through the scholarly conference experience,
we ask that graduate students meet two additional requirements to be
eligible to present at the annual conference:
1) clearly mark on your proposal that you are currently a graduate
student (this designation will make you eligible for a reduced
membership fee for the Society, with valid student ID);
2) should your proposal be accepted, submit a draft of your paper one
month prior to the conference (this submission deadline will encourage
you to plan ahead for the conference and will allow members of the
CSSR executive to offer you feedback or advice for your conference
presentation, if necessary).
We recognize that some graduate students will require less guidance
than others, but we wish to extend a helping hand to all. Graduate
students who fail to meet these requirements will be ineligible to
present at the annual conference.
Contact:
Rebecca Carruthers Den Hoed, CSSR President
c/o Faculty of Communication and Culture
University of Calgary
Calgary, AB T2N 1N4
president (at) cssr-scer.ca
www.cssr-scer.ca
119.
University of Houston - Assistant or Associate Professor, Rhetoric, Composition and Pedagogy, Tenure-Track
Location: Texas, United States
Institution Type: College/University
Position Type: Assistant or Associate Professor
Submitted: Thursday, November 5th, 2009
Main Category: Rhetoric
Secondary Categories: None
The Department of English at the University of Houston is seeking a scholar, at either the rank of Assistant or Associate Professor, tenure track, in the area of Rhetoric, Composition, and Pedagogy. The successful candidate must have a record of successful scholarship and research as well as effective teaching that will contribute to the development of the Department’s growing graduate concentration in Rhetoric, Composition, and Pedagogy.
The University of Houston is the premier public doctoral institution in the nation’s fourth largest city. Please send letter, curriculum vitae, and dossier to Professor Wyman H Herendeen, Chair, Department of English, University of Houston, 205 Roy Cullen Building, Houston, Texas 77204-3013. Review of applications will begin 2 December, 2009 and will continue until the position is filled. The University of Houston is an Equal Opportunity/Affirmative Action employer. Minorities, women, veterans and persons with disabilities are encouraged to apply.
Contact Info:
Wyman H. Herendeen
Chair
Department of English
University of Houston
205 Roy Cullen Building
Houston, Texas 77204-3013
Website: http://uh.edu
University of Houston - Assistant or Associate Professor, Rhetoric, Composition and Pedagogy, Tenure-Track
Location: Texas, United States
Institution Type: College/University
Position Type: Assistant or Associate Professor
Submitted: Thursday, November 5th, 2009
Main Category: Rhetoric
Secondary Categories: None
The Department of English at the University of Houston is seeking a scholar, at either the rank of Assistant or Associate Professor, tenure track, in the area of Rhetoric, Composition, and Pedagogy. The successful candidate must have a record of successful scholarship and research as well as effective teaching that will contribute to the development of the Department’s growing graduate concentration in Rhetoric, Composition, and Pedagogy.
The University of Houston is the premier public doctoral institution in the nation’s fourth largest city. Please send letter, curriculum vitae, and dossier to Professor Wyman H Herendeen, Chair, Department of English, University of Houston, 205 Roy Cullen Building, Houston, Texas 77204-3013. Review of applications will begin 2 December, 2009 and will continue until the position is filled. The University of Houston is an Equal Opportunity/Affirmative Action employer. Minorities, women, veterans and persons with disabilities are encouraged to apply.
Contact Info:
Wyman H. Herendeen
Chair
Department of English
University of Houston
205 Roy Cullen Building
Houston, Texas 77204-3013
Website: http://uh.edu
Sunday, November 08, 2009
118.
Rhetoric and Composition Faculty Opening
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Institution: Champlain College
Location: Burlington, VT
Category:
Faculty - Liberal Arts - Humanities
Faculty - Liberal Arts - English and Literature
Posted: 11/05/2009
Application Due: 01/05/2010
Type: Full Time
Notes: included on Affirmative Action email
Founded in 1878, Champlain College is a private, baccalaureate institution that offers professionally focused programs balanced by a strong core curriculum. The College is a national leader in educating students to become skilled practitioners, effective professionals, and global citizens.
Champlain responds quickly to trends in the marketplace with cutting-edge, student-centered courses and programs. The College delivers rigorous master's, bachelor's and associate's degree programs and professional certificates on campus, online and abroad.
The College is located in the picturesque Hill Section of Burlington, Vermont, which is consistently ranked as one of the country's most livable small cities. Overlooking Lake Champlain and the Adirondack Mountains, Champlain's distinctive campus boasts a mix of high-tech facilities and renovated Victorian-era mansions that serve as residence halls.
The Core Division at Champlain College is charged with delivering a four-year integrated interdisciplinary curriculum to all traditional undergraduate students. We have an opening for a faculty member with training and experience in Rhetoric and Composition with additional experience directing a college writing center. We seek applications from individuals committed to an interdisciplinary and innovative pedagogy, collaborative teaching, and curriculum development.
The successful candidate will have an earned doctorate in an appropriate discipline.
Materials must be submitted by January 5, 2010. To apply submit cover letter and cv/resume (in one file) online at www.champlain.edu/hr. For more information on the Core Division, visit http://www.champlain.edu/Core-Division.html
Application Information
Contact: Human Resources
Champlain College
Online App. Form: http://champlain.interviewexchange.com/candapply.jsp?JOBID=16014&
Rhetoric and Composition Faculty Opening
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Institution: Champlain College
Location: Burlington, VT
Category:
Faculty - Liberal Arts - Humanities
Faculty - Liberal Arts - English and Literature
Posted: 11/05/2009
Application Due: 01/05/2010
Type: Full Time
Notes: included on Affirmative Action email
Founded in 1878, Champlain College is a private, baccalaureate institution that offers professionally focused programs balanced by a strong core curriculum. The College is a national leader in educating students to become skilled practitioners, effective professionals, and global citizens.
Champlain responds quickly to trends in the marketplace with cutting-edge, student-centered courses and programs. The College delivers rigorous master's, bachelor's and associate's degree programs and professional certificates on campus, online and abroad.
The College is located in the picturesque Hill Section of Burlington, Vermont, which is consistently ranked as one of the country's most livable small cities. Overlooking Lake Champlain and the Adirondack Mountains, Champlain's distinctive campus boasts a mix of high-tech facilities and renovated Victorian-era mansions that serve as residence halls.
The Core Division at Champlain College is charged with delivering a four-year integrated interdisciplinary curriculum to all traditional undergraduate students. We have an opening for a faculty member with training and experience in Rhetoric and Composition with additional experience directing a college writing center. We seek applications from individuals committed to an interdisciplinary and innovative pedagogy, collaborative teaching, and curriculum development.
The successful candidate will have an earned doctorate in an appropriate discipline.
Materials must be submitted by January 5, 2010. To apply submit cover letter and cv/resume (in one file) online at www.champlain.edu/hr. For more information on the Core Division, visit http://www.champlain.edu/Core-Division.html
Application Information
Contact: Human Resources
Champlain College
Online App. Form: http://champlain.interviewexchange.com/candapply.jsp?JOBID=16014&
Thursday, November 05, 2009
117.
Department of English and Linguistics - College of Arts & Sciences - Assistant Professor of English
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Institution: Indiana University-Purdue University Fort Wayne
Location: Fort Wayne, IN
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/03/2009
Application Due: 11/30/2009
Type: Full Time
Type of appointment:
Academic Year
Discipline:
Rhetoric, composition, professional writing
Area(s) of Expertise:
Rhetoric & composition, professional writing, business writing, technical communication, research methods, or service learning.
Qualifications/Requirements:
Degree Required:
PhD in English in hand by August 2010
Years of Experience Required:
One or more years teaching experience
Other Qualifications Required or Preferred:
Preferred areas of expertise include one or more of the following: business writing, technical communication, research methods, or service learning. Ability to teach advanced courses in business writing as well as courses supporting the writing concentration in our BA and MA degree programs.
Duties:
The Department of English and Linguistics at Indiana University Purdue University, Fort Wayne (IPFW) invites applications for a tenure-track appointment in rhetoric and composition at the rank of Assistant Professor to begin August 2010. We seek a faculty member who values a balance between teaching and research. Preferred areas of expertise include one or more of the following: business writing, technical communication, research methods, or service learning.
The successful candidate will join a department that already includes seven tenure-track faculty who specialize in rhetoric, composition, or professional writing. Teaching load will include advanced courses in business writing as well as courses supporting the writing concentration in our BA and MA degree programs. Workload is approximately 75% teaching and 25% research.
Description and location of the university:
Indiana University Purdue University, Fort Wayne is located on a growing campus with more than 13,000 students in a metropolitan area of approximately 300,000 people.
Effective date:
August 2010
Application deadline:
November 30, 2009
Send letter of application including research focus and detailing one or more years of teaching experience, curriculum vita, unofficial transcript, and names and contact information of three (3) professional reference, and three letters of reference to:
Dr. Stevens Amidon
Director of Writing
Department of English and Linguistics
Indiana University-Purdue University Fort Wayne
2101 E. Coliseum Blvd.
Fort Wayne, IN 46805
Contact for information:
Dr. Stevens Amidon
Director of Writing
Department of English and Linguistics, IPFW
Phone: 260-481-6751
email: amidons@ipfw.edu
Department web address:
www.ipfw.edu/engl/
Additional Information:
Employment is contingent on a satisfactory background records check.
IPFW is an Equal Opportunity/Equal Access/Affirmative Action Employer fully committed to achieving a diverse workforce.
Application Information
Postal Address: Dr. Stevens Amidon
Department of English and Linguistics
Indiana University-Purdue University Fort Wayne
2101 E. Coliseum Blvd.
Fort Wayne, IN 46805
Phone: 260-481-6106
Department of English and Linguistics - College of Arts & Sciences - Assistant Professor of English
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Institution: Indiana University-Purdue University Fort Wayne
Location: Fort Wayne, IN
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/03/2009
Application Due: 11/30/2009
Type: Full Time
Type of appointment:
Academic Year
Discipline:
Rhetoric, composition, professional writing
Area(s) of Expertise:
Rhetoric & composition, professional writing, business writing, technical communication, research methods, or service learning.
Qualifications/Requirements:
Degree Required:
PhD in English in hand by August 2010
Years of Experience Required:
One or more years teaching experience
Other Qualifications Required or Preferred:
Preferred areas of expertise include one or more of the following: business writing, technical communication, research methods, or service learning. Ability to teach advanced courses in business writing as well as courses supporting the writing concentration in our BA and MA degree programs.
Duties:
The Department of English and Linguistics at Indiana University Purdue University, Fort Wayne (IPFW) invites applications for a tenure-track appointment in rhetoric and composition at the rank of Assistant Professor to begin August 2010. We seek a faculty member who values a balance between teaching and research. Preferred areas of expertise include one or more of the following: business writing, technical communication, research methods, or service learning.
The successful candidate will join a department that already includes seven tenure-track faculty who specialize in rhetoric, composition, or professional writing. Teaching load will include advanced courses in business writing as well as courses supporting the writing concentration in our BA and MA degree programs. Workload is approximately 75% teaching and 25% research.
Description and location of the university:
Indiana University Purdue University, Fort Wayne is located on a growing campus with more than 13,000 students in a metropolitan area of approximately 300,000 people.
Effective date:
August 2010
Application deadline:
November 30, 2009
Send letter of application including research focus and detailing one or more years of teaching experience, curriculum vita, unofficial transcript, and names and contact information of three (3) professional reference, and three letters of reference to:
Dr. Stevens Amidon
Director of Writing
Department of English and Linguistics
Indiana University-Purdue University Fort Wayne
2101 E. Coliseum Blvd.
Fort Wayne, IN 46805
Contact for information:
Dr. Stevens Amidon
Director of Writing
Department of English and Linguistics, IPFW
Phone: 260-481-6751
email: amidons@ipfw.edu
Department web address:
www.ipfw.edu/engl/
Additional Information:
Employment is contingent on a satisfactory background records check.
IPFW is an Equal Opportunity/Equal Access/Affirmative Action Employer fully committed to achieving a diverse workforce.
Application Information
Postal Address: Dr. Stevens Amidon
Department of English and Linguistics
Indiana University-Purdue University Fort Wayne
2101 E. Coliseum Blvd.
Fort Wayne, IN 46805
Phone: 260-481-6106
116.
Writing Faculty
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Institution: Unity College
Location: Unity, ME
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/03/2009
Application Due: Open Until Filled
Type: Full Time
Unity College is a small, private college in rural Maine that provides dedicated, engaged students with a hands-on, liberal arts education that emphasizes the environment and the sustainable use of natural resources. Overlooking Unity Pond, our campus vistas stretch to the mountains of Maine, and we are within driving distance of its rocky coast. We are a community of committed individuals seeking applicants for a full-time writing position at the Assistant or Associate rank with the vision and experience necessary to help forge a writing program that will prepare the next generation of environmental stewards and leaders.
The position requires that applicants have a doctoral degree in Composition/Rhetoric or English; experience in the pedagogy of writing; and an ability to provide leadership and instruction in writing, including fundamentals of writing, college composition, and technical and professional writing.
Other desirable qualifications include experience in new media, environmental writing, or multi-cultural studies. The 21-credit teaching load will include an initial course release to lead a collaborative effort to form, run, and assess a unified plan in writing.
Review of applications will begin 30 November 2009 and will continue until the position is filled. To apply send a cover letter, CV, contact information for three professional references, a statement of teaching philosophy, and three letters of recommendation to Kathleen Hale, Director of Human Resources at khale@unity.edu. Electronic submissions only. For the full job advertisement go to www.unity.edu/jobs.
Application Information
Apply for this Position through My HigherEdJobs
Contact: Kathleen Hale
Director of Human Resources
Unity College
Email Address: khale@unity.edu
Writing Faculty
Apply for this Position through My HigherEdJobs
Save to your Organizer
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Institution: Unity College
Location: Unity, ME
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/03/2009
Application Due: Open Until Filled
Type: Full Time
Unity College is a small, private college in rural Maine that provides dedicated, engaged students with a hands-on, liberal arts education that emphasizes the environment and the sustainable use of natural resources. Overlooking Unity Pond, our campus vistas stretch to the mountains of Maine, and we are within driving distance of its rocky coast. We are a community of committed individuals seeking applicants for a full-time writing position at the Assistant or Associate rank with the vision and experience necessary to help forge a writing program that will prepare the next generation of environmental stewards and leaders.
The position requires that applicants have a doctoral degree in Composition/Rhetoric or English; experience in the pedagogy of writing; and an ability to provide leadership and instruction in writing, including fundamentals of writing, college composition, and technical and professional writing.
Other desirable qualifications include experience in new media, environmental writing, or multi-cultural studies. The 21-credit teaching load will include an initial course release to lead a collaborative effort to form, run, and assess a unified plan in writing.
Review of applications will begin 30 November 2009 and will continue until the position is filled. To apply send a cover letter, CV, contact information for three professional references, a statement of teaching philosophy, and three letters of recommendation to Kathleen Hale, Director of Human Resources at khale@unity.edu. Electronic submissions only. For the full job advertisement go to www.unity.edu/jobs.
Application Information
Apply for this Position through My HigherEdJobs
Contact: Kathleen Hale
Director of Human Resources
Unity College
Email Address: khale@unity.edu
115.
ssistant Professor of Writing & Rhetoric -- (two positions)
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Institution: Morningside College
Location: Sioux City, IA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/04/2009
Application Due: Open Until Filled
Type: Full Time
Morningside College in Sioux City, IA is seeking TWO colleagues to help create, develop, and launch a new Department of Writing and Rhetoric. Ph.D. in Composition & Rhetoric strongly preferred. (ABD in Composition and Rhetoric or Ph.D. in a related field with scholarship and/or teaching evidence in composition or argumentative writing will be considered.) The tenure-track positions have a 3/2 teaching load, consisting of first year writing with opportunities to teach upper division public speaking and other courses and opportunities to develop creative May Term courses. As the new department grows, course release time for writing center or writing across the curriculum initiatives will be available.
Applications are welcomed from candidates with evidence of potential for excellence in teaching. We are looking for colleagues who would be prepared to establish a writing center, focus on WAC faculty development, and further develop the first-year writing/speaking program. Opportunities for professional development, research, and conference presentations/attendance will be available. Questions about this position may be addressed to Dr. Leslie Werden; (712) 274-5226, werden@morningside.edu. Positions begin Fall 2010.
Morningside College is a private, coeducational, residential, comprehensive institution, affiliated with the United Methodist Church. Founded in 1894, the college is growing and currently serves about 1200 full-time undergraduate students of diverse social, cultural, ethnic, racial, and national backgrounds, as well as over 800 students in its one graduate program in Education. Morningside confers five baccalaureate degrees: Bachelor of Arts, Bachelor of Science, Bachelor of Science in Nursing, Bachelor of Music, and Bachelor of Music Education, as well as Master of Arts in Teaching. The faculty is committed to the liberal arts as a foundation for every field of the professional and career-centered curriculum. The 69-acre campus includes 20 buildings and is situated in Sioux City, Iowa, a community recognized as the economic and cultural center of Siouxland, a metropolitan region with a population of over 140,000. Morningside College faculty typically teach five 4-credit courses per academic year to fulfill a 20-hour load. In addition, faculty teach one May Term course every three years. Excellence in teaching, effective advising, scholarship, and service are expected for all faculty members.
Screening for this position will begin immediately and continue until the position is filled. Apply on-line only by submitting an e-mail to: facultysearch@morningside.edu entering Writing Search in the subject line, and attaching in PDF or Microsoft Word files the following documents: cover letter, curriculum vitae, graduate and undergraduate transcripts, statements of teaching philosophy, and three letters of recommendation. Electronic submission of letters of recommendation should be sent to the "facultysearch" e-mail address provided above.
Morningside College is an Equal Opportunity Employer and strongly encourages women and minorities to apply.
Consult our Web page (jobs.morningside.edu) for additional information about these and other academic employment opportunities.
Application Information
Apply for this Position through My HigherEdJobs
Contact: Morningside College
Email Address: facultysearch@morningside.edu
ssistant Professor of Writing & Rhetoric -- (two positions)
Learn More about this Employer in their Profile
Apply for this Position through My HigherEdJobs
Save to your Organizer
Email to a Friend
Print-friendly version
Institution: Morningside College
Location: Sioux City, IA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/04/2009
Application Due: Open Until Filled
Type: Full Time
Morningside College in Sioux City, IA is seeking TWO colleagues to help create, develop, and launch a new Department of Writing and Rhetoric. Ph.D. in Composition & Rhetoric strongly preferred. (ABD in Composition and Rhetoric or Ph.D. in a related field with scholarship and/or teaching evidence in composition or argumentative writing will be considered.) The tenure-track positions have a 3/2 teaching load, consisting of first year writing with opportunities to teach upper division public speaking and other courses and opportunities to develop creative May Term courses. As the new department grows, course release time for writing center or writing across the curriculum initiatives will be available.
Applications are welcomed from candidates with evidence of potential for excellence in teaching. We are looking for colleagues who would be prepared to establish a writing center, focus on WAC faculty development, and further develop the first-year writing/speaking program. Opportunities for professional development, research, and conference presentations/attendance will be available. Questions about this position may be addressed to Dr. Leslie Werden; (712) 274-5226, werden@morningside.edu. Positions begin Fall 2010.
Morningside College is a private, coeducational, residential, comprehensive institution, affiliated with the United Methodist Church. Founded in 1894, the college is growing and currently serves about 1200 full-time undergraduate students of diverse social, cultural, ethnic, racial, and national backgrounds, as well as over 800 students in its one graduate program in Education. Morningside confers five baccalaureate degrees: Bachelor of Arts, Bachelor of Science, Bachelor of Science in Nursing, Bachelor of Music, and Bachelor of Music Education, as well as Master of Arts in Teaching. The faculty is committed to the liberal arts as a foundation for every field of the professional and career-centered curriculum. The 69-acre campus includes 20 buildings and is situated in Sioux City, Iowa, a community recognized as the economic and cultural center of Siouxland, a metropolitan region with a population of over 140,000. Morningside College faculty typically teach five 4-credit courses per academic year to fulfill a 20-hour load. In addition, faculty teach one May Term course every three years. Excellence in teaching, effective advising, scholarship, and service are expected for all faculty members.
Screening for this position will begin immediately and continue until the position is filled. Apply on-line only by submitting an e-mail to: facultysearch@morningside.edu entering Writing Search in the subject line, and attaching in PDF or Microsoft Word files the following documents: cover letter, curriculum vitae, graduate and undergraduate transcripts, statements of teaching philosophy, and three letters of recommendation. Electronic submission of letters of recommendation should be sent to the "facultysearch" e-mail address provided above.
Morningside College is an Equal Opportunity Employer and strongly encourages women and minorities to apply.
Consult our Web page (jobs.morningside.edu) for additional information about these and other academic employment opportunities.
Application Information
Apply for this Position through My HigherEdJobs
Contact: Morningside College
Email Address: facultysearch@morningside.edu
Tuesday, November 03, 2009
114
Director of Composition and Writers' Center
Institution: Eastern Washington University
Location: Cheney, WA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/02/2009
Application Due: Open Until Filled
Type: Full Time
Notes: included on Affirmative Action email
Advanced Assistant Professor
Department of English
Eastern Washington University
Director of Composition and Writers' Center
Eastern Washington University invites applications at the advanced Assistant Professor level for the joint position (tenure track) of Director of the Composition Program and the EWU Writers' Center, to begin July 1, 2010.
Responsibilities include developing and administering curriculum for the freshman composition program and directing the established campus Writers' Center. The successful candidate will be responsible for training and mentoring approximately 28 teaching assistants, up to 10 full-time lecturers, and 10 professional Writers' Center responders.
Required: doctorate and publications in Rhetoric/Composition or closely-related field; successful teaching, writing program administration or apprenticeship, and currency in composition and writing center pedagogy.
Preferred: Academic budget experience, assessment expertise, ability to teach with technology. Teaching load will be adjusted to accommodate administrative duties and includes summer employment. The candidate who fills this position will report to the English Department Chair (comp program) and Dean of the College of Arts & Letters (Writers' Center). Letter of application, CV, evidence of teaching effectiveness, brief scholarly writing sample, transcripts, and 3 references (contact information only) to: Search Committee Chair, College of Arts & Letters, 19 Hargreaves Hall, EWU, Cheney WA 99004. Review of applications will begin as soon as applicant pool is certified and continue until position fills.
Eastern Washington University is an equal opportunity, affirmative action employer, and applications from members of historically under-represented groups are especially encouraged. The successful candidate will have a high degree of interest in human and cultural diversity, must pass a background check, and will be required to show proof of eligibility to work in the U.S. pursuant to U.S. immigration laws.
Application Information
Postal Address: Chair, Search Committee/Department Secretary
English
Eastern Washington University
250 Patterson Hall
Cheney, WA 99004
Phone: (509) 359-6039
Fax: (509) 359-4269
Director of Composition and Writers' Center
Institution: Eastern Washington University
Location: Cheney, WA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 11/02/2009
Application Due: Open Until Filled
Type: Full Time
Notes: included on Affirmative Action email
Advanced Assistant Professor
Department of English
Eastern Washington University
Director of Composition and Writers' Center
Eastern Washington University invites applications at the advanced Assistant Professor level for the joint position (tenure track) of Director of the Composition Program and the EWU Writers' Center, to begin July 1, 2010.
Responsibilities include developing and administering curriculum for the freshman composition program and directing the established campus Writers' Center. The successful candidate will be responsible for training and mentoring approximately 28 teaching assistants, up to 10 full-time lecturers, and 10 professional Writers' Center responders.
Required: doctorate and publications in Rhetoric/Composition or closely-related field; successful teaching, writing program administration or apprenticeship, and currency in composition and writing center pedagogy.
Preferred: Academic budget experience, assessment expertise, ability to teach with technology. Teaching load will be adjusted to accommodate administrative duties and includes summer employment. The candidate who fills this position will report to the English Department Chair (comp program) and Dean of the College of Arts & Letters (Writers' Center). Letter of application, CV, evidence of teaching effectiveness, brief scholarly writing sample, transcripts, and 3 references (contact information only) to: Search Committee Chair, College of Arts & Letters, 19 Hargreaves Hall, EWU, Cheney WA 99004. Review of applications will begin as soon as applicant pool is certified and continue until position fills.
Eastern Washington University is an equal opportunity, affirmative action employer, and applications from members of historically under-represented groups are especially encouraged. The successful candidate will have a high degree of interest in human and cultural diversity, must pass a background check, and will be required to show proof of eligibility to work in the U.S. pursuant to U.S. immigration laws.
Application Information
Postal Address: Chair, Search Committee/Department Secretary
English
Eastern Washington University
250 Patterson Hall
Cheney, WA 99004
Phone: (509) 359-6039
Fax: (509) 359-4269
Monday, November 02, 2009
113. Introduction to Paper for NCA 2009, #2
NCA 2009
Paper #2: Words, Mind and World: An Alternate Paradigm for Rhetorical Instruction in the 20th Century
David Beard (dbeard@d.umn.edu)
University of Minnesota Duluth
This paper serves to undermine a certain kind of rhetorical history – one that depicts the disciplines of composition and communication as coalescing around the recovery of the Aristotelian rhetorical tradition in the 20th century. Such a history may have helped to legitimate the work of rhetorical scholars among the humanities, but it did so at the cost of erasing decades of good work teaching first-year composition and communication within a different paradigm.
This paper serves to recognize that alternative rhetorical tradition, one that, within the 20th century, was as powerful a force for the teaching of writing and speaking as the Aristotelian tradition – maybe moreso, because it was both immensely popular and immensely accessible to the nonspecialist in ways that the Aristotelan vocabulary never could be. For ease of reference and in the hope that I might coin something that will make my reputation, I am calling it the “word-mind-world” paradigm. The gist of the paradigm is simple: the key to effective communication is a rich understanding of the relationship between words and the world, as understood by or through the human mind.
That tradition begins with the work of I. A. Richards in establishing “triadic semiotics” as the model for language use to enrich the philosophy of language. It develops through the General Semantics program in both Composition and Communication. It terminates, awkwardly, in the composition pedagogy of Anne Berthoff, who develops a composition pedagogy of “forming, thinking, writing” that explicitly references the Ricardian paradigm to build a more sophisticated model for what is, essentially, the same paradigm. “If a speaker or writer can grasp the proper relationship between words and world as mediated by the human mind, they can be a clear communicator.”
This paper glosses the rise and fall of this alternate tradition of rhetorical pedagogy....
NCA 2009
Paper #2: Words, Mind and World: An Alternate Paradigm for Rhetorical Instruction in the 20th Century
David Beard (dbeard@d.umn.edu)
University of Minnesota Duluth
This paper serves to undermine a certain kind of rhetorical history – one that depicts the disciplines of composition and communication as coalescing around the recovery of the Aristotelian rhetorical tradition in the 20th century. Such a history may have helped to legitimate the work of rhetorical scholars among the humanities, but it did so at the cost of erasing decades of good work teaching first-year composition and communication within a different paradigm.
This paper serves to recognize that alternative rhetorical tradition, one that, within the 20th century, was as powerful a force for the teaching of writing and speaking as the Aristotelian tradition – maybe moreso, because it was both immensely popular and immensely accessible to the nonspecialist in ways that the Aristotelan vocabulary never could be. For ease of reference and in the hope that I might coin something that will make my reputation, I am calling it the “word-mind-world” paradigm. The gist of the paradigm is simple: the key to effective communication is a rich understanding of the relationship between words and the world, as understood by or through the human mind.
That tradition begins with the work of I. A. Richards in establishing “triadic semiotics” as the model for language use to enrich the philosophy of language. It develops through the General Semantics program in both Composition and Communication. It terminates, awkwardly, in the composition pedagogy of Anne Berthoff, who develops a composition pedagogy of “forming, thinking, writing” that explicitly references the Ricardian paradigm to build a more sophisticated model for what is, essentially, the same paradigm. “If a speaker or writer can grasp the proper relationship between words and world as mediated by the human mind, they can be a clear communicator.”
This paper glosses the rise and fall of this alternate tradition of rhetorical pedagogy....
112. Rhetoric and Theology Reposted from Blogora: rsa.cwrl.utexas.edu/
Thinking Out Loud--Rhetoric & Religion
queries sort of
Submitted by Jim Aune on October 31, 2009 - 12:06pm
It occurred to me, listening to David Gore, Willie Henderson, and David Beard at the U of Minnesota Modern Rhetoric Project conference, that there seems to be a bit of an explosion of interest in religion across the humanities these days. You have Badiou, Taubes, Derrida, and Zizek thinking about St. Paul and universalism, as well as John Milbank, Terry Eagleton, and others within the Christian tradition smacking modernist intellectuals for failing to engage theology. I have also noticed a fair number of my younger colleagues become active religiously in ways that the post-WWII generation were not--John Sloop's Roman Catholicism, Ron Greene's Eastern Orthodoxy, my ConservaDoxy, and so on. There is only one journal I know of devoted specifically to communication and religion, and it has a rather broad focus, not necessarily rhetorical. Do you all think there might be an audience out there for a new journal on rhetoric/theology, investigating both theory and practice in the links between theology, religion, and rhetoric? It would probably have to be online, which also raises the question: even if it is peer-reviewed, what is your collective sense of how R1 universities treat online journal publications these days? Are the standards getting more flexible or not? We seem to have changed a bit since Daniel Drezner was effectively denied tenure at Chicago for daring to publish a blog.
Jim Aune's blog Add new comment
» edit reply
Your point about the Communication & Religion group is...
Submitted by syntaxfactory on November 1, 2009 - 10:44pm.
...is interesting, because we should probably distinguish the strength of that journal in two areas:
(a) in studying the rhetorical activities of religious figures, as "the rhetoric of religion"). We see this work, for example, in the article called "The first female public speakers in America (1630-1840): Searching for Egalitarian Christian Primitivism" [Abstract: Overlooked female exhorters and preachers established a two-hundred-year-old tradition of female oratory before the ninteenth-century secular reformers emerged] and in "Corresponding Calvinism and capitalism: The letters of Teunis van den Hoek" [Abstract: This essay explores the correspondence of Teunis van den Hoek to argue that he used letters to create an immigrant identity as he grappled with the exigencies and tensions between his Calvinist beliefs and his burgeoning wealth]
(b) in religious discourse as generative of rhetorical theories (for example, in "Seeing through a glass darkly: Religious metaphor as rhetorical perspective" [Abstract: This essay examines metaphor theories and the role of metaphor in religious rhetoric] and in "Rhetorical interpretation in Augustine's Confessions" [Abstract: In the last three books of his Confessions, Augustine focuses on problems of interpretation germane to ordinary texts as well as Scripture]
These areas are valuable and honed in the work of that journal, but they seem askew of what Dr. Aune is asking. The recent return to religion and spirituality as an area of research, it seems to me, is not reducible to a "rhetoric of" project. It may ask questions more fundamental than that: about whether Burke's rhetorical definition of the person [“Man is the symbol-using animal, inventor of the negative, separated from his natural condition by instruments of his own making, goaded by the spirit of hierarchy, and rotten with perfection"] is consonant with a spiritual anthropology. When Kristeva first reconsiders religion (in the "Beginning" book), she is investigating the ways that religion has a positive effect, an illusion gluing bits of the subject together (here breaking from Freud). I won't pretend to understand Zizek, or to have finished reading Kristeva's recent book on religion, but the impulses must overlap.
The question is not about religious uses of language and rhetorical or communication theories derived from religious discourse (RCA covers that well). It's about whether the norms of rhetorical culture apply to religious cultures... a thoroughgoing exploration of whether the rhetorical subject (as the liberal subject of the modern era or the non-agent, non-subject of the posthuman era) is consonant with the Christian (or other religious) subject. It's about, I think, interrogating the assumptions below the standard layers of rhetorical theory and getting us back to questions as fundamental as those we once had about the "rhetorical situation," reconsidered from the perspective of a form of subjectivity (the "faithful," the "believer," the "child of god") that persists from the ancient to the medieval to the modern to the postmodern.
...
Could this be a strand of research fruitfully considered for RCA? Probably. Could it sustain a journal of its own, online or otherwise? Probably not. A good book would be nice.
» reply
maybe
Submitted by Jim Aune on November 1, 2009 - 11:57pm.
For what it tries to do, JCR does fine, but it seems a little parochial (so to speak) in its sense of audience--seems mostly evangelical, something I should have greater tolerance for, but don't any more. I'm thinking of more the kind of interchange that Milbank and Zizek have in The Monstrosity of Christ, done along rhetorical lines, or the Political Theology folks at Irvine, notably Julia Lupton.
I think we agree...
Submitted by syntaxfactory on November 2, 2009 - 2:21pm.
...about the role of JCR -- although I admit I hadn't much noted the particular bias you've identified (probably because as a nonbeliever [admittedly, turned away from Catholicism], differentiating varieties of belief in Christianity seems to me like differentiating "vanilla, french vanilla, and vanilla bean").
But yes: moving beyond "the rhetoric of religion" to "rhetoric's encounter with theology" -- that seems to me the ticket. Not just to ask what the rhetoric of Mormons might be (question 1), or the effect of Mormon thought might be on rhetorical theorists (like my personal hero, Wayne Booth; question 2), but to presume that, if psychoanalytic theory [in Kristeva, in Zizek] can presume to speak to theology and to religion, that rhetorical theory can do so, as well (I can't articulate it as a question 3, but I'd like to).
I'm hoping someone else might have more to add... if not on the Blogora, perhaps here?
Thinking Out Loud--Rhetoric & Religion
queries sort of
Submitted by Jim Aune on October 31, 2009 - 12:06pm
It occurred to me, listening to David Gore, Willie Henderson, and David Beard at the U of Minnesota Modern Rhetoric Project conference, that there seems to be a bit of an explosion of interest in religion across the humanities these days. You have Badiou, Taubes, Derrida, and Zizek thinking about St. Paul and universalism, as well as John Milbank, Terry Eagleton, and others within the Christian tradition smacking modernist intellectuals for failing to engage theology. I have also noticed a fair number of my younger colleagues become active religiously in ways that the post-WWII generation were not--John Sloop's Roman Catholicism, Ron Greene's Eastern Orthodoxy, my ConservaDoxy, and so on. There is only one journal I know of devoted specifically to communication and religion, and it has a rather broad focus, not necessarily rhetorical. Do you all think there might be an audience out there for a new journal on rhetoric/theology, investigating both theory and practice in the links between theology, religion, and rhetoric? It would probably have to be online, which also raises the question: even if it is peer-reviewed, what is your collective sense of how R1 universities treat online journal publications these days? Are the standards getting more flexible or not? We seem to have changed a bit since Daniel Drezner was effectively denied tenure at Chicago for daring to publish a blog.
Jim Aune's blog Add new comment
» edit reply
Your point about the Communication & Religion group is...
Submitted by syntaxfactory on November 1, 2009 - 10:44pm.
...is interesting, because we should probably distinguish the strength of that journal in two areas:
(a) in studying the rhetorical activities of religious figures, as "the rhetoric of religion"). We see this work, for example, in the article called "The first female public speakers in America (1630-1840): Searching for Egalitarian Christian Primitivism" [Abstract: Overlooked female exhorters and preachers established a two-hundred-year-old tradition of female oratory before the ninteenth-century secular reformers emerged] and in "Corresponding Calvinism and capitalism: The letters of Teunis van den Hoek" [Abstract: This essay explores the correspondence of Teunis van den Hoek to argue that he used letters to create an immigrant identity as he grappled with the exigencies and tensions between his Calvinist beliefs and his burgeoning wealth]
(b) in religious discourse as generative of rhetorical theories (for example, in "Seeing through a glass darkly: Religious metaphor as rhetorical perspective" [Abstract: This essay examines metaphor theories and the role of metaphor in religious rhetoric] and in "Rhetorical interpretation in Augustine's Confessions" [Abstract: In the last three books of his Confessions, Augustine focuses on problems of interpretation germane to ordinary texts as well as Scripture]
These areas are valuable and honed in the work of that journal, but they seem askew of what Dr. Aune is asking. The recent return to religion and spirituality as an area of research, it seems to me, is not reducible to a "rhetoric of" project. It may ask questions more fundamental than that: about whether Burke's rhetorical definition of the person [“Man is the symbol-using animal, inventor of the negative, separated from his natural condition by instruments of his own making, goaded by the spirit of hierarchy, and rotten with perfection"] is consonant with a spiritual anthropology. When Kristeva first reconsiders religion (in the "Beginning" book), she is investigating the ways that religion has a positive effect, an illusion gluing bits of the subject together (here breaking from Freud). I won't pretend to understand Zizek, or to have finished reading Kristeva's recent book on religion, but the impulses must overlap.
The question is not about religious uses of language and rhetorical or communication theories derived from religious discourse (RCA covers that well). It's about whether the norms of rhetorical culture apply to religious cultures... a thoroughgoing exploration of whether the rhetorical subject (as the liberal subject of the modern era or the non-agent, non-subject of the posthuman era) is consonant with the Christian (or other religious) subject. It's about, I think, interrogating the assumptions below the standard layers of rhetorical theory and getting us back to questions as fundamental as those we once had about the "rhetorical situation," reconsidered from the perspective of a form of subjectivity (the "faithful," the "believer," the "child of god") that persists from the ancient to the medieval to the modern to the postmodern.
...
Could this be a strand of research fruitfully considered for RCA? Probably. Could it sustain a journal of its own, online or otherwise? Probably not. A good book would be nice.
» reply
maybe
Submitted by Jim Aune on November 1, 2009 - 11:57pm.
For what it tries to do, JCR does fine, but it seems a little parochial (so to speak) in its sense of audience--seems mostly evangelical, something I should have greater tolerance for, but don't any more. I'm thinking of more the kind of interchange that Milbank and Zizek have in The Monstrosity of Christ, done along rhetorical lines, or the Political Theology folks at Irvine, notably Julia Lupton.
I think we agree...
Submitted by syntaxfactory on November 2, 2009 - 2:21pm.
...about the role of JCR -- although I admit I hadn't much noted the particular bias you've identified (probably because as a nonbeliever [admittedly, turned away from Catholicism], differentiating varieties of belief in Christianity seems to me like differentiating "vanilla, french vanilla, and vanilla bean").
But yes: moving beyond "the rhetoric of religion" to "rhetoric's encounter with theology" -- that seems to me the ticket. Not just to ask what the rhetoric of Mormons might be (question 1), or the effect of Mormon thought might be on rhetorical theorists (like my personal hero, Wayne Booth; question 2), but to presume that, if psychoanalytic theory [in Kristeva, in Zizek] can presume to speak to theology and to religion, that rhetorical theory can do so, as well (I can't articulate it as a question 3, but I'd like to).
I'm hoping someone else might have more to add... if not on the Blogora, perhaps here?
Friday, October 30, 2009
111.
Assistant Professor - Log# 11-050
Institution: Georgia State University
Location: Atlanta, GA
Category:
Faculty - Communications - Other Communications
Posted: 10/29/2009
Application Due: 12/18/2009
Type: Full Time
Salary Range: Competitive
The department of communication at Georgia State University in Atlanta invites applicants for an anticipated tenure-track assistant professor position in rhetorical studies to begin in August 2010 pending budgetary approval. Candidates should have research programs underway in rhetorical criticism and/or theory, potentially connected to rhetoric and philosophy,social movement studies, discourse theory, public address, or other areas of rhetorical scholarship with contemporary social significance. Candidates should have the ability to teach in the Department's undergraduate programs and also to contribute to work done in the M.A. and doctoral Public Communication programs. Ph.D. required.
Special Instructions to Applicants: Applications should include a letter of application and CV, transcripts, examples of scholarly writing, three letters of recommendation,and evidence of teaching effectiveness. An offer of employment will be conditional upon background verification.
A review of applications will begin November 20, 2009. Georgia State University is an Equal Opportunity/Affirmative Action employer. Women, minorities, and candidates from other traditionally under-represented groups are especially encouraged to apply. Address applications to Dr. Michael Bruner, Search Chair, Department of Communication, Georgia State University, 663 One Park Place South, Atlanta, GA 30302-4000.
Application Information
Postal Address: Dr. Michael Bruner
Department of Communication
Georgia State University
663 One Park Place South
Atlanta, GA 30302-4000
Assistant Professor - Log# 11-050
Institution: Georgia State University
Location: Atlanta, GA
Category:
Faculty - Communications - Other Communications
Posted: 10/29/2009
Application Due: 12/18/2009
Type: Full Time
Salary Range: Competitive
The department of communication at Georgia State University in Atlanta invites applicants for an anticipated tenure-track assistant professor position in rhetorical studies to begin in August 2010 pending budgetary approval. Candidates should have research programs underway in rhetorical criticism and/or theory, potentially connected to rhetoric and philosophy,social movement studies, discourse theory, public address, or other areas of rhetorical scholarship with contemporary social significance. Candidates should have the ability to teach in the Department's undergraduate programs and also to contribute to work done in the M.A. and doctoral Public Communication programs. Ph.D. required.
Special Instructions to Applicants: Applications should include a letter of application and CV, transcripts, examples of scholarly writing, three letters of recommendation,and evidence of teaching effectiveness. An offer of employment will be conditional upon background verification.
A review of applications will begin November 20, 2009. Georgia State University is an Equal Opportunity/Affirmative Action employer. Women, minorities, and candidates from other traditionally under-represented groups are especially encouraged to apply. Address applications to Dr. Michael Bruner, Search Chair, Department of Communication, Georgia State University, 663 One Park Place South, Atlanta, GA 30302-4000.
Application Information
Postal Address: Dr. Michael Bruner
Department of Communication
Georgia State University
663 One Park Place South
Atlanta, GA 30302-4000
Wednesday, October 28, 2009
110.
Posting Number: 0000119
EEO Classification Title: Faculty
Job Title: Assistant Professor (Leadership/Applied Ethics)
Position Type: Faculty
FLSA: Exempt
Other Position Information:
Position Status: Full-time
Department: Liberal Studies
Required Qualifications: 1. Ph.D. in a relevant humanities or social science discipline.
2. Ph.D. must be completed by June 1, 2010. Appointment is contingent upon university-certified completion of all Ph. D. requirements.
3. Ability to teach "Senior Seminar: Leadership, Ethics and contemporary Issues" and electives in applied ethics, broadly defined.
4. Evidence of excellent teaching on the college level.
5. Evidence of potential for scholarly productivity.
6. Capacity to work professionally with colleagues in pursuit of common objectives.
7. Proof of legal authority to work at Kettering University.
Preferred Qualifications: na
Posting Date: 09-05-2009
Closing Date: 12-01-2009
Optional Applicant Documents: Teaching Philosophy
Required Applicant Documents: Cover Letter
Curriculum Vitae
References
Special Instructions to Applicants: 1. Three (3) letters of recommendation must be sent directly to and received by Dr. Michael Callahan, Department of Liberal Studies, Kettering University, 1700 University Ave., Flint, MI 48504.
2. Applications submitted only on paper without an electronic application will not be considered.
Posting Number: 0000119
EEO Classification Title: Faculty
Job Title: Assistant Professor (Leadership/Applied Ethics)
Position Type: Faculty
FLSA: Exempt
Other Position Information:
Position Status: Full-time
Department: Liberal Studies
Required Qualifications: 1. Ph.D. in a relevant humanities or social science discipline.
2. Ph.D. must be completed by June 1, 2010. Appointment is contingent upon university-certified completion of all Ph. D. requirements.
3. Ability to teach "Senior Seminar: Leadership, Ethics and contemporary Issues" and electives in applied ethics, broadly defined.
4. Evidence of excellent teaching on the college level.
5. Evidence of potential for scholarly productivity.
6. Capacity to work professionally with colleagues in pursuit of common objectives.
7. Proof of legal authority to work at Kettering University.
Preferred Qualifications: na
Posting Date: 09-05-2009
Closing Date: 12-01-2009
Optional Applicant Documents: Teaching Philosophy
Required Applicant Documents: Cover Letter
Curriculum Vitae
References
Special Instructions to Applicants: 1. Three (3) letters of recommendation must be sent directly to and received by Dr. Michael Callahan, Department of Liberal Studies, Kettering University, 1700 University Ave., Flint, MI 48504.
2. Applications submitted only on paper without an electronic application will not be considered.
109.
Villanova University, Department of Communication is hiring two tenure-track Assistant Professors starting Fall 2010. We seek candidates who can teach undergraduate and graduate courses in their areas of expertise, as well as other required and elective courses across the Communication curriculum. Candidates must have: Ph.D. (completed by August, 2010), an active research program, and collegiate teaching experience.
Position 1: Assistant Professor, Journalism/Media Studies. In addition to research and teaching interests in Journalism/Media Studies, the ideal candidate will have background and interest in new media, and will have research and teaching interests that demonstrate the potential of journalism and media studies to address issues of social conflict and/or social justice. Journalistic experience preferred, but not required.
Position 2: Assistant Professor, Rhetoric. The ideal candidate will have research and teaching interests that demonstrate rhetoric's potential to address issues of social conflict and/or social justice.
NEW: INSTRUCTIONS FOR APPLYING: Except for official undergraduate and graduate transcripts, which must be mailed, applicants must apply online at https://jobs.villanova.edu, and provide a cover letter (indicating NCA availability), c.v., evidence of excellence in teaching, writing sample, and three letters of recommendation. Transcripts should be mailed directly to Search committee chair, Position Name, Department of Communication, Villanova University, 800 Lancaster Avenue, Villanova, PA 19085-1699.
Review of applications begins immediately and will continue until the position is filled. Because of the tight turnaround with NCA, candidates attending the conference should email cover letter and c.v. as soon as possible to loretta.chiaverini@villanova.edu(with the rest of the application to follow as per the above instructions), so that they can be considered for pre-interviews during the conference.
Villanova University is a Roman Catholic university sponsored by the Augustinian order, located in the ethnically, racially, and culturally diverse Philadelphia metro region. An AA/EEO employer, the Communication Department values dynamic and diverse faculty members who are committed to teaching, scholarship, and service in a collegial atmosphere-and who can contribute to the university's conversation regarding truth, community, values, and social justice. For more detailed description of the position and Department, please consult www.communication.villanova.edu.
--
Villanova University, Department of Communication is hiring two tenure-track Assistant Professors starting Fall 2010. We seek candidates who can teach undergraduate and graduate courses in their areas of expertise, as well as other required and elective courses across the Communication curriculum. Candidates must have: Ph.D. (completed by August, 2010), an active research program, and collegiate teaching experience.
Position 1: Assistant Professor, Journalism/Media Studies. In addition to research and teaching interests in Journalism/Media Studies, the ideal candidate will have background and interest in new media, and will have research and teaching interests that demonstrate the potential of journalism and media studies to address issues of social conflict and/or social justice. Journalistic experience preferred, but not required.
Position 2: Assistant Professor, Rhetoric. The ideal candidate will have research and teaching interests that demonstrate rhetoric's potential to address issues of social conflict and/or social justice.
NEW: INSTRUCTIONS FOR APPLYING: Except for official undergraduate and graduate transcripts, which must be mailed, applicants must apply online at https://jobs.villanova.edu, and provide a cover letter (indicating NCA availability), c.v., evidence of excellence in teaching, writing sample, and three letters of recommendation. Transcripts should be mailed directly to Search committee chair, Position Name, Department of Communication, Villanova University, 800 Lancaster Avenue, Villanova, PA 19085-1699.
Review of applications begins immediately and will continue until the position is filled. Because of the tight turnaround with NCA, candidates attending the conference should email cover letter and c.v. as soon as possible to loretta.chiaverini@villanova.edu(with the rest of the application to follow as per the above instructions), so that they can be considered for pre-interviews during the conference.
Villanova University is a Roman Catholic university sponsored by the Augustinian order, located in the ethnically, racially, and culturally diverse Philadelphia metro region. An AA/EEO employer, the Communication Department values dynamic and diverse faculty members who are committed to teaching, scholarship, and service in a collegial atmosphere-and who can contribute to the university's conversation regarding truth, community, values, and social justice. For more detailed description of the position and Department, please consult www.communication.villanova.edu.
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108.
Position Announcement: Rhetoric and Critical/Cultural Studies at Arizona State University (Tempe)
The Hugh Downs School of Human Communication (HDSHC) in the College of Liberal Arts and Sciences on the Tempe Campus of Arizona State University (ASU) is seeking a professor in rhetorical studies at the tenure-earning assistant or associate rank to begin in Fall 2010. More specifically, we seek to hire a scholar/teacher whose primary explorations occur at the intersections between rhetorical and critical/cultural studies. Desired qualifications are: 1) Demonstrated expertise in one or more of the following lines of inquiry: visual rhetoric or critical media studies; rhetoric of social movements; public culture; public memory; critical investigations of race, ethnicity, and/or sexuality; performance and performativity; and 2) Evidence of ability to seek and secure external funding support. Required qualifications are: Applicant must hold a Ph.D. in communication or related discipline at the time of appointment; evidence of excellence appropriate to rank in teaching and research at the post-secondary level.
Additionally, this position includes: Maintaining an ongoing research program in areas of specialization; teaching courses at the undergraduate and graduate levels; assisting with recruitment of students for the School and the university; serving on school, college, and university committees; and providing service to professional associations and the community. Salary will be competitive based on qualifications.
We are seeking outstanding candidates whose teaching, research, and service complement our vibrant faculty and program. Successful applicants will articulate teaching and research efforts in relation to our School's mission within the New American University model. Our mission aims to produce transdisciplinary and interdisciplinary scholarship and teaching that responds to pressing issues in the world today. Specifically, our strategic initiatives in health communication; conflict transformation; wellness and work-life; strategic communication; and innovative inquiry bring together scholars from across traditional areas (e.g., rhetoric, performance studies, interpersonal, organizational, and intercultural communication) as well as collaborators from other academic fields and the public sector.
The HDSHC includes 21 full-time faculty members and offers the BA, BS, MA, and Ph.D. degrees in communication. The School offers laboratory facilities, computer resources, project support, grant development support, and a performance studio. The School is located in Tempe, a progressive suburb of Phoenix. Our location offers the resources of a major metropolitan area (2+ million) in a state with spectacular natural scenery and recreational areas, sublime winters, and a culturally rich population.
The postmarked application deadline for the position is December 1, 2009; if the position is not filled, then applications will be accepted every subsequent Friday until the search is closed. Applicants must submit a cover letter specifying their qualifications; curriculum vitae; names, addresses, phone numbers, and email addresses of three professional references; evidence of excellence in teaching (e.g., syllabi, teaching evaluations); and evidence of excellence in scholarship (e.g., reprints of published articles). A background check is required for employment. Arizona State University is an equal opportunity/affirmative action employer.
Address application materials to:
Dr. Daniel C. Brouwer, Rhetoric Search Committee Chair
The Hugh Downs School of Human Communication
Arizona State University
P. O. Box 871205 (regular mail)
Stauffer Hall 412 (express mail)
Tempe, AZ 85287-1205
Position Announcement: Rhetoric and Critical/Cultural Studies at Arizona State University (Tempe)
The Hugh Downs School of Human Communication (HDSHC) in the College of Liberal Arts and Sciences on the Tempe Campus of Arizona State University (ASU) is seeking a professor in rhetorical studies at the tenure-earning assistant or associate rank to begin in Fall 2010. More specifically, we seek to hire a scholar/teacher whose primary explorations occur at the intersections between rhetorical and critical/cultural studies. Desired qualifications are: 1) Demonstrated expertise in one or more of the following lines of inquiry: visual rhetoric or critical media studies; rhetoric of social movements; public culture; public memory; critical investigations of race, ethnicity, and/or sexuality; performance and performativity; and 2) Evidence of ability to seek and secure external funding support. Required qualifications are: Applicant must hold a Ph.D. in communication or related discipline at the time of appointment; evidence of excellence appropriate to rank in teaching and research at the post-secondary level.
Additionally, this position includes: Maintaining an ongoing research program in areas of specialization; teaching courses at the undergraduate and graduate levels; assisting with recruitment of students for the School and the university; serving on school, college, and university committees; and providing service to professional associations and the community. Salary will be competitive based on qualifications.
We are seeking outstanding candidates whose teaching, research, and service complement our vibrant faculty and program. Successful applicants will articulate teaching and research efforts in relation to our School's mission within the New American University model. Our mission aims to produce transdisciplinary and interdisciplinary scholarship and teaching that responds to pressing issues in the world today. Specifically, our strategic initiatives in health communication; conflict transformation; wellness and work-life; strategic communication; and innovative inquiry bring together scholars from across traditional areas (e.g., rhetoric, performance studies, interpersonal, organizational, and intercultural communication) as well as collaborators from other academic fields and the public sector.
The HDSHC includes 21 full-time faculty members and offers the BA, BS, MA, and Ph.D. degrees in communication. The School offers laboratory facilities, computer resources, project support, grant development support, and a performance studio. The School is located in Tempe, a progressive suburb of Phoenix. Our location offers the resources of a major metropolitan area (2+ million) in a state with spectacular natural scenery and recreational areas, sublime winters, and a culturally rich population.
The postmarked application deadline for the position is December 1, 2009; if the position is not filled, then applications will be accepted every subsequent Friday until the search is closed. Applicants must submit a cover letter specifying their qualifications; curriculum vitae; names, addresses, phone numbers, and email addresses of three professional references; evidence of excellence in teaching (e.g., syllabi, teaching evaluations); and evidence of excellence in scholarship (e.g., reprints of published articles). A background check is required for employment. Arizona State University is an equal opportunity/affirmative action employer.
Address application materials to:
Dr. Daniel C. Brouwer, Rhetoric Search Committee Chair
The Hugh Downs School of Human Communication
Arizona State University
P. O. Box 871205 (regular mail)
Stauffer Hall 412 (express mail)
Tempe, AZ 85287-1205
107.
Director, Writing Across the Curriculum
Institution: Philadelphia University
Location: Philadelphia, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/27/2009
Application Due: Open Until Filled
Type: Full Time
Director, Writing Across the Curriculum
STATUS: Full-time
DEPARTMENT:
School of Liberal Arts
QUALIFICATIONS:
-Applicants should have a strong background in writing or rhetoric and a demonstrated ability to lead a university wide program; Successful candidate will have significant experience with writing program administration and teaching writing intensive courses.
-Must possess strong interpersonal, organizational and communicative skills.
-The person who assumes this important role will need to work effectively with faculty across a variety of disciplines; Experience in design fields would be welcomed.
EDUCATION REQUIRED:
Ph.D in writing and rhetoric or close area
RESPONSIBILITIES:
Teach (2) two courses per semester; administrative oversight of writing program.
Supervise faculty recruitment, hiring and placement testing; Organize faculty development and administers the WAC/WID program across campus.
APPLICATION PROCEDURES:
Candidates should submit a letter of application detailing experiences and areas of academic interest, a curriculum vitae, 3-5 references, and a sample of scholarly research. Additional materials may be requested at a later date. Review of candidates will begin on November 9, 2009 and continue until position is filled. Preliminary interviews will be conducted by phone in late November and interviews will be conducted at the December MLA. Applications should be submitted to Dean Marion Roydhouse, School of Liberal Arts, Philadelphia University, School House Lane and Henry Ave, Philadelphia, PA 19144 or email liberalarts@philau.edu
STARTING DATE: August 2010
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dean, Marion Roydhouse
School of Liberal Arts
Philadelphia University
Henry Avenue & School House Lane
Philadelphia, PA 19144-5497
Phone: 215-951-2965
Fax: 215-951-2269
Online App. Form: http://www.PhilaU.edu/humanresources
Email Address: liberalarts@philau.edu
Director, Writing Across the Curriculum
Institution: Philadelphia University
Location: Philadelphia, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/27/2009
Application Due: Open Until Filled
Type: Full Time
Director, Writing Across the Curriculum
STATUS: Full-time
DEPARTMENT:
School of Liberal Arts
QUALIFICATIONS:
-Applicants should have a strong background in writing or rhetoric and a demonstrated ability to lead a university wide program; Successful candidate will have significant experience with writing program administration and teaching writing intensive courses.
-Must possess strong interpersonal, organizational and communicative skills.
-The person who assumes this important role will need to work effectively with faculty across a variety of disciplines; Experience in design fields would be welcomed.
EDUCATION REQUIRED:
Ph.D in writing and rhetoric or close area
RESPONSIBILITIES:
Teach (2) two courses per semester; administrative oversight of writing program.
Supervise faculty recruitment, hiring and placement testing; Organize faculty development and administers the WAC/WID program across campus.
APPLICATION PROCEDURES:
Candidates should submit a letter of application detailing experiences and areas of academic interest, a curriculum vitae, 3-5 references, and a sample of scholarly research. Additional materials may be requested at a later date. Review of candidates will begin on November 9, 2009 and continue until position is filled. Preliminary interviews will be conducted by phone in late November and interviews will be conducted at the December MLA. Applications should be submitted to Dean Marion Roydhouse, School of Liberal Arts, Philadelphia University, School House Lane and Henry Ave, Philadelphia, PA 19144 or email liberalarts@philau.edu
STARTING DATE: August 2010
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dean, Marion Roydhouse
School of Liberal Arts
Philadelphia University
Henry Avenue & School House Lane
Philadelphia, PA 19144-5497
Phone: 215-951-2965
Fax: 215-951-2269
Online App. Form: http://www.PhilaU.edu/humanresources
Email Address: liberalarts@philau.edu
Monday, October 26, 2009
106. Phillip Glenn, Phillip_Glenn@Emerson.edu
The School of Communication at Emerson College seeks a tenure-line faculty member (rank open) in the Department of Communication Studies to serve as the Director of the Fundamentals of Speech Communication Course. The Department of Communication Studies offers undergraduate majors in Political Communication and Communication Studies and a Master's degree in Communication Management. The Fundamentals of Speech Communication course is required of all students at the College, and approximately 50 sections are offered throughout the academic year. The successful candidate will oversee course maintenance and assessment, lead instructors in enhancing overall course quality, conduct research in an area of academic expertise leading to publication, thoughtfully contribute to the collegial and intellectual environment of the department, and develop and teach both undergraduate and graduate courses within an area that aligns with the department mission. The appointment begins Septemb!
er 1, 2010.
Requirements
Doctorate in communication studies or related field by September 1, 2010; evidence of excellence in post-secondary teaching, with interest or experience in teaching targeted department areas such as argumentation and advocacy, leadership, intercultural communication, training and development, and communication theory. Evidence of publication potential is expected. Preferred qualifications include experience directing a large basic communication course, supervising basic course instructors, and leading outcomes assessment efforts. Grounding in instructional communication/ communication education is also highly desirable.
Application
Send letter of application, curriculum vita, selected prints or reprints of scholarship, and evidence of teaching effectiveness to Phillip Glenn, Search Committee Chair, Department of Communication Studies, 120 Boylston Street, Boston, MA 02116. Three letters of recommendation should arrive under separate cover from individuals who can attest to the candidate's value and potential. Review of applications will begin December 7, 2010 and continue until the position is filled. Please visit our faculty employment web page to view this position: [http://www.emerson.edu/academic_affairs/faculty/Faculty-Employment.cfm?&jobID=1911#position]
Emerson College
Emerson College is the nation's only four-year institution dedicated exclusively to majors in communication and the arts. The College enrolls approximately 3,000 full-time undergraduates and nearly 1,000 full and part-time graduate students in its School of the Arts and School of Communication.
Emerson College values campus multiculturalism as demonstrated by the diversity of its faculty, staff, student body, and constantly evolving curriculum. The successful candidate must have the ability to work effectively with faculty, students, and staff from diverse backgrounds. Members of historically under-represented groups are encouraged to apply. Emerson College is an Equal Opportunity Employer that encourages diversity in its workplace.
The School of Communication at Emerson College seeks a tenure-line faculty member (rank open) in the Department of Communication Studies to serve as the Director of the Fundamentals of Speech Communication Course. The Department of Communication Studies offers undergraduate majors in Political Communication and Communication Studies and a Master's degree in Communication Management. The Fundamentals of Speech Communication course is required of all students at the College, and approximately 50 sections are offered throughout the academic year. The successful candidate will oversee course maintenance and assessment, lead instructors in enhancing overall course quality, conduct research in an area of academic expertise leading to publication, thoughtfully contribute to the collegial and intellectual environment of the department, and develop and teach both undergraduate and graduate courses within an area that aligns with the department mission. The appointment begins Septemb!
er 1, 2010.
Requirements
Doctorate in communication studies or related field by September 1, 2010; evidence of excellence in post-secondary teaching, with interest or experience in teaching targeted department areas such as argumentation and advocacy, leadership, intercultural communication, training and development, and communication theory. Evidence of publication potential is expected. Preferred qualifications include experience directing a large basic communication course, supervising basic course instructors, and leading outcomes assessment efforts. Grounding in instructional communication/ communication education is also highly desirable.
Application
Send letter of application, curriculum vita, selected prints or reprints of scholarship, and evidence of teaching effectiveness to Phillip Glenn, Search Committee Chair, Department of Communication Studies, 120 Boylston Street, Boston, MA 02116. Three letters of recommendation should arrive under separate cover from individuals who can attest to the candidate's value and potential. Review of applications will begin December 7, 2010 and continue until the position is filled. Please visit our faculty employment web page to view this position: [http://www.emerson.edu/academic_affairs/faculty/Faculty-Employment.cfm?&jobID=1911#position]
Emerson College
Emerson College is the nation's only four-year institution dedicated exclusively to majors in communication and the arts. The College enrolls approximately 3,000 full-time undergraduates and nearly 1,000 full and part-time graduate students in its School of the Arts and School of Communication.
Emerson College values campus multiculturalism as demonstrated by the diversity of its faculty, staff, student body, and constantly evolving curriculum. The successful candidate must have the ability to work effectively with faculty, students, and staff from diverse backgrounds. Members of historically under-represented groups are encouraged to apply. Emerson College is an Equal Opportunity Employer that encourages diversity in its workplace.
105.
Assistant Professor, Composition and Rhetoric
Institution: Bradley University
Location: Peoria, IL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/21/2009
Type: Full Time
The Department of English invites applications for a tenure-track position at the Assistant Professor level in Composition and Rhetoric to begin August 2010.
Bradley University is a distinctive, medium-size, comprehensive private institution of higher learning. The University is located on an 85-acre campus in Peoria, the largest metropolitan area in central Illinois. With approximately 5,000 undergraduate and 800 graduate students, Bradley offers the opportunities and choices of a larger university (with over 130 programs in five colleges, plus a graduate school) and the quality, personal attention, and challenge of a small private college. Bradley is rich in tradition and full of promise to become one of the nation's best comprehensive universities. For additional information about the University visit www.bradley.edu.
Candidates must have a PhD or doctoral degree in Composition and Rhetoric in hand by August 15, 2010, teaching experience, and potential for publication. Preference will be given to candidates with training or experience in English Education or Linguistics. The successful candidate will also have the ability to teach in a general education curriculum (composition, literature, Western Civilization). Successful teaching and refereed publications required for tenure and promotion.
Qualified candidates should submit a letter of application addressing the qualifications for the position, current vita, (including a list of courses taught and numbers of sections for each course), and dossier (including at least two letters of recommendation that attest to successful teaching and potential for scholarly publication) to:
Professor Demetrice A. Worley, Search Chair
Department of English
Bradley University
Peoria, IL 61625
To ensure full consideration, applications must be received by November 13, 2009. Initial interviews will be conducted at MLA. Review of applications will continue
until the position is filled.
Assistant Professor, Composition and Rhetoric
Institution: Bradley University
Location: Peoria, IL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/21/2009
Type: Full Time
The Department of English invites applications for a tenure-track position at the Assistant Professor level in Composition and Rhetoric to begin August 2010.
Bradley University is a distinctive, medium-size, comprehensive private institution of higher learning. The University is located on an 85-acre campus in Peoria, the largest metropolitan area in central Illinois. With approximately 5,000 undergraduate and 800 graduate students, Bradley offers the opportunities and choices of a larger university (with over 130 programs in five colleges, plus a graduate school) and the quality, personal attention, and challenge of a small private college. Bradley is rich in tradition and full of promise to become one of the nation's best comprehensive universities. For additional information about the University visit www.bradley.edu.
Candidates must have a PhD or doctoral degree in Composition and Rhetoric in hand by August 15, 2010, teaching experience, and potential for publication. Preference will be given to candidates with training or experience in English Education or Linguistics. The successful candidate will also have the ability to teach in a general education curriculum (composition, literature, Western Civilization). Successful teaching and refereed publications required for tenure and promotion.
Qualified candidates should submit a letter of application addressing the qualifications for the position, current vita, (including a list of courses taught and numbers of sections for each course), and dossier (including at least two letters of recommendation that attest to successful teaching and potential for scholarly publication) to:
Professor Demetrice A. Worley, Search Chair
Department of English
Bradley University
Peoria, IL 61625
To ensure full consideration, applications must be received by November 13, 2009. Initial interviews will be conducted at MLA. Review of applications will continue
until the position is filled.
104.
sst/Assoc Professor/Director of First Year Writing
Learn More about this Employer in their Profile
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Institution: Lewis University
Location: Romeoville, IL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/22/2009
Application Due: Open Until Filled
Type: Full Time
The Department of English at Lewis University (35 miles SW of Chicago) seeks a Director of First-Year Writing, specializing in Rhetoric/Composition, for a tenure-track position as an Assistant or Associate Professor (rank determined by teaching and administrative experience, and publication record). Ph.D. in hand at the time of application and three to five years of teaching and administrative experience are required. The successful candidate will teach 6 credit hours per semester and perform administrative duties related to ensuring curriculum coherence, enhancing assessment and the use of multi-modal and new media technologies, providing faculty development for and supervising adjuncts, and serving as a liaison to the university community. Additional administrative duties and some summer presence may be needed. The Department particularly welcomes applications from minorities, women, and persons with disabilities.
Review of applications will begin immediately and continue until the position is filled.
For possible interviews at MLA, applications must be received by November 20, 2009.
Application Information
Contact: Office of Human Resources
Lewis University
Online App. Form: https://jobs.lewisu.edu
sst/Assoc Professor/Director of First Year Writing
Learn More about this Employer in their Profile
Save to your Organizer
Email to a Friend
Print-friendly version
Institution: Lewis University
Location: Romeoville, IL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/22/2009
Application Due: Open Until Filled
Type: Full Time
The Department of English at Lewis University (35 miles SW of Chicago) seeks a Director of First-Year Writing, specializing in Rhetoric/Composition, for a tenure-track position as an Assistant or Associate Professor (rank determined by teaching and administrative experience, and publication record). Ph.D. in hand at the time of application and three to five years of teaching and administrative experience are required. The successful candidate will teach 6 credit hours per semester and perform administrative duties related to ensuring curriculum coherence, enhancing assessment and the use of multi-modal and new media technologies, providing faculty development for and supervising adjuncts, and serving as a liaison to the university community. Additional administrative duties and some summer presence may be needed. The Department particularly welcomes applications from minorities, women, and persons with disabilities.
Review of applications will begin immediately and continue until the position is filled.
For possible interviews at MLA, applications must be received by November 20, 2009.
Application Information
Contact: Office of Human Resources
Lewis University
Online App. Form: https://jobs.lewisu.edu
103. Thanks and/for the Modern Rhetoric Colloquium (1)
Thanks to the Institute for Advanced Study at the University of Minnesota for funding this event, which included scholars in Writing Studies and Communication from across the United States (and Canada), all of whom gave generously of their intellectual time and work to make this colloquium happen. (At the Institute, under the direction of Dr. Ann Waltner, we thank Susannah, Karen and Angie.)
Thanks to the two dozen graduate students in English, Communication, and Writing Studies who attended, and to the diverse faculty who welcomed them. It was a remarkable environment of collaboration, of openness to questions as part of a collective construction of knowledge, rather than of competition. It would not have been such had the tone not been set by our opening speakers (James Aune, William Keith, Roger Graves) as they both modeled the dialogue among each other and continued the dialogue through the days.
Thanks to the Institute for Advanced Study at the University of Minnesota for funding this event, which included scholars in Writing Studies and Communication from across the United States (and Canada), all of whom gave generously of their intellectual time and work to make this colloquium happen. (At the Institute, under the direction of Dr. Ann Waltner, we thank Susannah, Karen and Angie.)
Thanks to the two dozen graduate students in English, Communication, and Writing Studies who attended, and to the diverse faculty who welcomed them. It was a remarkable environment of collaboration, of openness to questions as part of a collective construction of knowledge, rather than of competition. It would not have been such had the tone not been set by our opening speakers (James Aune, William Keith, Roger Graves) as they both modeled the dialogue among each other and continued the dialogue through the days.
102.
Faculty - Liberal Arts - English and Literature
Posted: 10/23/2009
Application Due: Open Until Filled
Type: Full Time
The English department at the University of Colorado Denver invites applications for a Tenure Track Assistant Professor in Composition and Rhetoric, pending budgetary approval. Specialty open (though interested in Professional Writing, English Education, New Media Studies, or Minority Rhetorics). The department offers an undergraduate major in rhetoric/writing and MA in Rhetoric and the Teaching of Writing. Responsibilities include an active research agenda, 2/2 teaching load, and university and department service. The department offers research opportunities with the Denver Writing Project, Writing Center, and the Composition Program. A PhD in Composition and/or Rhetoric or a related field is required by the August 2010 start date.
Minimum Qualifications: A PhD in Composition and/or Rhetoric or a related field is required by the August 2010 start date.
Preferred Qualifications: MA in Rhetoric and the Teaching of Writing
Salary is commensurate with skills and experience. The University of Colorado offers a full benefits package. Information on University benefits programs, including eligibility, is located at http://www.cu.edu/pbs/.
Review of applications begins November 1, 2009 and continue until position is filled.
Applications are accepted electronically at www.jobsatcu.com, refer to job posting #808556.
The University of Colorado Denver is dedicated to ensuring a safe and secure environment for our faculty, staff, students and visitors. To assist in achieving that goal, we conduct background investigations for all prospective employees prior to their employment.
Application Information
Contact: Michelle Comstock
English
University of Colorado Denver
Online App. Form: http://www.jobsatcu.com
More Information on University of Colorado Denver
Faculty - Liberal Arts - English and Literature
Posted: 10/23/2009
Application Due: Open Until Filled
Type: Full Time
The English department at the University of Colorado Denver invites applications for a Tenure Track Assistant Professor in Composition and Rhetoric, pending budgetary approval. Specialty open (though interested in Professional Writing, English Education, New Media Studies, or Minority Rhetorics). The department offers an undergraduate major in rhetoric/writing and MA in Rhetoric and the Teaching of Writing. Responsibilities include an active research agenda, 2/2 teaching load, and university and department service. The department offers research opportunities with the Denver Writing Project, Writing Center, and the Composition Program. A PhD in Composition and/or Rhetoric or a related field is required by the August 2010 start date.
Minimum Qualifications: A PhD in Composition and/or Rhetoric or a related field is required by the August 2010 start date.
Preferred Qualifications: MA in Rhetoric and the Teaching of Writing
Salary is commensurate with skills and experience. The University of Colorado offers a full benefits package. Information on University benefits programs, including eligibility, is located at http://www.cu.edu/pbs/.
Review of applications begins November 1, 2009 and continue until position is filled.
Applications are accepted electronically at www.jobsatcu.com, refer to job posting #808556.
The University of Colorado Denver is dedicated to ensuring a safe and secure environment for our faculty, staff, students and visitors. To assist in achieving that goal, we conduct background investigations for all prospective employees prior to their employment.
Application Information
Contact: Michelle Comstock
English
University of Colorado Denver
Online App. Form: http://www.jobsatcu.com
More Information on University of Colorado Denver
101.
Assistant/Associate Professor of English (Rhetoric)
Institution: Winston-Salem State University
Location: Winston-Salem, NC
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/23/2009
Application Due: 11/30/2009
Type: Full Time
Winston-Salem State University, one of the 17 constituent institutions of the University of North Carolina system, occupies a picturesque 110-acre campus overlooking the woodlands of Salem Lake in the heart of Winston-Salem. Winston-Salem State University has been listed as a top public liberal arts college in U.S. News & World Report's issue of America's Best Colleges for ten straight years (2001-2010). This Master's Level I university enrolls more than 6,400 diverse students and offers more than 40 bachelor's programs and ten master's programs.
The College of Arts and Sciences invite applications for a tenure-track position in English at the level of assistant, associate or full professor in the Department of English & Foreign Language.
Requirements: Ph.D. in English or Rhetoric from a regionally accredited institution. ABD will be considered for the rank of instructor. At least two years experience teaching composition, rhetoric, technical writing at the post-secondary level at a culturally diverse liberal arts institution. Demonstrated potential for scholarly productivity and evidence of professional involvement.
Duties: Teach 12 hours per semester, including distance learning classes, to day and evening student; teach composition, rhetoric, creative writing, and/or technical writing; perform departmental duties which may include curriculum development, serving on committees, and advising students; engage in scholarly research and/or grant writing, and other duties as assigned by the department chair.
Apply online at: https://jobs.wssu.edu
Deadline November 30, 2009
Complete applications include the following:
1. Online application form
2. Letter of application, including contact information for references
3. Curriculum vitae
4. Teaching philosophy and a brief description of research goals
5. Official transcripts of all college level work
6. Three (3) current letters of recommendation
7. Evaluations of foreign (non-US)transcripts by one of the organizations which provide such services
Materials that cannot be submitted online may be sent to the following address:
English/Rhetoric Faculty Search
c/o Dr. Shirley F. Manigault, Associate Dean
College of Arts and Sciences
127 Carolina Hall
Winston-Salem State University
Winston-Salem, NC 27110
Application
Assistant/Associate Professor of English (Rhetoric)
Institution: Winston-Salem State University
Location: Winston-Salem, NC
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/23/2009
Application Due: 11/30/2009
Type: Full Time
Winston-Salem State University, one of the 17 constituent institutions of the University of North Carolina system, occupies a picturesque 110-acre campus overlooking the woodlands of Salem Lake in the heart of Winston-Salem. Winston-Salem State University has been listed as a top public liberal arts college in U.S. News & World Report's issue of America's Best Colleges for ten straight years (2001-2010). This Master's Level I university enrolls more than 6,400 diverse students and offers more than 40 bachelor's programs and ten master's programs.
The College of Arts and Sciences invite applications for a tenure-track position in English at the level of assistant, associate or full professor in the Department of English & Foreign Language.
Requirements: Ph.D. in English or Rhetoric from a regionally accredited institution. ABD will be considered for the rank of instructor. At least two years experience teaching composition, rhetoric, technical writing at the post-secondary level at a culturally diverse liberal arts institution. Demonstrated potential for scholarly productivity and evidence of professional involvement.
Duties: Teach 12 hours per semester, including distance learning classes, to day and evening student; teach composition, rhetoric, creative writing, and/or technical writing; perform departmental duties which may include curriculum development, serving on committees, and advising students; engage in scholarly research and/or grant writing, and other duties as assigned by the department chair.
Apply online at: https://jobs.wssu.edu
Deadline November 30, 2009
Complete applications include the following:
1. Online application form
2. Letter of application, including contact information for references
3. Curriculum vitae
4. Teaching philosophy and a brief description of research goals
5. Official transcripts of all college level work
6. Three (3) current letters of recommendation
7. Evaluations of foreign (non-US)transcripts by one of the organizations which provide such services
Materials that cannot be submitted online may be sent to the following address:
English/Rhetoric Faculty Search
c/o Dr. Shirley F. Manigault, Associate Dean
College of Arts and Sciences
127 Carolina Hall
Winston-Salem State University
Winston-Salem, NC 27110
Application
100. cfp
Feminist Challenges or Feminist Rhetorics:
Locations, Scholarship and Discourse
Minnesota State University--Mankato
Mankato, MN October 12-15, 2011
The 2011 Feminisms and Rhetorics conference, sponsored by the Coalition of Women Scholars in the History of Rhetoric and Composition, will be hosted by Minnesota State University, Mankato.
The conference committee is strongly interdisciplinary and therefore our theme seeks to recognize the spaces between disciplines and communities. The conference theme is meant to acknowledge the academic and socio-discursive spaces that feminisms, and rhetorics on or about feminisms, inhabit. Major political, religious and social leaders have recently discussed feminism, including the Dalai Lama, but the discussion seems to revolve around cultural or essentialized discourses of feminism.
We seek proposals that speak to the challenges and diversities of feminist rhetoric and discourse, in public and private life, in the academy, and in the media. We welcome proposals on topics that significantly engage disciplines other than Rhetoric and Composition, and that have consequences for communities located outside of the academy.
For more information, contact Kirsti Cole at kirsti.cole [at] mnsu.edu or femrhet.cwshrc.org
Abstracts due: April 15, 2011
Submit at femrhet.cwshrc.org
Feminist Challenges or Feminist Rhetorics:
Locations, Scholarship and Discourse
Minnesota State University--Mankato
Mankato, MN October 12-15, 2011
The 2011 Feminisms and Rhetorics conference, sponsored by the Coalition of Women Scholars in the History of Rhetoric and Composition, will be hosted by Minnesota State University, Mankato.
The conference committee is strongly interdisciplinary and therefore our theme seeks to recognize the spaces between disciplines and communities. The conference theme is meant to acknowledge the academic and socio-discursive spaces that feminisms, and rhetorics on or about feminisms, inhabit. Major political, religious and social leaders have recently discussed feminism, including the Dalai Lama, but the discussion seems to revolve around cultural or essentialized discourses of feminism.
We seek proposals that speak to the challenges and diversities of feminist rhetoric and discourse, in public and private life, in the academy, and in the media. We welcome proposals on topics that significantly engage disciplines other than Rhetoric and Composition, and that have consequences for communities located outside of the academy.
For more information, contact Kirsti Cole at kirsti.cole [at] mnsu.edu or femrhet.cwshrc.org
Abstracts due: April 15, 2011
Submit at femrhet.cwshrc.org
99. On the Insularity of NCA Journals.
(I post something like this, somewhere, every six months. Is there someone out there who can suggest a place to write this idea up (if it has legs)?
Tim Levine raises a good issue from the wrong direction.
Impact and citation are only secondarily a result of excellent, cutting-edge research. They are also a result of the availability of the texts through Google, Google Scholar, and the widely held databases in academic libraries.
The quality of NCA journals relative to other communication journals has not declined. Indeed, I think that it has remained stable or improved. (Hooray for good editors and peer reviewers, without whom this field would collapse!0
But the accessibility of those journals, relative to other communication journals, HAS declined, I think.
As little as 12 years ago, it would have been common for a scholar to consult the Matlon index (for those too young to remember, a paper index of communication journals), then painfully walk the steps to the paper copies in their libraries or interlibrary loan fuzzy xeroxes. Every journal in communication required a similar research process.
Eventually, NCA produced a CD-Rom with largely the contents of the Matlon index, with fulltext of the NCA journals. This was both a good and bad thing. It made it possible to access NCA journals without going to the library-- a good thing. It did so by dsconnecting much of the NCA content from other sources. CommSearch became a kind of "all you need" for grad students beginning comm research -- you could start a project by using the creaky keyword search in CommSearch and feel like you had the most relevant sources.
The contents of CommSearch have become the NCA Journals Archive, where NCA members can get historical access to the NCA research of the last century. However, that same material is not widely accessible to nonmebers. Indeed, when I teach "Research Methods" (an introductory class for advanced UG & MA students), I often find articles FOR my students, simply because they will not use an NCA journal if they have to walk to the library to get it when there are databases full of journals with the word "Comm" in the title that they can access from home.
It is my belief that the NCA Journals Archive is the best benefit to being a member, but that the failure to make NCA journals more widely accessible to non-NCA members via other databases may inadvertantly result in an apparent irrelevance of NCA research, by the measures that Levine suggests.
(I post something like this, somewhere, every six months. Is there someone out there who can suggest a place to write this idea up (if it has legs)?
Tim Levine raises a good issue from the wrong direction.
Impact and citation are only secondarily a result of excellent, cutting-edge research. They are also a result of the availability of the texts through Google, Google Scholar, and the widely held databases in academic libraries.
The quality of NCA journals relative to other communication journals has not declined. Indeed, I think that it has remained stable or improved. (Hooray for good editors and peer reviewers, without whom this field would collapse!0
But the accessibility of those journals, relative to other communication journals, HAS declined, I think.
As little as 12 years ago, it would have been common for a scholar to consult the Matlon index (for those too young to remember, a paper index of communication journals), then painfully walk the steps to the paper copies in their libraries or interlibrary loan fuzzy xeroxes. Every journal in communication required a similar research process.
Eventually, NCA produced a CD-Rom with largely the contents of the Matlon index, with fulltext of the NCA journals. This was both a good and bad thing. It made it possible to access NCA journals without going to the library-- a good thing. It did so by dsconnecting much of the NCA content from other sources. CommSearch became a kind of "all you need" for grad students beginning comm research -- you could start a project by using the creaky keyword search in CommSearch and feel like you had the most relevant sources.
The contents of CommSearch have become the NCA Journals Archive, where NCA members can get historical access to the NCA research of the last century. However, that same material is not widely accessible to nonmebers. Indeed, when I teach "Research Methods" (an introductory class for advanced UG & MA students), I often find articles FOR my students, simply because they will not use an NCA journal if they have to walk to the library to get it when there are databases full of journals with the word "Comm" in the title that they can access from home.
It is my belief that the NCA Journals Archive is the best benefit to being a member, but that the failure to make NCA journals more widely accessible to non-NCA members via other databases may inadvertantly result in an apparent irrelevance of NCA research, by the measures that Levine suggests.
Saturday, October 24, 2009
97.
808556 - Assistant Professor
Institution: University of Colorado Denver
Location: Denver, CO
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/23/2009
Application Due: Open Until Filled
Type: Full Time
The English department at the University of Colorado Denver invites applications for a Tenure Track Assistant Professor in Composition and Rhetoric, pending budgetary approval. Specialty open (though interested in Professional Writing, English Education, New Media Studies, or Minority Rhetorics). The department offers an undergraduate major in rhetoric/writing and MA in Rhetoric and the Teaching of Writing. Responsibilities include an active research agenda, 2/2 teaching load, and university and department service. The department offers research opportunities with the Denver Writing Project, Writing Center, and the Composition Program. A PhD in Composition and/or Rhetoric or a related field is required by the August 2010 start date.
Minimum Qualifications: A PhD in Composition and/or Rhetoric or a related field is required by the August 2010 start date.
Preferred Qualifications: MA in Rhetoric and the Teaching of Writing
Salary is commensurate with skills and experience. The University of Colorado offers a full benefits package. Information on University benefits programs, including eligibility, is located at http://www.cu.edu/pbs/.
Review of applications begins November 1, 2009 and continue until position is filled.
Applications are accepted electronically at www.jobsatcu.com, refer to job posting #808556.
The University of Colorado Denver is dedicated to ensuring a safe and secure environment for our faculty, staff, students and visitors. To assist in achieving that goal, we conduct background investigations for all prospective employees prior to their employment.
Application Information
Contact: Michelle Comstock
English
University of Colorado Denver
Online App. Form: http://www.jobsatcu.com
808556 - Assistant Professor
Institution: University of Colorado Denver
Location: Denver, CO
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/23/2009
Application Due: Open Until Filled
Type: Full Time
The English department at the University of Colorado Denver invites applications for a Tenure Track Assistant Professor in Composition and Rhetoric, pending budgetary approval. Specialty open (though interested in Professional Writing, English Education, New Media Studies, or Minority Rhetorics). The department offers an undergraduate major in rhetoric/writing and MA in Rhetoric and the Teaching of Writing. Responsibilities include an active research agenda, 2/2 teaching load, and university and department service. The department offers research opportunities with the Denver Writing Project, Writing Center, and the Composition Program. A PhD in Composition and/or Rhetoric or a related field is required by the August 2010 start date.
Minimum Qualifications: A PhD in Composition and/or Rhetoric or a related field is required by the August 2010 start date.
Preferred Qualifications: MA in Rhetoric and the Teaching of Writing
Salary is commensurate with skills and experience. The University of Colorado offers a full benefits package. Information on University benefits programs, including eligibility, is located at http://www.cu.edu/pbs/.
Review of applications begins November 1, 2009 and continue until position is filled.
Applications are accepted electronically at www.jobsatcu.com, refer to job posting #808556.
The University of Colorado Denver is dedicated to ensuring a safe and secure environment for our faculty, staff, students and visitors. To assist in achieving that goal, we conduct background investigations for all prospective employees prior to their employment.
Application Information
Contact: Michelle Comstock
English
University of Colorado Denver
Online App. Form: http://www.jobsatcu.com
Wednesday, October 21, 2009
96. Introduction to the Modern Rhetoric Colloquium (10/22/2009)
About the Modern Rhetoric Project
The Modern Rhetoric Project begins, officially, today. But its real origins are shrouded in mystery. Did it begin in David Gore’s office in Spring 2006, when Elizabeth Nelson, Michael Pfau and I read David’s dissertation together? Did it begin over pizza at Pfau’s house in Lakeside in Summer 2005? Or when that core, plus Ken Marunowski and Willie Henderson, met over dinner at Elizabeth Nelson’s house? Did it begin when Joshua Gunn, Richard Graff, Marguerite Helmers, William Keith, James Aune, Tim Behme, Mark Huglen and many others come to Duluth, funded by the Institute for Advanced Study, to share their research? Or did it begin in 2002, when I attended an NCA in which my colleague and friend, Jim Pratt, was honored by a speech by Jim Aune, reminding me that the world is much smaller than I thought? Or when Pratt encouraged me to read the International Journal of Listening, where James Floyd had placed an article on Modern Rhetoricians and listening? Or when, in conversations with gifted students like Beth Schoborg, Joe Erickson, Eden Leone, and Anne Davis, I tried to articulate what I think about for a living -- conversations that both sharpen and enliven any scholar? Or did it begin when Art Walzer and Alan Gross taught me to think systematically (about I. A. Richards) in the first place? Did it begin when I heard Roger Graves talk about the state and tradition of rhetoric and writing studies in Canada (and I discovered that to be Modern in Canada was more different than I thought)? Or when I met Kirsti Cole and Debtra Hawhee and Liz Kalbfleisch at RSA this summer?
Here‘s the strongest contender: it started at the Lake Avenue Cafe. In 2007-2008, the Institute for Advanced Study funded visitors to UMD to talk about rhetoric. Among them was Elizabeth Birmingham. I met Dr. Birmingham again later in Duluth, and she gave me this bit of advice: “when reapplying for the grant, think about a configuration that would be useful to you.” And what would be useful to me, it seemed, was an event to think through what seems to me to be the great gap in our knowledge of the history and theory and pedagogy of rhetoric: rhetoric’s relationship to modernity. We have a history of rhetoric as it passes through the modern era (as rhetoric moves from Campbell to Whately, from Blair to Fred Newton Scott, from the elocutionists to Wichelns, from the Cornell School to R. L. Scott. But we have yet to systematically think through rhetoric’s relationship to modernity as a complex cultural phenomenon (or as some social theorists have called it, a distinct form of civilization).
What does it mean to be modern? In developing this colloquium, I have found that every paper has its own starting point. Is it a way of understanding the nature of the person, the nature of human social institutions, of human relationships to the natural world? Is it about the certainty of science, about the efficiency of technology? Is it about a rejection of tradition, about a transformation of it? Is it about the new experience of a world shrunk by transportation technologies, new media, and global trade? Is it about interdisciplinarity (certainly the excellent work engaging the exegesis of Burke makes that point), about fragmentation (as bits and pieces of rhetoric slide into literary, composition, communication, philosophical and cultural studies). Most puzzlingly, is it about a transformation is our experience of time (from a millennialist to an open-ended view)? And, as we will see, a major question is whether modernity, as it both shapes and is itself inflected by rhetoric, is just one thing.
(Those of you who know me well enough know that I think that, when we have parsed out the answer to this question, we will have found the rightful place of I. A. Richards at the center of the curriculum and tradition.)
But there is a conceit in colloquia like these: a misperception that they are about an idea, investigated by people. In fact, this colloquium is as much about the people whose paths have crossed (at UMD, through the kindness of the Institute) and the common work they do and have done. At this event, we have invited participation by MA and PhD students from four programs at three universities, and we want them to recognize the paradox of the profession: that scholarship is a solitary activity, done within a community.
An administrative note: This event is being audio recorded, because Rhetoric Review may be interested in parts of our discussion , and video recorded for the Institute’s online archive of activities. (Perhaps this started when Mark Huglen and I had a beer in Crookston and talked about future grant work together.) If you are comfortable with these activities, please sign one of the Institute’s releases.
Tonight, we will hear two presentations by William Keith and by James Aune (next), we will eat, and we will hear more from Roger Graves, our guest from Canada. The configuration is intentionally interdisciplinary (composition and communication) and international (the United States and Canada). There are other schedules of events available as you entered the room, and there are pre-cedings (copies of drafts, excerpts, or PowerPoints) of the papers delivered designed to facilitate note-taking at this event -- they are not to be quoted from. Please treat them like you would a naked picture of your adult child, because each of the authors would be surely as nervous or embarrassed (as your adult child might) if these works in progress were seen outside this event.
With that, I turn now to my friend and colleague and mentor, Jim Pratt, who will introduce Jim Aune.
About the Modern Rhetoric Project
The Modern Rhetoric Project begins, officially, today. But its real origins are shrouded in mystery. Did it begin in David Gore’s office in Spring 2006, when Elizabeth Nelson, Michael Pfau and I read David’s dissertation together? Did it begin over pizza at Pfau’s house in Lakeside in Summer 2005? Or when that core, plus Ken Marunowski and Willie Henderson, met over dinner at Elizabeth Nelson’s house? Did it begin when Joshua Gunn, Richard Graff, Marguerite Helmers, William Keith, James Aune, Tim Behme, Mark Huglen and many others come to Duluth, funded by the Institute for Advanced Study, to share their research? Or did it begin in 2002, when I attended an NCA in which my colleague and friend, Jim Pratt, was honored by a speech by Jim Aune, reminding me that the world is much smaller than I thought? Or when Pratt encouraged me to read the International Journal of Listening, where James Floyd had placed an article on Modern Rhetoricians and listening? Or when, in conversations with gifted students like Beth Schoborg, Joe Erickson, Eden Leone, and Anne Davis, I tried to articulate what I think about for a living -- conversations that both sharpen and enliven any scholar? Or did it begin when Art Walzer and Alan Gross taught me to think systematically (about I. A. Richards) in the first place? Did it begin when I heard Roger Graves talk about the state and tradition of rhetoric and writing studies in Canada (and I discovered that to be Modern in Canada was more different than I thought)? Or when I met Kirsti Cole and Debtra Hawhee and Liz Kalbfleisch at RSA this summer?
Here‘s the strongest contender: it started at the Lake Avenue Cafe. In 2007-2008, the Institute for Advanced Study funded visitors to UMD to talk about rhetoric. Among them was Elizabeth Birmingham. I met Dr. Birmingham again later in Duluth, and she gave me this bit of advice: “when reapplying for the grant, think about a configuration that would be useful to you.” And what would be useful to me, it seemed, was an event to think through what seems to me to be the great gap in our knowledge of the history and theory and pedagogy of rhetoric: rhetoric’s relationship to modernity. We have a history of rhetoric as it passes through the modern era (as rhetoric moves from Campbell to Whately, from Blair to Fred Newton Scott, from the elocutionists to Wichelns, from the Cornell School to R. L. Scott. But we have yet to systematically think through rhetoric’s relationship to modernity as a complex cultural phenomenon (or as some social theorists have called it, a distinct form of civilization).
What does it mean to be modern? In developing this colloquium, I have found that every paper has its own starting point. Is it a way of understanding the nature of the person, the nature of human social institutions, of human relationships to the natural world? Is it about the certainty of science, about the efficiency of technology? Is it about a rejection of tradition, about a transformation of it? Is it about the new experience of a world shrunk by transportation technologies, new media, and global trade? Is it about interdisciplinarity (certainly the excellent work engaging the exegesis of Burke makes that point), about fragmentation (as bits and pieces of rhetoric slide into literary, composition, communication, philosophical and cultural studies). Most puzzlingly, is it about a transformation is our experience of time (from a millennialist to an open-ended view)? And, as we will see, a major question is whether modernity, as it both shapes and is itself inflected by rhetoric, is just one thing.
(Those of you who know me well enough know that I think that, when we have parsed out the answer to this question, we will have found the rightful place of I. A. Richards at the center of the curriculum and tradition.)
But there is a conceit in colloquia like these: a misperception that they are about an idea, investigated by people. In fact, this colloquium is as much about the people whose paths have crossed (at UMD, through the kindness of the Institute) and the common work they do and have done. At this event, we have invited participation by MA and PhD students from four programs at three universities, and we want them to recognize the paradox of the profession: that scholarship is a solitary activity, done within a community.
An administrative note: This event is being audio recorded, because Rhetoric Review may be interested in parts of our discussion , and video recorded for the Institute’s online archive of activities. (Perhaps this started when Mark Huglen and I had a beer in Crookston and talked about future grant work together.) If you are comfortable with these activities, please sign one of the Institute’s releases.
Tonight, we will hear two presentations by William Keith and by James Aune (next), we will eat, and we will hear more from Roger Graves, our guest from Canada. The configuration is intentionally interdisciplinary (composition and communication) and international (the United States and Canada). There are other schedules of events available as you entered the room, and there are pre-cedings (copies of drafts, excerpts, or PowerPoints) of the papers delivered designed to facilitate note-taking at this event -- they are not to be quoted from. Please treat them like you would a naked picture of your adult child, because each of the authors would be surely as nervous or embarrassed (as your adult child might) if these works in progress were seen outside this event.
With that, I turn now to my friend and colleague and mentor, Jim Pratt, who will introduce Jim Aune.
95.
Assistant Professor
Institution: Alfred State College
Location: Alfred, NY
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/20/2009
Application Due: Open Until Filled
Type: Full Time
Job Description: The Department of English and Humanities at Alfred State College is hiring a specialist in composition/rhetoric, with background in technical writing. The position begins spring 2010. Qualifications: Ph.D. at time of appointment; evidence of successful teaching.
Minimum Qualifications: Ph.D. in Composition/Rhetoric or closely related field at time of appointment; background in technical writing.
Application Information
Contact: Alfred State College
Phone: 607-587-4225
Online App. Form: https://jobs.alfredstate.edu/applicants/Central?quickFind=51140&jtsrc=www.h igheredjobs.com&jtrfr=www.peopleadmin.com&adorig=PA
Assistant Professor
Institution: Alfred State College
Location: Alfred, NY
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/20/2009
Application Due: Open Until Filled
Type: Full Time
Job Description: The Department of English and Humanities at Alfred State College is hiring a specialist in composition/rhetoric, with background in technical writing. The position begins spring 2010. Qualifications: Ph.D. at time of appointment; evidence of successful teaching.
Minimum Qualifications: Ph.D. in Composition/Rhetoric or closely related field at time of appointment; background in technical writing.
Application Information
Contact: Alfred State College
Phone: 607-587-4225
Online App. Form: https://jobs.alfredstate.edu/applicants/Central?quickFind=51140&jtsrc=www.h igheredjobs.com&jtrfr=www.peopleadmin.com&adorig=PA
Tuesday, October 20, 2009
94. Rhetoric/Social Linguistics
Institution: Ryerson University
Location: Toronto, ON, Canada
Category:
Faculty - Liberal Arts - Linguistics
Faculty - Liberal Arts - English and Literature
Posted: 10/19/2009
Application Due: 12/14/2009
Type: Full Time
Rhetoric/Social Linguistics
The Department of English at Ryerson University invites applications for a tenure-track position in Rhetoric/Social Linguistics at the Assistant Professor level. The appointment will be effective August 1, 2010. The position is subject to final budgetary approval. A PhD in English is required. Preference will be given to applicants with a demonstrated record of research achievement, evidence of excellence in teaching, and a capacity for collegial service.
Known for innovative approaches and cutting-edge scholarship, our Department is research intensive, with expertise in Canadian, American, British, Diasporic and Postcolonial Literatures and Cultures ranging from the seventeenth century to the present in a diversity of fields and genres. Current faculty projects include building a digital humanities site, editing scholarly and creative journals, and participating in national and international research collaborations. A vibrant and forward-looking Department, we have curricular offerings for an English minor, an English Option within the interdisciplinary Bachelor of Arts in Contemporary Studies, and an MA in the Literatures of Modernity. Our faculty also contribute to interdisciplinary graduate programs in Communication and Culture and Immigration and Settlement Studies. With our downtown campus located in the heart of cosmopolitan Toronto, we teach a diverse range of students in a dynamic environment that makes the most of trans-disciplinary opportunities and creative pedagogies.
Ryerson University is known for innovative programs built on the integration of theoretical and practically oriented learning. More than 95 undergraduate and graduate programs are distinguished by a professionally focused curriculum and strong emphasis on excellence in teaching, research and creative activities. Ryerson is also a leader in adult learning, with the largest university-based continuing education school in Canada.
This position falls under the Ryerson Faculty Association (www.ryerson.ca/~rfa) jurisdiction. For details on the Ryerson Faculty Association Collective Agreement and the University's RFA Benefits Summary, please visit www.ryerson.ca/hr/working/docs/rfa_collective_agreement_09.pdf and www.ryerson.ca/hr/working/etoolkit/benefits/rfa/ respectively.
Interested applicants should submit a curriculum vitae, three letters of reference, a research plan, a statement of teaching philosophy, a teaching dossier and a sample of their published work by December 14, 2009 to Dr. Dennis Denisoff, Chair, Department of English, Ryerson University, 350 Victoria Street, Toronto, Ontario, M5B 2K3. Please note that faxed and e-mailed applications will not be accepted.
Application Information
Postal Address: Dr. Dennis Denisoff
Department of English
Ryerson University
350 Victoria Street
Toronto, ON
Canada M5B 2K3
Institution: Ryerson University
Location: Toronto, ON, Canada
Category:
Faculty - Liberal Arts - Linguistics
Faculty - Liberal Arts - English and Literature
Posted: 10/19/2009
Application Due: 12/14/2009
Type: Full Time
Rhetoric/Social Linguistics
The Department of English at Ryerson University invites applications for a tenure-track position in Rhetoric/Social Linguistics at the Assistant Professor level. The appointment will be effective August 1, 2010. The position is subject to final budgetary approval. A PhD in English is required. Preference will be given to applicants with a demonstrated record of research achievement, evidence of excellence in teaching, and a capacity for collegial service.
Known for innovative approaches and cutting-edge scholarship, our Department is research intensive, with expertise in Canadian, American, British, Diasporic and Postcolonial Literatures and Cultures ranging from the seventeenth century to the present in a diversity of fields and genres. Current faculty projects include building a digital humanities site, editing scholarly and creative journals, and participating in national and international research collaborations. A vibrant and forward-looking Department, we have curricular offerings for an English minor, an English Option within the interdisciplinary Bachelor of Arts in Contemporary Studies, and an MA in the Literatures of Modernity. Our faculty also contribute to interdisciplinary graduate programs in Communication and Culture and Immigration and Settlement Studies. With our downtown campus located in the heart of cosmopolitan Toronto, we teach a diverse range of students in a dynamic environment that makes the most of trans-disciplinary opportunities and creative pedagogies.
Ryerson University is known for innovative programs built on the integration of theoretical and practically oriented learning. More than 95 undergraduate and graduate programs are distinguished by a professionally focused curriculum and strong emphasis on excellence in teaching, research and creative activities. Ryerson is also a leader in adult learning, with the largest university-based continuing education school in Canada.
This position falls under the Ryerson Faculty Association (www.ryerson.ca/~rfa) jurisdiction. For details on the Ryerson Faculty Association Collective Agreement and the University's RFA Benefits Summary, please visit www.ryerson.ca/hr/working/docs/rfa_collective_agreement_09.pdf and www.ryerson.ca/hr/working/etoolkit/benefits/rfa/ respectively.
Interested applicants should submit a curriculum vitae, three letters of reference, a research plan, a statement of teaching philosophy, a teaching dossier and a sample of their published work by December 14, 2009 to Dr. Dennis Denisoff, Chair, Department of English, Ryerson University, 350 Victoria Street, Toronto, Ontario, M5B 2K3. Please note that faxed and e-mailed applications will not be accepted.
Application Information
Postal Address: Dr. Dennis Denisoff
Department of English
Ryerson University
350 Victoria Street
Toronto, ON
Canada M5B 2K3
Sunday, October 18, 2009
93.
Sharon Chuzles, schuzles@uwsuper.edu
VACANCY ANNOUNCEMENT
(Assistant Professor of Speech Communication)
Inclusive excellence and diversity are valued assets at UW-Superior, and we strive to offer quality programs in an environment of trust and cooperation that centers on the worth of all individuals. The University is seeking candidates who will contribute to the achievement of this goal.
POSITION: Assistant Professor of Speech Communication, tenure-track
DUTIES: The Department of Communicating Arts at the University of Wisconsin-Superior seeks a dynamic, energetic, and talented Speech Communication generalist to teach a variety of classes including interpersonal, group, communication theory, and intercultural communication at the undergraduate and graduate levels, in addition to our Introduction to Communication general education course. This position is split equally between teaching on campus and teaching on-line communication courses in our distance learning degree program (.5/.5). Duties also include academic, senior capstone, and graduate thesis advising, curriculum development, university committee and service work, as well as the active production of scholarship in the applicant's research area.
REQUIRED QUALIFICATIONS:
* Ph.D. in Speech Communication/Communication Studies by appointment start date
* University level teaching experience.
* Demonstrated commitment to quality teaching and learning methods.
* The successful candidate will be dynamic, energetic, creative, and engaging.
* Willingness and interest in utilizing technology in the classroom.
* In addition, the candidate must be committed to the highest ethical standards and demonstrate effective leadership and teamwork skills.
* Candidates who incorporate issues of inclusive excellence and diversity within their curriculum.
PREFERRED QUALIFICATIONS:
* Experience teaching in Communication online and/or using online course management systems or learning platforms to enhance student learning.
* Strong commitment to teaching and scholarship informed by critical cultural perspectives.
SALARY: UW-S offers a competitive salary and benefits package, including health insurance coverage for domestic partners and their eligible dependents.
STARTING DATE: August 26, 2010
ADDITIONAL
INFORMATION: For additional information visit www.uwsuper.edu and to learn more about the department visit http://www.uwsuper.edu/acaddept/commarts/index.cfm, or contact the Department of Communicating Arts at (715) 394-8369, schuzles@uwsuper.edu
HOW TO APPLY: Send (1) cover letter, (2) curriculum vita, (3) statement of teaching philosophy, (4) example of scholarly writing, (5) evidence of teaching excellence, (6) unofficial copies of undergraduate and graduate transcripts, and (7) names and contact information of three references to:
Speech Comm Search & Screen Committee
University of Wisconsin-Superior
Communicating Arts Department
P.O. Box 2000
Superior, WI 54880-4500
Review of completed applications will commence on January 4, 2010, and will continue until the position is filled.
UW-Superior: A Special Place:
The University of Wisconsin-Superior is Wisconsin's leading public liberal arts college. Established in 1893 with a mission to train teachers, it later became a part of the University of Wisconsin-System, and in 1998 was designated as Wisconsin's Leading Public Liberal Arts College by the University of Wisconsin System Board of regents. The University serves 2,900 traditional and non-traditional students and is dedicated to the integration of liberal and professional studies and serving a diverse student population. UW-Superior maintains the values of its founding as a teacher education college through emphasis on excellence in teaching as well as service to the community and region. The core mission is student-centered and values oriented, as the institution fosters intellectual growth and career preparation within a liberal arts tradition that emphasizes individual attention and embodies respect for diverse cultures and multiple voices. The richness of programs lend to a v!
ery personalized educational environment that integrates theory and practice, liberal and professional education, teaching, scholarship, and creativity. At UW-Superior, we promote the values of academic excellence, integrity, and community within a collegial environment. At the core of our values are mutual respect and appreciation for inclusive excellence and diversity.
The names of nominees and applicants who have not requested in writing that their identities be kept confidential, and of all finalists, will be released upon request.
The University reserves the right to check additional references with notice given to the candidates at the appropriate time in the process.
Employment will require a criminal background check. A pending criminal charge or conviction will not necessarily disqualify an applicant. In compliance with the Wisconsin Fair Employment Act, the University does not discriminate on the basis of arrest or conviction record.
Employment is subject to federal laws that require verification of identity and legal right to work in the United States as required by the Immigration Reform and Control Act.
For UW-Superior campus safety information and crime statistics/Annual Security Report, see www.uwsuper.edu/wb/safety/report or contact the Office of Campus Safety at (715) 394-8114 for a printed copy.
UW-Superior is an Affirmative Action/Equal Opportunity Employer and Educator
Sharon Chuzles, schuzles@uwsuper.edu
VACANCY ANNOUNCEMENT
(Assistant Professor of Speech Communication)
Inclusive excellence and diversity are valued assets at UW-Superior, and we strive to offer quality programs in an environment of trust and cooperation that centers on the worth of all individuals. The University is seeking candidates who will contribute to the achievement of this goal.
POSITION: Assistant Professor of Speech Communication, tenure-track
DUTIES: The Department of Communicating Arts at the University of Wisconsin-Superior seeks a dynamic, energetic, and talented Speech Communication generalist to teach a variety of classes including interpersonal, group, communication theory, and intercultural communication at the undergraduate and graduate levels, in addition to our Introduction to Communication general education course. This position is split equally between teaching on campus and teaching on-line communication courses in our distance learning degree program (.5/.5). Duties also include academic, senior capstone, and graduate thesis advising, curriculum development, university committee and service work, as well as the active production of scholarship in the applicant's research area.
REQUIRED QUALIFICATIONS:
* Ph.D. in Speech Communication/Communication Studies by appointment start date
* University level teaching experience.
* Demonstrated commitment to quality teaching and learning methods.
* The successful candidate will be dynamic, energetic, creative, and engaging.
* Willingness and interest in utilizing technology in the classroom.
* In addition, the candidate must be committed to the highest ethical standards and demonstrate effective leadership and teamwork skills.
* Candidates who incorporate issues of inclusive excellence and diversity within their curriculum.
PREFERRED QUALIFICATIONS:
* Experience teaching in Communication online and/or using online course management systems or learning platforms to enhance student learning.
* Strong commitment to teaching and scholarship informed by critical cultural perspectives.
SALARY: UW-S offers a competitive salary and benefits package, including health insurance coverage for domestic partners and their eligible dependents.
STARTING DATE: August 26, 2010
ADDITIONAL
INFORMATION: For additional information visit www.uwsuper.edu and to learn more about the department visit http://www.uwsuper.edu/acaddept/commarts/index.cfm, or contact the Department of Communicating Arts at (715) 394-8369, schuzles@uwsuper.edu
HOW TO APPLY: Send (1) cover letter, (2) curriculum vita, (3) statement of teaching philosophy, (4) example of scholarly writing, (5) evidence of teaching excellence, (6) unofficial copies of undergraduate and graduate transcripts, and (7) names and contact information of three references to:
Speech Comm Search & Screen Committee
University of Wisconsin-Superior
Communicating Arts Department
P.O. Box 2000
Superior, WI 54880-4500
Review of completed applications will commence on January 4, 2010, and will continue until the position is filled.
UW-Superior: A Special Place:
The University of Wisconsin-Superior is Wisconsin's leading public liberal arts college. Established in 1893 with a mission to train teachers, it later became a part of the University of Wisconsin-System, and in 1998 was designated as Wisconsin's Leading Public Liberal Arts College by the University of Wisconsin System Board of regents. The University serves 2,900 traditional and non-traditional students and is dedicated to the integration of liberal and professional studies and serving a diverse student population. UW-Superior maintains the values of its founding as a teacher education college through emphasis on excellence in teaching as well as service to the community and region. The core mission is student-centered and values oriented, as the institution fosters intellectual growth and career preparation within a liberal arts tradition that emphasizes individual attention and embodies respect for diverse cultures and multiple voices. The richness of programs lend to a v!
ery personalized educational environment that integrates theory and practice, liberal and professional education, teaching, scholarship, and creativity. At UW-Superior, we promote the values of academic excellence, integrity, and community within a collegial environment. At the core of our values are mutual respect and appreciation for inclusive excellence and diversity.
The names of nominees and applicants who have not requested in writing that their identities be kept confidential, and of all finalists, will be released upon request.
The University reserves the right to check additional references with notice given to the candidates at the appropriate time in the process.
Employment will require a criminal background check. A pending criminal charge or conviction will not necessarily disqualify an applicant. In compliance with the Wisconsin Fair Employment Act, the University does not discriminate on the basis of arrest or conviction record.
Employment is subject to federal laws that require verification of identity and legal right to work in the United States as required by the Immigration Reform and Control Act.
For UW-Superior campus safety information and crime statistics/Annual Security Report, see www.uwsuper.edu/wb/safety/report or contact the Office of Campus Safety at (715) 394-8114 for a printed copy.
UW-Superior is an Affirmative Action/Equal Opportunity Employer and Educator
92.
Monmouth College, a private liberal arts college and member of the Associated Colleges of the Midwest, seeks applications for a tenure-track position at the rank of Assistant or Associate Professor to coordinate our Communication Across the Curriculum (CAC) Program, a comprehensive four-year program in which "communication across the curriculum" is intentionally integrated.
Requires a terminal degree in Communication, Composition & Rhetoric, English, or another field combined with extensive experience in communication/writing.
The successful candidate will demonstrate the knowledge and experience necessary to fulfill the following duties: administer and assess the CAC program; engage faculty in all departments and develop models of communication appropriate to departmental goals and curriculum; assist faculty in the development of writing, listening, and speaking activities for the classroom; and normally teach 12 semester hours per year, including one introductory communication, one first-year composition, and one Integrated Studies course (or another course depending on candidate's expertise). Experience with writing across the disciplines and the ability to direct and train student tutors desirable.
Please forward letter of application, vita, evidence of teaching excellence, statement of CAC philosophy, unofficial transcripts and three letters of recommendation to: Dr. Rob Hale & Dr. Lee McGaan, Co-Chairs, CAC Search, Monmouth College by e-mail to facultysearch@monm.edu. Review of applications will begin December 4, 2009.
Monmouth College, an Equal Opportunity Employer, is committed to diversity and encourages applications from women and minority candidates.
Monmouth College, a private liberal arts college and member of the Associated Colleges of the Midwest, seeks applications for a tenure-track position at the rank of Assistant or Associate Professor to coordinate our Communication Across the Curriculum (CAC) Program, a comprehensive four-year program in which "communication across the curriculum" is intentionally integrated.
Requires a terminal degree in Communication, Composition & Rhetoric, English, or another field combined with extensive experience in communication/writing.
The successful candidate will demonstrate the knowledge and experience necessary to fulfill the following duties: administer and assess the CAC program; engage faculty in all departments and develop models of communication appropriate to departmental goals and curriculum; assist faculty in the development of writing, listening, and speaking activities for the classroom; and normally teach 12 semester hours per year, including one introductory communication, one first-year composition, and one Integrated Studies course (or another course depending on candidate's expertise). Experience with writing across the disciplines and the ability to direct and train student tutors desirable.
Please forward letter of application, vita, evidence of teaching excellence, statement of CAC philosophy, unofficial transcripts and three letters of recommendation to: Dr. Rob Hale & Dr. Lee McGaan, Co-Chairs, CAC Search, Monmouth College by e-mail to facultysearch@monm.edu. Review of applications will begin December 4, 2009.
Monmouth College, an Equal Opportunity Employer, is committed to diversity and encourages applications from women and minority candidates.
Thursday, October 15, 2009
91.
Fall 2010: Assistant, Associate or Full Professor of English
Institution: Georgia Gwinnett College
Location: Lawrenceville, GA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/14/2009
Application Due: Open Until Filled
Type: Full Time
Job Summary/Basic Function: Founded in 2005, Georgia Gwinnett College (GGC) is the 35th member of the University System of Georgia. GGC is a premier 21st century four-year liberal arts institution accredited by the Southern Association of Colleges & Schools. With a current enrollment of 3,000 students, enrollment is projected to exceed 10,000 students within four years, including both residential and commuter students. Located in the greater Atlanta metropolitan area, GGC provides a modern technology-enriched learning environment. Gwinnett County (pop. 780,000+) is home to a variety of businesses, including organizations involved in health care, education and information technology.
GGC invites applicants for faculty positions in English (Composition and Rhetoric, Early American Literature, Victorian Literature, 20th Century British Literature, Contemporary Literature, and Postcolonial Literature), starting August 1, 2010. Candidates should demonstrate significant innovations in teaching, superior service to the institution, and established research credentials. Commitment to building a new college is also essential. GGC emphasizes a student-centered learning environment. Faculty will be expected to teach freshman composition, developmental writing, general education courses, and upper-division courses. Applicants must have a minimum of 18 ENGL graduate credit hours. Preference will be given to candidates able to teach in one or more areas as needed or with strong interdisciplinary interests.
SALARY: Commensurate with education and experience with excellent benefits.
Review of applications will continue until positions are filled. Hiring is contingent upon eligibility to work in the U.S. Any resulting employment offers are contingent upon successful completion of a background investigation, as determined by Georgia Gwinnett College in its sole discretion. Georgia Gwinnett College, a unit of the University System of Georgia, is an Affirmative Action/Equal Opportunity employer and does not discriminate on the basis of race, color, gender, national origin, age, disability or religion. Georgia is an open records state.
Minimum Qualifications: GGC seeks applications for assistant, associate and full professor faculty positions to begin in August 1, 2010. Applicants should hold the doctorate or appropriate terminal degree in their discipline before or within the semester of the start date. GGC is an institution that values and encourages innovative teaching. In addition to teaching, applicants are expected to actively participate in scholarly activities, extensive student engagement and to contribute in the area of service to the college and community. Advising and mentoring are expected of all faculty. In accordance with Board of Regents Policy governing GGC faculty, successful applicants will be eligible to receive 5 or 3 year renewable appointments. Traditional one year appointments may also be approved. For more information about our college, please visit our website at www.ggc.edu.
Preferred Qualifications: Applicants demonstrating expertise in the following areas are preferred:
Composition and Rhetoric: Ph.D. in Composition/Rhetoric or equivalent field who can demonstrate expertise in some combination of the following areas: first-year composition, experience in tutoring and coordinating a writing center, interdisciplinary writing instruction, technical and professional writing, developmental writing, ESL, and digital rhetoric.
Early American Literature: Ph.D. in area.
Victorian Literature: Ph.D. in area.
20th-Century British Literature: Ph.D. in area
Contemporary Literature: Ph.D. in area.
Postcolonial Literature: Ph.D. in area.
Application Information
Contact: Georgia Gwinnett College
Online App. Form: https://jobs.ggc.usg.edu/applicants/Central?quickFind=50630&jtsrc=www.highe redjobs.com&jtrfr=www.peopleadmin.com&adorig=PA
Fall 2010: Assistant, Associate or Full Professor of English
Institution: Georgia Gwinnett College
Location: Lawrenceville, GA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/14/2009
Application Due: Open Until Filled
Type: Full Time
Job Summary/Basic Function: Founded in 2005, Georgia Gwinnett College (GGC) is the 35th member of the University System of Georgia. GGC is a premier 21st century four-year liberal arts institution accredited by the Southern Association of Colleges & Schools. With a current enrollment of 3,000 students, enrollment is projected to exceed 10,000 students within four years, including both residential and commuter students. Located in the greater Atlanta metropolitan area, GGC provides a modern technology-enriched learning environment. Gwinnett County (pop. 780,000+) is home to a variety of businesses, including organizations involved in health care, education and information technology.
GGC invites applicants for faculty positions in English (Composition and Rhetoric, Early American Literature, Victorian Literature, 20th Century British Literature, Contemporary Literature, and Postcolonial Literature), starting August 1, 2010. Candidates should demonstrate significant innovations in teaching, superior service to the institution, and established research credentials. Commitment to building a new college is also essential. GGC emphasizes a student-centered learning environment. Faculty will be expected to teach freshman composition, developmental writing, general education courses, and upper-division courses. Applicants must have a minimum of 18 ENGL graduate credit hours. Preference will be given to candidates able to teach in one or more areas as needed or with strong interdisciplinary interests.
SALARY: Commensurate with education and experience with excellent benefits.
Review of applications will continue until positions are filled. Hiring is contingent upon eligibility to work in the U.S. Any resulting employment offers are contingent upon successful completion of a background investigation, as determined by Georgia Gwinnett College in its sole discretion. Georgia Gwinnett College, a unit of the University System of Georgia, is an Affirmative Action/Equal Opportunity employer and does not discriminate on the basis of race, color, gender, national origin, age, disability or religion. Georgia is an open records state.
Minimum Qualifications: GGC seeks applications for assistant, associate and full professor faculty positions to begin in August 1, 2010. Applicants should hold the doctorate or appropriate terminal degree in their discipline before or within the semester of the start date. GGC is an institution that values and encourages innovative teaching. In addition to teaching, applicants are expected to actively participate in scholarly activities, extensive student engagement and to contribute in the area of service to the college and community. Advising and mentoring are expected of all faculty. In accordance with Board of Regents Policy governing GGC faculty, successful applicants will be eligible to receive 5 or 3 year renewable appointments. Traditional one year appointments may also be approved. For more information about our college, please visit our website at www.ggc.edu.
Preferred Qualifications: Applicants demonstrating expertise in the following areas are preferred:
Composition and Rhetoric: Ph.D. in Composition/Rhetoric or equivalent field who can demonstrate expertise in some combination of the following areas: first-year composition, experience in tutoring and coordinating a writing center, interdisciplinary writing instruction, technical and professional writing, developmental writing, ESL, and digital rhetoric.
Early American Literature: Ph.D. in area.
Victorian Literature: Ph.D. in area.
20th-Century British Literature: Ph.D. in area
Contemporary Literature: Ph.D. in area.
Postcolonial Literature: Ph.D. in area.
Application Information
Contact: Georgia Gwinnett College
Online App. Form: https://jobs.ggc.usg.edu/applicants/Central?quickFind=50630&jtsrc=www.highe redjobs.com&jtrfr=www.peopleadmin.com&adorig=PA
Wednesday, October 14, 2009
90.
Assistant Professor in English
Institution: Fayetteville State University
Location: Fayetteville, NC
Category:
Faculty - Liberal Arts - English and Literature
Faculty - Liberal Arts - Ethnic & Multicultural Studies
Posted: 10/13/2009
Application Due: Open Until Filled
Type: Full Time
Fayetteville State University invites applications for a tenure-track Assistant Professor of English to begin in August 2010. The candidate should have a Ph.D. in Composition and Rhetoric with secondary credentials in African-American Literature or a Ph.D. in African-American Literature with demonstrated experience in Composition and Rhetoric. The teaching load is 4/4 and all faculty teach composition. The department offers Certificate Programs in Professional Writing and TESOL.
Candidates should send a letter of interest, a vita, official transcripts of all undergraduate and graduate work, and letters of recommendation from three individuals familiar with their employment and academic history to Dr. Edward McShane, Department of English and Foreign Languages, Fayetteville State University, Fayetteville, NC 28301.
Applications received by December 30, 2009 will be given full consideration. The position is open until filled. We will interview at MLA and on-campus. Candidates who will receive their degrees by August 15, 2010 will be considered.
Fayetteville State University is a constituent institution of the University of North Carolina and the second oldest public institution of higher education in the state. Founded in 1867 as the Howard School for the education of African Americans, today FSU serves a growing student body of nearly 6,000 and ranks among the nation's most diverse campus communities. Fayetteville is located in the scenic Cape Fear River Valley of North Carolina, between the Blue Ridge Mountains and the Atlantic Ocean. Residents of Fayetteville enjoy mild temperatures, four distinct seasons, a low cost of living, and easy access to beautiful Carolina beaches.
This position is subject to the successful completion of an employment background check. An employment background check includes a criminal background check, employment verification, reference checks, license verification (if applicable) and credit history check (if applicable).
Application Information
Postal Address: Dr. Edward McShane
English/Foreign Languages
Fayetteville State University
1200 Murchison Road
Fayetteville, NC 28301
Phone: 910-672-1471
Online App. Form: https://jobs.uncfsu.edu
Assistant Professor in English
Institution: Fayetteville State University
Location: Fayetteville, NC
Category:
Faculty - Liberal Arts - English and Literature
Faculty - Liberal Arts - Ethnic & Multicultural Studies
Posted: 10/13/2009
Application Due: Open Until Filled
Type: Full Time
Fayetteville State University invites applications for a tenure-track Assistant Professor of English to begin in August 2010. The candidate should have a Ph.D. in Composition and Rhetoric with secondary credentials in African-American Literature or a Ph.D. in African-American Literature with demonstrated experience in Composition and Rhetoric. The teaching load is 4/4 and all faculty teach composition. The department offers Certificate Programs in Professional Writing and TESOL.
Candidates should send a letter of interest, a vita, official transcripts of all undergraduate and graduate work, and letters of recommendation from three individuals familiar with their employment and academic history to Dr. Edward McShane, Department of English and Foreign Languages, Fayetteville State University, Fayetteville, NC 28301.
Applications received by December 30, 2009 will be given full consideration. The position is open until filled. We will interview at MLA and on-campus. Candidates who will receive their degrees by August 15, 2010 will be considered.
Fayetteville State University is a constituent institution of the University of North Carolina and the second oldest public institution of higher education in the state. Founded in 1867 as the Howard School for the education of African Americans, today FSU serves a growing student body of nearly 6,000 and ranks among the nation's most diverse campus communities. Fayetteville is located in the scenic Cape Fear River Valley of North Carolina, between the Blue Ridge Mountains and the Atlantic Ocean. Residents of Fayetteville enjoy mild temperatures, four distinct seasons, a low cost of living, and easy access to beautiful Carolina beaches.
This position is subject to the successful completion of an employment background check. An employment background check includes a criminal background check, employment verification, reference checks, license verification (if applicable) and credit history check (if applicable).
Application Information
Postal Address: Dr. Edward McShane
English/Foreign Languages
Fayetteville State University
1200 Murchison Road
Fayetteville, NC 28301
Phone: 910-672-1471
Online App. Form: https://jobs.uncfsu.edu
92. cfp
Ned O'Gorman, nogorman@illinois.edu
Call for Papers
Rhetorics of Reason and Restraint: Stoic Speech from Antiquity to the Present
2010 American Society for the History of Rhetoric Symposium
Set within rhetoric's histories have been consistent cautionary voices, warning rhetors and their audiences of the dangers of rhetorical excesses, enthusiasms, and irrationalities. Stoicism has represented in its ethical ideal, if not always explicitly in its theories, such a cautionary voice-and a major one, influencing directly or indirectly Cicero and Augustine, Lipsius and Hobbes, Wollstonecraft and Lincoln, as well as contemporary ethics of criticism and ideals of public discourse.
The American Society for the History of Rhetoric (ASHR) invites paper proposals for its 2010 Symposium, "Rhetorics of Reason and Restraint: Stoic Speech from Antiquity to the Present." The Symposium will be held May 27-28, 2010, at the Minneapolis Marriott City Center, Minneapolis, Minnesota, immediately prior to the 2010 Rhetoric Society of America Conference.
Plenary speakers at the ASHR Symposium will be Janet Atwill of the University of Tennessee, James Darsey of Georgia State University, and Lawrence Green of the University of Southern California.
ASHR invites proposal covering historical as well as more contemporary subjects. Although papers on all aspects of rhetoric's history are invited, we especially welcome submissions that speak to issues related to the theme of Stoicism (e.g. reason, restraint, cosmopolitanism, philosophy's relationship to rhetoric).
One-page single-spaced abstracts are due in electronic form (as .doc or .rtf files) to Ned O'Gorman at nogorman@illinois.edu by 9pm Eastern Daylight Time on November 30, 2009. Abstracts will be competitively reviewed. Authors of accepted abstracts will be notified by December 31, 2009.
Ned O'Gorman, nogorman@illinois.edu
Call for Papers
Rhetorics of Reason and Restraint: Stoic Speech from Antiquity to the Present
2010 American Society for the History of Rhetoric Symposium
Set within rhetoric's histories have been consistent cautionary voices, warning rhetors and their audiences of the dangers of rhetorical excesses, enthusiasms, and irrationalities. Stoicism has represented in its ethical ideal, if not always explicitly in its theories, such a cautionary voice-and a major one, influencing directly or indirectly Cicero and Augustine, Lipsius and Hobbes, Wollstonecraft and Lincoln, as well as contemporary ethics of criticism and ideals of public discourse.
The American Society for the History of Rhetoric (ASHR) invites paper proposals for its 2010 Symposium, "Rhetorics of Reason and Restraint: Stoic Speech from Antiquity to the Present." The Symposium will be held May 27-28, 2010, at the Minneapolis Marriott City Center, Minneapolis, Minnesota, immediately prior to the 2010 Rhetoric Society of America Conference.
Plenary speakers at the ASHR Symposium will be Janet Atwill of the University of Tennessee, James Darsey of Georgia State University, and Lawrence Green of the University of Southern California.
ASHR invites proposal covering historical as well as more contemporary subjects. Although papers on all aspects of rhetoric's history are invited, we especially welcome submissions that speak to issues related to the theme of Stoicism (e.g. reason, restraint, cosmopolitanism, philosophy's relationship to rhetoric).
One-page single-spaced abstracts are due in electronic form (as .doc or .rtf files) to Ned O'Gorman at nogorman@illinois.edu by 9pm Eastern Daylight Time on November 30, 2009. Abstracts will be competitively reviewed. Authors of accepted abstracts will be notified by December 31, 2009.
91.
Assistant Professor of Speech
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Institution: Arkansas Tech University
Location: Russellville, AR
Category:
Faculty - Communications - Speech
Posted: 10/08/2009
Application Due: 11/30/2009
Type: Full Time
The Department of Speech, Theatre and Journalism at Arkansas Tech University invites applications for an Assistant Professor of Speech position to begin August 13, 2010. Applicants should be generalists in Speech Communication and able to teach public speaking, group communication, business and professional speaking, and an area of specialization such as rhetoric, organizational, or interpersonal communication. ABD required. Ph.D. preferred with some university teaching experience. The closing date is November 30, 2009.
The department serves 460 majors plus general education students and has active forensics and internship programs. Some graduate level Speech Communication coursework is required for the department's M. A. in Multi-media Journalism. The university is a mid-size liberal arts university with an enrollment of about 9,000, emphasizing teaching and undergraduate education together with masters' level programs. ATU is located in the scenic Arkansas River Valley between the Ozark and Ouachita Mountains about one hour from Little Rock.
Send a letter of application, current curriculum vitae, and three letters of reference to Dr. Donna R. Vocate, Chair, Department of Speech, Theatre and Journalism, Arkansas Tech University, Russellville, AR 72801. Applications may be sent via e-mail to dvocate@atu.edu. AA/EOE.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dr. Donna R. Vocate
Department of Speech, Theatre and Journalism
Arkansas Tech University
1509 North Boulder Avenue
Russellville, AR 72801
Email Address: dvocate@atu.edu
Assistant Professor of Speech
Learn More about this Employer in their Profile
Apply for this Position through My HigherEdJobs
Save to your Organizer
Email to a Friend
Print-friendly version
Institution: Arkansas Tech University
Location: Russellville, AR
Category:
Faculty - Communications - Speech
Posted: 10/08/2009
Application Due: 11/30/2009
Type: Full Time
The Department of Speech, Theatre and Journalism at Arkansas Tech University invites applications for an Assistant Professor of Speech position to begin August 13, 2010. Applicants should be generalists in Speech Communication and able to teach public speaking, group communication, business and professional speaking, and an area of specialization such as rhetoric, organizational, or interpersonal communication. ABD required. Ph.D. preferred with some university teaching experience. The closing date is November 30, 2009.
The department serves 460 majors plus general education students and has active forensics and internship programs. Some graduate level Speech Communication coursework is required for the department's M. A. in Multi-media Journalism. The university is a mid-size liberal arts university with an enrollment of about 9,000, emphasizing teaching and undergraduate education together with masters' level programs. ATU is located in the scenic Arkansas River Valley between the Ozark and Ouachita Mountains about one hour from Little Rock.
Send a letter of application, current curriculum vitae, and three letters of reference to Dr. Donna R. Vocate, Chair, Department of Speech, Theatre and Journalism, Arkansas Tech University, Russellville, AR 72801. Applications may be sent via e-mail to dvocate@atu.edu. AA/EOE.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dr. Donna R. Vocate
Department of Speech, Theatre and Journalism
Arkansas Tech University
1509 North Boulder Avenue
Russellville, AR 72801
Email Address: dvocate@atu.edu
90.
Assistant Professor, Rhetoric & Composition/Director, Writing Center, English AS-0002-90
Institution: Boise State University
Location: Boise, ID
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/08/2009
Type: Full Time
Boise State University
Assistant Professor, Rhetoric & Composition/
Director, Writing Center
English Department
Search #AS-0002-90
Boise State University invites interested applicants for the position of Tenure-track Assistant Professor in rhetoric and composition/Director, writing center and writing across the curriculum, beginning Fall 2010.
The director provides leadership and coordination through the Boise State Writing Center (including recruiting, mentoring, and supervising undergraduate consultants) and would have the opportunity to enhance, coordinate, and provide increased visibility for WAC initiatives on campus. The teaching assignment is 2-1, including a writing-consultant training course, with most faculty teaching a combination of undergraduate and graduate courses. Excellence in teaching, scholarly publication, and service is required for academic advancement. http://www.boisestate.edu/english/
At a minimum you should have:
* Ph.D. in Rhetoric and Composition by Fall 2010 required
* Experience in writing center or writing program administration is required
Application Procedures: Send a letter of application addressing teaching philosophy and research interests, curriculum vitae, transcripts, and a minimum of three letters of recommendation to:
Professor Michelle Payne
Chair, Department of English
Boise State University Search AS-0002-90
1910 University Dr.
Boise, ID 83725-1525
Email: english@boisestate.edu
Review of applications will begin November 1, 2009. Applications received after that point may be considered if the position is not filled from the initial applicant pool.
Boise State University offers a new workload policy for professors aimed to give them more flexibility. Please feel free to read more about this at: http://chronicle.com/weekly/v54/i45/45b02401.htm.
About the University: http://www.boisestate.edu/
About the City of Boise: http://www.boisechamber.org/
As of August 17, 2009, Boise State University is a smoke free campus.
Boise State University is strongly committed to achieving excellence through cultural diversity. The University actively encourages applications and nominations of women, persons of color, and members of other underrepresented groups. EEO/AA Institution, Veterans preference
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Professor Michelle Payne
Chair, Department of English
Boise State University
1910 University Drive
Boise, ID 83725-1525
TDD: 800-377-3529
Email Address: english@boisestate.edu
More Information on Boise State University
Institutional Profile
Current openings for Boise State University on HigherEdJobs.com.
Home Page
Human Resource Services Home Page
University and Boise City Information
Boise State University is strongly committed to achieving excellence through cultural diversity. The University actively encourages applications and nominations of women, persons of color, and members of other underrepresented groups. EOE/AA Institution. Veterans preference may be applicable.
Institution: Boise State University
Location: Boise, ID
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/08/2009
Type: Full Time
Boise State University
Assistant Professor, Rhetoric & Composition/
Director, Writing Center
English Department
Search #AS-0002-90
Boise State University invites interested applicants for the position of Tenure-track Assistant Professor in rhetoric and composition/Director, writing center and writing across the curriculum, beginning Fall 2010.
The director provides leadership and coordination through the Boise State Writing Center (including recruiting, mentoring, and supervising undergraduate consultants) and would have the opportunity to enhance, coordinate, and provide increased visibility for WAC initiatives on campus. The teaching assignment is 2-1, including a writing-consultant training course, with most faculty teaching a combination of undergraduate and graduate courses. Excellence in teaching, scholarly publication, and service is required for academic advancement. http://www.boisestate.edu/english/
At a minimum you should have:
* Ph.D. in Rhetoric and Composition by Fall 2010 required
* Experience in writing center or writing program administration is required
Application Procedures: Send a letter of application addressing teaching philosophy and research interests, curriculum vitae, transcripts, and a minimum of three letters of recommendation to:
Professor Michelle Payne
Chair, Department of English
Boise State University Search AS-0002-90
1910 University Dr.
Boise, ID 83725-1525
Email: english@boisestate.edu
Review of applications will begin November 1, 2009. Applications received after that point may be considered if the position is not filled from the initial applicant pool.
Boise State University offers a new workload policy for professors aimed to give them more flexibility. Please feel free to read more about this at: http://chronicle.com/weekly/v54/i45/45b02401.htm.
About the University: http://www.boisestate.edu/
About the City of Boise: http://www.boisechamber.org/
As of August 17, 2009, Boise State University is a smoke free campus.
Boise State University is strongly committed to achieving excellence through cultural diversity. The University actively encourages applications and nominations of women, persons of color, and members of other underrepresented groups. EEO/AA Institution, Veterans preference
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Professor Michelle Payne
Chair, Department of English
Boise State University
1910 University Drive
Boise, ID 83725-1525
TDD: 800-377-3529
Email Address: english@boisestate.edu
More Information on Boise State University
Institutional Profile
Current openings for Boise State University on HigherEdJobs.com.
Home Page
Human Resource Services Home Page
University and Boise City Information
Boise State University is strongly committed to achieving excellence through cultural diversity. The University actively encourages applications and nominations of women, persons of color, and members of other underrepresented groups. EOE/AA Institution. Veterans preference may be applicable.
Assistant Professor, Rhetoric & Composition/Director, Writing Center, English AS-0002-90
Institution: Boise State University
Location: Boise, ID
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/08/2009
Type: Full Time
Boise State University
Assistant Professor, Rhetoric & Composition/
Director, Writing Center
English Department
Search #AS-0002-90
Boise State University invites interested applicants for the position of Tenure-track Assistant Professor in rhetoric and composition/Director, writing center and writing across the curriculum, beginning Fall 2010.
The director provides leadership and coordination through the Boise State Writing Center (including recruiting, mentoring, and supervising undergraduate consultants) and would have the opportunity to enhance, coordinate, and provide increased visibility for WAC initiatives on campus. The teaching assignment is 2-1, including a writing-consultant training course, with most faculty teaching a combination of undergraduate and graduate courses. Excellence in teaching, scholarly publication, and service is required for academic advancement. http://www.boisestate.edu/english/
At a minimum you should have:
* Ph.D. in Rhetoric and Composition by Fall 2010 required
* Experience in writing center or writing program administration is required
Application Procedures: Send a letter of application addressing teaching philosophy and research interests, curriculum vitae, transcripts, and a minimum of three letters of recommendation to:
Professor Michelle Payne
Chair, Department of English
Boise State University Search AS-0002-90
1910 University Dr.
Boise, ID 83725-1525
Email: english@boisestate.edu
Review of applications will begin November 1, 2009. Applications received after that point may be considered if the position is not filled from the initial applicant pool.
Boise State University offers a new workload policy for professors aimed to give them more flexibility. Please feel free to read more about this at: http://chronicle.com/weekly/v54/i45/45b02401.htm.
About the University: http://www.boisestate.edu/
About the City of Boise: http://www.boisechamber.org/
As of August 17, 2009, Boise State University is a smoke free campus.
Boise State University is strongly committed to achieving excellence through cultural diversity. The University actively encourages applications and nominations of women, persons of color, and members of other underrepresented groups. EEO/AA Institution, Veterans preference
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Professor Michelle Payne
Chair, Department of English
Boise State University
1910 University Drive
Boise, ID 83725-1525
TDD: 800-377-3529
Email Address: english@boisestate.edu
More Information on Boise State University
Institutional Profile
Current openings for Boise State University on HigherEdJobs.com.
Home Page
Human Resource Services Home Page
University and Boise City Information
Boise State University is strongly committed to achieving excellence through cultural diversity. The University actively encourages applications and nominations of women, persons of color, and members of other underrepresented groups. EOE/AA Institution. Veterans preference may be applicable.
Institution: Boise State University
Location: Boise, ID
Category:
Faculty - Liberal Arts - English and Literature
Posted: 10/08/2009
Type: Full Time
Boise State University
Assistant Professor, Rhetoric & Composition/
Director, Writing Center
English Department
Search #AS-0002-90
Boise State University invites interested applicants for the position of Tenure-track Assistant Professor in rhetoric and composition/Director, writing center and writing across the curriculum, beginning Fall 2010.
The director provides leadership and coordination through the Boise State Writing Center (including recruiting, mentoring, and supervising undergraduate consultants) and would have the opportunity to enhance, coordinate, and provide increased visibility for WAC initiatives on campus. The teaching assignment is 2-1, including a writing-consultant training course, with most faculty teaching a combination of undergraduate and graduate courses. Excellence in teaching, scholarly publication, and service is required for academic advancement. http://www.boisestate.edu/english/
At a minimum you should have:
* Ph.D. in Rhetoric and Composition by Fall 2010 required
* Experience in writing center or writing program administration is required
Application Procedures: Send a letter of application addressing teaching philosophy and research interests, curriculum vitae, transcripts, and a minimum of three letters of recommendation to:
Professor Michelle Payne
Chair, Department of English
Boise State University Search AS-0002-90
1910 University Dr.
Boise, ID 83725-1525
Email: english@boisestate.edu
Review of applications will begin November 1, 2009. Applications received after that point may be considered if the position is not filled from the initial applicant pool.
Boise State University offers a new workload policy for professors aimed to give them more flexibility. Please feel free to read more about this at: http://chronicle.com/weekly/v54/i45/45b02401.htm.
About the University: http://www.boisestate.edu/
About the City of Boise: http://www.boisechamber.org/
As of August 17, 2009, Boise State University is a smoke free campus.
Boise State University is strongly committed to achieving excellence through cultural diversity. The University actively encourages applications and nominations of women, persons of color, and members of other underrepresented groups. EEO/AA Institution, Veterans preference
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Professor Michelle Payne
Chair, Department of English
Boise State University
1910 University Drive
Boise, ID 83725-1525
TDD: 800-377-3529
Email Address: english@boisestate.edu
More Information on Boise State University
Institutional Profile
Current openings for Boise State University on HigherEdJobs.com.
Home Page
Human Resource Services Home Page
University and Boise City Information
Boise State University is strongly committed to achieving excellence through cultural diversity. The University actively encourages applications and nominations of women, persons of color, and members of other underrepresented groups. EOE/AA Institution. Veterans preference may be applicable.
Tuesday, October 13, 2009
90.
Open Rank
Gaming and Digital Culture
Department of English
University of Wisconsin-Milwaukee
The English Department at the University of Wisconsin - Milwaukee seeks a
scholar-practitioner for an assistant professor, associate professor, or professor
position in gaming and digital culture.
Along with a focus on digital gaming, the ideal candidate will teach and collaborate
across some combination of areas related to gaming: Narrative, Literature, Digital
literature and culture, Identity and sexuality, Global culture, or Futures of the book.
Candidates with expertise that combines both theoretical and technical knowledge in the
area of interactive media technologies, plus a proven ability to teach courses that
integrate the composition and critique of digital texts, are especially encouraged to
apply.
Requirements: PhD/ABD in English, Media, or related field; a significant research agenda,
and a strong record of publication or indication of promise in publications. Please
provide a letter of application, vita, a sample of scholarly production, a short
statement of research interest, and three letters of reference; we also welcome
submissions of samples of digital production (on CD/DVD or provide URL in
cover letter), if applicable. Position is open until filled; review of applications will
begin on November 1, 2009. Applications must be made electronically through the UWM
web site at www.jobs.uwm.edu/applicants/Central?quickFind=51120.
If you have any questions about the position, please contact Anne Frances Wysocki, chair
of the search committee, at awysocki@uwm.edu
The University of Wisconsin is an Affirmative Action-Equal Opportunity Employer.
--
Open Rank
Gaming and Digital Culture
Department of English
University of Wisconsin-Milwaukee
The English Department at the University of Wisconsin - Milwaukee seeks a
scholar-practitioner for an assistant professor, associate professor, or professor
position in gaming and digital culture.
Along with a focus on digital gaming, the ideal candidate will teach and collaborate
across some combination of areas related to gaming: Narrative, Literature, Digital
literature and culture, Identity and sexuality, Global culture, or Futures of the book.
Candidates with expertise that combines both theoretical and technical knowledge in the
area of interactive media technologies, plus a proven ability to teach courses that
integrate the composition and critique of digital texts, are especially encouraged to
apply.
Requirements: PhD/ABD in English, Media, or related field; a significant research agenda,
and a strong record of publication or indication of promise in publications. Please
provide a letter of application, vita, a sample of scholarly production, a short
statement of research interest, and three letters of reference; we also welcome
submissions of samples of digital production (on CD/DVD or provide URL in
cover letter), if applicable. Position is open until filled; review of applications will
begin on November 1, 2009. Applications must be made electronically through the UWM
web site at www.jobs.uwm.edu/applicants/Central?quickFind=51120.
If you have any questions about the position, please contact Anne Frances Wysocki, chair
of the search committee, at awysocki@uwm.edu
The University of Wisconsin is an Affirmative Action-Equal Opportunity Employer.
--
89.
Dr. Edmund Cueva, cuevae@uhd.edu
Position Title: Assistant Professor
Name of Institution: University of Houston-Downtown
Position Announcement:
The University of Houston-Downtown seeks an Assistant Professor of Communication Studies to join a rapidly growing program offering a B.A. in Communication Studies with developing concentrations in Corporate Communication, Public Communication, and Interpersonal Communication. We are looking for a generalist with a special interest in Rhetoric to begin Fall 2010. The successful candidate will be expected to:
Form Revised December 2007
1. teach a range of undergraduate communication courses.
2. serve as a college advisor.
3. sustain an active research agenda in his/her area of interest.
4. display an ongoing commitment to committee work and community involvement.
Success with grant writing would also be considered advantageous. Although a Ph.D. in Communication is desirable, ABD's will be considered with the provision that a hiring contract is conditional upon the university receiving proof of completion of the Ph.D. no later than February, 2010. Please send a cover letter, curriculum vitae, a statement of teaching philosophy, a teaching portfolio (e.g. course syllabi and course evaluations), and three letters of recommendation to:
Dr. Edmund Cueva
Chair, Department of Arts and Humanities, Suite 1009S
University of Houston-Downtown
One Main Street
Houston, TX 77002
Candidates also need to apply online at the following link:
https://jobs.uhd.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1156454568299
Review of materials will begin October 15, 2009, with preliminary interviews taking place at the National Communication Association Annual Conference in Chicago in November 2009 and continuing on campus until the position is filled. UHD is an EEO/AA employer. Employment eligibility verification is requested prior to interviews.
Dr. Edmund Cueva, cuevae@uhd.edu
Position Title: Assistant Professor
Name of Institution: University of Houston-Downtown
Position Announcement:
The University of Houston-Downtown seeks an Assistant Professor of Communication Studies to join a rapidly growing program offering a B.A. in Communication Studies with developing concentrations in Corporate Communication, Public Communication, and Interpersonal Communication. We are looking for a generalist with a special interest in Rhetoric to begin Fall 2010. The successful candidate will be expected to:
Form Revised December 2007
1. teach a range of undergraduate communication courses.
2. serve as a college advisor.
3. sustain an active research agenda in his/her area of interest.
4. display an ongoing commitment to committee work and community involvement.
Success with grant writing would also be considered advantageous. Although a Ph.D. in Communication is desirable, ABD's will be considered with the provision that a hiring contract is conditional upon the university receiving proof of completion of the Ph.D. no later than February, 2010. Please send a cover letter, curriculum vitae, a statement of teaching philosophy, a teaching portfolio (e.g. course syllabi and course evaluations), and three letters of recommendation to:
Dr. Edmund Cueva
Chair, Department of Arts and Humanities, Suite 1009S
University of Houston-Downtown
One Main Street
Houston, TX 77002
Candidates also need to apply online at the following link:
https://jobs.uhd.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1156454568299
Review of materials will begin October 15, 2009, with preliminary interviews taking place at the National Communication Association Annual Conference in Chicago in November 2009 and continuing on campus until the position is filled. UHD is an EEO/AA employer. Employment eligibility verification is requested prior to interviews.
Monday, October 05, 2009
78.
So, my teaching schedule gives me two 11-hour days on campus (TuTh), and I am trying to pull my service work into that time frame, more or less. It's been helpful to show me how much time I give away, thinking "it'll only take 20 minutes."
Among the tasks that "will only take a minute" --
Former Students:
Finding an MA thesis example for an ex-student writing on representations of sex-work in the media. No one, not even veteran MA advisors, remembers that students can download whole MA theses from ProQuest to serve as models for their advisees. Voila!
Hooking another former student up with Human Subjects for his dissertation on rhet/comp websites.
Talking doc program applications and Plan B projects with current MA students.
RSA
Reviewing 25 paper abstracts for RSA.
Arranging "bonus rooms" for up to 50 extra participants at RSA through free meeting spaces at the Minneapolis Public Library for 2010. If you were among the 50 worst panels at RSA this year, the odds are good that you would have been cut if I hadn't found the extra rooms for free. And connecting the local committee to more room info for RSA.
Appying for $7,000 for a grad student preconference for RSA.
Modern Rhetoric Colloquium
Buying breakfast, lunch and dinner for my Modern Rhetoric colloquium, October 22-24. Also arranging recording technology.
Making slots for up to a dozen grad students to have roles at the Modern Rhetoric colloquium
Juggling papers, respondents and others for the Modern Rhetoric Colloquium, including the complex ego work involved.
Tomorrow, I need to work through the arrivals at the airport. Whom will I pick up? When?
Colleagues
Reading "single semester leave" applications for two colleagues, helping them write for a nonspecialist audience of their UMD peers.
Working with a colleague to shepherd forward her awesome book project with Baylor, including a little grant writing.
This one is a gift to me as well as service, in a way. Attending lectures and a reading group led by a visiting prof on issue of race and racism from a philosophical perspective. In my book, there is an ethical obligation to demonstrate to visitors on important topics like this that their presence is valued. At the same time, I benefit, to be sure.
Community
Prepping for, then co-leading, a workshop on diversity and lynching education in the high school classroom for Duluth Public Schools.
Seeing proposals for publication of a teacher's guide on lynching ed rejected, again and again.
Misc
Preparing for my friend John's arrival from the UK. Lunches, class visits, Mall of America?
Peer reviewing an article for IJL.
...
All of this while my laptop is dead -- and waiting fixit at the U of MN service shop.
There are still some odd points -- the occasional social conflict with friends that needs repairing, the family crisis, the well-meaning emails from socially inept colleagues (a) telling me reassuring things about my future that in fact undermine all confidence in it, or (b) asserting, despite their clear lack of credentials or knowledge of my field, that I am not, in fact, a scholar of rhetoric (because they know what it really is, apparently). But, with this clearer division of service from reading and writing time, I can see more clearly what I do and how much of it I do.
So, my teaching schedule gives me two 11-hour days on campus (TuTh), and I am trying to pull my service work into that time frame, more or less. It's been helpful to show me how much time I give away, thinking "it'll only take 20 minutes."
Among the tasks that "will only take a minute" --
Former Students:
Finding an MA thesis example for an ex-student writing on representations of sex-work in the media. No one, not even veteran MA advisors, remembers that students can download whole MA theses from ProQuest to serve as models for their advisees. Voila!
Hooking another former student up with Human Subjects for his dissertation on rhet/comp websites.
Talking doc program applications and Plan B projects with current MA students.
RSA
Reviewing 25 paper abstracts for RSA.
Arranging "bonus rooms" for up to 50 extra participants at RSA through free meeting spaces at the Minneapolis Public Library for 2010. If you were among the 50 worst panels at RSA this year, the odds are good that you would have been cut if I hadn't found the extra rooms for free. And connecting the local committee to more room info for RSA.
Appying for $7,000 for a grad student preconference for RSA.
Modern Rhetoric Colloquium
Buying breakfast, lunch and dinner for my Modern Rhetoric colloquium, October 22-24. Also arranging recording technology.
Making slots for up to a dozen grad students to have roles at the Modern Rhetoric colloquium
Juggling papers, respondents and others for the Modern Rhetoric Colloquium, including the complex ego work involved.
Tomorrow, I need to work through the arrivals at the airport. Whom will I pick up? When?
Colleagues
Reading "single semester leave" applications for two colleagues, helping them write for a nonspecialist audience of their UMD peers.
Working with a colleague to shepherd forward her awesome book project with Baylor, including a little grant writing.
This one is a gift to me as well as service, in a way. Attending lectures and a reading group led by a visiting prof on issue of race and racism from a philosophical perspective. In my book, there is an ethical obligation to demonstrate to visitors on important topics like this that their presence is valued. At the same time, I benefit, to be sure.
Community
Prepping for, then co-leading, a workshop on diversity and lynching education in the high school classroom for Duluth Public Schools.
Seeing proposals for publication of a teacher's guide on lynching ed rejected, again and again.
Misc
Preparing for my friend John's arrival from the UK. Lunches, class visits, Mall of America?
Peer reviewing an article for IJL.
...
All of this while my laptop is dead -- and waiting fixit at the U of MN service shop.
There are still some odd points -- the occasional social conflict with friends that needs repairing, the family crisis, the well-meaning emails from socially inept colleagues (a) telling me reassuring things about my future that in fact undermine all confidence in it, or (b) asserting, despite their clear lack of credentials or knowledge of my field, that I am not, in fact, a scholar of rhetoric (because they know what it really is, apparently). But, with this clearer division of service from reading and writing time, I can see more clearly what I do and how much of it I do.
77.3 Looks vibrant
University of Hartford - Assistant Professor, Rhetoric and Professional Writing
Location: Connecticut, United States
Institution Type: College/University
Position Type: Assistant Professor
Submitted: Wednesday, September 30th, 2009
Main Category: Rhetoric
Secondary Categories: Composition
Tenure-track, Assistant Professor in the Department of Rhetoric and Professional Writing at the University of Hartford (September 2010). The department administers both a first-year writing program and an undergraduate degree program in Rhetoric and Professional Writing. Areas of specialization: first-year writing, rhetorical theory, and professional writing; other possible interests: environmental rhetoric, medical/science writing, new media writing, and computer-mediated instruction. Requirements include a Ph.D. degree (or near completion) plus evidence of successful teaching and scholarly
potential.
The 3/3 teaching load will include at least one section of first-year writing and at least one 200- to 400-level course per term. Candidates will be expected to excel at teaching, pursue scholarship, and provide departmental/collegiate service. For further information, go to http://uhaweb.hartford.edu/RPW/ and www.hartford.edu.
The University of Hartford is an open and welcoming community, which values diversity in all its forms. In addition, the University aspires to have its faculty and staff reflect the rich diversity of its student body and the Hartford region. Candidates committed to working with diverse populations and conversant in multicultural issues are encouraged to apply.
Applicants should send a cover letter, curriculum vitae, graduate transcripts, dissertation abstract, and three letters of recommendation to Dr. Donald Jones, Chair, Department of Rhetoric and Professional Writing, Auerbach Hall, University of Hartford, 200 Bloomfield Avenue, West Hartford, CT 06117. Writing samples and teaching portfolios only upon later request. Application deadline: October 30, 2009. Members of under-represented groups are encouraged to apply. EEO/AA/M/F/D/V.
Contact Info:
Dr. Donald Jones, Chair
Department of Rhetoric and Professional Writing
Auerbach Hall, University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117.
Website: http://www.hartford.edu
University of Hartford - Assistant Professor, Rhetoric and Professional Writing
Location: Connecticut, United States
Institution Type: College/University
Position Type: Assistant Professor
Submitted: Wednesday, September 30th, 2009
Main Category: Rhetoric
Secondary Categories: Composition
Tenure-track, Assistant Professor in the Department of Rhetoric and Professional Writing at the University of Hartford (September 2010). The department administers both a first-year writing program and an undergraduate degree program in Rhetoric and Professional Writing. Areas of specialization: first-year writing, rhetorical theory, and professional writing; other possible interests: environmental rhetoric, medical/science writing, new media writing, and computer-mediated instruction. Requirements include a Ph.D. degree (or near completion) plus evidence of successful teaching and scholarly
potential.
The 3/3 teaching load will include at least one section of first-year writing and at least one 200- to 400-level course per term. Candidates will be expected to excel at teaching, pursue scholarship, and provide departmental/collegiate service. For further information, go to http://uhaweb.hartford.edu/RPW/ and www.hartford.edu.
The University of Hartford is an open and welcoming community, which values diversity in all its forms. In addition, the University aspires to have its faculty and staff reflect the rich diversity of its student body and the Hartford region. Candidates committed to working with diverse populations and conversant in multicultural issues are encouraged to apply.
Applicants should send a cover letter, curriculum vitae, graduate transcripts, dissertation abstract, and three letters of recommendation to Dr. Donald Jones, Chair, Department of Rhetoric and Professional Writing, Auerbach Hall, University of Hartford, 200 Bloomfield Avenue, West Hartford, CT 06117. Writing samples and teaching portfolios only upon later request. Application deadline: October 30, 2009. Members of under-represented groups are encouraged to apply. EEO/AA/M/F/D/V.
Contact Info:
Dr. Donald Jones, Chair
Department of Rhetoric and Professional Writing
Auerbach Hall, University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117.
Website: http://www.hartford.edu
77.4
The job market.
A colleague emailed me to ask why I'm posting job ads on my blog. I've done so for two years now, for three reasons.
1. MA students at my own institution have no access to the MLA job list, and so don't know the richness that awaits them if they pursue my field.
2. Friends in doctoral programs without the internet savvy that I possess have, in years past, found that I unearth jobs without trying that they can't find with effort.
3. I have small side-bets running about the health of the job market this year. I am winning; the market looks good enough.
The jobs I post are in rhetorical studies, broadly defined, and most are waaaaay outside my interest or expertise. But it is interesting, I think, and useful. This blog is about useful.
David
The job market.
A colleague emailed me to ask why I'm posting job ads on my blog. I've done so for two years now, for three reasons.
1. MA students at my own institution have no access to the MLA job list, and so don't know the richness that awaits them if they pursue my field.
2. Friends in doctoral programs without the internet savvy that I possess have, in years past, found that I unearth jobs without trying that they can't find with effort.
3. I have small side-bets running about the health of the job market this year. I am winning; the market looks good enough.
The jobs I post are in rhetorical studies, broadly defined, and most are waaaaay outside my interest or expertise. But it is interesting, I think, and useful. This blog is about useful.
David
Thursday, October 01, 2009
77.2
Another Plum
Robert Asen, rbasen@wisc.edu
The Department of Communication Arts at the University of Wisconsin-Madison seeks applicants for a tenure-track, assistant professor in Rhetorical Studies to begin in August 2010. Candidates with a Ph. D. in Communication or an affiliated discipline will be considered. We are especially interested in candidates whose research and teaching explore the intersections of rhetoric and culture as these forces contribute to processes of civic engagement, politics, and social change. Candidates may approach these themes from a diverse range of theoretical and methodological perspectives. Candidates should expect to teach courses at the undergraduate and graduate levels--including courses in rhetorical theory, criticism, and/or argumentation--and develop and maintain a productive research program appropriate to a major public research university.
To ensure full consideration, applications must be received by December 1, 2009. Applications will be reviewed upon receipt.
Individuals interested in applying should submit a full curriculum vita, a letter detailing interests and capabilities, copies of representative publications, and three letters of recommendation to Susan Zaeske, Chair, Department of Communication Arts, University of Wisconsin-Madison, 6110 Vilas Hall, 821 University Avenue, Madison, WI 53706-1497. Inquiries should be directed to the search committee chair: Robert Asen, rbasen@wisc.edu
The University of Wisconsin is an Equal Opportunity Employer and encourages applications from women and minorities. Unless confidentiality is requested in writing, information regarding the applicants must be released upon request. Finalists cannot be guaranteed confidentiality. Employment may require a criminal background check.
Another Plum
Robert Asen, rbasen@wisc.edu
The Department of Communication Arts at the University of Wisconsin-Madison seeks applicants for a tenure-track, assistant professor in Rhetorical Studies to begin in August 2010. Candidates with a Ph. D. in Communication or an affiliated discipline will be considered. We are especially interested in candidates whose research and teaching explore the intersections of rhetoric and culture as these forces contribute to processes of civic engagement, politics, and social change. Candidates may approach these themes from a diverse range of theoretical and methodological perspectives. Candidates should expect to teach courses at the undergraduate and graduate levels--including courses in rhetorical theory, criticism, and/or argumentation--and develop and maintain a productive research program appropriate to a major public research university.
To ensure full consideration, applications must be received by December 1, 2009. Applications will be reviewed upon receipt.
Individuals interested in applying should submit a full curriculum vita, a letter detailing interests and capabilities, copies of representative publications, and three letters of recommendation to Susan Zaeske, Chair, Department of Communication Arts, University of Wisconsin-Madison, 6110 Vilas Hall, 821 University Avenue, Madison, WI 53706-1497. Inquiries should be directed to the search committee chair: Robert Asen, rbasen@wisc.edu
The University of Wisconsin is an Equal Opportunity Employer and encourages applications from women and minorities. Unless confidentiality is requested in writing, information regarding the applicants must be released upon request. Finalists cannot be guaranteed confidentiality. Employment may require a criminal background check.
77.1 Another plum!
Professor
Institution: University of South Florida
Location: Tampa, FL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/30/2009
Type: Full Time
Duties: The Department of English is recruiting a Professor/Associate Professor in Rhetoric and Composition who will coordinate the graduate M.A. and Ph.D. Rhet/Comp programs. Candidate must have a strong scholarly and teaching record, preferably with some administrative experience.
Minimum Qualifications: Doctoral degree in Rhetoric and Composition from an accredited institution with a demonstrated record of achievement in teaching, academic research, and service. Must meet university criteria for appointment to the rank of Professor/Associate Professor.
Preferred Qualifications: None listed
Special Instructions: Send letter of interest and vita to Hunt Hawkins, Chair, Department of English, CPR 107, University of South Florida, 4202 E. Fowler Avenue, Tampa, Florida 33620-5550
Salary: Negotiable
Application Information
Contact: University of South Florida-Tampa
TDD: 813-974-3870
Online App. Form: https://employment.usf.edu/applicants/Central?quickFind=50863&jtsrc=www.hig heredjobs.com&jtrfr=www.peopleadmin.com&adorig=PA
Professor
Institution: University of South Florida
Location: Tampa, FL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/30/2009
Type: Full Time
Duties: The Department of English is recruiting a Professor/Associate Professor in Rhetoric and Composition who will coordinate the graduate M.A. and Ph.D. Rhet/Comp programs. Candidate must have a strong scholarly and teaching record, preferably with some administrative experience.
Minimum Qualifications: Doctoral degree in Rhetoric and Composition from an accredited institution with a demonstrated record of achievement in teaching, academic research, and service. Must meet university criteria for appointment to the rank of Professor/Associate Professor.
Preferred Qualifications: None listed
Special Instructions: Send letter of interest and vita to Hunt Hawkins, Chair, Department of English, CPR 107, University of South Florida, 4202 E. Fowler Avenue, Tampa, Florida 33620-5550
Salary: Negotiable
Application Information
Contact: University of South Florida-Tampa
TDD: 813-974-3870
Online App. Form: https://employment.usf.edu/applicants/Central?quickFind=50863&jtsrc=www.hig heredjobs.com&jtrfr=www.peopleadmin.com&adorig=PA
Wednesday, September 30, 2009
76.1
Tenure-Track Writing Center Coordinator
Institution: Penn State Berks
Location: Reading, PA
Category:
Faculty - Liberal Arts - English and Literature
Admin - Tutors and Learning Resources
Posted: 09/29/2009
Application Due: 12/01/2009
Type: Full Time
The Professional Writing Program at Penn State Berks seeks to hire a tenure-track faculty member with Assistant Professor rank to serve as Writing Center Coordinator beginning Fall 2010. The successful candidate will develop and maintain the Writing Center; teach two courses per semester including a peer tutoring course; recruit, train, and supervise undergraduate Writing Fellows; engage in department and university service; and maintain a commitment to scholarly publication.
Qualifications: Ph.D. in rhetoric and composition or related field by August 2010, evidence of strong research, teaching, and service achievements. Preference will be given to candidates with experience in writing center administration and demonstrated scholarly activity in writing center research and theory.
Please email by Word attachment as one document (1) letter of application, (2) curriculum vitae, (3) scholarly writing sample, and (4) names, addresses, phone numbers, and email addresses of three references to Ms. Lisa Cecchini, lmc5248@psu.edu. Review will begin immediately with priority given to applications received before Dec. 1, 2009. Interviews will be available at MLA Convention or other mutually suitable venue.
For more information about the Professional Writing Program, visit http://berks.psu.edu/prowriting
Inquiries and questions may be directed to Dr. Christian Weisser at crw17@psu.edu
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Lisa Cecchini
Academic Affairs
Penn State Berks
Tulpehocken Road
PO Box 7009
Reading, PA 19610
Phone: 610-396-6210
Fax: 610-396-6026
Email Address: lmc5248@psu.edu
Tenure-Track Writing Center Coordinator
Institution: Penn State Berks
Location: Reading, PA
Category:
Faculty - Liberal Arts - English and Literature
Admin - Tutors and Learning Resources
Posted: 09/29/2009
Application Due: 12/01/2009
Type: Full Time
The Professional Writing Program at Penn State Berks seeks to hire a tenure-track faculty member with Assistant Professor rank to serve as Writing Center Coordinator beginning Fall 2010. The successful candidate will develop and maintain the Writing Center; teach two courses per semester including a peer tutoring course; recruit, train, and supervise undergraduate Writing Fellows; engage in department and university service; and maintain a commitment to scholarly publication.
Qualifications: Ph.D. in rhetoric and composition or related field by August 2010, evidence of strong research, teaching, and service achievements. Preference will be given to candidates with experience in writing center administration and demonstrated scholarly activity in writing center research and theory.
Please email by Word attachment as one document (1) letter of application, (2) curriculum vitae, (3) scholarly writing sample, and (4) names, addresses, phone numbers, and email addresses of three references to Ms. Lisa Cecchini, lmc5248@psu.edu. Review will begin immediately with priority given to applications received before Dec. 1, 2009. Interviews will be available at MLA Convention or other mutually suitable venue.
For more information about the Professional Writing Program, visit http://berks.psu.edu/prowriting
Inquiries and questions may be directed to Dr. Christian Weisser at crw17@psu.edu
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Lisa Cecchini
Academic Affairs
Penn State Berks
Tulpehocken Road
PO Box 7009
Reading, PA 19610
Phone: 610-396-6210
Fax: 610-396-6026
Email Address: lmc5248@psu.edu
Monday, September 28, 2009
76. CFP DOCAM
DOCAM ’10
The Document Academy invites:
PROPOSALS FOR PAPERS
Preconference activities Friday, March 19, 2010
Conference Saturday & Sunday, March 20 - 21, 2010
University of North Texas
College of Information
Denton, Texas USA
DOCAM '10 is the eighth annual meeting of the Document Academy, an
international network of scholars, artists and professionals in various
fields interested in the exploration of the document as a useful
approach, concept and tool in Sciences, Arts, Business, and Society.
The aim of The Document Academy is to create an interdisciplinary space
for experimental and critical research on documents in a wide sense,
drawing on traditions and experiences around the world. It originated as
a co-sponsored effort by The Program of Documentation Studies,
University of Tromso, Norway and the School of Information, University
of California, Berkeley. The University of North Texas College of Information will be hosting the 2010 meeting.
The conference will begin with a gathering Friday evening, March 19, and continue with its mix of formal and informal presentations and discussions from 9 a.m. Saturday, March 20, to 5 p.m. Sunday, March 21. In an effort to preserve the open-ended discussion atmosphere of previous DOCAMs, we will again have only plenary sessions. A poster session will allow for additional exchange of ideas.
Call for proposals:
Scholars, developers, artists and practitioners working with document
research and development are invited to submit proposals for full and
short papers for plenary sessions and posters by December 13, 2009.
Papers for plenary sessions will address:
- DOCUMENT THEORY (general issues)
- DOCUMENT ANALYSIS (case-studies and methodological issues)
- DOCUMENT RESEARCH (theory, methods, case-studies
Paper length should be appropriate to the corresponding coverage.
Authors or groups presenting papers will be allotted 30 minutes, including discussion. This condensed schedule should allow for more presentations and exchange of ideas.
Poster session will address:
- DOCUMENT THEORY (general issues)
- DOCUMENT ANALYSIS (case-studies and methodological issues)
- DOCUMENT RESEARCH (theory, methods, case-studies)
Size: 20 in. x 30 in. or 30 in. x 40 in.
Posters will be on display throughout the conference, and open discussion is encouraged.
Conference language is English. Conference organizers can provide an LCD projector; other equipment is the responsibility of the presenter.
File format: RTF, MS Word, or PDF
All proposals should include:
· Description: a short (500 words) verbal description of the work to be presented,
· Explanation of how the work will be presented (verbal presentation, PowerPoint, video, performance, demonstration) and equipment needs,
Names of all contributors,
Addresses, including email contacts, and
Up to 5 keywords
Proposals should be submitted electronically to Dr. Brian C. O’Connor in the College of Information at the University of North Texas –brian.oconnor@unt.edu. Please include "DOCAM 2010" in the subject line of all correspondence, including proposal submission.
Submission deadline for proposals: December 13, 2009
Receipt will be confirmed within one week. Decisions will be announced
no later than January 15, 2010.
Final deadline for accepted papers: March 1, 2010.
For more information contact the co-chairs of DOCAM ’10:
Brian C. O’Connor, Ph.D.
Visual Thinking Laboratory
College of Information
University of North Texas
Denton, TX 76203
940.206.1172
brian.oconnor@unt.edu
Roswitha Skare, Ph.D.
Associate Professor
Documentation Studies
University of Tromsø
NO-9037 Tromsø, Norge
Tel: +47- 776 46318
roswitha.skare@hum.uit.no
Richard Anderson, Ph.D.
Visual Thinking Laboratory
University of North Texas
Denton, TX 76203
rich.anderson@unt.edu
Melody McCotter, M.S.I.S.
Visual Thinking Laboratory
University of North Texas
Denton, TX 76203
melody.mccotter@unt.edu
DOCAM ’10
The Document Academy invites:
PROPOSALS FOR PAPERS
Preconference activities Friday, March 19, 2010
Conference Saturday & Sunday, March 20 - 21, 2010
University of North Texas
College of Information
Denton, Texas USA
DOCAM '10 is the eighth annual meeting of the Document Academy, an
international network of scholars, artists and professionals in various
fields interested in the exploration of the document as a useful
approach, concept and tool in Sciences, Arts, Business, and Society.
The aim of The Document Academy is to create an interdisciplinary space
for experimental and critical research on documents in a wide sense,
drawing on traditions and experiences around the world. It originated as
a co-sponsored effort by The Program of Documentation Studies,
University of Tromso, Norway and the School of Information, University
of California, Berkeley. The University of North Texas College of Information will be hosting the 2010 meeting.
The conference will begin with a gathering Friday evening, March 19, and continue with its mix of formal and informal presentations and discussions from 9 a.m. Saturday, March 20, to 5 p.m. Sunday, March 21. In an effort to preserve the open-ended discussion atmosphere of previous DOCAMs, we will again have only plenary sessions. A poster session will allow for additional exchange of ideas.
Call for proposals:
Scholars, developers, artists and practitioners working with document
research and development are invited to submit proposals for full and
short papers for plenary sessions and posters by December 13, 2009.
Papers for plenary sessions will address:
- DOCUMENT THEORY (general issues)
- DOCUMENT ANALYSIS (case-studies and methodological issues)
- DOCUMENT RESEARCH (theory, methods, case-studies
Paper length should be appropriate to the corresponding coverage.
Authors or groups presenting papers will be allotted 30 minutes, including discussion. This condensed schedule should allow for more presentations and exchange of ideas.
Poster session will address:
- DOCUMENT THEORY (general issues)
- DOCUMENT ANALYSIS (case-studies and methodological issues)
- DOCUMENT RESEARCH (theory, methods, case-studies)
Size: 20 in. x 30 in. or 30 in. x 40 in.
Posters will be on display throughout the conference, and open discussion is encouraged.
Conference language is English. Conference organizers can provide an LCD projector; other equipment is the responsibility of the presenter.
File format: RTF, MS Word, or PDF
All proposals should include:
· Description: a short (500 words) verbal description of the work to be presented,
· Explanation of how the work will be presented (verbal presentation, PowerPoint, video, performance, demonstration) and equipment needs,
Names of all contributors,
Addresses, including email contacts, and
Up to 5 keywords
Proposals should be submitted electronically to Dr. Brian C. O’Connor in the College of Information at the University of North Texas –brian.oconnor@unt.edu. Please include "DOCAM 2010" in the subject line of all correspondence, including proposal submission.
Submission deadline for proposals: December 13, 2009
Receipt will be confirmed within one week. Decisions will be announced
no later than January 15, 2010.
Final deadline for accepted papers: March 1, 2010.
For more information contact the co-chairs of DOCAM ’10:
Brian C. O’Connor, Ph.D.
Visual Thinking Laboratory
College of Information
University of North Texas
Denton, TX 76203
940.206.1172
brian.oconnor@unt.edu
Roswitha Skare, Ph.D.
Associate Professor
Documentation Studies
University of Tromsø
NO-9037 Tromsø, Norge
Tel: +47- 776 46318
roswitha.skare@hum.uit.no
Richard Anderson, Ph.D.
Visual Thinking Laboratory
University of North Texas
Denton, TX 76203
rich.anderson@unt.edu
Melody McCotter, M.S.I.S.
Visual Thinking Laboratory
University of North Texas
Denton, TX 76203
melody.mccotter@unt.edu
Sunday, September 27, 2009
75. On Peer Reviewing RSA Single-Paper Proposals
Here are my thoughts on the 25 panels I have reviewed, in broad terms. They are divisible into three categories.
1. Average (about 15 of 25 abstracts).
Para 1. Here is an object/event/text. This object/event/text is really interesting.
Para 2. This object/event/text is really, really interesting. I am very passionate about this object/event/text.
Para 3. I hope to say something interesting about this object.
2. Above-average (about 5 of 25 abstracts).
Para 1. There is a concept of interest in rhetorical theory/criticism/pedagogy. I am familiar with this topic, but I make reference to no specific literature, or, if I do, it's probably Kenneth Burke, who died 15 years ago.
Para 2. Here is an object/event/text. This object/event/text is really interesting.
Para 3. I hope to say something interesting about this object in light of this concept of interest.
3. Excellent: (about 5 of 25 abstracts).
Para 1: Specifically named scholars who have published in the last ten years disagree about a concept of interest in rhetorical theory/criticism/pedagogy.
Para 2: This disagreement can be adjudicated/resolved/complicated by reference to a specific object/text/event.
Para 3: In a specifically enumerated process, I will adjudicate/resolve/complicate this disagreement by doing specific critical work to the object/text/event.
Agree? Disagree? And if you agree, can't we teach these formulae to students? (And - did I use this formula myself? I hope so!)
Here are my thoughts on the 25 panels I have reviewed, in broad terms. They are divisible into three categories.
1. Average (about 15 of 25 abstracts).
Para 1. Here is an object/event/text. This object/event/text is really interesting.
Para 2. This object/event/text is really, really interesting. I am very passionate about this object/event/text.
Para 3. I hope to say something interesting about this object.
2. Above-average (about 5 of 25 abstracts).
Para 1. There is a concept of interest in rhetorical theory/criticism/pedagogy. I am familiar with this topic, but I make reference to no specific literature, or, if I do, it's probably Kenneth Burke, who died 15 years ago.
Para 2. Here is an object/event/text. This object/event/text is really interesting.
Para 3. I hope to say something interesting about this object in light of this concept of interest.
3. Excellent: (about 5 of 25 abstracts).
Para 1: Specifically named scholars who have published in the last ten years disagree about a concept of interest in rhetorical theory/criticism/pedagogy.
Para 2: This disagreement can be adjudicated/resolved/complicated by reference to a specific object/text/event.
Para 3: In a specifically enumerated process, I will adjudicate/resolve/complicate this disagreement by doing specific critical work to the object/text/event.
Agree? Disagree? And if you agree, can't we teach these formulae to students? (And - did I use this formula myself? I hope so!)
74. repost from the Blogora discussion on Cultural Studies
http://rsa.cwrl.utexas.edu/node/3141
I'm going to push at this 1992 analogy...
Submitted by syntaxfactory on September 27, 2009 - 6:16am.
...because one of the editors of that set of proceedings was my advisor, Art Walzer, and he was still, I think, inflected by the experience of that conference theme when I started grad school three years later. The 1994 conference, themed "Rhetoric, Cultural Studies, and Literacy," seems to share the same dynamic; the "problem" did not go away.
In 1992, RSA was, I'd bet, a conference with 300 attendees, and already (I'd bet) people were complaining that it was too big. At the same time, there was a clear sense that cultural studies was going to take over the realm or at least the terms of rhetoric. At Minnesota, the introductory course in undergraduate cultural studies was called "the rhetoric of everyday life," a rhetoric that had no connection to the Rhetorical Tradition.
Hipsters interested in "tropes" did so via reference to de Man without reference to the tradition that came before. Indeed, this is why Brian Vickers was so important, at least to me, for cutting de Man off at the knees for his efforts to 3,000 years of a tradition to a system of tropes. Visual communication was the realm of the Barthesian rhetoric of the image -- a rhetoric that was really a semiotic of the image, because it was made without reference to the tradition. And even when someone did acknowledge the tradition, they did, as Barthes did: in an "Aide Memoire" to something that has passed on, to be replaced by semiotics or by cultural studies approaches.
Rhetoric was everywhere, but rhetoric, as understood by scholars in composition and communication, was lost in this plethora of other uses of the term. Does this account resonate?
The Rosteck anthology, read as a response to this climate of anxiety, seems to me a sideways response (I'll admit, I've not read all of it): It seems to answer the questions of the type posed by these two conference themes by claiming "rhetoricians can do cultural studies work, too." Rather than correcting the impoverished work of the rhetoric in cultural studies by demonstrating that the classical toolbox (and this classical toolbox is not simply Aristotle; it includes the reinvention of that toolkit by generations of later writers) "does work in rhetoric better," it seems also to say that "we can use their tools, too." Which is an answer, but not the answer anyone planning these RSA events was looking for. (At best, I think, the hope might have been something like Burke's marriage of Aristotle and Freud.)
Which goes, I think, to the measure of the success of Cultural Studies. We can't go back to the and/or of the 1992/1994 RSAs. Having picked up the hammer, the discipline found so many nails, it couldn't stop until it talked NCA into starting a journal, until SIUP had printed three or four anthologies of interviews from JAC on critical theory and cultural studies, and so on.
Can someone who lived through these early 1990s gimme a better account?
David
http://rsa.cwrl.utexas.edu/node/3141
I'm going to push at this 1992 analogy...
Submitted by syntaxfactory on September 27, 2009 - 6:16am.
...because one of the editors of that set of proceedings was my advisor, Art Walzer, and he was still, I think, inflected by the experience of that conference theme when I started grad school three years later. The 1994 conference, themed "Rhetoric, Cultural Studies, and Literacy," seems to share the same dynamic; the "problem" did not go away.
In 1992, RSA was, I'd bet, a conference with 300 attendees, and already (I'd bet) people were complaining that it was too big. At the same time, there was a clear sense that cultural studies was going to take over the realm or at least the terms of rhetoric. At Minnesota, the introductory course in undergraduate cultural studies was called "the rhetoric of everyday life," a rhetoric that had no connection to the Rhetorical Tradition.
Hipsters interested in "tropes" did so via reference to de Man without reference to the tradition that came before. Indeed, this is why Brian Vickers was so important, at least to me, for cutting de Man off at the knees for his efforts to 3,000 years of a tradition to a system of tropes. Visual communication was the realm of the Barthesian rhetoric of the image -- a rhetoric that was really a semiotic of the image, because it was made without reference to the tradition. And even when someone did acknowledge the tradition, they did, as Barthes did: in an "Aide Memoire" to something that has passed on, to be replaced by semiotics or by cultural studies approaches.
Rhetoric was everywhere, but rhetoric, as understood by scholars in composition and communication, was lost in this plethora of other uses of the term. Does this account resonate?
The Rosteck anthology, read as a response to this climate of anxiety, seems to me a sideways response (I'll admit, I've not read all of it): It seems to answer the questions of the type posed by these two conference themes by claiming "rhetoricians can do cultural studies work, too." Rather than correcting the impoverished work of the rhetoric in cultural studies by demonstrating that the classical toolbox (and this classical toolbox is not simply Aristotle; it includes the reinvention of that toolkit by generations of later writers) "does work in rhetoric better," it seems also to say that "we can use their tools, too." Which is an answer, but not the answer anyone planning these RSA events was looking for. (At best, I think, the hope might have been something like Burke's marriage of Aristotle and Freud.)
Which goes, I think, to the measure of the success of Cultural Studies. We can't go back to the and/or of the 1992/1994 RSAs. Having picked up the hammer, the discipline found so many nails, it couldn't stop until it talked NCA into starting a journal, until SIUP had printed three or four anthologies of interviews from JAC on critical theory and cultural studies, and so on.
Can someone who lived through these early 1990s gimme a better account?
David
Saturday, September 26, 2009
73.2
Department of Communication - Assistant Professor of Rhetoric
Indiana University-Purdue University Fort Wayne
State/Region: IN
Posted: 09/25/09
http://www.higheredjobs.com/details.cfm?JobCode=175392819
English Faculty #2696 - Spring 2010
Montgomery College
State/Region: MD
Posted: 09/25/09
http://www.higheredjobs.com/details.cfm?JobCode=175392781
English Faculty #2044 - Spring 2010
Montgomery College
State/Region: MD
Posted: 09/25/09
http://www.higheredjobs.com/details.cfm?JobCode=175392779
Department of Communication - Assistant Professor of Rhetoric
Indiana University-Purdue University Fort Wayne
State/Region: IN
Posted: 09/25/09
http://www.higheredjobs.com/details.cfm?JobCode=175392819
English Faculty #2696 - Spring 2010
Montgomery College
State/Region: MD
Posted: 09/25/09
http://www.higheredjobs.com/details.cfm?JobCode=175392781
English Faculty #2044 - Spring 2010
Montgomery College
State/Region: MD
Posted: 09/25/09
http://www.higheredjobs.com/details.cfm?JobCode=175392779
Friday, September 25, 2009
73.1
Assistant Professor - English
Tenure-track position to begin Fall 2010.
Ph.D. and three to five years of teaching experience required. Responsibilities include teaching freshman composition and upper-level writing pedagogy courses, as well as directing the university writing center.
Send letter of application, CV, statement of teaching philosophy, and three letters of reference to:
Search Committee - English Faculty c/o Office of Human Resources
Saint Francis University
PO Box 600
Loretto, PA 15940
Or email: positions@francis.edu
Application deadline is November 1, 2009.
Saint Francis University is committed to diversity of students, staff, and faculty, and encourages applications from historically underrepresented individuals, women, veterans, and persons with disabilities. AA/EOE
Assistant Professor - English
Tenure-track position to begin Fall 2010.
Ph.D. and three to five years of teaching experience required. Responsibilities include teaching freshman composition and upper-level writing pedagogy courses, as well as directing the university writing center.
Send letter of application, CV, statement of teaching philosophy, and three letters of reference to:
Search Committee - English Faculty c/o Office of Human Resources
Saint Francis University
PO Box 600
Loretto, PA 15940
Or email: positions@francis.edu
Application deadline is November 1, 2009.
Saint Francis University is committed to diversity of students, staff, and faculty, and encourages applications from historically underrepresented individuals, women, veterans, and persons with disabilities. AA/EOE
72 from Jim Aune's blog
The Starting Point
theorizing
Submitted by Jim Aune on September 25, 2009 - 6:36pm
Introduction to a paper on rhetoric and modernity/modernism, for the U of Minnesota conference on that topic in a few weeks: to borrow a phrase from Jeffrey Alexander's monumental Theoretical Logic in Sociology, Vol. IV on Parsons: Rhetorical theory must learn to combine the genuine insights of both Durkheim and Marx, and it can do so only on the presuppositional ground that Weber set forth.
...
A Few Words on the Colloquium on Modern Rhetoric
Submitted by syntaxfactory on September 25, 2009 - 9:46pm.
Wow -- this is a paper I want to hear. And I will, because I'm going.
Would you like to go, too?
The event will be held October 22-23 in Minneapolis at the Nolte Center at the University of Minnesota. Keynote talks on the 22nd will be given by Jim Aune, Bill Keith and Roger Graves (representing a diversity of communication and composition perspectives).
On the 23rd, presentations and critical responses will be made by Joshua Gunn, Michael Pfau, David Gore, Elizabeth Nelson, Kenneth Marunowski, Kirsti Cole, Marguerite Helmers, Alan Gross, Richard Graff & Debra Hawhee, William Henderson, James Floyd, Mark Huglen, Timothy Behme, Beth Schoborg, Tyler Buckley, Sara Newman, Arthur Walzer, Joe Erickson, Eden Leone, Max Philbrook and probably others I'm forgetting. I'm hoping to lure RL Scott into saying something before lunch. The event is highly dialogic in its structure -- the intent is vibrant, interdisciplinary dialogue among participants around the topic of the modern/modernity and rhetoric.
More info can be found here: http://ias.umn.edu/collabs09-10/ModernRhetoric.php
This event is sponsored by the faculty in the Departments of Writing Studies and Communication at the University of Minnesota *Duluth,* with funding through the Institute for Advanced Study of the University of Minnesota (who host the event on their campus).
If you would like to join us (free and open to all), feel free to email David Beard for details on this event: dbeard@d.umn.edu
The Starting Point
theorizing
Submitted by Jim Aune on September 25, 2009 - 6:36pm
Introduction to a paper on rhetoric and modernity/modernism, for the U of Minnesota conference on that topic in a few weeks: to borrow a phrase from Jeffrey Alexander's monumental Theoretical Logic in Sociology, Vol. IV on Parsons: Rhetorical theory must learn to combine the genuine insights of both Durkheim and Marx, and it can do so only on the presuppositional ground that Weber set forth.
...
A Few Words on the Colloquium on Modern Rhetoric
Submitted by syntaxfactory on September 25, 2009 - 9:46pm.
Wow -- this is a paper I want to hear. And I will, because I'm going.
Would you like to go, too?
The event will be held October 22-23 in Minneapolis at the Nolte Center at the University of Minnesota. Keynote talks on the 22nd will be given by Jim Aune, Bill Keith and Roger Graves (representing a diversity of communication and composition perspectives).
On the 23rd, presentations and critical responses will be made by Joshua Gunn, Michael Pfau, David Gore, Elizabeth Nelson, Kenneth Marunowski, Kirsti Cole, Marguerite Helmers, Alan Gross, Richard Graff & Debra Hawhee, William Henderson, James Floyd, Mark Huglen, Timothy Behme, Beth Schoborg, Tyler Buckley, Sara Newman, Arthur Walzer, Joe Erickson, Eden Leone, Max Philbrook and probably others I'm forgetting. I'm hoping to lure RL Scott into saying something before lunch. The event is highly dialogic in its structure -- the intent is vibrant, interdisciplinary dialogue among participants around the topic of the modern/modernity and rhetoric.
More info can be found here: http://ias.umn.edu/collabs09-10/ModernRhetoric.php
This event is sponsored by the faculty in the Departments of Writing Studies and Communication at the University of Minnesota *Duluth,* with funding through the Institute for Advanced Study of the University of Minnesota (who host the event on their campus).
If you would like to join us (free and open to all), feel free to email David Beard for details on this event: dbeard@d.umn.edu
Tuesday, September 22, 2009
71.5
Full-Time Faculty, Arts & Communications
Institution: LIM College – Where Business Meets Fashion
Location: New York, NY
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/22/2009
Application Due: Open Until Filled
Type: Full Time
LIM College - Where Business Meets Fashion, is currently seeking a full-time faculty member in the Department of Arts & Communications
Job Duties include but are not limited to:
-Teach 3-4 courses per semester, primarily in composition
-Stay current with innovative teaching methods
-Contribute to the profession through research, consulting, presentations, and/or publications
-Hold regular office hours weekly
-Work closely with students outside of the classroom as a faculty mentor
-Assist the Department Chair in course and program assessment as well as curriculum development
-Assist the Department Chair and other faculty in norming core courses
-Conduct observations of faculty as assigned by Chair
-Work closely with other faculty as a mentor and resource
-Serve on the Faculty Council and standing committees
-Contribute to college-wide programs such as Open House and internship visits
-Work with the Department Chair and faculty peers to set and achieve scholarship goals
-Actively participate, through presentations, in relevant conferences annually
-Actively engage with the field through relevant association memberships
Requirements: The person selected will have the following qualifications:
Minimum Required Qualifications:
-Ph.D in one of the following fields: Rhetoric & Composition, English/American Literature, Comparative Literature
-Evidence of excellent college teaching record
-Scholarship activity
-Ability to compose, evaluate, and assess composition course materials
General Preferred Qualifications:
-Ph.D. in Rhetoric & Composition
-Experience teaching in the distance learning format
-Scholarship in Rhetoric & Composition
-Familiarity with Writing Across the Curriculum (WAC)
Interested candidates are required to submit a cover letter explaining your interest and abilities along with a curriculum vitae/resume highlighting your qualifications.
All qualified applicants will be contacted upon receipt and review of the application materials.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: David K. McNichol
Director of Human Resources
LIM College – Where Business Meets Fashion
12 East 53rd Street
New York, NY 10022
Fax: 212-750-3547
Online App. Form: http://www.limcollege.edu
Email Address: hrfulltimefaculty@limcollege.edu
Posted by David at 07:59 0 comments
71.4
Assistant Professor of Rhetoric and Professional Writing
Institution: University of Hartford
Location: West Hartford, CT
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/22/2009
Application Due: 10/30/2009
Type: Full Time
Tenure-track, Assistant Professor in the Department of Rhetoric and Professional Writing at the University of Hartford (September 2010). The department administers both a first-year writing program and an undergraduate degree program in Rhetoric and Professional Writing. Areas of specialization: first-year writing, rhetorical theory, and professional writing; other possible interests: environmental rhetoric, medical/science writing, new media writing, and computer-mediated instruction. Requirements include a Ph.D. degree (or near completion) plus evidence of successful teaching and scholarly
potential.
The 3/3 teaching load will include at least one section of first-year writing and at least one 200- to 400-level course per term. Candidates will be expected to excel at teaching,
pursue scholarship, and provide departmental/collegiate service. For further information, go to http://uhaweb.hartford.edu/RPW/ and www.hartford.edu.
The University of Hartford is an open and welcoming community, which values diversity in all its forms. In addition, the University aspires to have its faculty and staff reflect the rich diversity of its student body and the Hartford region. Candidates committed to working with diverse populations and conversant in multicultural issues are encouraged to apply.
Applicants should send a cover letter, curriculum vitae, graduate transcripts, dissertation abstract, and three letters of recommendation to Dr. Donald Jones, Chair, Department of Rhetoric and Professional Writing, Auerbach Hall, University of Hartford, 200 Bloomfield Avenue, West Hartford, CT 06117. Writing samples and teaching portfolios only upon later request. Application deadline: October 30, 2009. Members of under-represented groups are encouraged to apply. EEO/AA/M/F/D/V.
Posted by David at 07:59 0 comments
71.3
Assistant Professor of English - Rhetoric and Composition
Institution: Shepherd University
Location: Shepherdstown, WV
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/23/2009
Application Due: Open Until Filled
Type: Full Time
Assistant Professor of English - Rhetoric and Composition, Shepherd University.
For details and to apply, go to https://jobs.shepherd.edu.
EOE.
Application Information
Contact: Shepherd University
Phone: 304-876-5328
Fax: 304-876-5197
Online App. Form: https://jobs.shepherd.edu
71.1
Assistant Director, Writing Resources - Academic Resource Center
Institution: Tufts University
Location: Medford, MA
Category:
Admin - Curriculum Design
Admin - Publications and Editing
Posted: 09/21/2009
Type: Full Time
The Academic Resource Center seeks an individual with excellent skills in writing, editing, and public speaking for a variety of purposes and audiences, including students, faculty, staff, and student employees to fill its available position of Assistant Director, Writing Resources. The Academic Resource Center (ARC) provides programs, services, and resources to enhance student academic success and retain a diverse student body. Comprising three components - Disabilities Services, Writing Resources, and Academic Resources - , the ARC provides services and arranges accommodations for students with disabilities, and provides workshops, tutoring, and other forms of collaborative learning to help students become effective and independent learners. ARC also serves faculty wishing to make their courses more accessible for students with learning differences or seeking to improve student writing and speaking skills.
The Assistant Director, Writing Resources is responsible for overseeing Writing Resources, which provides services, programs, and resources to improve writing skills and instruction in writing across the undergraduate curriculum. The Assistant Director, Writing Resources will be responsible for:
Managing the Graduate Writing Program, the Writing Fellows Program, the Public Speaking Program, and other special programs to improve the communication skills of undergraduate and graduate students;
Conducting effective promotion of Writing Resources by: expanding online presence and resources; creating and preparing promotional materials, including brochures, news releases, mass emails and other electronic announcements, and advertisements; organizing events and maintaining positive collaborative relations with other departments, offices, and programs across the university;
Identifying new research in the field of writing pedagogy, teaching writing to different populations, writing center theory, writing and anxiety, writing and disability, etc.;
Designing and leading workshops for students and faculty on a variety of topics including: writing for special purposes, preventing writer's block, creating writing assignments, responding to student writing, teaching international students, etc.;
Providing individualized writing assistance to students too complex for peer tutors;
Developing, coordinating, and conducting training for writing tutors;
Teaching the fall semester training course for new writing tutors.
Basic Requirements:
Master's degree
Minimum of two (2) years of related experience
Proficiency in the Microsoft Word software program
Excellent written and oral communication skills
Preferred Qualifications: An Advanced degree in English, Composition and Rhetoric, or related field is strongly preferred. Supervisory experience in a Writing Center, Writing Program, or Learning Resources Center is also preferred. Two plus (2+) years of experience teaching at the college level or two plus (2+) years of experience as a writing tutor at the college level is highly desirable. Training or experience in Teaching English as a Foreign Language is a strong plus.
Special Work Schedule Requirements: Occasional evenings and weekends may be required.
71.0
Composition and Professional Writing Faculty Position
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Institution: Shenandoah University
Location: Winchester, VA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/21/2009
Application Due: Open Until Filled
Type: Full Time
The Writing Program at Shenandoah University invites applications for a full-time, career contract, open-rank position in composition and professional writing to begin in August 2010. A Ph.D. in Composition and Rhetoric or English or related discipline is required. The successful candidate will teach ENG 101, the required first-year composition course, and be responsible for developing and teaching technical writing courses. Strong preference will be given to candidates with demonstrated knowledge of and experience in medical professional writing and writing across the curriculum. Consideration will also be given to candidates who show potential as participants in the university's required "Going Global" first-year seminar.
Teaching is recognized as the most important faculty activity at Shenandoah University, and we seek faculty members who focus on individual student learning styles and motivations. Academic service, most notably student mentoring, and scholarship are also expected to fulfill position requirements. We encourage applicants to visit www.su.edu for more details about our university.
Complete applications will include a cover letter outlining teaching philosophy and service and scholarship interests, evidence of teaching effectiveness, c.v., official transcripts upon hire, and three letters of recommendation. Send applications to: Office of Human Resources-Composition and Professional Writing, Shenandoah University, 1460 University Dr., Winchester, VA 22601. Please address cover letter to the Dr. Doug Enders.
Review of applications will begin immediately and continue until the best qualified candidate is selected. Shenandoah University reserves the right to hire based on a contingency in alignment with budgetary guidelines. Shenandoah University supports and encourages diversity in the workplace. Minorities are encouraged to apply. EOE.
Full-Time Faculty, Arts & Communications
Institution: LIM College – Where Business Meets Fashion
Location: New York, NY
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/22/2009
Application Due: Open Until Filled
Type: Full Time
LIM College - Where Business Meets Fashion, is currently seeking a full-time faculty member in the Department of Arts & Communications
Job Duties include but are not limited to:
-Teach 3-4 courses per semester, primarily in composition
-Stay current with innovative teaching methods
-Contribute to the profession through research, consulting, presentations, and/or publications
-Hold regular office hours weekly
-Work closely with students outside of the classroom as a faculty mentor
-Assist the Department Chair in course and program assessment as well as curriculum development
-Assist the Department Chair and other faculty in norming core courses
-Conduct observations of faculty as assigned by Chair
-Work closely with other faculty as a mentor and resource
-Serve on the Faculty Council and standing committees
-Contribute to college-wide programs such as Open House and internship visits
-Work with the Department Chair and faculty peers to set and achieve scholarship goals
-Actively participate, through presentations, in relevant conferences annually
-Actively engage with the field through relevant association memberships
Requirements: The person selected will have the following qualifications:
Minimum Required Qualifications:
-Ph.D in one of the following fields: Rhetoric & Composition, English/American Literature, Comparative Literature
-Evidence of excellent college teaching record
-Scholarship activity
-Ability to compose, evaluate, and assess composition course materials
General Preferred Qualifications:
-Ph.D. in Rhetoric & Composition
-Experience teaching in the distance learning format
-Scholarship in Rhetoric & Composition
-Familiarity with Writing Across the Curriculum (WAC)
Interested candidates are required to submit a cover letter explaining your interest and abilities along with a curriculum vitae/resume highlighting your qualifications.
All qualified applicants will be contacted upon receipt and review of the application materials.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: David K. McNichol
Director of Human Resources
LIM College – Where Business Meets Fashion
12 East 53rd Street
New York, NY 10022
Fax: 212-750-3547
Online App. Form: http://www.limcollege.edu
Email Address: hrfulltimefaculty@limcollege.edu
Posted by David at 07:59 0 comments
71.4
Assistant Professor of Rhetoric and Professional Writing
Institution: University of Hartford
Location: West Hartford, CT
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/22/2009
Application Due: 10/30/2009
Type: Full Time
Tenure-track, Assistant Professor in the Department of Rhetoric and Professional Writing at the University of Hartford (September 2010). The department administers both a first-year writing program and an undergraduate degree program in Rhetoric and Professional Writing. Areas of specialization: first-year writing, rhetorical theory, and professional writing; other possible interests: environmental rhetoric, medical/science writing, new media writing, and computer-mediated instruction. Requirements include a Ph.D. degree (or near completion) plus evidence of successful teaching and scholarly
potential.
The 3/3 teaching load will include at least one section of first-year writing and at least one 200- to 400-level course per term. Candidates will be expected to excel at teaching,
pursue scholarship, and provide departmental/collegiate service. For further information, go to http://uhaweb.hartford.edu/RPW/ and www.hartford.edu.
The University of Hartford is an open and welcoming community, which values diversity in all its forms. In addition, the University aspires to have its faculty and staff reflect the rich diversity of its student body and the Hartford region. Candidates committed to working with diverse populations and conversant in multicultural issues are encouraged to apply.
Applicants should send a cover letter, curriculum vitae, graduate transcripts, dissertation abstract, and three letters of recommendation to Dr. Donald Jones, Chair, Department of Rhetoric and Professional Writing, Auerbach Hall, University of Hartford, 200 Bloomfield Avenue, West Hartford, CT 06117. Writing samples and teaching portfolios only upon later request. Application deadline: October 30, 2009. Members of under-represented groups are encouraged to apply. EEO/AA/M/F/D/V.
Posted by David at 07:59 0 comments
71.3
Assistant Professor of English - Rhetoric and Composition
Institution: Shepherd University
Location: Shepherdstown, WV
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/23/2009
Application Due: Open Until Filled
Type: Full Time
Assistant Professor of English - Rhetoric and Composition, Shepherd University.
For details and to apply, go to https://jobs.shepherd.edu.
EOE.
Application Information
Contact: Shepherd University
Phone: 304-876-5328
Fax: 304-876-5197
Online App. Form: https://jobs.shepherd.edu
71.1
Assistant Director, Writing Resources - Academic Resource Center
Institution: Tufts University
Location: Medford, MA
Category:
Admin - Curriculum Design
Admin - Publications and Editing
Posted: 09/21/2009
Type: Full Time
The Academic Resource Center seeks an individual with excellent skills in writing, editing, and public speaking for a variety of purposes and audiences, including students, faculty, staff, and student employees to fill its available position of Assistant Director, Writing Resources. The Academic Resource Center (ARC) provides programs, services, and resources to enhance student academic success and retain a diverse student body. Comprising three components - Disabilities Services, Writing Resources, and Academic Resources - , the ARC provides services and arranges accommodations for students with disabilities, and provides workshops, tutoring, and other forms of collaborative learning to help students become effective and independent learners. ARC also serves faculty wishing to make their courses more accessible for students with learning differences or seeking to improve student writing and speaking skills.
The Assistant Director, Writing Resources is responsible for overseeing Writing Resources, which provides services, programs, and resources to improve writing skills and instruction in writing across the undergraduate curriculum. The Assistant Director, Writing Resources will be responsible for:
Managing the Graduate Writing Program, the Writing Fellows Program, the Public Speaking Program, and other special programs to improve the communication skills of undergraduate and graduate students;
Conducting effective promotion of Writing Resources by: expanding online presence and resources; creating and preparing promotional materials, including brochures, news releases, mass emails and other electronic announcements, and advertisements; organizing events and maintaining positive collaborative relations with other departments, offices, and programs across the university;
Identifying new research in the field of writing pedagogy, teaching writing to different populations, writing center theory, writing and anxiety, writing and disability, etc.;
Designing and leading workshops for students and faculty on a variety of topics including: writing for special purposes, preventing writer's block, creating writing assignments, responding to student writing, teaching international students, etc.;
Providing individualized writing assistance to students too complex for peer tutors;
Developing, coordinating, and conducting training for writing tutors;
Teaching the fall semester training course for new writing tutors.
Basic Requirements:
Master's degree
Minimum of two (2) years of related experience
Proficiency in the Microsoft Word software program
Excellent written and oral communication skills
Preferred Qualifications: An Advanced degree in English, Composition and Rhetoric, or related field is strongly preferred. Supervisory experience in a Writing Center, Writing Program, or Learning Resources Center is also preferred. Two plus (2+) years of experience teaching at the college level or two plus (2+) years of experience as a writing tutor at the college level is highly desirable. Training or experience in Teaching English as a Foreign Language is a strong plus.
Special Work Schedule Requirements: Occasional evenings and weekends may be required.
71.0
Composition and Professional Writing Faculty Position
Learn More about this Employer in their Profile
Save to your Organizer
Email to a Friend
Print-friendly version
Institution: Shenandoah University
Location: Winchester, VA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/21/2009
Application Due: Open Until Filled
Type: Full Time
The Writing Program at Shenandoah University invites applications for a full-time, career contract, open-rank position in composition and professional writing to begin in August 2010. A Ph.D. in Composition and Rhetoric or English or related discipline is required. The successful candidate will teach ENG 101, the required first-year composition course, and be responsible for developing and teaching technical writing courses. Strong preference will be given to candidates with demonstrated knowledge of and experience in medical professional writing and writing across the curriculum. Consideration will also be given to candidates who show potential as participants in the university's required "Going Global" first-year seminar.
Teaching is recognized as the most important faculty activity at Shenandoah University, and we seek faculty members who focus on individual student learning styles and motivations. Academic service, most notably student mentoring, and scholarship are also expected to fulfill position requirements. We encourage applicants to visit www.su.edu for more details about our university.
Complete applications will include a cover letter outlining teaching philosophy and service and scholarship interests, evidence of teaching effectiveness, c.v., official transcripts upon hire, and three letters of recommendation. Send applications to: Office of Human Resources-Composition and Professional Writing, Shenandoah University, 1460 University Dr., Winchester, VA 22601. Please address cover letter to the Dr. Doug Enders.
Review of applications will begin immediately and continue until the best qualified candidate is selected. Shenandoah University reserves the right to hire based on a contingency in alignment with budgetary guidelines. Shenandoah University supports and encourages diversity in the workplace. Minorities are encouraged to apply. EOE.
Saturday, September 19, 2009
70. RSA Panel Proposal: Modern Rhetorical Theory (Challenges to the Borders of the Field)
Chair and Respondent:
David Beard, UM Duluth, dbeard@d.umn.edu
Presenters:
John Logie, UM Twin Cities, logie@umn.edu
Mark Huglen, UM Crookston, mhuglen@umn.edu
Joe Erickson, Bowling Green State University, jjerick@bgsu.edu
Eden Leone, Bowling Green State University, eleone@bgsu.edu
David Beard, UM Duluth, dbeard@d.umn.edu
David Gore, UM Duluth, dgore@d.umn.edu
In October 2009, two dozen scholars got together at the University of Minnesota (sponsored by the UM-Duluth Departments of Writing and Communication through funding by the Institute for Advanced Study) for a colloquium on the contours of Modern Rhetoric. Some of those scholars are participating in the Supersession on Rhetoric and Modernism elsewhere on the RSA calendar. The scholars on this panel represent another subset of those scholars interested in the issues of border crossing in modern rhetorical studies.
Modern rhetorical studies is characterized by the tension between the Classical tradition (for example, in the Cornell School, in Corbett, and even in Kenneth Burke) and contemporary theory. There is widespread insistence that new technologies, new revelations in the human and physical sciences, and the changing, industrialized society requires other resources for rhetorical theory.
• We see this in I. A. Richards' turn to contemporary psychology and philosophy of language.
• We see this in Burke's embrace of Freud and of Marx.
• We see this in Communication's embrace of General Semantics and the Communications Movement.
• We see this in Composition's embrace of linguistics (and General Semantics, too).
• We see this in the tensions between literary rhetoric and classical rhetoric in Wayne Booth.
And these anecdotal examples are merely the best known, the most visible examples of impulses to revise or revisit or transgress the borders that typified rhetorical studies when unified under the classical tradition.
Short Paper Presentations as Follows:
"A/B/C/D/E/F . . . (Aristotle, Burke, Chaim, Deliberative, Epideictic, Forensic)”
John Logie, UM Twin Cities, logie@umn.edu
Research into the rhetoric of online social question and answer sites (examples include Yahoo! Answers and Metafilter) initially demonstrated that all of the questions submitted to these sites were readily reducible to a generalized adaptation of Aristotle’s three species of rhetoric: deliberative, epideictic, and forensic. This application of Aristotelian rhetoric to contemporary online discourse proved helpful, but ultimately inadequate to the task of analyzing and interpreting the rich social interactions found in these sites. A re-envisioning of Aristotle’s species informed by the theoretical attention indirectly or arguably non-persuasive rhetorical exchanges offers a sharpened sense of not only what is happening in online spaces, but also what we mean (or should mean) when we discuss the “difficult third case” of epideictic rhetoric. Both Kenneth Burke’s “identification” and Chaim Perelman & Olbrechts-Tyteca’s “adherence” underscore the importance of rhetorics directed at identifying, sharing, and stabilizing values and qualitative judgments. The embedded critique of Aristotle’s thin treatment of epideictic rhetoric in both Burke and Perelman & Olbrechts-Tyteca’s new rhetorics offer a strong foundation for rhetorical critics now crossing the borders between the terrestrial and the increasingly social virtual landscapes.
"Rhetoric and/or Persuasion: An examination of persuasion as one of rhetoric's effects and as a field of inquiry on its own, with an eye toward the Human Relations perspective"
Mark Huglen, UM Crookston, mhuglen@umn.edu
Persuasion is a term under torsion in modern rhetorical studies. It is at once an effect of rhetorical practice, and so properly understood as a subset of rhetorical studies as understood within the classical tradition. At the same time, it has been a phenomenon under intense scrutiny from other, social scientific disciplines. This paper examines that torsion and the effect that it has had on pedagogy in persuasion courses in communication studies, before offering a Human Relations perspective, derived from Kenneth Burke, as a way to navigate these border disputes in rhetorical studies.
"Holding it all Together: The rhetorical potential of the network to link a fragmented field"
Joe Erickson, BGSU, jjerick@bgsu.edu
Since Albert Kitzhaber’s 1963 CCCCs keynote address, in which he rebuked the field of rhetoric and composition for valuing informal, practitioner-based knowledge rather than empirical, science based research, the field has embarked on what Stephen North refers to as a metaphorical “land rush” on empirical knowledge production. The move away from practitioner “lore” toward empirical knowledge eventually splintered along different methodological lines, though, resulting in decades of strife in the field about what should be considered disciplinary sanctioned knowledge. Many see the field’s lack of methodological coherence as a potential source of its ultimate demise; a field must have a fundamental knowledge base if it will hold together. Synthesizing discussions in actor-network theory and disciplinary identity construction, my paper will argue that disciplinary strife can itself serve as a cohering disciplinary foundation. I will illustrate my argument by connecting this discussion with recent scholarship on the rhetorical work that departmental websites, as a network, might play in modeling a stable, multimodal disciplinary identity.
"Rhetorical Studies and Popular Culture: The role of rhetoric in popular detective fiction and the pedagogy of persuasion"
Eden Leone, BGSU, eleone@bgsu.edu
Tensions between "cultural studies" and "rhetorical studies" have been resolved, in a limited way, at the theoretical level through the creation of journals like Critical and Cultural Studies (published by the NCA). Cultural Studies, as a body of theory is legitimated as a field of study on its own, alongside rhetorical studies. We have yet to think through these borderlands, however, as we think through what it means to do genuine rhetorical criticism of popular culture texts. In my paper, I will offer an initial foray into such criticism by analyzing the role of rhetoric in popular detective fiction. Finally, I will argue that the narrative, logical, and rhetorical tactics that are commonly found in popular detective fiction can be helpful pedagogical tools for introducing challenging rhetorical concepts to novice writers.
“Modernity and Religion: Rhetoric negotiates the border between church and state, and faith and reason”
David Gore, UM Duluth, dgore@d.umn.edu
Hobbes redefined the religious problem as a political problem. But somehow this did not free us from the bondage of irrational fears. We have also not escaped the need for belief. Smith and Hume have realized that we all must depend on faith. The problem with religion, for Smith and Hume, is that it grasps at knowledge that it is not possible to for man to have. But: none of this is a refutation of revelation. It is a turn toward studying man and the nature of man (the realm of rhetoric) instead of God and the nature of God. The turn to the modern may recenter rhetoric among ways of knowing, but it it does little to help us understand the place of religious knowledge among the other forms of knowledge; this paper articulates that absence, even if it cannot fill the lack.
“Reinventing Rhetoric in the 20th (and 21st) Centuries: Synthetic comments with reference to the work of I. A. Richards
David Beard, UM Duluth, dbeard@d.umn.edu
This panel has exemplified the problematic of rhetorical studies in the accelerating context of change since 1900. In many ways, I. A. Richards serves as an instructive anecdote to this work. Richards drew both from the classical tradition as well as from contemporary psychology and philosophy of language. Yet, as a beginning teacher at Magdalene College, he was denied a salary and forced to collect tuition at the door. Only years into his career would he finally achieve recognition for the value of his work. As we start the 21st century, we see rhetorical studies, drawing from both the classical tradition and contemporary theory, achieving that recognition.
Chair and Respondent:
David Beard, UM Duluth, dbeard@d.umn.edu
Presenters:
John Logie, UM Twin Cities, logie@umn.edu
Mark Huglen, UM Crookston, mhuglen@umn.edu
Joe Erickson, Bowling Green State University, jjerick@bgsu.edu
Eden Leone, Bowling Green State University, eleone@bgsu.edu
David Beard, UM Duluth, dbeard@d.umn.edu
David Gore, UM Duluth, dgore@d.umn.edu
In October 2009, two dozen scholars got together at the University of Minnesota (sponsored by the UM-Duluth Departments of Writing and Communication through funding by the Institute for Advanced Study) for a colloquium on the contours of Modern Rhetoric. Some of those scholars are participating in the Supersession on Rhetoric and Modernism elsewhere on the RSA calendar. The scholars on this panel represent another subset of those scholars interested in the issues of border crossing in modern rhetorical studies.
Modern rhetorical studies is characterized by the tension between the Classical tradition (for example, in the Cornell School, in Corbett, and even in Kenneth Burke) and contemporary theory. There is widespread insistence that new technologies, new revelations in the human and physical sciences, and the changing, industrialized society requires other resources for rhetorical theory.
• We see this in I. A. Richards' turn to contemporary psychology and philosophy of language.
• We see this in Burke's embrace of Freud and of Marx.
• We see this in Communication's embrace of General Semantics and the Communications Movement.
• We see this in Composition's embrace of linguistics (and General Semantics, too).
• We see this in the tensions between literary rhetoric and classical rhetoric in Wayne Booth.
And these anecdotal examples are merely the best known, the most visible examples of impulses to revise or revisit or transgress the borders that typified rhetorical studies when unified under the classical tradition.
Short Paper Presentations as Follows:
"A/B/C/D/E/F . . . (Aristotle, Burke, Chaim, Deliberative, Epideictic, Forensic)”
John Logie, UM Twin Cities, logie@umn.edu
Research into the rhetoric of online social question and answer sites (examples include Yahoo! Answers and Metafilter) initially demonstrated that all of the questions submitted to these sites were readily reducible to a generalized adaptation of Aristotle’s three species of rhetoric: deliberative, epideictic, and forensic. This application of Aristotelian rhetoric to contemporary online discourse proved helpful, but ultimately inadequate to the task of analyzing and interpreting the rich social interactions found in these sites. A re-envisioning of Aristotle’s species informed by the theoretical attention indirectly or arguably non-persuasive rhetorical exchanges offers a sharpened sense of not only what is happening in online spaces, but also what we mean (or should mean) when we discuss the “difficult third case” of epideictic rhetoric. Both Kenneth Burke’s “identification” and Chaim Perelman & Olbrechts-Tyteca’s “adherence” underscore the importance of rhetorics directed at identifying, sharing, and stabilizing values and qualitative judgments. The embedded critique of Aristotle’s thin treatment of epideictic rhetoric in both Burke and Perelman & Olbrechts-Tyteca’s new rhetorics offer a strong foundation for rhetorical critics now crossing the borders between the terrestrial and the increasingly social virtual landscapes.
"Rhetoric and/or Persuasion: An examination of persuasion as one of rhetoric's effects and as a field of inquiry on its own, with an eye toward the Human Relations perspective"
Mark Huglen, UM Crookston, mhuglen@umn.edu
Persuasion is a term under torsion in modern rhetorical studies. It is at once an effect of rhetorical practice, and so properly understood as a subset of rhetorical studies as understood within the classical tradition. At the same time, it has been a phenomenon under intense scrutiny from other, social scientific disciplines. This paper examines that torsion and the effect that it has had on pedagogy in persuasion courses in communication studies, before offering a Human Relations perspective, derived from Kenneth Burke, as a way to navigate these border disputes in rhetorical studies.
"Holding it all Together: The rhetorical potential of the network to link a fragmented field"
Joe Erickson, BGSU, jjerick@bgsu.edu
Since Albert Kitzhaber’s 1963 CCCCs keynote address, in which he rebuked the field of rhetoric and composition for valuing informal, practitioner-based knowledge rather than empirical, science based research, the field has embarked on what Stephen North refers to as a metaphorical “land rush” on empirical knowledge production. The move away from practitioner “lore” toward empirical knowledge eventually splintered along different methodological lines, though, resulting in decades of strife in the field about what should be considered disciplinary sanctioned knowledge. Many see the field’s lack of methodological coherence as a potential source of its ultimate demise; a field must have a fundamental knowledge base if it will hold together. Synthesizing discussions in actor-network theory and disciplinary identity construction, my paper will argue that disciplinary strife can itself serve as a cohering disciplinary foundation. I will illustrate my argument by connecting this discussion with recent scholarship on the rhetorical work that departmental websites, as a network, might play in modeling a stable, multimodal disciplinary identity.
"Rhetorical Studies and Popular Culture: The role of rhetoric in popular detective fiction and the pedagogy of persuasion"
Eden Leone, BGSU, eleone@bgsu.edu
Tensions between "cultural studies" and "rhetorical studies" have been resolved, in a limited way, at the theoretical level through the creation of journals like Critical and Cultural Studies (published by the NCA). Cultural Studies, as a body of theory is legitimated as a field of study on its own, alongside rhetorical studies. We have yet to think through these borderlands, however, as we think through what it means to do genuine rhetorical criticism of popular culture texts. In my paper, I will offer an initial foray into such criticism by analyzing the role of rhetoric in popular detective fiction. Finally, I will argue that the narrative, logical, and rhetorical tactics that are commonly found in popular detective fiction can be helpful pedagogical tools for introducing challenging rhetorical concepts to novice writers.
“Modernity and Religion: Rhetoric negotiates the border between church and state, and faith and reason”
David Gore, UM Duluth, dgore@d.umn.edu
Hobbes redefined the religious problem as a political problem. But somehow this did not free us from the bondage of irrational fears. We have also not escaped the need for belief. Smith and Hume have realized that we all must depend on faith. The problem with religion, for Smith and Hume, is that it grasps at knowledge that it is not possible to for man to have. But: none of this is a refutation of revelation. It is a turn toward studying man and the nature of man (the realm of rhetoric) instead of God and the nature of God. The turn to the modern may recenter rhetoric among ways of knowing, but it it does little to help us understand the place of religious knowledge among the other forms of knowledge; this paper articulates that absence, even if it cannot fill the lack.
“Reinventing Rhetoric in the 20th (and 21st) Centuries: Synthetic comments with reference to the work of I. A. Richards
David Beard, UM Duluth, dbeard@d.umn.edu
This panel has exemplified the problematic of rhetorical studies in the accelerating context of change since 1900. In many ways, I. A. Richards serves as an instructive anecdote to this work. Richards drew both from the classical tradition as well as from contemporary psychology and philosophy of language. Yet, as a beginning teacher at Magdalene College, he was denied a salary and forced to collect tuition at the door. Only years into his career would he finally achieve recognition for the value of his work. As we start the 21st century, we see rhetorical studies, drawing from both the classical tradition and contemporary theory, achieving that recognition.
69. RSA Supersession Proposal
SUPERSESSION PROPOSAL
Rethinking Modernity and Modernism for Rhetorical Studies
Coordinator: David Beard (UM-Duluth)(dbeard@d.umn.edu)
Presenters (40 minutes):
The Writing Studies Perspective (20 minutes):
• Debra Hawhee, PSU & Richard Graff, UM-TC
• Marguerite Helmers, UW-Oshkosh
The Communication Studies Perspective (20 minutes):
• William Keith, UW-Milwaukee
• James Aune, TAMU
Counter-Points (15 minutes):
• Michael Pfau, UM-Duluth (Political Theory, Rhetoric and Modernism)
• Joshua Gunn, U-TX (Critical Theory, Rhetoric and Modernism)
Respondent (10 minutes):
• Pat Gehrke, U-South Carolina
Discussants (Participants in the Modernism/Modernity & Rhetoric Colloquium, 2009)
• Elizabeth Nelson, UM-Duluth
• Tyler Buckley, UW-Milwaukee
• David Gore, UM-Duluth
• Eden Leone, BGSU
• Joe Erickson, BGSU
• Gina Ercolini, PSU
• Mark Huglen, UM-Crookston
• John Logie, UM-TC
(Discussants will not present at the SuperSession, but will be present to participate in the discussion and advance work on the relationship between rhetoric and modernism)
Goal: This panel offers a provocative selection of position papers and an innovative interactive session for the rethinking of the terms “Modernity” and “Modernism” for rhetorical studies across the disciplinary divide between composition and communication.
Context:
Rhetorical studies, as an interdisciplinary enterprise between Communication and Composition faculty, can be envisioned as a kind of three-legged stool.
• We build our work on the classical tradition.
• We respond to contemporary (postmodern) pressures common to the humanities in the university.
• We have our own histories as a modern, 20th century interdiscipline.
This panel builds on the substantial scholarship in the first two areas (reflections on the classical tradition and the postmodern response in rhetorical studies) to bring the third leg of the stool to the lathe: reflection on rhetoric’s place as a modern enterprise.
Major contact points across the disciplines that constitute rhetorical studies (the Prospect of Rhetoric volume to arise from Wingspread, the Rhetorical Hermeneutics volume by Gross and Keith, the Viability of the Rhetorical Tradition volume by Graff, Atwill and Walzer, and the ARS conference in Evanston, among others) have yielded opportunities to rethink our common intellectual projects. We have responded, collectively, to the postmodern theories (critical theory, cultural studies and post-structural thought). And we have found a common tradition of value in our classical antecedents.
Nonetheless: while we have histories of rhetorical studies in the modern era (Thomas Miller, Nan Johnson, William Keith, Robert Connors), these histories recover much of the material history of rhetorical studies in the modern period without an emphasis on a nuanced grasp of the tensions between rhetorical studies and the sociology and philosophy of modernity. A shared, common articulation of rhetorical studies under the conditions of modernity has not yet been developed across the interdisciplinary divide that separates communication and composition.
Project: This Supersession proposal continues a collaborative dialogue as an attempt to define rhetorical studies under the conditions of modernity. The dialogue begins at a colloquium in Minneapolis in October 2009, where the participants address this question in an intensive two-day event. That dialogue brings rhetorical studies into productive conversation with social theorists (Anthony Giddens, Bruno Latour), philosophers (Berman, Toulmin), art historians (Christine Buci-Glucksmann, Mark Jarzombek) and literary critics (Astradur Eysteinsson, Vassiliki Kolocotroni) who find modernity to be a useful lens for critical work while recognizing the polysemy of the term. Part of the work of the Supersession is to clarify what is meant by “modern” rhetorical theory, pedagogy and practice.
Questions about this proposal should be directed to:
David Beard (dbeard@d.umn.edu)
SUPERSESSION PROPOSAL
Rethinking Modernity and Modernism for Rhetorical Studies
Coordinator: David Beard (UM-Duluth)(dbeard@d.umn.edu)
Presenters (40 minutes):
The Writing Studies Perspective (20 minutes):
• Debra Hawhee, PSU & Richard Graff, UM-TC
• Marguerite Helmers, UW-Oshkosh
The Communication Studies Perspective (20 minutes):
• William Keith, UW-Milwaukee
• James Aune, TAMU
Counter-Points (15 minutes):
• Michael Pfau, UM-Duluth (Political Theory, Rhetoric and Modernism)
• Joshua Gunn, U-TX (Critical Theory, Rhetoric and Modernism)
Respondent (10 minutes):
• Pat Gehrke, U-South Carolina
Discussants (Participants in the Modernism/Modernity & Rhetoric Colloquium, 2009)
• Elizabeth Nelson, UM-Duluth
• Tyler Buckley, UW-Milwaukee
• David Gore, UM-Duluth
• Eden Leone, BGSU
• Joe Erickson, BGSU
• Gina Ercolini, PSU
• Mark Huglen, UM-Crookston
• John Logie, UM-TC
(Discussants will not present at the SuperSession, but will be present to participate in the discussion and advance work on the relationship between rhetoric and modernism)
Goal: This panel offers a provocative selection of position papers and an innovative interactive session for the rethinking of the terms “Modernity” and “Modernism” for rhetorical studies across the disciplinary divide between composition and communication.
Context:
Rhetorical studies, as an interdisciplinary enterprise between Communication and Composition faculty, can be envisioned as a kind of three-legged stool.
• We build our work on the classical tradition.
• We respond to contemporary (postmodern) pressures common to the humanities in the university.
• We have our own histories as a modern, 20th century interdiscipline.
This panel builds on the substantial scholarship in the first two areas (reflections on the classical tradition and the postmodern response in rhetorical studies) to bring the third leg of the stool to the lathe: reflection on rhetoric’s place as a modern enterprise.
Major contact points across the disciplines that constitute rhetorical studies (the Prospect of Rhetoric volume to arise from Wingspread, the Rhetorical Hermeneutics volume by Gross and Keith, the Viability of the Rhetorical Tradition volume by Graff, Atwill and Walzer, and the ARS conference in Evanston, among others) have yielded opportunities to rethink our common intellectual projects. We have responded, collectively, to the postmodern theories (critical theory, cultural studies and post-structural thought). And we have found a common tradition of value in our classical antecedents.
Nonetheless: while we have histories of rhetorical studies in the modern era (Thomas Miller, Nan Johnson, William Keith, Robert Connors), these histories recover much of the material history of rhetorical studies in the modern period without an emphasis on a nuanced grasp of the tensions between rhetorical studies and the sociology and philosophy of modernity. A shared, common articulation of rhetorical studies under the conditions of modernity has not yet been developed across the interdisciplinary divide that separates communication and composition.
Project: This Supersession proposal continues a collaborative dialogue as an attempt to define rhetorical studies under the conditions of modernity. The dialogue begins at a colloquium in Minneapolis in October 2009, where the participants address this question in an intensive two-day event. That dialogue brings rhetorical studies into productive conversation with social theorists (Anthony Giddens, Bruno Latour), philosophers (Berman, Toulmin), art historians (Christine Buci-Glucksmann, Mark Jarzombek) and literary critics (Astradur Eysteinsson, Vassiliki Kolocotroni) who find modernity to be a useful lens for critical work while recognizing the polysemy of the term. Part of the work of the Supersession is to clarify what is meant by “modern” rhetorical theory, pedagogy and practice.
Questions about this proposal should be directed to:
David Beard (dbeard@d.umn.edu)
67.6
Tenure Track Faculty, English
Learn More about this Employer in their Profile
Save to your Organizer
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Institution: Cuyahoga Community College
Location: Cleveland, OH
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/18/2009
Application Due: 10/16/2009
Type: Full Time
Position Description:
In this full-time tenured faculty role, you will teach a full range of courses including: development, technical writing, composition, and literature. This position will begin August (Fall) 2010 and continue throughout the academic year consisting of 36 weeks (Fall and Spring Semester).
There are two open positions: one at the Metro Campus (downtown) and one at the Western Campus extension (located in Westlake).
Position Requirements:
* Master's degree in English or Composition/Rhetoric or Master's degree with at least 18 graduate hours in English
* Preference given to those with previous experience teaching developmental education English courses
Company Overview: Cuyahoga Community College (Tri-C) is proud to be Ohio's first and largest community college. Each year more than 55,000 credit and non-credit students take courses at our three traditional campuses, two Corporate College locations, 50+ off-campus sites and via television and the Internet. Offering more than 1,000 credit courses in more than 70 career, certificate and university transfer programs, we are a highly respected academic institution and a member of the League for Innovation in the Community College.
Response Information: We offer a competitive salary and comprehensive benefits package. To view complete job posting and apply online, visit our Web site at: www.tri-c.edu/employment. Cuyahoga Community College is committed to attaining excellence through the recruitment and retention of a diverse workforce. EOE
Key Words: English, Education, Higher Education, Education, College, University, Community College, Cuyahoga County, Cleveland, OH, Ohio
Application Information
Contact: Staffing - Human Resources
Cuyahoga Community College
Fax: 216-987-4799
Online App. Form: https://careers.tri-c.edu
Tenure Track Faculty, English
Learn More about this Employer in their Profile
Save to your Organizer
Email to a Friend
Print-friendly version
Institution: Cuyahoga Community College
Location: Cleveland, OH
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/18/2009
Application Due: 10/16/2009
Type: Full Time
Position Description:
In this full-time tenured faculty role, you will teach a full range of courses including: development, technical writing, composition, and literature. This position will begin August (Fall) 2010 and continue throughout the academic year consisting of 36 weeks (Fall and Spring Semester).
There are two open positions: one at the Metro Campus (downtown) and one at the Western Campus extension (located in Westlake).
Position Requirements:
* Master's degree in English or Composition/Rhetoric or Master's degree with at least 18 graduate hours in English
* Preference given to those with previous experience teaching developmental education English courses
Company Overview: Cuyahoga Community College (Tri-C) is proud to be Ohio's first and largest community college. Each year more than 55,000 credit and non-credit students take courses at our three traditional campuses, two Corporate College locations, 50+ off-campus sites and via television and the Internet. Offering more than 1,000 credit courses in more than 70 career, certificate and university transfer programs, we are a highly respected academic institution and a member of the League for Innovation in the Community College.
Response Information: We offer a competitive salary and comprehensive benefits package. To view complete job posting and apply online, visit our Web site at: www.tri-c.edu/employment. Cuyahoga Community College is committed to attaining excellence through the recruitment and retention of a diverse workforce. EOE
Key Words: English, Education, Higher Education, Education, College, University, Community College, Cuyahoga County, Cleveland, OH, Ohio
Application Information
Contact: Staffing - Human Resources
Cuyahoga Community College
Fax: 216-987-4799
Online App. Form: https://careers.tri-c.edu
68 TOC
Pub: KRITIKE 3.1 (2009).
by Richard L. W. Clarke
Featured Essay:
The Dialectics of Power, Rights, and Responsibility by Ranhilio Callangan Aquino
Articles:
Eroticizing Marx, Revolutionizing Freud: Marcuse’s Psychoanalytic Turn by Jeffry V. Ocay
The Gewirthian Principle of Generic Consistency as a Foundation for Human Fulfillment: Unveiling a Rational Path for Moral and Political Hope by Robert A. Montaña
The Notions of the Human Person and Human Dignity in Aquinas and Wojtyla by Jove Jim S. Aguas
Order: Divine Principle Of Excellence or Perfect Death for Living Beings by Wendy C. Hamblet
Negative Happiness by Adam Barkman
Plato: White and Non-white Love by Amo Sulaiman
Was Freud, at Heart, a Realistic Romantic? by Kathleen O’Dwyer
Truth, Art, and the “New Sensuousness”: Understanding Heidegger’s Metaphysical Reading of Nietzsche by James Magrini
The Death of God and Philosophy’s Untimely Gospel by Virgilio Aquino Rivas
A Pragmatic Justification of Deduction by Melanie Rosen
Yes to Realism! No to Non-naturalism by Ulysses T. Araña
Denkbilder:
Reading and Accounts by Frederic Will
Dreaming with a Hammer: On Critical Theory in the Philippines (A Philosophical Fiction) by F. P. A. Demeterio
Download the issue here: http://www.kritike.org/current_issue.html.
Pub: KRITIKE 3.1 (2009).
by Richard L. W. Clarke
Featured Essay:
The Dialectics of Power, Rights, and Responsibility by Ranhilio Callangan Aquino
Articles:
Eroticizing Marx, Revolutionizing Freud: Marcuse’s Psychoanalytic Turn by Jeffry V. Ocay
The Gewirthian Principle of Generic Consistency as a Foundation for Human Fulfillment: Unveiling a Rational Path for Moral and Political Hope by Robert A. Montaña
The Notions of the Human Person and Human Dignity in Aquinas and Wojtyla by Jove Jim S. Aguas
Order: Divine Principle Of Excellence or Perfect Death for Living Beings by Wendy C. Hamblet
Negative Happiness by Adam Barkman
Plato: White and Non-white Love by Amo Sulaiman
Was Freud, at Heart, a Realistic Romantic? by Kathleen O’Dwyer
Truth, Art, and the “New Sensuousness”: Understanding Heidegger’s Metaphysical Reading of Nietzsche by James Magrini
The Death of God and Philosophy’s Untimely Gospel by Virgilio Aquino Rivas
A Pragmatic Justification of Deduction by Melanie Rosen
Yes to Realism! No to Non-naturalism by Ulysses T. Araña
Denkbilder:
Reading and Accounts by Frederic Will
Dreaming with a Hammer: On Critical Theory in the Philippines (A Philosophical Fiction) by F. P. A. Demeterio
Download the issue here: http://www.kritike.org/current_issue.html.
Thursday, September 17, 2009
67.5 Three Jobs
Assistant Professor, Writing
Loyola College In Maryland
State/Region: MD
Posted: 09/16/09
http://www.higheredjobs.com/details.cfm?JobCode=175391232
Assistant Professor - Composition and Rhetoric(#0557)
Western Carolina University
State/Region: NC
Posted: 09/16/09
http://www.higheredjobs.com/details.cfm?JobCode=175391172
NTT Lecturer of Writing and Linguistics #56690
Georgia Southern University
State/Region: GA
Posted: 09/16/09
http://www.higheredjobs.com/details.cfm?JobCode=175391114
Assistant Professor, Writing
Loyola College In Maryland
State/Region: MD
Posted: 09/16/09
http://www.higheredjobs.com/details.cfm?JobCode=175391232
Assistant Professor - Composition and Rhetoric(#0557)
Western Carolina University
State/Region: NC
Posted: 09/16/09
http://www.higheredjobs.com/details.cfm?JobCode=175391172
NTT Lecturer of Writing and Linguistics #56690
Georgia Southern University
State/Region: GA
Posted: 09/16/09
http://www.higheredjobs.com/details.cfm?JobCode=175391114
Tuesday, September 15, 2009
67.4
The Department of Communication at Indiana University-Purdue University Fort Wayne (IPFW) seeks an Assistant Professor of Rhetoric to teach undergraduate and graduate courses in rhetorical theory and criticism with specialization in media studies, political communication, health communication and public advocacy beginning August 2010. The successful candidate will demonstrate a commitment to and expertise in teaching and research and will hold a doctorate in Communication by the start of employment.
The Department and University are committed to providing inclusive educational experiences for our urban and regional constituents. The Department has thriving undergraduate and masters programs and a collegial and professionally active faculty. Current faculty members teach and do research in the following areas: interpersonal, organizational, intercultural, race and gender, communication education, cultural studies, rhetoric, media and legal communication.
The Department affirms diversity. Additional information about the Department and University is available at http://www.ipfw.edu/comm
IPFW is a Master's Comprehensive I institution with 13,000 students from the city of Fort Wayne and the surrounding region. Fort Wayne is the second largest city in Indiana with about 250,000 residents. Fort Wayne offers affordable housing, multiple school systems, a diverse arts community, and excellent health care systems.
Applicants should submit a letter of application, vita, evidence of teaching effectiveness, samples of scholarship, and names and contact information for four current references to:
Dr. Dacia Charlesworth, Chairperson
Search and Screen Committee
Department of Communication
Indiana University Purdue University Fort Wayne
Fort Wayne, IN 46805-1499.
Screening will begin October 31 and continue until the position is filled. We will meet with qualified applicants at NCA. Employment is contingent on a satisfactory criminal convictions check. IPFW is an Affirmative Action/Equal Opportunity and equal access employer.
The Department of Communication at Indiana University-Purdue University Fort Wayne (IPFW) seeks an Assistant Professor of Rhetoric to teach undergraduate and graduate courses in rhetorical theory and criticism with specialization in media studies, political communication, health communication and public advocacy beginning August 2010. The successful candidate will demonstrate a commitment to and expertise in teaching and research and will hold a doctorate in Communication by the start of employment.
The Department and University are committed to providing inclusive educational experiences for our urban and regional constituents. The Department has thriving undergraduate and masters programs and a collegial and professionally active faculty. Current faculty members teach and do research in the following areas: interpersonal, organizational, intercultural, race and gender, communication education, cultural studies, rhetoric, media and legal communication.
The Department affirms diversity. Additional information about the Department and University is available at http://www.ipfw.edu/comm
IPFW is a Master's Comprehensive I institution with 13,000 students from the city of Fort Wayne and the surrounding region. Fort Wayne is the second largest city in Indiana with about 250,000 residents. Fort Wayne offers affordable housing, multiple school systems, a diverse arts community, and excellent health care systems.
Applicants should submit a letter of application, vita, evidence of teaching effectiveness, samples of scholarship, and names and contact information for four current references to:
Dr. Dacia Charlesworth, Chairperson
Search and Screen Committee
Department of Communication
Indiana University Purdue University Fort Wayne
Fort Wayne, IN 46805-1499.
Screening will begin October 31 and continue until the position is filled. We will meet with qualified applicants at NCA. Employment is contingent on a satisfactory criminal convictions check. IPFW is an Affirmative Action/Equal Opportunity and equal access employer.
67.2
Composition and Rhetoric (Tenure-Track, Assistant Professor)
Institution: Central Michigan University
Location: Mt. Pleasant, MI
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/14/2009
Type: Full Time
Tenure-track position as Assistant Professor of English beginning Fall 2010. Course load is 3/3. This position requires a Ph.D. in English by August 2010.
Expertise and ability to teach undergraduate and graduate courses in Composition and Rhetoric required. Sub-specialty areas might include creative nonfiction, rhetorical theory, the history of rhetoric, research methodology, new literacies, discourse studies, and/or feminist rhetorics. Coursework in and/or experience with Writing Program administration required. Demonstrated evidence of effective teaching and an active research program are required.
Send letter of application, curriculum vitae, writing sample, copies of transcripts, and letters of reference to:
Dr. Marcy Taylor, Chair
Department of English Language and Literature
Central Michigan University
Mount Pleasant, MI 48859
Screening of applications will begin on October 19, 2009, and continue until the position is filled.
CMU is a doctoral research university with opportunities for leadership and involvement for its entire faculty. Members from underrepresented groups are encouraged to apply.
CMU, an AA/EO institution, strongly and actively strives to increase diversity within its community (see www.cmich.edu/aaeo/).
Composition and Rhetoric (Tenure-Track, Assistant Professor)
Institution: Central Michigan University
Location: Mt. Pleasant, MI
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/14/2009
Type: Full Time
Tenure-track position as Assistant Professor of English beginning Fall 2010. Course load is 3/3. This position requires a Ph.D. in English by August 2010.
Expertise and ability to teach undergraduate and graduate courses in Composition and Rhetoric required. Sub-specialty areas might include creative nonfiction, rhetorical theory, the history of rhetoric, research methodology, new literacies, discourse studies, and/or feminist rhetorics. Coursework in and/or experience with Writing Program administration required. Demonstrated evidence of effective teaching and an active research program are required.
Send letter of application, curriculum vitae, writing sample, copies of transcripts, and letters of reference to:
Dr. Marcy Taylor, Chair
Department of English Language and Literature
Central Michigan University
Mount Pleasant, MI 48859
Screening of applications will begin on October 19, 2009, and continue until the position is filled.
CMU is a doctoral research university with opportunities for leadership and involvement for its entire faculty. Members from underrepresented groups are encouraged to apply.
CMU, an AA/EO institution, strongly and actively strives to increase diversity within its community (see www.cmich.edu/aaeo/).
67.1
Assistant Professor of Communication - Rhetoric/Mass Communication
Institution: The College of Wooster
Location: Wooster, OH
Category:
Faculty - Communications - Media & Communication Studies
Posted: 09/14/2009
Application Due: Open Until Filled
Type: Full Time
COMMUNICATION - The College of Wooster invites applications for a tenure track Assistant Professor position, specializing in rhetorical approaches to media communication, beginning fall 2010. Responsibilities include teaching courses such as Radio, Television, and Film in America; Mass Communication Processes and Effects; Visual Communication; Radio Workshop; and Communication Theory, with the opportunity for curricular development, as well as periodically teaching in the College's First-Year Seminar program and the Introduction to Communication Studies course. Position also entails advising junior and senior research projects in the College's nationally recognized Independent Study program. Some background in quantitative methods is preferred, but not essential. Ph.D. required (ABD considered).
Applicant review begins November 1, 2009 and will continue until the position is filled. Send application letter, CV, three letters of recommendation, teaching evaluations, graduate transcripts, and evidence of scholarly research and teaching excellence to: Michelle Johnson, Chair, Department of Communication, 303 E. University St., The College of Wooster, Wooster, OH 44691.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Michelle Johnson
Department of Communication
The College of Wooster
Wishart Hall
303 E. University Street
Wooster, OH 44691
Phone: 330-263-2058
Fax: 330-263-2690
Email Address: mjohnson@wooster.edu
Assistant Professor of Communication - Rhetoric/Mass Communication
Institution: The College of Wooster
Location: Wooster, OH
Category:
Faculty - Communications - Media & Communication Studies
Posted: 09/14/2009
Application Due: Open Until Filled
Type: Full Time
COMMUNICATION - The College of Wooster invites applications for a tenure track Assistant Professor position, specializing in rhetorical approaches to media communication, beginning fall 2010. Responsibilities include teaching courses such as Radio, Television, and Film in America; Mass Communication Processes and Effects; Visual Communication; Radio Workshop; and Communication Theory, with the opportunity for curricular development, as well as periodically teaching in the College's First-Year Seminar program and the Introduction to Communication Studies course. Position also entails advising junior and senior research projects in the College's nationally recognized Independent Study program. Some background in quantitative methods is preferred, but not essential. Ph.D. required (ABD considered).
Applicant review begins November 1, 2009 and will continue until the position is filled. Send application letter, CV, three letters of recommendation, teaching evaluations, graduate transcripts, and evidence of scholarly research and teaching excellence to: Michelle Johnson, Chair, Department of Communication, 303 E. University St., The College of Wooster, Wooster, OH 44691.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Michelle Johnson
Department of Communication
The College of Wooster
Wishart Hall
303 E. University Street
Wooster, OH 44691
Phone: 330-263-2058
Fax: 330-263-2690
Email Address: mjohnson@wooster.edu
66 TOC
Rhetoric Review: Volume 28 Issue 4 (http://www.informaworld.com/openurl?genre=issue&issn=0735-0198&volume=28&issue=4&uno_jumptype=alert&uno_alerttype=new_issue_alert,email) is now available online at informaworld (http://www.informaworld.com).
This new issue contains the following articles:
Articles
Translation as Rhetoric: Edward Jerningham's “Impenitence” (1800), Pages 335 - 351
Author: Claudia Carlos
DOI: 10.1080/07350190903183390
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=335&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Breathing Life into a Public Woman:Victoria Woodhull's Defense of Woman's Suffrage, Pages 352 - 369
Author: Jason Jones
DOI: 10.1080/07350190903183424
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=352&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
The Rhetorical Singularity, Pages 370 - 387
Author: Nathan Crick
DOI: 10.1080/07350190903185023
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=370&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
In[ter]vention: Locating Rhetoric's Ethos, Pages 388 - 405
Author: Judy Holiday
DOI: 10.1080/07350190903185049
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=388&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Rhetorical Cues and Cultural Clues: An Analysis of the Recommendation Letter in English Studies, Pages 406 - 424
Author: Holly H. Bruland
DOI: 10.1080/07350190903185064
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=406&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Review Essays
Roman Rhetoric: Revolution and the Greek Influence , Richard Leo Enos, Pages 425 - 430
Author: Michelle Ballif
DOI: 10.1080/07350190902959006
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=425&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Outward, Visible Propriety: Stoic Philosophy and Eighteenth-Century British Rhetorics , Lois Peters Agnew, Pages 430 - 433
Author: Paul Bator
DOI: 10.1080/07350190903185114
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=430&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
City of Rhetoric: Revitalizing the Public Sphere in Metropolitan America , David Fleming, Pages 433 - 436
Author: Richard Marback
DOI: 10.1080/07350190903185122
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=433&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Rhetoric and Democracy: Pedagogical and Political Practices , Todd F. McDorman and David M. Timmerman, eds., Pages 436 - 440
Author: David J. Tietge
DOI: 10.1080/07350190903185130
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=436&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Rhetoric Review: Volume 28 Issue 4 (http://www.informaworld.com/openurl?genre=issue&issn=0735-0198&volume=28&issue=4&uno_jumptype=alert&uno_alerttype=new_issue_alert,email) is now available online at informaworld (http://www.informaworld.com).
This new issue contains the following articles:
Articles
Translation as Rhetoric: Edward Jerningham's “Impenitence” (1800), Pages 335 - 351
Author: Claudia Carlos
DOI: 10.1080/07350190903183390
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=335&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Breathing Life into a Public Woman:Victoria Woodhull's Defense of Woman's Suffrage, Pages 352 - 369
Author: Jason Jones
DOI: 10.1080/07350190903183424
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=352&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
The Rhetorical Singularity, Pages 370 - 387
Author: Nathan Crick
DOI: 10.1080/07350190903185023
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=370&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
In[ter]vention: Locating Rhetoric's Ethos, Pages 388 - 405
Author: Judy Holiday
DOI: 10.1080/07350190903185049
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=388&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Rhetorical Cues and Cultural Clues: An Analysis of the Recommendation Letter in English Studies, Pages 406 - 424
Author: Holly H. Bruland
DOI: 10.1080/07350190903185064
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=406&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Review Essays
Roman Rhetoric: Revolution and the Greek Influence , Richard Leo Enos, Pages 425 - 430
Author: Michelle Ballif
DOI: 10.1080/07350190902959006
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=425&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Outward, Visible Propriety: Stoic Philosophy and Eighteenth-Century British Rhetorics , Lois Peters Agnew, Pages 430 - 433
Author: Paul Bator
DOI: 10.1080/07350190903185114
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=430&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
City of Rhetoric: Revitalizing the Public Sphere in Metropolitan America , David Fleming, Pages 433 - 436
Author: Richard Marback
DOI: 10.1080/07350190903185122
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=433&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Rhetoric and Democracy: Pedagogical and Political Practices , Todd F. McDorman and David M. Timmerman, eds., Pages 436 - 440
Author: David J. Tietge
DOI: 10.1080/07350190903185130
Link: http://www.informaworld.com/openurl?genre=article&issn=0735-0198&volume=28&issue=4&spage=436&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Monday, September 14, 2009
65 cfp
CFP: Things in Common: Fostering Material Culture Pedagogy, Special Issue, Winterthur Portfolio
Publication Date: 2009-10-15
Date Submitted: 2009-08-20
Announcement ID: 170127
The guest editors of this special issue of Winterthur Portfolio invite essays that engage object-based teaching and interpretation strategies in a variety of sites, including the secondary and college classroom, the museum gallery, the collection, the historic site, the national park, the archaeological dig, the library, the archive, and the World Wide Web.
Since 1974, when E. McClung Fleming published “Artifact Study: A Proposed Model,” consistently one of the most frequently downloaded articles from the Winterthur Portfolio, scholars across the disciplines have engaged the art and mystery of teaching the material worlds of the past and the present. In this current revisiting of the topic, we seek essays that examine the interplay between new research and strategies for teaching and interpreting the results of that research. For example, how does recent work in such fields as book history, transnational studies, diaspora studies, or design studies and design history affect what is taught now and how? What is the impact of the new emphasis in material culture on such topics as the materialization of memory, the nature of fakes and forgeries, the history of collecting and collecting policies, the marketplace for artifacts? How do we interpret and teach politicized objects? What are the ethical implications of teaching material culture in a time of environmental consciousness and economic downturn? How can museums enhance, with new technologies or innovative exhibit design, the educational experience of new audiences brought in by cultural tourism? The essay may be an extended analysis of one of these suggested topics or another topic of the author’s choice. It may also be a shorter description of a specific object-based project or assignment or a case study of an object-based approach. In addition, offers to review pertinent new books in the field will be welcome.
Dissertation students as well as scholars and practitioners at any phase of their professional career are invited to submit a brief expression of interest to the editors. This should outline the topic and approach and be accompanied by a short biographical statement about the proposer. Final essays will be subject to the journal’s peer review process.
Deadlines:
15 October 2009. Expressions of interest due to the editors via email
15 November 2009. Response from the editors
15 March 2010. Draft manuscripts due to the editors
Deborah Andrews
Center for Material Culture Studies
University of Delaware
dandrews@udel.edu
Shirley Wajda
stwajda@neo.rr.com
CFP: Things in Common: Fostering Material Culture Pedagogy, Special Issue, Winterthur Portfolio
Publication Date: 2009-10-15
Date Submitted: 2009-08-20
Announcement ID: 170127
The guest editors of this special issue of Winterthur Portfolio invite essays that engage object-based teaching and interpretation strategies in a variety of sites, including the secondary and college classroom, the museum gallery, the collection, the historic site, the national park, the archaeological dig, the library, the archive, and the World Wide Web.
Since 1974, when E. McClung Fleming published “Artifact Study: A Proposed Model,” consistently one of the most frequently downloaded articles from the Winterthur Portfolio, scholars across the disciplines have engaged the art and mystery of teaching the material worlds of the past and the present. In this current revisiting of the topic, we seek essays that examine the interplay between new research and strategies for teaching and interpreting the results of that research. For example, how does recent work in such fields as book history, transnational studies, diaspora studies, or design studies and design history affect what is taught now and how? What is the impact of the new emphasis in material culture on such topics as the materialization of memory, the nature of fakes and forgeries, the history of collecting and collecting policies, the marketplace for artifacts? How do we interpret and teach politicized objects? What are the ethical implications of teaching material culture in a time of environmental consciousness and economic downturn? How can museums enhance, with new technologies or innovative exhibit design, the educational experience of new audiences brought in by cultural tourism? The essay may be an extended analysis of one of these suggested topics or another topic of the author’s choice. It may also be a shorter description of a specific object-based project or assignment or a case study of an object-based approach. In addition, offers to review pertinent new books in the field will be welcome.
Dissertation students as well as scholars and practitioners at any phase of their professional career are invited to submit a brief expression of interest to the editors. This should outline the topic and approach and be accompanied by a short biographical statement about the proposer. Final essays will be subject to the journal’s peer review process.
Deadlines:
15 October 2009. Expressions of interest due to the editors via email
15 November 2009. Response from the editors
15 March 2010. Draft manuscripts due to the editors
Deborah Andrews
Center for Material Culture Studies
University of Delaware
dandrews@udel.edu
Shirley Wajda
stwajda@neo.rr.com
Friday, September 11, 2009
63.9
Assistant Professor of English - Composition Studies
Institution: University of Texas at Arlington
Location: Arlington, TX
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/10/2009
Type: Full Time
Assistant Professor of English (Composition Studies)
The English Department of the University of Texas at Arlington invites applications for the tenure-track position of Assistant Professor, with a specialization in composition studies, to start in the Fall semester of AY 2010-11; the teaching load is 2/2 the first year and 3/2 thereafter. The successful applicant will be an active researcher who can contribute to our vibrant graduate and undergraduate programs by teaching courses in composition studies as well as technical and/or professional writing. Additional research related to one or more of the following areas is preferred: computers and writing; empirical research methods; ESL; learning communities; literacy studies; service learning; writing across the curriculum (WAC); writing assessment; writing in the disciplines (WID); and writing program theory and administration. Minimal qualifications are a PhD in English, Rhetoric, Composition, or a related field. Salary is commensurate with credentials/experience and is based on a nine-month contract. Summer teaching may be available. Located in the Dallas-Fort Worth metropolitan area, UT Arlington is rated a Doctoral/Research Extensive University by the Carnegie Foundation and offers an MA and PhD in English. Applications must be postmarked no later than November 15, 2009 if applicants wish to be considered for an MLA interview. Position open until filled. Send letter of application, CV, and a writing sample to Professor Kevin Porter, Chair, Composition Studies Search Committee, English Department, P.O. Box 19035, University of Texas at Arlington, Arlington, TX 76019-0035.
This is a security sensitive position and a criminal background check will be conducted on finalists.
UT Arlington is an Equal Opportunity & Affirmative Action Employer.
Application Information
Postal Address: Professor Kevin Porter
English Department
University of Texas at Arlington
Box 19035
Arlington, TX 76019-0035
63.8
Assistant Professor of English
Institution: St. John Fisher College
Location: Rochester, NY
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/10/2009
Application Due: 11/13/2009
Type: Full Time
Notes: included on Affirmative Action email
Pending final budget approval, St. John Fisher College seeks qualified applicants for a tenure-track position in composition/rhetoric; Ph.D. in composition/rhetoric or English with a strong focus on composition and rhetoric (degree completed by September 2010), to teach introductory and upper level courses in writing and rhetoric. A specialty in new media, digital rhetoric, or computers and composition is desirable. Successful teaching experience is essential.
St. John Fisher College offers a 3/3 teaching load and small class sizes. We seek a creative and collaborative professional with a commitment to undergraduate education to teach a variety of courses in a multi-dimensional writing major. The successful candidate will teach a variety of courses in the writing major and in the college's first-year Learning Community program and will help develop writing curricula within the major and college-wide. Opportunities exist to create new courses in a supportive departmental environment.
Rochester is a nexus of commerce and the arts, home to seven colleges and universities and several major corporations. St. John Fisher College, a comprehensive institution enrolling approximately 3,000 full- and part-time students, is a collaborative community dedicated to teaching and learning in a personalized educational environment. The College is guided by its Catholic heritage, as expressed in the motto of its founders, the Basilian Fathers: "teach me goodness, discipline, and knowledge." Through an education rooted in the liberal arts, we prepare individuals for lives of intellectual, professional, and civic integrity, in which diversity and service to others are valued and practiced.
To learn more and apply for this position, please visit our website at https://jobs.sjfc.edu. The deadline for applications is November 13. Contact Deborah VanderBilt, English Department chair, at dvanderbilt@sjfc.edu for any questions or clarifications.
Application Information
Contact: St. John Fisher College
Online App. Form: https://jobs.sjfc.edu
Assistant Professor of English - Composition Studies
Institution: University of Texas at Arlington
Location: Arlington, TX
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/10/2009
Type: Full Time
Assistant Professor of English (Composition Studies)
The English Department of the University of Texas at Arlington invites applications for the tenure-track position of Assistant Professor, with a specialization in composition studies, to start in the Fall semester of AY 2010-11; the teaching load is 2/2 the first year and 3/2 thereafter. The successful applicant will be an active researcher who can contribute to our vibrant graduate and undergraduate programs by teaching courses in composition studies as well as technical and/or professional writing. Additional research related to one or more of the following areas is preferred: computers and writing; empirical research methods; ESL; learning communities; literacy studies; service learning; writing across the curriculum (WAC); writing assessment; writing in the disciplines (WID); and writing program theory and administration. Minimal qualifications are a PhD in English, Rhetoric, Composition, or a related field. Salary is commensurate with credentials/experience and is based on a nine-month contract. Summer teaching may be available. Located in the Dallas-Fort Worth metropolitan area, UT Arlington is rated a Doctoral/Research Extensive University by the Carnegie Foundation and offers an MA and PhD in English. Applications must be postmarked no later than November 15, 2009 if applicants wish to be considered for an MLA interview. Position open until filled. Send letter of application, CV, and a writing sample to Professor Kevin Porter, Chair, Composition Studies Search Committee, English Department, P.O. Box 19035, University of Texas at Arlington, Arlington, TX 76019-0035.
This is a security sensitive position and a criminal background check will be conducted on finalists.
UT Arlington is an Equal Opportunity & Affirmative Action Employer.
Application Information
Postal Address: Professor Kevin Porter
English Department
University of Texas at Arlington
Box 19035
Arlington, TX 76019-0035
63.8
Assistant Professor of English
Institution: St. John Fisher College
Location: Rochester, NY
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/10/2009
Application Due: 11/13/2009
Type: Full Time
Notes: included on Affirmative Action email
Pending final budget approval, St. John Fisher College seeks qualified applicants for a tenure-track position in composition/rhetoric; Ph.D. in composition/rhetoric or English with a strong focus on composition and rhetoric (degree completed by September 2010), to teach introductory and upper level courses in writing and rhetoric. A specialty in new media, digital rhetoric, or computers and composition is desirable. Successful teaching experience is essential.
St. John Fisher College offers a 3/3 teaching load and small class sizes. We seek a creative and collaborative professional with a commitment to undergraduate education to teach a variety of courses in a multi-dimensional writing major. The successful candidate will teach a variety of courses in the writing major and in the college's first-year Learning Community program and will help develop writing curricula within the major and college-wide. Opportunities exist to create new courses in a supportive departmental environment.
Rochester is a nexus of commerce and the arts, home to seven colleges and universities and several major corporations. St. John Fisher College, a comprehensive institution enrolling approximately 3,000 full- and part-time students, is a collaborative community dedicated to teaching and learning in a personalized educational environment. The College is guided by its Catholic heritage, as expressed in the motto of its founders, the Basilian Fathers: "teach me goodness, discipline, and knowledge." Through an education rooted in the liberal arts, we prepare individuals for lives of intellectual, professional, and civic integrity, in which diversity and service to others are valued and practiced.
To learn more and apply for this position, please visit our website at https://jobs.sjfc.edu. The deadline for applications is November 13. Contact Deborah VanderBilt, English Department chair, at dvanderbilt@sjfc.edu for any questions or clarifications.
Application Information
Contact: St. John Fisher College
Online App. Form: https://jobs.sjfc.edu
Thursday, September 10, 2009
63.7
Assistant/Associate Professor of English (Composition)
Institution: University of Texas at Brownsville
Location: Brownsville, TX
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/09/2009
Application Due: Open Until Filled
Type: Full Time
Scope of Job: The applicant's primary teaching responsibilities will be in composition. The faculty member will serve on departmental, college, and university committees, and fulfill all other responsibilities of a faculty member at the University of Texas at Brownsville.
Knowledge/Skills/Abilities: Bilingual (English/Spanish) preferred. Experience and/or training in Composition Studies, Writing Program Administration, or The National Writing Project preferred.
Education: PhD in Composition/Rhetoric preferred; ABD'S nearing completion will be considered.
Applications will be accepted until position is filled, but to ensure consideration, submit applications by December 1st, 2009.
Please send letter of interest, vita, supporting letters, and copy of transcripts to:
Dean Heimmermann, College of Liberal Arts, MRCS 246, 80 Fort Brown, Brownsville, TX 78520. (956) 882-7818
Application Information
Postal Address: Dean Heimmermann
College of Liberal Arts
Univeristy of Texas, Brownsville
80 Ft. Brown, MRCS 246
Brownsville, TX 78520
Phone: (956) 882-7818
Fax: (956) 882-8988
63.6
Assistant Professor of Composition/English
Institution: Seton Hill University
Location: Greensburg, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/09/2009
Application Due: 11/13/2009
Type: Full Time
Notes: included on Affirmative Action email
Seton Hill University seeks specialist in Composition/Writing Studies for tenure-track, Assistant Professor of English, beginning fall 2010. The faculty member will teach composition and related courses in the Undergraduate Writing Program, with additional generalist responsibilities in English. 4/4 course load. A Ph.D. in Composition/Rhetoric is required. Additional experience in literature desired. Background in writing program administration, assessment, and/or writing in the disciplines favored.
Seton Hill University is a Catholic, liberal arts University, educating traditional and non-traditional undergraduate and graduate students. Classes are offered in a variety of formats - day, evening, and weekends. Seton Hill has a student-centered campus culture based on Catholic values, acceptance, community and service. The campus is located 35 miles east of Pittsburgh. Visit setonhill.edu for more information.
To apply, send a letter of application, curriculum vitae, official transcripts, a written sample of scholarship, a statement of philosophy of teaching composition, and a composition syllabus. Applications must be postmarked by November 13, 2009.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dr. Laura Patterson
Undergraduate Writing Programs
Seton Hill University
Seton Hill Drive
Greensburg, PA 15601
Email Address: patterson@setonhill.edu
Assistant/Associate Professor of English (Composition)
Institution: University of Texas at Brownsville
Location: Brownsville, TX
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/09/2009
Application Due: Open Until Filled
Type: Full Time
Scope of Job: The applicant's primary teaching responsibilities will be in composition. The faculty member will serve on departmental, college, and university committees, and fulfill all other responsibilities of a faculty member at the University of Texas at Brownsville.
Knowledge/Skills/Abilities: Bilingual (English/Spanish) preferred. Experience and/or training in Composition Studies, Writing Program Administration, or The National Writing Project preferred.
Education: PhD in Composition/Rhetoric preferred; ABD'S nearing completion will be considered.
Applications will be accepted until position is filled, but to ensure consideration, submit applications by December 1st, 2009.
Please send letter of interest, vita, supporting letters, and copy of transcripts to:
Dean Heimmermann, College of Liberal Arts, MRCS 246, 80 Fort Brown, Brownsville, TX 78520. (956) 882-7818
Application Information
Postal Address: Dean Heimmermann
College of Liberal Arts
Univeristy of Texas, Brownsville
80 Ft. Brown, MRCS 246
Brownsville, TX 78520
Phone: (956) 882-7818
Fax: (956) 882-8988
63.6
Assistant Professor of Composition/English
Institution: Seton Hill University
Location: Greensburg, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/09/2009
Application Due: 11/13/2009
Type: Full Time
Notes: included on Affirmative Action email
Seton Hill University seeks specialist in Composition/Writing Studies for tenure-track, Assistant Professor of English, beginning fall 2010. The faculty member will teach composition and related courses in the Undergraduate Writing Program, with additional generalist responsibilities in English. 4/4 course load. A Ph.D. in Composition/Rhetoric is required. Additional experience in literature desired. Background in writing program administration, assessment, and/or writing in the disciplines favored.
Seton Hill University is a Catholic, liberal arts University, educating traditional and non-traditional undergraduate and graduate students. Classes are offered in a variety of formats - day, evening, and weekends. Seton Hill has a student-centered campus culture based on Catholic values, acceptance, community and service. The campus is located 35 miles east of Pittsburgh. Visit setonhill.edu for more information.
To apply, send a letter of application, curriculum vitae, official transcripts, a written sample of scholarship, a statement of philosophy of teaching composition, and a composition syllabus. Applications must be postmarked by November 13, 2009.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dr. Laura Patterson
Undergraduate Writing Programs
Seton Hill University
Seton Hill Drive
Greensburg, PA 15601
Email Address: patterson@setonhill.edu
64. On Academic Publishing
To publishers, academic content in humanistic journals is, in many ways, interchangeable? We’ve told Taylor and Francis [or whatever corporate publisher] that our work in researching and writing is valueless by giving them not just first publishing rights but a whole slew of rights that come with them in our contracts for free. We’ve even told them that editorial work is valueless by serving as academic editors for free. (LEA/Erlbaum at least used to fly editors out to New Jersey to learn more about the system. Some small humane perk.)
And as long as most of our journals are essentially rubber-banded into membership in the associations (and most Comm journals are, no?), the content is, from the publisher’s standpoint, essentially interchangeable. (How much does QJS’s circulation vary with the quality of the work? Probably nowhere near as much as it varies with “whether NCA is being held somewhere nice,” because for some large critical mass of members, the discount on registration at the convention is the real motivator to join/subscribe.)
To the extent that we have embraced this system, we have entered into an abusive relationship and invited our partners to treat us badly.
db
To publishers, academic content in humanistic journals is, in many ways, interchangeable? We’ve told Taylor and Francis [or whatever corporate publisher] that our work in researching and writing is valueless by giving them not just first publishing rights but a whole slew of rights that come with them in our contracts for free. We’ve even told them that editorial work is valueless by serving as academic editors for free. (LEA/Erlbaum at least used to fly editors out to New Jersey to learn more about the system. Some small humane perk.)
And as long as most of our journals are essentially rubber-banded into membership in the associations (and most Comm journals are, no?), the content is, from the publisher’s standpoint, essentially interchangeable. (How much does QJS’s circulation vary with the quality of the work? Probably nowhere near as much as it varies with “whether NCA is being held somewhere nice,” because for some large critical mass of members, the discount on registration at the convention is the real motivator to join/subscribe.)
To the extent that we have embraced this system, we have entered into an abusive relationship and invited our partners to treat us badly.
db
Friday, September 04, 2009
63.5
Assistant Professor of English, Tenure-Track
Institution: Roosevelt University
Location: Chicago, IL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/03/2009
Application Due: Open Until Filled
Type: Full Time
Roosevelt University seeks a tenure-track assistant professor to direct its thriving composition program. The successful candidate will join six recently-hired faculty in rhetoric and composition, will teach undergraduate composition and graduate courses in his/her areas of specialization, and will join a department with an expressed commitment to the theory and practice of writing. Supported by an assistant director, the successful candidate will work with faculty, students, and administrators to lead our program. We are open to a variety of teaching and scholarly specialties within rhetoric and composition, but are particularly interested in candidates with expertise in critical literacies, theories of composition and rhetoric, and/or writing as social practice. Applicants should have PhD by August 15, 2010. Teaching responsibilities will include undergraduate composition and graduate courses for our new M.A. Certificate in the Teaching of Writing. This faculty member will teach three courses per academic year and will receive additional compensation for summer program leadership.
Minimum Qualifications:
Applicants should have PhD by August 15, 2010.
Roosevelt University is a national leader in educating socially conscious citizens for active and dedicated lives as leaders in their professions and their communities.
Application Information
Contact: Chris Willis
Human Resources
Roosevelt University
Phone: 312-341-2290
Online App. Form: http://www.roosevelt.edu/hr/careers/
Assistant Professor of English, Tenure-Track
Institution: Roosevelt University
Location: Chicago, IL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/03/2009
Application Due: Open Until Filled
Type: Full Time
Roosevelt University seeks a tenure-track assistant professor to direct its thriving composition program. The successful candidate will join six recently-hired faculty in rhetoric and composition, will teach undergraduate composition and graduate courses in his/her areas of specialization, and will join a department with an expressed commitment to the theory and practice of writing. Supported by an assistant director, the successful candidate will work with faculty, students, and administrators to lead our program. We are open to a variety of teaching and scholarly specialties within rhetoric and composition, but are particularly interested in candidates with expertise in critical literacies, theories of composition and rhetoric, and/or writing as social practice. Applicants should have PhD by August 15, 2010. Teaching responsibilities will include undergraduate composition and graduate courses for our new M.A. Certificate in the Teaching of Writing. This faculty member will teach three courses per academic year and will receive additional compensation for summer program leadership.
Minimum Qualifications:
Applicants should have PhD by August 15, 2010.
Roosevelt University is a national leader in educating socially conscious citizens for active and dedicated lives as leaders in their professions and their communities.
Application Information
Contact: Chris Willis
Human Resources
Roosevelt University
Phone: 312-341-2290
Online App. Form: http://www.roosevelt.edu/hr/careers/
63.4
Assistant Professor of English
Institution: University of North Florida
Location: Jacksonville, FL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/03/2009
Application Due: 11/02/2009
Type: Full Time
Salary: negotiable USD Per Year
Job Summary/Responsibilities: Tenure-track assistant professor of Composition and Rhetoric/New Media to begin Fall 2010. The successful candidate will be expected to teach lower- and upper-division and graduate courses and have a strong commitment to undergraduate education.
Required Qualifications: Basic: PhD in English, Composition and Rhetoric, or related discipline with degree conferred by August 1, 2010.
Preferred Qualifications: Teaching, research, or practice may include writing in digital environments, intermedial representation, gaming, graphic novels, and attention to the culture and politics of the media landscape.
Special Instructions: In order to be considered for this position, applicants must complete the one page online application at http://www.unfjobs.org and must mail all required documents. Applicants who do not apply online or do not mail all the required documentation will not be considered for this position. When you apply online, you will receive a confirmation number. Please keep this confirmation number, which means that your application online was processed through the system. The confirmation number does not mean that your application is complete. Your application is not complete until the hiring office receives all of the required documentation as reflected below:
(1) Current CV (submitted electronically)
(2) Letter of Interest (submitted electronically)
(3) Three letters of recommendation, postmarked on or before 11/02/09, to A. Samuel Kimball, Chair, Department of English, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224 (Re: Position 332090)
**You may be required to forward additional documents, such as a writing sample and official transcripts.
Application Information
Contact: University of North Florida
Phone: 904-620-2903
Online App. Form: https://www.unfjobs.org/applicants/Central?quickFind=71810&jtsrc=www.higher edjobs.com&jtrfr=www.peopleadmin.com&adorig=PA
Assistant Professor of English
Institution: University of North Florida
Location: Jacksonville, FL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/03/2009
Application Due: 11/02/2009
Type: Full Time
Salary: negotiable USD Per Year
Job Summary/Responsibilities: Tenure-track assistant professor of Composition and Rhetoric/New Media to begin Fall 2010. The successful candidate will be expected to teach lower- and upper-division and graduate courses and have a strong commitment to undergraduate education.
Required Qualifications: Basic: PhD in English, Composition and Rhetoric, or related discipline with degree conferred by August 1, 2010.
Preferred Qualifications: Teaching, research, or practice may include writing in digital environments, intermedial representation, gaming, graphic novels, and attention to the culture and politics of the media landscape.
Special Instructions: In order to be considered for this position, applicants must complete the one page online application at http://www.unfjobs.org and must mail all required documents. Applicants who do not apply online or do not mail all the required documentation will not be considered for this position. When you apply online, you will receive a confirmation number. Please keep this confirmation number, which means that your application online was processed through the system. The confirmation number does not mean that your application is complete. Your application is not complete until the hiring office receives all of the required documentation as reflected below:
(1) Current CV (submitted electronically)
(2) Letter of Interest (submitted electronically)
(3) Three letters of recommendation, postmarked on or before 11/02/09, to A. Samuel Kimball, Chair, Department of English, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224 (Re: Position 332090)
**You may be required to forward additional documents, such as a writing sample and official transcripts.
Application Information
Contact: University of North Florida
Phone: 904-620-2903
Online App. Form: https://www.unfjobs.org/applicants/Central?quickFind=71810&jtsrc=www.higher edjobs.com&jtrfr=www.peopleadmin.com&adorig=PA
Thursday, September 03, 2009
63.3 Assistant Professor: Communications - New York, NY (#1066)
Institution: Empire State College
Location: Saratoga Springs, NY
Category:
Faculty - Communications - Other Communications
Faculty - Communications - Media & Communication Studies
Posted: 09/02/2009
Application Due: 10/05/2009
Type: Full Time
Salary: Low 60,000's USD Per Year
Empire State College seeks an Assistant Professor in Communications--Business, Professional, Technical, New Media for a tenure-track position at the college's Metropolitan Center in New York City. Preferred specializations include Business Communication, Professional Communication, Technical Communication, Communication and Rhetoric, or Writing and Production for New Media. The successful candidate will be a generalist who will be able to teach and advise students with an array of interests, whether they are completing general education requirements or pursuing individualized majors and concentrations. The successful candidate will join a faculty group focused on theory and application for critical reading, writing, and thinking, as well as information literacy and multimedia presentation for adult students.
Because Empire State College faculty mentors guide students in their overall academic program, including the design of the degree, the candidate will enjoy working with students and providing individualized advisement from entry through graduation. High value is placed on a team player who brings a wide variety of teaching interests.
The Metropolitan Center, with units in Brooklyn, Manhattan and Staten Island, serves approximately 1,800 students annually. The Center seeks to support student success, to provide innovative approaches to learning, and to develop links to the diverse urban environment of which it is a part. Working closely with faculty and staff in the Metropolitan Center, the role of the faculty member is to provide high-quality educational services to students and to enhance the college's reputation within the community. Involvement in college governance is expected.
Empire State College was founded in 1971 as a comprehensive, public college within the State University of New York. A recognized leader in offering innovative degree programs for motivated adults, the college enrolls 18,000 students annually in associate, bachelor's and master's programs at 35 locations across New York State and online. The college is committed to building a culturally diverse faculty and multicultural learning environments. Faculty members work with students in one-on-one, seminar, residency-based, blended and online learning modes at the graduate and undergraduate levels; the mix varies by setting. Central to the faculty role is helping adults from diverse cultural backgrounds design and carry out individually designed degrees. The college is a pioneer in mentoring adult learners, prior learning assessment and online learning. A highly distributed organization, Empire State College makes extensive use of technologies for communication, teaching and learning, and administrative purposes.
Minimum Qualifications: Doctorate required in a relevant field for a tenure-track appointment. Successful candidates must have the potential to effectively mentor and teach adults from diverse backgrounds at the undergraduate and graduate levels, participate actively in institutional development, and pursue scholarly interests. Successful candidates will also have strong communication and computer skills, and effective organizational skills.
Preferred Qualifications: Preferred specializations include Business Communication, Professional Communication, Technical Communication, Communication and Rhetoric, or New Media. MBA or experience in business setting preferred. Experience in advising or mentoring preferred. Experience teaching using technologically mediated tools is preferred. Strong preference will be accorded candidates who demonstrate knowledge of adult learning, individualized and interdisciplinary programs, learning technologies, and innovative program delivery, as well as demonstrated commitment to diversity issues in higher education or through community-based work.
Special Information: Occasional intrastate travel and some evening and weekend hours. The position may be located in Manhattan or Brooklyn.
Application Information
Postal Address: Office of Human Resources
Empire State College
2 Union Avenue
Saratoga Springs, NY 12866
Online App. Form: http://empire1.esc.edu/ESConline/Forms/jobdb.nsf/home?openview
Institution: Empire State College
Location: Saratoga Springs, NY
Category:
Faculty - Communications - Other Communications
Faculty - Communications - Media & Communication Studies
Posted: 09/02/2009
Application Due: 10/05/2009
Type: Full Time
Salary: Low 60,000's USD Per Year
Empire State College seeks an Assistant Professor in Communications--Business, Professional, Technical, New Media for a tenure-track position at the college's Metropolitan Center in New York City. Preferred specializations include Business Communication, Professional Communication, Technical Communication, Communication and Rhetoric, or Writing and Production for New Media. The successful candidate will be a generalist who will be able to teach and advise students with an array of interests, whether they are completing general education requirements or pursuing individualized majors and concentrations. The successful candidate will join a faculty group focused on theory and application for critical reading, writing, and thinking, as well as information literacy and multimedia presentation for adult students.
Because Empire State College faculty mentors guide students in their overall academic program, including the design of the degree, the candidate will enjoy working with students and providing individualized advisement from entry through graduation. High value is placed on a team player who brings a wide variety of teaching interests.
The Metropolitan Center, with units in Brooklyn, Manhattan and Staten Island, serves approximately 1,800 students annually. The Center seeks to support student success, to provide innovative approaches to learning, and to develop links to the diverse urban environment of which it is a part. Working closely with faculty and staff in the Metropolitan Center, the role of the faculty member is to provide high-quality educational services to students and to enhance the college's reputation within the community. Involvement in college governance is expected.
Empire State College was founded in 1971 as a comprehensive, public college within the State University of New York. A recognized leader in offering innovative degree programs for motivated adults, the college enrolls 18,000 students annually in associate, bachelor's and master's programs at 35 locations across New York State and online. The college is committed to building a culturally diverse faculty and multicultural learning environments. Faculty members work with students in one-on-one, seminar, residency-based, blended and online learning modes at the graduate and undergraduate levels; the mix varies by setting. Central to the faculty role is helping adults from diverse cultural backgrounds design and carry out individually designed degrees. The college is a pioneer in mentoring adult learners, prior learning assessment and online learning. A highly distributed organization, Empire State College makes extensive use of technologies for communication, teaching and learning, and administrative purposes.
Minimum Qualifications: Doctorate required in a relevant field for a tenure-track appointment. Successful candidates must have the potential to effectively mentor and teach adults from diverse backgrounds at the undergraduate and graduate levels, participate actively in institutional development, and pursue scholarly interests. Successful candidates will also have strong communication and computer skills, and effective organizational skills.
Preferred Qualifications: Preferred specializations include Business Communication, Professional Communication, Technical Communication, Communication and Rhetoric, or New Media. MBA or experience in business setting preferred. Experience in advising or mentoring preferred. Experience teaching using technologically mediated tools is preferred. Strong preference will be accorded candidates who demonstrate knowledge of adult learning, individualized and interdisciplinary programs, learning technologies, and innovative program delivery, as well as demonstrated commitment to diversity issues in higher education or through community-based work.
Special Information: Occasional intrastate travel and some evening and weekend hours. The position may be located in Manhattan or Brooklyn.
Application Information
Postal Address: Office of Human Resources
Empire State College
2 Union Avenue
Saratoga Springs, NY 12866
Online App. Form: http://empire1.esc.edu/ESConline/Forms/jobdb.nsf/home?openview
Tuesday, September 01, 2009
63.2
Assistant Professor, English Rhetoric/Composition
Institution: Xavier University
Location: Cincinnati, OH
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/24/2009
Application Due: 11/06/2009
Type: Full Time
Xavier University in Cincinnati, Ohio seeks applicants for tenure-track assistant professor position specializing in rhetoric/composition beginning August 2010. The successful candidate will direct a small first-year writing program and teach honors writing, upper-level and graduate writing courses. Ph.D. required by August 2010. Interviews of selected candidates will be conducted at the MLA Convention in December 2009.
Send complete dossier (including transcripts, a brief statement of teaching philosophy, and three letters of recommendation) to Dr. Alison Russell, Chair, Department of English, Xavier University, 3800 Victory Parkway, Cincinnati, OH 45207-4446.
Applications must be postmarked by November 6, 2009. Xavier is a Catholic university in the Jesuit tradition, has a strong commitment to diversity and, building upon recent successes, seeks a broad spectrum of candidates, including women and minorities. EOE/AAE.
For more information, visit the department website at www.xavier.edu/English.
Application Information
Postal Address: Dr. Alison Russell
Department of English
Xavier University
3800 Victory Parkway
Cincinnati, OH 45207-4446
Phone: 513-745-3821
Fax: 513-745-3065
Assistant Professor, English Rhetoric/Composition
Institution: Xavier University
Location: Cincinnati, OH
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/24/2009
Application Due: 11/06/2009
Type: Full Time
Xavier University in Cincinnati, Ohio seeks applicants for tenure-track assistant professor position specializing in rhetoric/composition beginning August 2010. The successful candidate will direct a small first-year writing program and teach honors writing, upper-level and graduate writing courses. Ph.D. required by August 2010. Interviews of selected candidates will be conducted at the MLA Convention in December 2009.
Send complete dossier (including transcripts, a brief statement of teaching philosophy, and three letters of recommendation) to Dr. Alison Russell, Chair, Department of English, Xavier University, 3800 Victory Parkway, Cincinnati, OH 45207-4446.
Applications must be postmarked by November 6, 2009. Xavier is a Catholic university in the Jesuit tradition, has a strong commitment to diversity and, building upon recent successes, seeks a broad spectrum of candidates, including women and minorities. EOE/AAE.
For more information, visit the department website at www.xavier.edu/English.
Application Information
Postal Address: Dr. Alison Russell
Department of English
Xavier University
3800 Victory Parkway
Cincinnati, OH 45207-4446
Phone: 513-745-3821
Fax: 513-745-3065
63.1
Communications Faculty
Institution: Franklin University
Location: Columbus, OH
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/26/2009
Application Due: Open Until Filled
Type: Full Time
Franklin University, located in Columbus, Ohio, is seeking a full-time faculty member in the College of Arts and Sciences. Primary responsibilities will include teaching and oversight of courses in Basic Writing, College Writing, and Business and Professional Communication. Other responsibilities include hiring, mentoring, and managing adjunct faculty; scheduling and staffing of courses; and university service/committee work.
The position requires that applicants have a Doctorate in English, English Education, or Composition and Rhetoric. Applicants are expected to have experience teaching writing at a college or university.
Founded in 1902, Franklin University has a long tradition of providing student-centered, life-long higher education in a global context. The University provides undergraduate and graduate students, who often work full-time, the breadth of knowledge and career- focused applications of a balanced education
The University is a non-tenure granting institution annually serving nearly 10,000 students. Franklin is also a leader in online education. Please visit our homepage at www.franklin.edu.
Franklin offers a competitive benefits package, incentive program, free parking, free undergraduate tuition for employees and immediate family members and graduate tuition assistance for full-time employees.
If you are interested in the position, please forward a letter of application, curriculum vitae, and statement of teaching philosophy by email (as an attachment in MS Word format) to faculty@franklin.edu or mail to the address below:
Human Resources Department
Franklin University
201 South Grant Avenue
Columbus, Ohio 43215
Equal Opportunity Employer
Application Information
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Postal Address: Margaret Lenne
Human Resources
Franklin University
201 S. Grant Avenue
Columbus, OH 43215
Email Address: faculty@franklin.edu
Communications Faculty
Institution: Franklin University
Location: Columbus, OH
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/26/2009
Application Due: Open Until Filled
Type: Full Time
Franklin University, located in Columbus, Ohio, is seeking a full-time faculty member in the College of Arts and Sciences. Primary responsibilities will include teaching and oversight of courses in Basic Writing, College Writing, and Business and Professional Communication. Other responsibilities include hiring, mentoring, and managing adjunct faculty; scheduling and staffing of courses; and university service/committee work.
The position requires that applicants have a Doctorate in English, English Education, or Composition and Rhetoric. Applicants are expected to have experience teaching writing at a college or university.
Founded in 1902, Franklin University has a long tradition of providing student-centered, life-long higher education in a global context. The University provides undergraduate and graduate students, who often work full-time, the breadth of knowledge and career- focused applications of a balanced education
The University is a non-tenure granting institution annually serving nearly 10,000 students. Franklin is also a leader in online education. Please visit our homepage at www.franklin.edu.
Franklin offers a competitive benefits package, incentive program, free parking, free undergraduate tuition for employees and immediate family members and graduate tuition assistance for full-time employees.
If you are interested in the position, please forward a letter of application, curriculum vitae, and statement of teaching philosophy by email (as an attachment in MS Word format) to faculty@franklin.edu or mail to the address below:
Human Resources Department
Franklin University
201 South Grant Avenue
Columbus, Ohio 43215
Equal Opportunity Employer
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Margaret Lenne
Human Resources
Franklin University
201 S. Grant Avenue
Columbus, OH 43215
Email Address: faculty@franklin.edu
Monday, August 31, 2009
62. Why did I just spend time watching "The Hitcher" and "JoyRide2" -- other than that horror movies always star eye candy an d can be good background to writing because they have no discernible plot? I guess that's enough.
Friday, August 21, 2009
61.9
English - Composition & Rhetoric Tenure Track Position
Institution: Kutztown University of Pennsylvania
Location: Kutztown, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/20/2009
Application Due: Open Until Filled
Type: Full Time
The Department of English invites applications for a tenure track position in Composition and Rhetoric with a specialization in Multi-Ethnic Rhetorics. Ph.D. in Composition and Rhetoric preferred, ABD may be considered with completion of dissertation within one year of hire. Candidates should have experience and research in Multi-Ethnic Rhetorics, defined broadly as American rhetorical traditions that have developed independent of, or in response to, the European American rhetorical tradition. Specialties may include (but are not limited to) African American, American Indian, Asian American, and/or Latina/o rhetorics. Research and teaching experience in other multicultural rhetorics a plus. Applicants should show a strong record of teaching college composition and be committed to a "stretch model" approach to introductory composition courses.
The 4/4 teaching load will include Introduction to College Composition, College Composition, Honors Composition, and Advanced Composition with opportunities to develop and teach upper-level and graduate courses in Composition, Rhetoric, and Literacy Studies. Three years of college level teaching experience or equivalent required with significant experience teaching Composition. Successful interview and demonstration of teaching abilities required. Salary competitive.
Send a letter of application, vita, three current letters of reference, and all official college-level transcripts to Dr. Linda Cullum, Chair, Composition Faculty Search Committee, English Department, Kutztown University, Kutztown, PA 19530. Only complete application packets will be considered. Review of applications will begin on November 2, 2009, and will continue until the position is filled. For more information on our program, visit our website at: http://kucomprhet.wordpress.com or contact the Committee Chair at cullum@kutztown.edu. The Search Committee will be interviewing at the MLA Convention in Philadelphia. Kutztown University is an AA/EOE member of the PA State System of Higher Education and actively solicits applications from women and minorities. All applicants for employment are subject to a criminal background check.
Application Information
Postal Address: Dr. Linda Cullum
English Department
Kutztown University of Pennsylvania
PO Box 730
Kutztown, PA 19530
English - Composition & Rhetoric Tenure Track Position
Institution: Kutztown University of Pennsylvania
Location: Kutztown, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/20/2009
Application Due: Open Until Filled
Type: Full Time
The Department of English invites applications for a tenure track position in Composition and Rhetoric with a specialization in Multi-Ethnic Rhetorics. Ph.D. in Composition and Rhetoric preferred, ABD may be considered with completion of dissertation within one year of hire. Candidates should have experience and research in Multi-Ethnic Rhetorics, defined broadly as American rhetorical traditions that have developed independent of, or in response to, the European American rhetorical tradition. Specialties may include (but are not limited to) African American, American Indian, Asian American, and/or Latina/o rhetorics. Research and teaching experience in other multicultural rhetorics a plus. Applicants should show a strong record of teaching college composition and be committed to a "stretch model" approach to introductory composition courses.
The 4/4 teaching load will include Introduction to College Composition, College Composition, Honors Composition, and Advanced Composition with opportunities to develop and teach upper-level and graduate courses in Composition, Rhetoric, and Literacy Studies. Three years of college level teaching experience or equivalent required with significant experience teaching Composition. Successful interview and demonstration of teaching abilities required. Salary competitive.
Send a letter of application, vita, three current letters of reference, and all official college-level transcripts to Dr. Linda Cullum, Chair, Composition Faculty Search Committee, English Department, Kutztown University, Kutztown, PA 19530. Only complete application packets will be considered. Review of applications will begin on November 2, 2009, and will continue until the position is filled. For more information on our program, visit our website at: http://kucomprhet.wordpress.com or contact the Committee Chair at cullum@kutztown.edu. The Search Committee will be interviewing at the MLA Convention in Philadelphia. Kutztown University is an AA/EOE member of the PA State System of Higher Education and actively solicits applications from women and minorities. All applicants for employment are subject to a criminal background check.
Application Information
Postal Address: Dr. Linda Cullum
English Department
Kutztown University of Pennsylvania
PO Box 730
Kutztown, PA 19530
Thursday, August 20, 2009
61.8
Assistant Professor of English, College of Liberal Arts - F09030F1 & F09031F1
Institution: University of Southern Indiana
Location: Evansville, IN
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/19/2009
Application Due: Open Until Filled
Type: Full Time
Assistant Professor of English, College of Liberal Arts - F09030F1 & F09031F1
The English Department of the University of Southern Indiana invites applications for two tenure-track assistant professors of English in Rhetoric and Composition. Ph.D. in Rhetoric and Composition required. Ideal candidates will have experience and training in one or more of the following areas: secondary education, technical writing, web authoring, writing program administration. Each successful candidate will teach courses in the freshman composition sequence and in the Rhetoric and Writing emphasis in the English major (4/4 load) and will help to design a planned M.A. in Rhetoric and Professional Writing. Each successful candidate must have a passion for teaching at all levels, an active research agenda, and a desire to participate in service at the program, department, college, and university levels.
Send letter of application, CV with full contact information for three professional references, one-page teaching philosophy, and one-page research agenda overview in Word, rich text, or PDF to Dr. Patrick Shaw, Rhetoric and Composition Search Committee Chair, at English2@mail.usi.edu. Electronic applications only. In addition, all applicants are required to submit a signed USI Faculty application (available at www.usi.edu/facultyapp). Review of applications will begin Oct. 1, 2009, and continue until position is filled. Consult our website at http://www.usi.edu/libarts/english/ for more information about the English Department at USI. Search Committee Chair: Dr. Patrick Shaw.
Assistant Professor of English, College of Liberal Arts - F09030F1 & F09031F1
Institution: University of Southern Indiana
Location: Evansville, IN
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/19/2009
Application Due: Open Until Filled
Type: Full Time
Assistant Professor of English, College of Liberal Arts - F09030F1 & F09031F1
The English Department of the University of Southern Indiana invites applications for two tenure-track assistant professors of English in Rhetoric and Composition. Ph.D. in Rhetoric and Composition required. Ideal candidates will have experience and training in one or more of the following areas: secondary education, technical writing, web authoring, writing program administration. Each successful candidate will teach courses in the freshman composition sequence and in the Rhetoric and Writing emphasis in the English major (4/4 load) and will help to design a planned M.A. in Rhetoric and Professional Writing. Each successful candidate must have a passion for teaching at all levels, an active research agenda, and a desire to participate in service at the program, department, college, and university levels.
Send letter of application, CV with full contact information for three professional references, one-page teaching philosophy, and one-page research agenda overview in Word, rich text, or PDF to Dr. Patrick Shaw, Rhetoric and Composition Search Committee Chair, at English2@mail.usi.edu. Electronic applications only. In addition, all applicants are required to submit a signed USI Faculty application (available at www.usi.edu/facultyapp). Review of applications will begin Oct. 1, 2009, and continue until position is filled. Consult our website at http://www.usi.edu/libarts/english/ for more information about the English Department at USI. Search Committee Chair: Dr. Patrick Shaw.
Tuesday, August 18, 2009
61.7 Full Time- Composition and Literature
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Institution: Berkeley College
Location: Woodland Park, Paramus, Woodbridge, Newark, NJ
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/17/2009
Application Due: Open Until Filled
Type: Full Time
Berkeley College is dedicated to excellence in teaching and to preparing students for successful business careers. The New Jersey campuses located in Woodland Park, Paramus, Woodbridge, and Newark are seeking applicants for two full-time faculty position in Composition and Literature.
Applicants must possess a Doctorate in a related English discipline, i.e. English, Comparative Literature, Composition/Rhetoric, World Literature, Women's Studies, American Literature, and have prior teaching experience. EOE.
Applicants should send a letter of application, a current resume, and a list of three professional references to Dr. Richard Schultz, Assistant Chair, Liberal Arts and Sciences, rhs@berkeleycollege
Application Information
Apply for this Position through My HigherEdJobs
Contact: Dr. Richard Schultz
Liberal Arts and Sciences
Berkeley College
Phone: 973-278-5400
Email Address: rhs@berkeleycollege.edu
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Institution: Berkeley College
Location: Woodland Park, Paramus, Woodbridge, Newark, NJ
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/17/2009
Application Due: Open Until Filled
Type: Full Time
Berkeley College is dedicated to excellence in teaching and to preparing students for successful business careers. The New Jersey campuses located in Woodland Park, Paramus, Woodbridge, and Newark are seeking applicants for two full-time faculty position in Composition and Literature.
Applicants must possess a Doctorate in a related English discipline, i.e. English, Comparative Literature, Composition/Rhetoric, World Literature, Women's Studies, American Literature, and have prior teaching experience. EOE.
Applicants should send a letter of application, a current resume, and a list of three professional references to Dr. Richard Schultz, Assistant Chair, Liberal Arts and Sciences, rhs@berkeleycollege
Application Information
Apply for this Position through My HigherEdJobs
Contact: Dr. Richard Schultz
Liberal Arts and Sciences
Berkeley College
Phone: 973-278-5400
Email Address: rhs@berkeleycollege.edu
Thursday, August 13, 2009
61.6 U/Pitt -- looks like one of the plums
Position Title: Assistant Professor
Department: Arts & Sciences/Communication
Position Number: 0080344
Position Details:
The Department of Communication at the University of Pittsburgh seeks an entry level or advanced assistant professor, pending budgetary approval. We seek candidates pursuing rhetorically informed study of communication and politics in historical, global, digital, visual, or policy contexts, with a research program that complements existing departmental strengths in Public Address and Argument; Media and Culture; Rhetoric of Science; and Rhetoric History, Theory, and Criticism. The intellectual environment at the University of Pittsburgh provides ample opportunities for interdisciplinary cooperation. The department has developed working relationships with distinguished programs in Bioethics and Health Law, Classics, Cultural Studies, Film Studies, History and Philosophy of Science, International Security Studies, Philosophy, and Women’s Studies. Appointees will teach current undergraduate and graduate courses, develop new courses in the area of their research specialization, and otherwise participate in the department’s intellectually vigorous graduate program. Successful candidates will have a PhD as well as a research program consistent with a Research One institution. Starting date for the position is September 1, 2010. Salary, scholarly assistance, and benefits are competitive. Applicants should send a curriculum vitae, three letters of recommendation, two article-length writing samples, a statement of teaching philosophy, sample course syllabi and course assignments, student course evaluations, and peer evaluations of teaching to Barbara Warnick, Chair; Department of Communication; 1117 Cathedral of Learning; University of Pittsburgh; Pittsburgh, PA 15260. In order to receive full consideration, applications must be received by October 1, 2009. The University of Pittsburgh is an Affirmative Action, Equal Opportunity Employer. Women and members of minority groups under-represented in academia are especially encouraged to apply.
Position Title: Assistant Professor
Department: Arts & Sciences/Communication
Position Number: 0080344
Position Details:
The Department of Communication at the University of Pittsburgh seeks an entry level or advanced assistant professor, pending budgetary approval. We seek candidates pursuing rhetorically informed study of communication and politics in historical, global, digital, visual, or policy contexts, with a research program that complements existing departmental strengths in Public Address and Argument; Media and Culture; Rhetoric of Science; and Rhetoric History, Theory, and Criticism. The intellectual environment at the University of Pittsburgh provides ample opportunities for interdisciplinary cooperation. The department has developed working relationships with distinguished programs in Bioethics and Health Law, Classics, Cultural Studies, Film Studies, History and Philosophy of Science, International Security Studies, Philosophy, and Women’s Studies. Appointees will teach current undergraduate and graduate courses, develop new courses in the area of their research specialization, and otherwise participate in the department’s intellectually vigorous graduate program. Successful candidates will have a PhD as well as a research program consistent with a Research One institution. Starting date for the position is September 1, 2010. Salary, scholarly assistance, and benefits are competitive. Applicants should send a curriculum vitae, three letters of recommendation, two article-length writing samples, a statement of teaching philosophy, sample course syllabi and course assignments, student course evaluations, and peer evaluations of teaching to Barbara Warnick, Chair; Department of Communication; 1117 Cathedral of Learning; University of Pittsburgh; Pittsburgh, PA 15260. In order to receive full consideration, applications must be received by October 1, 2009. The University of Pittsburgh is an Affirmative Action, Equal Opportunity Employer. Women and members of minority groups under-represented in academia are especially encouraged to apply.
62. TOC for a fascinating, if only kind-of related to the rhetorical, journal.
Women: A Cultural Review: Volume 20 Issue 2 (http://www.informaworld.com/openurl?genre=issue&issn=0957-4042&volume=20&issue=2&uno_jumptype=alert&uno_alerttype=new_issue_alert,email) is now available online at informaworld (http://www.informaworld.com).
This new issue contains the following articles:
ARTICLES
Trauma as Site of Identity: The Case of Jeanette Winterson and Frida Kahlo, Pages 135 - 156
Author: Reina van der Wiel
DOI: 10.1080/09574040903000795
Link: http://www.informaworld.com/openurl?genre=article&issn=0957-4042&volume=20&issue=2&spage=135&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
The Impersonal Strategy: Re-visiting Virginia Woolf's Position in The Common Reader Essays, Pages 157 - 171
Author: Katerina Koutsantoni
DOI: 10.1080/09574040903000829
Link: http://www.informaworld.com/openurl?genre=article&issn=0957-4042&volume=20&issue=2&spage=157&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Double Acts: Mary Ellen Mark's Twins, Pages 172 - 185
Author: Bridget Bennett
DOI: 10.1080/09574040903000837
Link: http://www.informaworld.com/openurl?genre=article&issn=0957-4042&volume=20&issue=2&spage=172&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
The Liquefaction of Desire: Music, Water and Femininity in Victorian Aestheticism, Pages 186 - 201
Author: Suzanne Fagence Cooper
DOI: 10.1080/09574040903000845
Link: http://www.informaworld.com/openurl?genre=article&issn=0957-4042&volume=20&issue=2&spage=186&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Women: A Cultural Review: Volume 20 Issue 2 (http://www.informaworld.com/openurl?genre=issue&issn=0957-4042&volume=20&issue=2&uno_jumptype=alert&uno_alerttype=new_issue_alert,email) is now available online at informaworld (http://www.informaworld.com).
This new issue contains the following articles:
ARTICLES
Trauma as Site of Identity: The Case of Jeanette Winterson and Frida Kahlo, Pages 135 - 156
Author: Reina van der Wiel
DOI: 10.1080/09574040903000795
Link: http://www.informaworld.com/openurl?genre=article&issn=0957-4042&volume=20&issue=2&spage=135&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
The Impersonal Strategy: Re-visiting Virginia Woolf's Position in The Common Reader Essays, Pages 157 - 171
Author: Katerina Koutsantoni
DOI: 10.1080/09574040903000829
Link: http://www.informaworld.com/openurl?genre=article&issn=0957-4042&volume=20&issue=2&spage=157&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Double Acts: Mary Ellen Mark's Twins, Pages 172 - 185
Author: Bridget Bennett
DOI: 10.1080/09574040903000837
Link: http://www.informaworld.com/openurl?genre=article&issn=0957-4042&volume=20&issue=2&spage=172&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
The Liquefaction of Desire: Music, Water and Femininity in Victorian Aestheticism, Pages 186 - 201
Author: Suzanne Fagence Cooper
DOI: 10.1080/09574040903000845
Link: http://www.informaworld.com/openurl?genre=article&issn=0957-4042&volume=20&issue=2&spage=186&uno_jumptype=alert&uno_alerttype=new_issue_alert,email
Tuesday, August 11, 2009
61.5
Assistant Professor Communication Studies - Basic Course Director
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Institution: Eastern Illinois University
Location: Charleston, IL
Category:
Faculty - Communications - Media & Communication Studies
Posted: 08/06/2009
Application Due: 10/01/2009
Type: Full Time
Notes: included on Affirmative Action email
Department of Communication Studies
Eastern Illinois University
Charleston, Illinois
The department seeks an individual to direct the basic public speaking course and to teach and do research in his or her area of interest. The successful candidate will be expected to teach in one or more of the areas of the department and have the ability to teach in the departmental core. Normal teaching load ranges between 18 and 21 semester hours per academic year with release time to coordinate the basic course. Opportunities for summer employment exist. Academic advising, departmental committee assignments, research/creative activities and professionally related service are expected.
The basic public speaking course is required of all students at the University and is taught by graduate assistants, annually contracted and tenure-track faculty. The department normally offers 40 or more sections per semester.
Qualifications:
ABD required for appointment Ph.D. required for tenure. Evidence of a clear research agenda and strong teaching are required along with strong interpersonal, collaborative, and organizational skills. Experience in working a large multi-section public speaking course is essential.
Deadline:
Review of applications will begin October 1, 2009 and continue until the positions are filled.
Application:
A complete application will include a letter of application, vita, three current letters of reference, transcripts (official copy required for appointment), evidence of teaching effectiveness, experience in managing the basic public speaking course, and a sample of scholarly writing. Please make sure to specify which position you are applying for and send the application materials to:
Mark Borzi
Department of Communication Studies
Eastern Illinois University
600 Lincoln Ave.
Charleston, IL 61920-3099
The department of Communication Studies is composed of 15 tenure-track faculty and 12 annually contracted faculty. The department has approximately 540 majors and 30 graduate students. The department offers options in communication theory and practice, corporate communication, mass communication, public relations, and rhetoric and public advocacy. We enjoy strong university support as one of the largest programs in the University.
Eastern Illinois University is ranked as one of the top public universities offering MA degrees by US News and World Report. Charleston Illinois is ideally located between three metropolitan areas. We are located three hours south of Chicago, two hours west of Indianapolis, and two hours east of St. Louis. Major access is available through interstate highway, train, and airlines.
Additional Information available at: www.eiucomm.net/eiucomm.php?page_name=applications
Assistant Professor Communication Studies - Basic Course Director
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Institution: Eastern Illinois University
Location: Charleston, IL
Category:
Faculty - Communications - Media & Communication Studies
Posted: 08/06/2009
Application Due: 10/01/2009
Type: Full Time
Notes: included on Affirmative Action email
Department of Communication Studies
Eastern Illinois University
Charleston, Illinois
The department seeks an individual to direct the basic public speaking course and to teach and do research in his or her area of interest. The successful candidate will be expected to teach in one or more of the areas of the department and have the ability to teach in the departmental core. Normal teaching load ranges between 18 and 21 semester hours per academic year with release time to coordinate the basic course. Opportunities for summer employment exist. Academic advising, departmental committee assignments, research/creative activities and professionally related service are expected.
The basic public speaking course is required of all students at the University and is taught by graduate assistants, annually contracted and tenure-track faculty. The department normally offers 40 or more sections per semester.
Qualifications:
ABD required for appointment Ph.D. required for tenure. Evidence of a clear research agenda and strong teaching are required along with strong interpersonal, collaborative, and organizational skills. Experience in working a large multi-section public speaking course is essential.
Deadline:
Review of applications will begin October 1, 2009 and continue until the positions are filled.
Application:
A complete application will include a letter of application, vita, three current letters of reference, transcripts (official copy required for appointment), evidence of teaching effectiveness, experience in managing the basic public speaking course, and a sample of scholarly writing. Please make sure to specify which position you are applying for and send the application materials to:
Mark Borzi
Department of Communication Studies
Eastern Illinois University
600 Lincoln Ave.
Charleston, IL 61920-3099
The department of Communication Studies is composed of 15 tenure-track faculty and 12 annually contracted faculty. The department has approximately 540 majors and 30 graduate students. The department offers options in communication theory and practice, corporate communication, mass communication, public relations, and rhetoric and public advocacy. We enjoy strong university support as one of the largest programs in the University.
Eastern Illinois University is ranked as one of the top public universities offering MA degrees by US News and World Report. Charleston Illinois is ideally located between three metropolitan areas. We are located three hours south of Chicago, two hours west of Indianapolis, and two hours east of St. Louis. Major access is available through interstate highway, train, and airlines.
Additional Information available at: www.eiucomm.net/eiucomm.php?page_name=applications
61.4
Assistant Professor of English - Professional Writing and Composition
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Institution: Eastern Illinois University
Location: Charleston, IL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/06/2009
Application Due: 11/06/2009
Type: Full Time
Notes: included on Affirmative Action email
Tenure-track position in Professional Writing and Composition. Especially interested in candidates with expertise in such areas as professional and technical writing, composition theory and pedagogy, technologies of writing instruction, writing-across-the-curriculum, and/or writing assessment.
Successful candidate will be able to contribute to our two-year MA program and concentrations in Composition/Rhetoric and Professional Writing and to our undergraduate major and General Education curricula. We seek excellent teachers with wide interests and scholarly promise. PhD by date of appointment.
Fall 2010 start.
Send letter of application, curriculum vitae, and dossier (letters of recommendation and official or unofficial transcripts) by November 6, 2009, to Dana Ringuette, Chair, Department of English, Eastern Illinois University, 600 Lincoln Avenue, Charleston, IL 61920-3099.
We will interview at the MLA conference.
Application Information
Postal Address: Dr. Dana Ringuette
English Department
Eastern Illinois University
600 Lincoln Avenue
Charleston, IL 61920
Assistant Professor of English - Professional Writing and Composition
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Institution: Eastern Illinois University
Location: Charleston, IL
Category:
Faculty - Liberal Arts - English and Literature
Posted: 08/06/2009
Application Due: 11/06/2009
Type: Full Time
Notes: included on Affirmative Action email
Tenure-track position in Professional Writing and Composition. Especially interested in candidates with expertise in such areas as professional and technical writing, composition theory and pedagogy, technologies of writing instruction, writing-across-the-curriculum, and/or writing assessment.
Successful candidate will be able to contribute to our two-year MA program and concentrations in Composition/Rhetoric and Professional Writing and to our undergraduate major and General Education curricula. We seek excellent teachers with wide interests and scholarly promise. PhD by date of appointment.
Fall 2010 start.
Send letter of application, curriculum vitae, and dossier (letters of recommendation and official or unofficial transcripts) by November 6, 2009, to Dana Ringuette, Chair, Department of English, Eastern Illinois University, 600 Lincoln Avenue, Charleston, IL 61920-3099.
We will interview at the MLA conference.
Application Information
Postal Address: Dr. Dana Ringuette
English Department
Eastern Illinois University
600 Lincoln Avenue
Charleston, IL 61920
Wednesday, July 29, 2009
61.3 Job Market
The Department of Communication and Rhetorical Studies at Illinois College announces a tenure-track Assistant Professor position to begin Fall 2010. The 3-3 teaching load includes public speaking and depending on individual expertise might include courses in rhetorical studies, mass communication/mass media, political communication, public relations, persuasion, intercultural communication, or other areas. Applicants must have a strong commitment to undergraduate teaching, advising, scholarship, and service. Evidence of teaching (syllabi, teaching evaluations), scholarly research (samples of work), and commitment to service are essential.
Illinois College is a small liberal arts college dedicated to student opportunities for excellence and success. Ph.D. preferred; ABD's will be seriously considered. Applicants submit a letter of application, CV, undergraduate and graduate transcripts, and three reference letters to the Office of Academic Affairs Attn: Elise Meyer and Professor Adrienne Hacker Daniels, Chair of Search Committee, Illinois College, 1101 West College Ave., Jacksonville, IL 62650 or Elise.Meyer@ic.edu. Review of applications begins October 15th and continues until the position is filled. Illinois College is an equal opportunity employer and encourages applications by underrepresented minorities and women.
The Department of Communication and Rhetorical Studies at Illinois College announces a tenure-track Assistant Professor position to begin Fall 2010. The 3-3 teaching load includes public speaking and depending on individual expertise might include courses in rhetorical studies, mass communication/mass media, political communication, public relations, persuasion, intercultural communication, or other areas. Applicants must have a strong commitment to undergraduate teaching, advising, scholarship, and service. Evidence of teaching (syllabi, teaching evaluations), scholarly research (samples of work), and commitment to service are essential.
Illinois College is a small liberal arts college dedicated to student opportunities for excellence and success. Ph.D. preferred; ABD's will be seriously considered. Applicants submit a letter of application, CV, undergraduate and graduate transcripts, and three reference letters to the Office of Academic Affairs Attn: Elise Meyer and Professor Adrienne Hacker Daniels, Chair of Search Committee, Illinois College, 1101 West College Ave., Jacksonville, IL 62650 or Elise.Meyer@ic.edu. Review of applications begins October 15th and continues until the position is filled. Illinois College is an equal opportunity employer and encourages applications by underrepresented minorities and women.
Sunday, July 19, 2009
61.2 2009 Job Market
Institution: Willamette University
Location: Salem, OR
Category:
Faculty - Communications - Media & Communication Studies
Faculty - Communications - Speech
Posted: 07/10/2009
Application Due: Open Until Filled
Type: Full Time
Notes: marked as a Priority and included on Affirmative Action email
The Rhetoric and Media Studies Department at Willamette University invites applications for a new tenure track position in Rhetoric at the rank of Assistant Professor starting August 2010. We seek applicants with strong background in Rhetoric and Media Analysis whose work broadly addresses public discourse, media, and culture. We strongly encourage candidates with teaching and research focus in these areas who share an interest also on the relationship between media change and social change.
Willamette University values creative and vibrant educator scholars who can serve as role models, and who can establish excellent relationships with our increasingly diverse student body. Teaching load will be 3-2. Successful candidates will be exceptional teachers, engaged in scholarship through academic publication, and in service and professional development. Applicants should expect to teach persuasion, public speaking, and upper division theory or criticism classes in their areas of specialization. The department and the College of Liberal Arts encourage collaborative learning, interdisciplinary teaching, and undergraduate research and writing. The student-faculty ratio is 10.5-1. The six-member Department of Rhetoric and Media Studies is a robust major offering coursework spanning sub-fields and qualitative methodologies.
A PhD is required at the time of appointment. Candidates with relevant areas of specialization in fields such as cultural studies will be considered, provided that the emphasis is on public discourse and media analysis. To learn more about the department, faculty and students please visit www.willamette.edu/cla/rhetoric.
About Willamette: Founded in 1842, Willamette is a private, selective, coeducational, residential liberal arts university composed of four schools: the undergraduate College of Liberal Arts, the College of Law, Atkinson Graduate School of Management and the graduate School of Education. Willamette is in Salem, the capital city of Oregon, one hour from Portland, the Pacific Ocean, and the Cascade Mountains. For more information please visit www.willamette.edu.
How to Apply:
We strongly encourage qualified applicants who can contribute, through their experience, research, teaching and/or service, to the diversity and inclusive excellence of our learning community.
For full consideration please submit the following materials electronically to ncordova@willamette.edu:
* Letter of application
* Curriculum Vitae
* Two sample syllabi and evidence of teaching effectiveness
* Pedagogical statement
* Research Statement
* A statement regarding interest in the liberal arts
* Three letters of recommendation
* Transcripts
Please arrange to have hard copies of three letters of recommendation and transcripts sent to:
Dr. Nathaniel I. Córdova, Chair
Associate Professor
Department of Rhetoric and Media Studies
Willamette University
900 State Street
Salem, Oregon 97301
Closing Date: Application review will begin October 19, 2009 and will continue until the position is filled.
Willamette University also appreciates the completion of our Applicant Information form, which assists in the evaluation of our recruitment efforts, which will remain in confidential files in the Human Resources Office. You may download the form at www.willamette.edu/go/jobs and submit it electronically to Human Resources at human-resources@willamette.edu.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dr. Nathaniel I. Cordova, Chair
Rhetoric & Media Studies
Willamette University
900 State Street
Salem, OR 97301
Online App. Form: http://www.willamette.edu/go/jobs
Email Address: ncordova@willamette.edu
Institution: Willamette University
Location: Salem, OR
Category:
Faculty - Communications - Media & Communication Studies
Faculty - Communications - Speech
Posted: 07/10/2009
Application Due: Open Until Filled
Type: Full Time
Notes: marked as a Priority and included on Affirmative Action email
The Rhetoric and Media Studies Department at Willamette University invites applications for a new tenure track position in Rhetoric at the rank of Assistant Professor starting August 2010. We seek applicants with strong background in Rhetoric and Media Analysis whose work broadly addresses public discourse, media, and culture. We strongly encourage candidates with teaching and research focus in these areas who share an interest also on the relationship between media change and social change.
Willamette University values creative and vibrant educator scholars who can serve as role models, and who can establish excellent relationships with our increasingly diverse student body. Teaching load will be 3-2. Successful candidates will be exceptional teachers, engaged in scholarship through academic publication, and in service and professional development. Applicants should expect to teach persuasion, public speaking, and upper division theory or criticism classes in their areas of specialization. The department and the College of Liberal Arts encourage collaborative learning, interdisciplinary teaching, and undergraduate research and writing. The student-faculty ratio is 10.5-1. The six-member Department of Rhetoric and Media Studies is a robust major offering coursework spanning sub-fields and qualitative methodologies.
A PhD is required at the time of appointment. Candidates with relevant areas of specialization in fields such as cultural studies will be considered, provided that the emphasis is on public discourse and media analysis. To learn more about the department, faculty and students please visit www.willamette.edu/cla/rhetoric.
About Willamette: Founded in 1842, Willamette is a private, selective, coeducational, residential liberal arts university composed of four schools: the undergraduate College of Liberal Arts, the College of Law, Atkinson Graduate School of Management and the graduate School of Education. Willamette is in Salem, the capital city of Oregon, one hour from Portland, the Pacific Ocean, and the Cascade Mountains. For more information please visit www.willamette.edu.
How to Apply:
We strongly encourage qualified applicants who can contribute, through their experience, research, teaching and/or service, to the diversity and inclusive excellence of our learning community.
For full consideration please submit the following materials electronically to ncordova@willamette.edu:
* Letter of application
* Curriculum Vitae
* Two sample syllabi and evidence of teaching effectiveness
* Pedagogical statement
* Research Statement
* A statement regarding interest in the liberal arts
* Three letters of recommendation
* Transcripts
Please arrange to have hard copies of three letters of recommendation and transcripts sent to:
Dr. Nathaniel I. Córdova, Chair
Associate Professor
Department of Rhetoric and Media Studies
Willamette University
900 State Street
Salem, Oregon 97301
Closing Date: Application review will begin October 19, 2009 and will continue until the position is filled.
Willamette University also appreciates the completion of our Applicant Information form, which assists in the evaluation of our recruitment efforts, which will remain in confidential files in the Human Resources Office. You may download the form at www.willamette.edu/go/jobs and submit it electronically to Human Resources at human-resources@willamette.edu.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dr. Nathaniel I. Cordova, Chair
Rhetoric & Media Studies
Willamette University
900 State Street
Salem, OR 97301
Online App. Form: http://www.willamette.edu/go/jobs
Email Address: ncordova@willamette.edu
61.1 2009 Job Market
Institution: University of Wisconsin - La Crosse
Location: La Crosse, WI
Category:
Faculty - Liberal Arts - English and Literature
Posted: 07/15/2009
Application Due: 10/24/2009
Type: Full Time
Founded in 1909, UW-L is one of 13, four-year institutions in the University of Wisconsin System with approximately 9,000 students. UW-L offers a wide array of undergraduate programs and a variety of graduate programs in three colleges: Liberal Studies (including the Schools of Education and Arts & Communication); Science and Health; and Business Administration. The university is consistently rated first among the UW System comprehensives in terms of first year student ACT scores, class rankings and retention rates.
We are an inclusive learning community that values the varying perspectives that come with diverse faculty, staff and student populations. We strongly encourage our students to broaden their perspectives through international experiences and diversity-related courses and programming, and support faculty and staff in international teaching, research, and service.
We are proud of our diversity and believe students, faculty, and staff all are enriched by our exposure to differing ideas, opinions and cultures. We strive to be a leader in Wisconsin's movement toward increased diversity and inclusiveness. For example, we routinely assess the campus climate and have conducted an equity study to explore how diverse students, faculty, and staff experience UW-L. We believe that employees from diverse backgrounds are critical to achieving excellence as a nationally recognized institution of higher education. We seek to recruit, develop, and retain the most talented people from a diverse candidate pool. We strongly encourage applications from persons with diverse backgrounds and experiences.
The city of La Crosse combines the scenic beauty of the Mississippi River and towering bluffs with a diversified economy and educated populace. Three colleges, two world-class medical institutions, the La Crosse Symphony Orchestra, a restored nineteenth century downtown business district, and a number of galleries and art centers have made La Crosse a regional center for culture, entertainment, medical care, shopping, sports and four season recreation.
The English Department at the University of Wisconsin-La Crosse invites applicants for a tenure-track Assistant Professor position in Rhetoric and Writing Studies, beginning in Fall 2010. We seek applicants with expertise in professional writing, particularly writing in business and organizational contexts. Primary upper level teaching responsibilities will be in the professional writing curriculum and the Rhetoric and Writing major emphasis. Regular General Education teaching assignments are in freshman composition. We seek someone who will help with the expansion and revision of our professional writing minor. Because UWL is an undergraduate teaching institution (4/4 load), we seek a new colleague who is an engaging teacher and scholar with a strong commitment to undergraduate education.
A Ph.D. in English with an emphasis in Rhetoric and Composition or Professional Writing or equivalent degree in hand by August 31, 2010 is required.
Multicultural, international, disability, and diversity perspectives in teaching, scholarship, and curriculum development especially welcome; our department has a strong commitment to multicultural and international education, and opportunities exist for curriculum development and reform in these and other areas.
To submit "confidential references" with your Profile and supporting documents for this position, please have the letters mailed to Diana Johnson, English Department, UW-La Crosse, 1725 State Street, La Crosse, WI 54601 and indicate recruitment # 0600086 in the cover letter accompanying the reference letter(s). Please also indicate in the reference letter attachment during the online application process, that your letter(s) are being submitted confidentially.
For questions about this position, you may contact:
Susan Crutchfeild at crutchfi.susa@uwlax.edu 608-785-8295 or Bryan Kopp at kopp.brya@uwlax.edu 608-785-6936
Note: Electronic submission of application materials is required. For additional information about this Faculty position and to apply, please visit https://employment.uwlax.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1240494358073
A ll application materials must be received no later than October 24, 2009. Initial interviews by teleconference or phone in early November.
Application Information
Contact: University of Wisconsin - La Crosse
Online App. Form: https://employment.uwlax.edu
Institution: University of Wisconsin - La Crosse
Location: La Crosse, WI
Category:
Faculty - Liberal Arts - English and Literature
Posted: 07/15/2009
Application Due: 10/24/2009
Type: Full Time
Founded in 1909, UW-L is one of 13, four-year institutions in the University of Wisconsin System with approximately 9,000 students. UW-L offers a wide array of undergraduate programs and a variety of graduate programs in three colleges: Liberal Studies (including the Schools of Education and Arts & Communication); Science and Health; and Business Administration. The university is consistently rated first among the UW System comprehensives in terms of first year student ACT scores, class rankings and retention rates.
We are an inclusive learning community that values the varying perspectives that come with diverse faculty, staff and student populations. We strongly encourage our students to broaden their perspectives through international experiences and diversity-related courses and programming, and support faculty and staff in international teaching, research, and service.
We are proud of our diversity and believe students, faculty, and staff all are enriched by our exposure to differing ideas, opinions and cultures. We strive to be a leader in Wisconsin's movement toward increased diversity and inclusiveness. For example, we routinely assess the campus climate and have conducted an equity study to explore how diverse students, faculty, and staff experience UW-L. We believe that employees from diverse backgrounds are critical to achieving excellence as a nationally recognized institution of higher education. We seek to recruit, develop, and retain the most talented people from a diverse candidate pool. We strongly encourage applications from persons with diverse backgrounds and experiences.
The city of La Crosse combines the scenic beauty of the Mississippi River and towering bluffs with a diversified economy and educated populace. Three colleges, two world-class medical institutions, the La Crosse Symphony Orchestra, a restored nineteenth century downtown business district, and a number of galleries and art centers have made La Crosse a regional center for culture, entertainment, medical care, shopping, sports and four season recreation.
The English Department at the University of Wisconsin-La Crosse invites applicants for a tenure-track Assistant Professor position in Rhetoric and Writing Studies, beginning in Fall 2010. We seek applicants with expertise in professional writing, particularly writing in business and organizational contexts. Primary upper level teaching responsibilities will be in the professional writing curriculum and the Rhetoric and Writing major emphasis. Regular General Education teaching assignments are in freshman composition. We seek someone who will help with the expansion and revision of our professional writing minor. Because UWL is an undergraduate teaching institution (4/4 load), we seek a new colleague who is an engaging teacher and scholar with a strong commitment to undergraduate education.
A Ph.D. in English with an emphasis in Rhetoric and Composition or Professional Writing or equivalent degree in hand by August 31, 2010 is required.
Multicultural, international, disability, and diversity perspectives in teaching, scholarship, and curriculum development especially welcome; our department has a strong commitment to multicultural and international education, and opportunities exist for curriculum development and reform in these and other areas.
To submit "confidential references" with your Profile and supporting documents for this position, please have the letters mailed to Diana Johnson, English Department, UW-La Crosse, 1725 State Street, La Crosse, WI 54601 and indicate recruitment # 0600086 in the cover letter accompanying the reference letter(s). Please also indicate in the reference letter attachment during the online application process, that your letter(s) are being submitted confidentially.
For questions about this position, you may contact:
Susan Crutchfeild at crutchfi.susa@uwlax.edu 608-785-8295 or Bryan Kopp at kopp.brya@uwlax.edu 608-785-6936
Note: Electronic submission of application materials is required. For additional information about this Faculty position and to apply, please visit https://employment.uwlax.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1240494358073
A ll application materials must be received no later than October 24, 2009. Initial interviews by teleconference or phone in early November.
Application Information
Contact: University of Wisconsin - La Crosse
Online App. Form: https://employment.uwlax.edu
Tuesday, April 14, 2009
60. On the Document Academy
The Document Academy has met for two years in Madison, WI, a pair of meetings that I have been fortunate enough to attend. The Document Academy is an interdisciplinary group of scholars. Their object of study is complex – a complexity illustrated by the use of the word “document” to signify the object of study. “The document” (the physical object) can be studied. At the same time, “to document” is a verb, of course, tied to the production of at least some documents (including, perhaps, documentary film). When scholars claim to study the document, then, they study a phenomenon that is at least partially polysemous as it represented in the terminology.
Document studies is not the only discipline with a polysemous keyword set. Scholars in “Writing Studies” both teach writing (the act) and study writing (the artifact). Scholars in Communication Studies both teach rhetoric (the practice of speaking) and the artifact (the rhetoric of political figures, for example).
I point to the analogy with rhetorical studies because I think that some of the well-worn paths in rhetorical studies are being traced by scholars in document studies. Rhetorical studies is commonly described in terms of three key terms: ontological, epistemological, and axiological frameworks. I'll address two of them below (ontology and axiology).
Ontological Aspects of Document Studies: What is the Document?
Ontology essentially poses the question of what, exactly, it is the theorist is examining. Most of the groundbreaking work in document studies explores the ontology of the document. Briet’s central example of the antelope served to define what the document is. And Michael Buckland has continued that exploration in key papers. They have framed the ontological exploration thusfar.
At the Document Academy, questions of the ontology of the document are addressed in two ways: in papers that explore the question primarily through a theoretical lens (with occasional reference to examples) and papers that explore the issue primarily through a critical exegesis of an exemplar document.
Theoretical Examinations of the Ontology of the Document
At the 2008 DocAm, Michael Buckland (“Keynote”) addressed the conference attendees with a synthetic discussion of theoretical works on the document, descended from both Briet’s and Otlet’s works. He reached largely the same conclusions that Briet did (or that he himself has reached in print publications). Buckland outlined, if you will, the state of the art in document theory.
In 2009, Bernd Frohmann continued a dialogue with Buckland begun at the 2008 DocAm, continued in print in the Journal of Documentation, and reaching an apotheosis in his keynote address on “documentality.” If Briet and Buckland are indicative of a kind of analytic tradition in document studies, Frohmann is the continental alternative – moving beyond analytic categories into the realm of the postmodern. (Frohmann did similar work in 2008’s “What Can We Learn from Recent Social Scientific Approaches to Documentation?”) Frohmann reads Foucault and Deleuze and Latour with an eye toward destabilizing the document (and the systems of power that, in Briet’s tradition through Buckland, have come to bestow meaning on the pieces of paper that are documents).
I took a stab at such arguments in my 2008 paper, trying to differentiate, on largely theoretical grounds, the “text” from the “document.” Using Roland Barthes’ conception of the Work and of the Text as a starting point, I then turned toward Briet and other sources to differentiate the Work (defined and delimited by scholarly interpretation by virtue of its canonical status) from the Document (defined and delimited by the institutional mechanisms of the archive) from the Text (the impossible, post-structuralist dream of a text as a field completely open to interpretation).
Theoretical explorations are rare, to be sure, at the Document academy, and they sometimes function primarily as polemic.
Critical Examinations of the Ontology of the Document
A number of papers begin not with theory but with critical practice. Most prominently, new technologies figure heavily into the exploration of the boundaries of the document. Niels Lund (in 2008) outlined a project for a synchronous global orchestra performance, in which each musician played remotely from locations around the world, connected by the Internet. Such a project destabilizes what we would normally consider a document (in part by destabilizing what we normally consider an event). Brian O’Connor raised similar issues in 2008 (in “Verisimilitude and the Representation of Realia”) and in 2009 (with his co-author, Ethan M. O’Connor, in “Utterances and Photolocutionary Acts”).
I argued (with my co-author Elizabeth Nelson) that the same pieces of paper could, at different points in their history, be best described as “texts” and as “documents.” The exemplar case, the papers and tapes of the People’s Temple (Jonestown) were “texts” in the years before the mass suicide; Nelson, as a young scholar, retrieved these texts from a drawer next to a phone in the private home of a donor to the Temple. The texts were an open canvas for what rhetorical critics call an “emic” criticism, an immanent criticism rooted in immersion in the texts. After the suicide, the flyers and newsletters and audio recordings of the People’s Temple become documents: framed and domesticated and controlled by the institutions that control access to them and utilize them. They are forensic documents in the hands of the FBI, and they are documents in service of professional arguments about the sociology of religion. The further the texts are embedded in institutions, the more they become “documents” as Briet and Buckland would describe them.
Roswitha Skare addresses the problem of the integrity of the document in “Nanook of the North: What Difference Does the Paratext Make in Understanding the Film?” at the 2009 DocAm. Using Genette’s distinction between peritext (the text bound within the pages of a book) and epitext (the germane texts that accompany the text: biographical data, interpretive criticism, contextual information, articulations of genre conventions, and so on), Skare anatomizes the document efficiently and effectively. Similar work, from the same deep well of French critical theory typically underutilized in the United States, is Rojas’ “Digital Web Wreadings, new figures of reading, text and writing: From Semio-Technical Forms toward a Social Approach of Digital Practices” (2008).
Synthetic Comments: On Not Defining the Document
Frohmann, in “Revisiting ‘What is a Document?’” sets out a philosophical argument, rooted in philosophy of language, to avoid defining “the document” in a way that circumscribes unnecessarily what could be analyzed in terms of document studies. In reviewing the diversity of approaches to defining the document in this section of this summary, I’d like to point to the similarities between the work in document studies and work in rhetorical studies.
In the 1960s, at the height of the rediscovery of rhetorical studies in both Departments of English and of Communication, definitions of rhetoric were swelling to incorporate more and more terrain. Kenneth Burke offered a persuasive claim: Wherever there is persuasion, there is rhetoric. And wherever there is ‘meaning’ there is persuasion. The globalization of definitions of rhetoric would burn in the field, in varying ways, for more than thirty years. After all, it seemed, if everything was rhetoric, what power does rhetoric have as an analytic term.
R. L Scott wrote a persuasive essay arguing (mush as Frohmann does) that defining rhetoric may be less useful, intellectually, than simply engaging intellectual work in rhetorical studies. He effectively makes a call to cease arguing about what rhetoric is and advance the analysis of it. Ed Schiappa would later claim, following in Scott’s tradition, that Rhetoric is any phenomenon that can be usefully study from a rhetorical perspective, a position that I think is mirrored in the work of the Document Academy. While certain papers may always attempt to circumscribe the document theoretically, the better work begins with the criticism and analysis of the document.
Ontological Aspects of Document Studies: What is the Document User?
The exploration of ontological dimensions of document studies does not only define the document. They also define the document user. That body of research remains underdeveloped at the meetings of Document Academy.
Document User as Autonomous Subject (Prior to the Document)
One strand of research sees the document user as a traditional, Cartesian subject – the free will that acts upon the document or upon the world to create the document. This strand of research is visible in Arnott Smith (“The Subject in Spite of Himself: Lancelot Hogben and the Self-Documented, Self-Reported Clinical Trial”), who describes a patient’s struggle to document their own symptoms. In Arnott-Smith’s work, then, the creator of the document is an autonomous agent, one capable of creating knowledge about their own condition.
Similarly, in Quan Zhou’s report on QuikScan (“QuikScan: Innovative Document Formatting for Fast and Selective Reading, DocAm 2009), Zhou outlines the reader as a largely autonomous subject, searching the document for information to use (for business, for example). Similarly, Elizabeth Davies mapped out practices for the use of documents in the theatre (“The Script as Mediating Artifact,” 2008), and Nathan Johnson has engaged a longer project exploring the documents created by technology specialists (“The CSS Standard: Documentation’s Influence on Rhetorical Agency”) and information scholars (“Documenting Information Education”) with an eye toward .the documents as created by autonomous subjects seeking to persuade. In these provocative case studies, the subject exists as document user, with minimal influence of the document in defining the subjectivity of the user.
Perhaps the most dynamic example of the document user as autonomous subject is the artist and scholar Jac Saorsa, who presents her artwork as part of an ongoing project to explore both the process of documentation (as her works becomes documents or stand in relationship to other works in a documentary fashion; see “Documenting the Stone,” 2008). In her 2009 paper (“Transfiguration through Art), Saorsa explores the development of her own subjectivity, as an artist, through reference to a Deleuzian vocabulary.
Document User as Subject Constituted by the Document
In some papers (for example, Vo Thi-Beard, “Documents and/of Identity: The US Census,” 2008 and Vo Thi-Beard, “Documenting the Readership of Audrey,” 2009), the documents act upon the user and can be said to begin to constitute the subjectivity of the user. Documents as apparently innocuous as magazine advice columns and as important as the US Census can have formative influences both on the self-identity of the document user and the identity bestowed upon them by others around them (who also internalize the identities created in the documents).
Kosciejew’s paper (in 2008) on “Crossing the Documentary Rubicon: The Reconstruction of Apartheid Identities in Botha’s South Africa” makes the case for national identity papers as documents, constructing the identity of minority cultures. Ndirangu Wachanga’s 2009 paper on “Metaphors as Documents of Narrative Constructing” explores the role of the mass media in constructing identities for minorities in war-torn countries. Li’s “Website as Documentation: Its Representation of National Political Freedom” did similar work in 2008.
Similarly, but without the complex inflection of racial politics, Ciaran Trace (“Preparing for Life as an Adult and Citizen: Records and the 4H Club,” DocAm 2009) outlines the ways that the documents (record books completed by 4H members) helped create good citizens. In real ways, the documents help constitute the readers. Trace explored similar avenues in “Notions of Membership and Resistance: The Relationship between Formal and Informal Records in a Child’s Life” (2008).
Synthetic Comments: On the Nature of the Document User
The exploration of the document user is a tricky one, caught in a chicken and egg problem. On the one hand, in the case of the Census, for example, as Vo Thi-Beard tells us, it seems clear that documents can circumscribe an identity. At the same time, we come to the document as literate beings – we are already subjects when we put pen to paper. Krista Ratcliffe gave expression to a similar tension in rhetorical studies. Rhetoric, she decided, is the study of how we use language and how language uses us.
In various forms, with various articulations (derived from critical theories of the subject as diverse as those of Althusser and Foucault Spivak and others), rhetorical theorists have tried to explore the question of the relationship between the rhetoric we speak and consume and our subjectivity. It may be time for scholars in document studies to begin more systematic investigation of how we use documents and how documents use us
Axiology
Axiology is concerned with questions of evaluation: these can be measured on a technical scale and on an ethical or critical scale. Several scholars at DocAm 2008 & 2009 explore the axiological dimensions of documents.
Evaluating the Efficacy of Documents
Quan Zhou’s paper on QuikScan is notable as the exemplary foray into effective document evaluation. By conducting user testing, Zhou was able to assert the clear superiority of QuikScan-formatted documents over other documents with the same information, without the strategic formatting.
Evaluating the Ethics of Documents
On the ethical or critical scale, Wachanga, Li, Kosciejew and Vo-Thi Beard each address issues of the representation of ethnic minorities via documents. Wachanga calls our attention to the metaphors used in the media in Rwanda, drawing attention both to the power of documents to engage in dehumanizing, unethical work. At the same time, because the most powerful form of media in most African nations is radio, Wachanga’s paper raises questions about how ephemeral texts like radio broadcasts might constitute documents. Kosciejew raised similar issues about the documents in South Africa in the time of Apartheid.
Earlier, I noted that Vo Thi-Beard explored the ways that documents construct ethnic identity in the United States. The systems of representation for ethnic identity, ranging from identity cards in South Africa to the Census to popular magazines, are always rife with ethical dilemmas. No representation of an ethnic group, after all, can reflect the diversity of the members of that group.
Ulrika Kjellman, Joacim Hansson & Mats Dahlstrom raise the question of the relationship between the digital document (or facsimile) of an artifact and the obligations to return an object taken from another nation in time of war. By discussing the digitization of a medieval Bible, they raise the question of universal digital access to materials as an alternative to repatriation of art objects taken from a country in time of war. Robert Riter (in “Relationship between Original Sources and Documentary Editions / Archive”) spoke more directly to professional, ethical obligations.
Hybrid Evaluations: Ethics and Efficacy
Elizabeth Davies and Pamela Mackenzie (“Charting the Course of True Love: Guides to Wedding Planning as Documentary Tools for Time and Information Management”) offer evaluation of documents on both of the axiological axes. On the one hand, they are sharply critical of the technical weaknesses of the documents (the haphazard way in which some instructions are delivered in the guides, and the ways in which the documents, designed for the first-time bride, fail to meet the first-time user’s needs). At the same time, they are exploring a provocative set of claims about the representation of time in the documents. The bride’s calendar is constructed in these documents, and there are ethical and critical implications to that act of the representation of time – implications that they are just beginning to tease out.
Synthetic Comments: Is There an Ethics of Documentation?
The axiological and ethical dimensions of document study are only being explored, tentatively, and are worth greater examination in 2010.
Conclusion: Looking Forward in Document Studies
The 2010 Document Academy will be held at the University of North Texas, where again these intellectual issues will no doubt be raised again.
The Document Academy has met for two years in Madison, WI, a pair of meetings that I have been fortunate enough to attend. The Document Academy is an interdisciplinary group of scholars. Their object of study is complex – a complexity illustrated by the use of the word “document” to signify the object of study. “The document” (the physical object) can be studied. At the same time, “to document” is a verb, of course, tied to the production of at least some documents (including, perhaps, documentary film). When scholars claim to study the document, then, they study a phenomenon that is at least partially polysemous as it represented in the terminology.
Document studies is not the only discipline with a polysemous keyword set. Scholars in “Writing Studies” both teach writing (the act) and study writing (the artifact). Scholars in Communication Studies both teach rhetoric (the practice of speaking) and the artifact (the rhetoric of political figures, for example).
I point to the analogy with rhetorical studies because I think that some of the well-worn paths in rhetorical studies are being traced by scholars in document studies. Rhetorical studies is commonly described in terms of three key terms: ontological, epistemological, and axiological frameworks. I'll address two of them below (ontology and axiology).
Ontological Aspects of Document Studies: What is the Document?
Ontology essentially poses the question of what, exactly, it is the theorist is examining. Most of the groundbreaking work in document studies explores the ontology of the document. Briet’s central example of the antelope served to define what the document is. And Michael Buckland has continued that exploration in key papers. They have framed the ontological exploration thusfar.
At the Document Academy, questions of the ontology of the document are addressed in two ways: in papers that explore the question primarily through a theoretical lens (with occasional reference to examples) and papers that explore the issue primarily through a critical exegesis of an exemplar document.
Theoretical Examinations of the Ontology of the Document
At the 2008 DocAm, Michael Buckland (“Keynote”) addressed the conference attendees with a synthetic discussion of theoretical works on the document, descended from both Briet’s and Otlet’s works. He reached largely the same conclusions that Briet did (or that he himself has reached in print publications). Buckland outlined, if you will, the state of the art in document theory.
In 2009, Bernd Frohmann continued a dialogue with Buckland begun at the 2008 DocAm, continued in print in the Journal of Documentation, and reaching an apotheosis in his keynote address on “documentality.” If Briet and Buckland are indicative of a kind of analytic tradition in document studies, Frohmann is the continental alternative – moving beyond analytic categories into the realm of the postmodern. (Frohmann did similar work in 2008’s “What Can We Learn from Recent Social Scientific Approaches to Documentation?”) Frohmann reads Foucault and Deleuze and Latour with an eye toward destabilizing the document (and the systems of power that, in Briet’s tradition through Buckland, have come to bestow meaning on the pieces of paper that are documents).
I took a stab at such arguments in my 2008 paper, trying to differentiate, on largely theoretical grounds, the “text” from the “document.” Using Roland Barthes’ conception of the Work and of the Text as a starting point, I then turned toward Briet and other sources to differentiate the Work (defined and delimited by scholarly interpretation by virtue of its canonical status) from the Document (defined and delimited by the institutional mechanisms of the archive) from the Text (the impossible, post-structuralist dream of a text as a field completely open to interpretation).
Theoretical explorations are rare, to be sure, at the Document academy, and they sometimes function primarily as polemic.
Critical Examinations of the Ontology of the Document
A number of papers begin not with theory but with critical practice. Most prominently, new technologies figure heavily into the exploration of the boundaries of the document. Niels Lund (in 2008) outlined a project for a synchronous global orchestra performance, in which each musician played remotely from locations around the world, connected by the Internet. Such a project destabilizes what we would normally consider a document (in part by destabilizing what we normally consider an event). Brian O’Connor raised similar issues in 2008 (in “Verisimilitude and the Representation of Realia”) and in 2009 (with his co-author, Ethan M. O’Connor, in “Utterances and Photolocutionary Acts”).
I argued (with my co-author Elizabeth Nelson) that the same pieces of paper could, at different points in their history, be best described as “texts” and as “documents.” The exemplar case, the papers and tapes of the People’s Temple (Jonestown) were “texts” in the years before the mass suicide; Nelson, as a young scholar, retrieved these texts from a drawer next to a phone in the private home of a donor to the Temple. The texts were an open canvas for what rhetorical critics call an “emic” criticism, an immanent criticism rooted in immersion in the texts. After the suicide, the flyers and newsletters and audio recordings of the People’s Temple become documents: framed and domesticated and controlled by the institutions that control access to them and utilize them. They are forensic documents in the hands of the FBI, and they are documents in service of professional arguments about the sociology of religion. The further the texts are embedded in institutions, the more they become “documents” as Briet and Buckland would describe them.
Roswitha Skare addresses the problem of the integrity of the document in “Nanook of the North: What Difference Does the Paratext Make in Understanding the Film?” at the 2009 DocAm. Using Genette’s distinction between peritext (the text bound within the pages of a book) and epitext (the germane texts that accompany the text: biographical data, interpretive criticism, contextual information, articulations of genre conventions, and so on), Skare anatomizes the document efficiently and effectively. Similar work, from the same deep well of French critical theory typically underutilized in the United States, is Rojas’ “Digital Web Wreadings, new figures of reading, text and writing: From Semio-Technical Forms toward a Social Approach of Digital Practices” (2008).
Synthetic Comments: On Not Defining the Document
Frohmann, in “Revisiting ‘What is a Document?’” sets out a philosophical argument, rooted in philosophy of language, to avoid defining “the document” in a way that circumscribes unnecessarily what could be analyzed in terms of document studies. In reviewing the diversity of approaches to defining the document in this section of this summary, I’d like to point to the similarities between the work in document studies and work in rhetorical studies.
In the 1960s, at the height of the rediscovery of rhetorical studies in both Departments of English and of Communication, definitions of rhetoric were swelling to incorporate more and more terrain. Kenneth Burke offered a persuasive claim: Wherever there is persuasion, there is rhetoric. And wherever there is ‘meaning’ there is persuasion. The globalization of definitions of rhetoric would burn in the field, in varying ways, for more than thirty years. After all, it seemed, if everything was rhetoric, what power does rhetoric have as an analytic term.
R. L Scott wrote a persuasive essay arguing (mush as Frohmann does) that defining rhetoric may be less useful, intellectually, than simply engaging intellectual work in rhetorical studies. He effectively makes a call to cease arguing about what rhetoric is and advance the analysis of it. Ed Schiappa would later claim, following in Scott’s tradition, that Rhetoric is any phenomenon that can be usefully study from a rhetorical perspective, a position that I think is mirrored in the work of the Document Academy. While certain papers may always attempt to circumscribe the document theoretically, the better work begins with the criticism and analysis of the document.
Ontological Aspects of Document Studies: What is the Document User?
The exploration of ontological dimensions of document studies does not only define the document. They also define the document user. That body of research remains underdeveloped at the meetings of Document Academy.
Document User as Autonomous Subject (Prior to the Document)
One strand of research sees the document user as a traditional, Cartesian subject – the free will that acts upon the document or upon the world to create the document. This strand of research is visible in Arnott Smith (“The Subject in Spite of Himself: Lancelot Hogben and the Self-Documented, Self-Reported Clinical Trial”), who describes a patient’s struggle to document their own symptoms. In Arnott-Smith’s work, then, the creator of the document is an autonomous agent, one capable of creating knowledge about their own condition.
Similarly, in Quan Zhou’s report on QuikScan (“QuikScan: Innovative Document Formatting for Fast and Selective Reading, DocAm 2009), Zhou outlines the reader as a largely autonomous subject, searching the document for information to use (for business, for example). Similarly, Elizabeth Davies mapped out practices for the use of documents in the theatre (“The Script as Mediating Artifact,” 2008), and Nathan Johnson has engaged a longer project exploring the documents created by technology specialists (“The CSS Standard: Documentation’s Influence on Rhetorical Agency”) and information scholars (“Documenting Information Education”) with an eye toward .the documents as created by autonomous subjects seeking to persuade. In these provocative case studies, the subject exists as document user, with minimal influence of the document in defining the subjectivity of the user.
Perhaps the most dynamic example of the document user as autonomous subject is the artist and scholar Jac Saorsa, who presents her artwork as part of an ongoing project to explore both the process of documentation (as her works becomes documents or stand in relationship to other works in a documentary fashion; see “Documenting the Stone,” 2008). In her 2009 paper (“Transfiguration through Art), Saorsa explores the development of her own subjectivity, as an artist, through reference to a Deleuzian vocabulary.
Document User as Subject Constituted by the Document
In some papers (for example, Vo Thi-Beard, “Documents and/of Identity: The US Census,” 2008 and Vo Thi-Beard, “Documenting the Readership of Audrey,” 2009), the documents act upon the user and can be said to begin to constitute the subjectivity of the user. Documents as apparently innocuous as magazine advice columns and as important as the US Census can have formative influences both on the self-identity of the document user and the identity bestowed upon them by others around them (who also internalize the identities created in the documents).
Kosciejew’s paper (in 2008) on “Crossing the Documentary Rubicon: The Reconstruction of Apartheid Identities in Botha’s South Africa” makes the case for national identity papers as documents, constructing the identity of minority cultures. Ndirangu Wachanga’s 2009 paper on “Metaphors as Documents of Narrative Constructing” explores the role of the mass media in constructing identities for minorities in war-torn countries. Li’s “Website as Documentation: Its Representation of National Political Freedom” did similar work in 2008.
Similarly, but without the complex inflection of racial politics, Ciaran Trace (“Preparing for Life as an Adult and Citizen: Records and the 4H Club,” DocAm 2009) outlines the ways that the documents (record books completed by 4H members) helped create good citizens. In real ways, the documents help constitute the readers. Trace explored similar avenues in “Notions of Membership and Resistance: The Relationship between Formal and Informal Records in a Child’s Life” (2008).
Synthetic Comments: On the Nature of the Document User
The exploration of the document user is a tricky one, caught in a chicken and egg problem. On the one hand, in the case of the Census, for example, as Vo Thi-Beard tells us, it seems clear that documents can circumscribe an identity. At the same time, we come to the document as literate beings – we are already subjects when we put pen to paper. Krista Ratcliffe gave expression to a similar tension in rhetorical studies. Rhetoric, she decided, is the study of how we use language and how language uses us.
In various forms, with various articulations (derived from critical theories of the subject as diverse as those of Althusser and Foucault Spivak and others), rhetorical theorists have tried to explore the question of the relationship between the rhetoric we speak and consume and our subjectivity. It may be time for scholars in document studies to begin more systematic investigation of how we use documents and how documents use us
Axiology
Axiology is concerned with questions of evaluation: these can be measured on a technical scale and on an ethical or critical scale. Several scholars at DocAm 2008 & 2009 explore the axiological dimensions of documents.
Evaluating the Efficacy of Documents
Quan Zhou’s paper on QuikScan is notable as the exemplary foray into effective document evaluation. By conducting user testing, Zhou was able to assert the clear superiority of QuikScan-formatted documents over other documents with the same information, without the strategic formatting.
Evaluating the Ethics of Documents
On the ethical or critical scale, Wachanga, Li, Kosciejew and Vo-Thi Beard each address issues of the representation of ethnic minorities via documents. Wachanga calls our attention to the metaphors used in the media in Rwanda, drawing attention both to the power of documents to engage in dehumanizing, unethical work. At the same time, because the most powerful form of media in most African nations is radio, Wachanga’s paper raises questions about how ephemeral texts like radio broadcasts might constitute documents. Kosciejew raised similar issues about the documents in South Africa in the time of Apartheid.
Earlier, I noted that Vo Thi-Beard explored the ways that documents construct ethnic identity in the United States. The systems of representation for ethnic identity, ranging from identity cards in South Africa to the Census to popular magazines, are always rife with ethical dilemmas. No representation of an ethnic group, after all, can reflect the diversity of the members of that group.
Ulrika Kjellman, Joacim Hansson & Mats Dahlstrom raise the question of the relationship between the digital document (or facsimile) of an artifact and the obligations to return an object taken from another nation in time of war. By discussing the digitization of a medieval Bible, they raise the question of universal digital access to materials as an alternative to repatriation of art objects taken from a country in time of war. Robert Riter (in “Relationship between Original Sources and Documentary Editions / Archive”) spoke more directly to professional, ethical obligations.
Hybrid Evaluations: Ethics and Efficacy
Elizabeth Davies and Pamela Mackenzie (“Charting the Course of True Love: Guides to Wedding Planning as Documentary Tools for Time and Information Management”) offer evaluation of documents on both of the axiological axes. On the one hand, they are sharply critical of the technical weaknesses of the documents (the haphazard way in which some instructions are delivered in the guides, and the ways in which the documents, designed for the first-time bride, fail to meet the first-time user’s needs). At the same time, they are exploring a provocative set of claims about the representation of time in the documents. The bride’s calendar is constructed in these documents, and there are ethical and critical implications to that act of the representation of time – implications that they are just beginning to tease out.
Synthetic Comments: Is There an Ethics of Documentation?
The axiological and ethical dimensions of document study are only being explored, tentatively, and are worth greater examination in 2010.
Conclusion: Looking Forward in Document Studies
The 2010 Document Academy will be held at the University of North Texas, where again these intellectual issues will no doubt be raised again.
Tuesday, March 31, 2009
59.0 Amazing Weekend, Personally and Professionally: I love this life, and I will fight to keep it.
The last five days have been exhausting, but they have been immensely instructive, personally and professionally. They reminded me why I love teaching, research, service and mentoring -- why I love this life!
Thursday:
Leave Duluth at 9am.
11am. Visit Grand Rapids Public Library, a monument to a community's commitment to literacy.
1pm: Visit with colleague Roy C. Booth in Bemidji, MN. Roy is a professional writer about whom I have written a grant, in hopes to bring him to campus to speak with students about a career in writing.
While there, eat glorious cheap Chinese and see Paul Bunyan.
http://www.visitbemidji.com/bemidji/paulphotopage.html
To this point, the trip has served a very useful purpose. Kate (my wife) and I have long been interested in regional America -- in the kinds of culture and public art and literacy that develops in towns too small for the major "literacy marketers" (eg Borders) to have paid attention to. (Incidentally, Bemidji has a branch of a regional book chain, BookWorld (http://www.bookworldstores.com/), a fascinating regional alternative to the megachain.) And, as people, we love growing to know the flavor of the cities and regions in which we live. We have yet to taste the Northern Minnesota Pines & Plains very much until this trip.
Arrive Crookston, MN at 5pmish. Rest in hotel until performance of Starkle, Starkle Little Twink, a play by Basil Clark (http://www.basilclark.org/). The play is about the survival of Vietnam vets on their return and struggle to reintegrate. I conversed with one of those professional colleagues who captures your heart, even though you don't see each other often. I both admire Mark Huglen as a scholar and believe him to be a good friend. He pulled this production together and his efforts at grant-writing brought me to campus.
After the production, talk with Mark over beverages. I continue to learn from Mark about many, many things; in this conversation, we talked about life as a senior faculty member and life at UMC. Among the things that impressed me most about UMC is the spirit of collegiality. The director of the Writing Center came to a performance of a play pulled together by a Comm professor, directed by one of his staff (not student) tutors, with audio by an Ag Business faculty member and co-starring a Music faculty member (despite the lack of any singing!). That is collegiality across all fronts!
Friday:
Wake at 9am. By 9:45, off to Crookston High School. Mark has arranged for a 90-student assembly of Juniors in Larry Barton's American Lit classes, arranged by Mark. The students and I discussed some excerpts from The Things They Carried and from Vietnamese poetry about the war. They were lively, energetic and critical thinkers. I was impressed. They are a credit to CHS and to Mr. Barton -- the first "normal" person I've met who knew that I was a rhetorician without my ever using the word.
1pm: Lecture on Clorox Bleach and their "Crisis Communication" plan for a course in Crisis Communication at UMC. For more details on their leaked plan see: http://www.sourcewatch.org/images/e/e4/Clorox.pdf Never have I seen a course that could be pure techne so thoroughly invested in the ethics of the professional practice. The students who take this class will be among the best employees a company could have, I think. (Mark taught this class; see http://www.umcrookston.edu/faculty/H/Mark_Huglen.htm)
2pm: Lecture and led discuission on Vietnamese poetry for a World Lit class. The class is 1/2 students from other countries (Korea and China, I think). All the students bring a critical eye to the class and function well as a community -- a real credit to their teacher, Rachel McCoppin (http://www.umcrookston.edu/faculty/H/Rachel_Habermehl.htm). They worked hard to grasp the texts, and Rachel even had kind things to say about my pedagogy.
By this point, I am running on adrenaline. I am feeling all the things that made me want to be a professor -- the teaching of a diverse body of students on a diversity of topics, the joy of conversation with students who are engaged. The sense that the full range of my brain is being used. I haven't felt this way, really, as a teacher in at least seven years. Ever since I graduated, I feel like I have been teaching "with one hand behind my back." And I was able to exercise a diversity of pedagogies -- I hope that the cooperating teachers were being straight with me when they said they thought it went well.
7pm. The Play starts. I am seated behind the chancellor of UMC. There are easily 200 people there, I think, and I must address all of them soon.
8:30pm: The panel discussion starts. I can't see a damn thing in the spotlights, while the house lights are dark. I am making eye contact with imaginary peopl, and I am spooked.
I introduce the panelists and make some remarks about the interdisciplinary cooperation of the playwright and Mark in their co-authored book Poetic Healing (see http://www.parlorpress.com/huglen.html) and the collaboration of the community to make the printed page come alive. Afterwards, conversations with students, faculty, staff and community over food. A Korean student, Hailey, in particular, impressed me with her critical thinking on the play. Mr. Barton also appeared and conversed with me in a way that I appreciate -- he offered a solid perspective on the literary quality and the teachability of the play. Wonderful.
10pm: My bags are packed; I begin the drive to Madison. Kate begins it, actually; at Detroit Lakes, we swap.
Saturday
12am: Detroit Lakes. We swap driving.
4am: Pull over in a parking lot in Woodbury, MN. Nap until almost 5am.
8:30am: Arrive in Madison, WI. Change clothes. Attend DocAm, the Document Academy annual meeting of scholars in Information Studies and a variety of other fields. I will blog about the conference later.
10:30am: Deliver a paper on "Jonestown and the Problem of Documentation" -- this paper is drawn from a paper I started writing on my own. It has benefitted from my reading of Joshua Gunn's work and it has benefitted from its recently added co-author (who could not attend), Elizabeth Nelson. I love my colleagues immensely and recognize their importance in my work!
By this point, I am jamming on the knowledge-creation component of being a professor. Feedback that I got last year helped make the paper I delivered last year publishable (forthcoming in Archival Sciences), and this year, the feedback is just as tough-- maybe tougher, because Bernd Frohmann has proposed a reconfiguration of "document" as a key term. The conversation is good and stimulating
6pm: Conference is over for the day; I lunch with grad students in LIS, one of whom is becoming a rhetorician. I had nothing to do with it, but I was there when he wanted to toss the idea around, so I take all credit for it. This part of the day reminds me of how much I love advising, the mentoring part of being a professor.
9pm: Not having slept beyond the nap in Woodbury for more than 36 hours, I crash, hard.
Sunday
10am: Back to DocAm. The papers are engaging.
Noon: Shopping at the UW book store, where many good books are for sale. Where else can you get Shaftesbury and Philip K. Dick, both, each for less than $5?
4pm: I am more tired than I think. A paper proposes that the Shannon model for communication/information is superior to some current models, if it is reconfigured slightly. After about 10 minutes, it becomes clear to me that (a) only two other people in the room may have read Shannon's Bell Labs paper and (b) the model is seriously discussed in information studies. Not historically discussed, the way it is in Comm & Comp, but engaged as a contemporary model. I am tired as hell, and in a fit of frustration, when the conversation has become a kind of free for all, I ask those sitting to my left, a little too loudly:
"Do LIS people still take the Shannon-Weaver model seriously?"
and, when they reply yes,
"What kind of retrograde discipline is this?"
Kate berates me, appropriately, later. I feel justified: there was much discussion of the uses of Shannon for talking about "semantic content" of information, and Shannon was indifferent to semantic content. And yet, I am sorry.
6pm: Conference over. Off to Half Price Books to buy comics.
8:30pm: Arrive in Milwaukee. See Mom, deposit Kate for her trip away.
Monday:
Leave Milwaukee at 3am, alone, for Duluth.
Arrive Duluth 9:30, teach two writing classes, then deliver a presentation on the resources available in Duluth to discuss lynching and the symbolic violence of the noose. My co-presenter on this project was Carl Crawford, the dynamic director of intercultural student sservices at Lake Superior College. Carl is a gifted presenter and listener, and it is dynamite to be working with him again. (I've been doing work with the Clayton Jackson McGhie Memorial Board for four years, now, community and education outreach on issues of diversity, history and literacy. The most significant fruits of that work can be found here: http://www.d.umn.edu/cehsp/civic-engagement/index.html, which links you to an hourlong local public radio broadcast on the project here: http://kuws.fm/Final%20Edition/Final%20Edition%20Feb.%208,%202008.mp3 and a three-minute story syndicated across all Wisconsin Public Radio Stations here: http://clipcast.wpr.org:8080/ramgen/wpr/news/news080307ms.rm .
This event rounds out the triumvirate of university life: the ability to connect concrete knowledge (in my case, about literacy and material rhetoric both) to issues of real concern to a community. Plus, I must admit, the CJMM folks are an energizing community. I leave them always feeling the whole of my life more intensely and genuinely.
I am exhausted, but it reminded why I love this life, and why I will fight to keep it.
The last five days have been exhausting, but they have been immensely instructive, personally and professionally. They reminded me why I love teaching, research, service and mentoring -- why I love this life!
Thursday:
Leave Duluth at 9am.
11am. Visit Grand Rapids Public Library, a monument to a community's commitment to literacy.
1pm: Visit with colleague Roy C. Booth in Bemidji, MN. Roy is a professional writer about whom I have written a grant, in hopes to bring him to campus to speak with students about a career in writing.
While there, eat glorious cheap Chinese and see Paul Bunyan.
http://www.visitbemidji.com/bemidji/paulphotopage.html
To this point, the trip has served a very useful purpose. Kate (my wife) and I have long been interested in regional America -- in the kinds of culture and public art and literacy that develops in towns too small for the major "literacy marketers" (eg Borders) to have paid attention to. (Incidentally, Bemidji has a branch of a regional book chain, BookWorld (http://www.bookworldstores.com/), a fascinating regional alternative to the megachain.) And, as people, we love growing to know the flavor of the cities and regions in which we live. We have yet to taste the Northern Minnesota Pines & Plains very much until this trip.
Arrive Crookston, MN at 5pmish. Rest in hotel until performance of Starkle, Starkle Little Twink, a play by Basil Clark (http://www.basilclark.org/). The play is about the survival of Vietnam vets on their return and struggle to reintegrate. I conversed with one of those professional colleagues who captures your heart, even though you don't see each other often. I both admire Mark Huglen as a scholar and believe him to be a good friend. He pulled this production together and his efforts at grant-writing brought me to campus.
After the production, talk with Mark over beverages. I continue to learn from Mark about many, many things; in this conversation, we talked about life as a senior faculty member and life at UMC. Among the things that impressed me most about UMC is the spirit of collegiality. The director of the Writing Center came to a performance of a play pulled together by a Comm professor, directed by one of his staff (not student) tutors, with audio by an Ag Business faculty member and co-starring a Music faculty member (despite the lack of any singing!). That is collegiality across all fronts!
Friday:
Wake at 9am. By 9:45, off to Crookston High School. Mark has arranged for a 90-student assembly of Juniors in Larry Barton's American Lit classes, arranged by Mark. The students and I discussed some excerpts from The Things They Carried and from Vietnamese poetry about the war. They were lively, energetic and critical thinkers. I was impressed. They are a credit to CHS and to Mr. Barton -- the first "normal" person I've met who knew that I was a rhetorician without my ever using the word.
1pm: Lecture on Clorox Bleach and their "Crisis Communication" plan for a course in Crisis Communication at UMC. For more details on their leaked plan see: http://www.sourcewatch.org/images/e/e4/Clorox.pdf Never have I seen a course that could be pure techne so thoroughly invested in the ethics of the professional practice. The students who take this class will be among the best employees a company could have, I think. (Mark taught this class; see http://www.umcrookston.edu/faculty/H/Mark_Huglen.htm)
2pm: Lecture and led discuission on Vietnamese poetry for a World Lit class. The class is 1/2 students from other countries (Korea and China, I think). All the students bring a critical eye to the class and function well as a community -- a real credit to their teacher, Rachel McCoppin (http://www.umcrookston.edu/faculty/H/Rachel_Habermehl.htm). They worked hard to grasp the texts, and Rachel even had kind things to say about my pedagogy.
By this point, I am running on adrenaline. I am feeling all the things that made me want to be a professor -- the teaching of a diverse body of students on a diversity of topics, the joy of conversation with students who are engaged. The sense that the full range of my brain is being used. I haven't felt this way, really, as a teacher in at least seven years. Ever since I graduated, I feel like I have been teaching "with one hand behind my back." And I was able to exercise a diversity of pedagogies -- I hope that the cooperating teachers were being straight with me when they said they thought it went well.
7pm. The Play starts. I am seated behind the chancellor of UMC. There are easily 200 people there, I think, and I must address all of them soon.
8:30pm: The panel discussion starts. I can't see a damn thing in the spotlights, while the house lights are dark. I am making eye contact with imaginary peopl, and I am spooked.
I introduce the panelists and make some remarks about the interdisciplinary cooperation of the playwright and Mark in their co-authored book Poetic Healing (see http://www.parlorpress.com/huglen.html) and the collaboration of the community to make the printed page come alive. Afterwards, conversations with students, faculty, staff and community over food. A Korean student, Hailey, in particular, impressed me with her critical thinking on the play. Mr. Barton also appeared and conversed with me in a way that I appreciate -- he offered a solid perspective on the literary quality and the teachability of the play. Wonderful.
10pm: My bags are packed; I begin the drive to Madison. Kate begins it, actually; at Detroit Lakes, we swap.
Saturday
12am: Detroit Lakes. We swap driving.
4am: Pull over in a parking lot in Woodbury, MN. Nap until almost 5am.
8:30am: Arrive in Madison, WI. Change clothes. Attend DocAm, the Document Academy annual meeting of scholars in Information Studies and a variety of other fields. I will blog about the conference later.
10:30am: Deliver a paper on "Jonestown and the Problem of Documentation" -- this paper is drawn from a paper I started writing on my own. It has benefitted from my reading of Joshua Gunn's work and it has benefitted from its recently added co-author (who could not attend), Elizabeth Nelson. I love my colleagues immensely and recognize their importance in my work!
By this point, I am jamming on the knowledge-creation component of being a professor. Feedback that I got last year helped make the paper I delivered last year publishable (forthcoming in Archival Sciences), and this year, the feedback is just as tough-- maybe tougher, because Bernd Frohmann has proposed a reconfiguration of "document" as a key term. The conversation is good and stimulating
6pm: Conference is over for the day; I lunch with grad students in LIS, one of whom is becoming a rhetorician. I had nothing to do with it, but I was there when he wanted to toss the idea around, so I take all credit for it. This part of the day reminds me of how much I love advising, the mentoring part of being a professor.
9pm: Not having slept beyond the nap in Woodbury for more than 36 hours, I crash, hard.
Sunday
10am: Back to DocAm. The papers are engaging.
Noon: Shopping at the UW book store, where many good books are for sale. Where else can you get Shaftesbury and Philip K. Dick, both, each for less than $5?
4pm: I am more tired than I think. A paper proposes that the Shannon model for communication/information is superior to some current models, if it is reconfigured slightly. After about 10 minutes, it becomes clear to me that (a) only two other people in the room may have read Shannon's Bell Labs paper and (b) the model is seriously discussed in information studies. Not historically discussed, the way it is in Comm & Comp, but engaged as a contemporary model. I am tired as hell, and in a fit of frustration, when the conversation has become a kind of free for all, I ask those sitting to my left, a little too loudly:
"Do LIS people still take the Shannon-Weaver model seriously?"
and, when they reply yes,
"What kind of retrograde discipline is this?"
Kate berates me, appropriately, later. I feel justified: there was much discussion of the uses of Shannon for talking about "semantic content" of information, and Shannon was indifferent to semantic content. And yet, I am sorry.
6pm: Conference over. Off to Half Price Books to buy comics.
8:30pm: Arrive in Milwaukee. See Mom, deposit Kate for her trip away.
Monday:
Leave Milwaukee at 3am, alone, for Duluth.
Arrive Duluth 9:30, teach two writing classes, then deliver a presentation on the resources available in Duluth to discuss lynching and the symbolic violence of the noose. My co-presenter on this project was Carl Crawford, the dynamic director of intercultural student sservices at Lake Superior College. Carl is a gifted presenter and listener, and it is dynamite to be working with him again. (I've been doing work with the Clayton Jackson McGhie Memorial Board for four years, now, community and education outreach on issues of diversity, history and literacy. The most significant fruits of that work can be found here: http://www.d.umn.edu/cehsp/civic-engagement/index.html, which links you to an hourlong local public radio broadcast on the project here: http://kuws.fm/Final%20Edition/Final%20Edition%20Feb.%208,%202008.mp3 and a three-minute story syndicated across all Wisconsin Public Radio Stations here: http://clipcast.wpr.org:8080/ramgen/wpr/news/news080307ms.rm .
This event rounds out the triumvirate of university life: the ability to connect concrete knowledge (in my case, about literacy and material rhetoric both) to issues of real concern to a community. Plus, I must admit, the CJMM folks are an energizing community. I leave them always feeling the whole of my life more intensely and genuinely.
I am exhausted, but it reminded why I love this life, and why I will fight to keep it.
Tuesday, March 03, 2009
58.0 I could drive a truck though the holes in this survey:
I could drive a truck ...through the holes in this survey.
http://leiterreports.typepad.com/blog/2009/03/greatest-philosopher-of-the-20thcentury-the-runoff.html
What do YOU think?
I could drive a truck ...through the holes in this survey.
http://leiterreports.typepad.com/blog/2009/03/greatest-philosopher-of-the-20thcentury-the-runoff.html
What do YOU think?
Tuesday, February 10, 2009
57.0 Secrets from the Government?
Rhetorical scholars have sent me this, so it must be juicy.
FW:
Wikileaks has taken receipt of the complete catalog of Congressional
Research Service (CRS) reports. The CRS writes non-partisan reports on
every conceivable topic addressed by Congress. All of these materials
are supposed to be in the public domain but are released to the public
at the discretion of members. Previously, only a very select few
reports were ever made public. Apparently (and my guess), some member
of congress who wished to remain anonymous gave them all to wikileaks.
Their website is understandably under a considerable load at the
moment.
http://wikileaks.org/wiki/Change_you_can_download:_a_billion_in_secret_Congressional_reports
Rhetorical scholars have sent me this, so it must be juicy.
FW:
Wikileaks has taken receipt of the complete catalog of Congressional
Research Service (CRS) reports. The CRS writes non-partisan reports on
every conceivable topic addressed by Congress. All of these materials
are supposed to be in the public domain but are released to the public
at the discretion of members. Previously, only a very select few
reports were ever made public. Apparently (and my guess), some member
of congress who wished to remain anonymous gave them all to wikileaks.
Their website is understandably under a considerable load at the
moment.
http://wikileaks.org/wiki/Change_you_can_download:_a_billion_in_secret_Congressional_reports
Sunday, February 01, 2009
54.0 DO we need one of these in rhetorical studies?
Reposted from the Fragments of Consciousness Blog:
http://fragments.consc.net/djc/2009/01/philp.html
PhilPapers
I'm pleased to announce the launch of PhilPapers, a virtual environment for philosophical research. David Bourget and I have been working on this project for a year or two now, with significant help from Wolfgang Schwarz. PhilPapers is an outgrowth of the MindPapers project in the philosophy of mind, but it is much greater in scope and ambition. PhilPapers encompasses all areas of philosophy, and it has many features that MindPapers lacks.
The core of PhilPapers is a database of close to 200,000 articles and books in philosophy. Around this database, the site has all sorts of tools for accessing the articles and books online wherever possible, for discussing them in discussion forums, for classifying them in relevant areas of philosophy, for searching and browsing in many different ways, for creating personal bibliographies and personal content alerts, and much more.
The best way to get an idea of what PhilPapers can do is to go to the site and try it yourself (we've compiled a basic introduction to some of the features). Even a casual browser can browse listings for new and old papers, search for papers in a given area or by a specific author, read the discussion forums, and so on. However, we encourage you to create a user account, which enables many more sophisticated features. If you do this, you'll have a profile page from which you can set up personal research tools such as bibliographies, filters, and content alerts (via RSS or email). Your profile page will include a list of your own work (compiled via name matching), which you can edit where appropriate. With a user account, you can also submit new entries (giving publication information and/or a link, and optionally uploading a paper to our repository), edit and categorize existing entries, and contribute to discussion forums.
At the moment, the PhilPapers database includes entries for 188,000 articles (typically via publication information and/or links, with full papers stored elsewhere). The database has been compiled mainly through automatically harvesting many Internet sources. It includes entries for (i) 124,000 journal articles harvested from the websites of more than 200 philosophical journals, (ii) 33,000 books harvested from the Library of Congress database, (iii) 18,000 books and articles from the MindPapers database, (iv) 7000 papers harvested from more than 1000 personal websites, (v) 5000 papers harvested from Internet archives, (vi) 1300 historical e-texts from the Episteme Links database, and (vii) a few hundred user submissions. About 95% of the articles are available online (via links to journal sites, personal sites, archives, and so on), while about 17% of the books are available online (typically via a Google Books preview). The database itself is growing fast: for example, the addition of books has just started and is still in progress (so far we have only added books published after 1970).
A key feature of PhilPapers is a fine-grained category system for philosophical areas, discussed earlier on this weblog. The system is an extension of the MindPapers category system, and now has about 3000 categories under five main clusters with 6-8 main areas each. Of course the category system is still very tentative and is subject to ongoing refinement. To date, there has been only very partial categorization of papers, through limited automatic and manual classification, and through inheriting categories from MindPapers. However, we have developed a number of categorization tools (e.g., a "categorize" link under each paper) that users can use to classify entries themselves. Our hope is that over time, in a Wiki-like way, this will lead to every entry being categorized in 1-3 categories, with resulting dynamic bibliographies for all sorts of areas of philosophy. If you have relevant expertise, please contribute by categorizing papers! The various aspects of the category system are discussed in much more detail at the Categorization Project page, and feedback is welcome at the Categorization Project discussion forum.
The discussion forums are another key feature of PhilPapers. These are devoted to discussing the papers in PhilPapers, as well as to discussing other philosophical and professional issues. By clicking "Discuss" under a paper or book, you will be given the opportunity either to create a discussion forum for that item, or to contribute to an ongoing discussion. Each such forum will be included in turn in encompassing forums for associated areas of philosophy, where these encompassing forums can also include other discussion threads, not associated with papers and books. There are also forums for general philosophical discussion, for discussion of professional issues, and for discussion of PhilPapers itself. These forums are something of a grand experiment, but we encourage users to use them, in the hope that these might become a central locus for discussion among philosophers.
PhilPapers is especially intended for professional philosophers and graduate students, although anyone interested in the field is welcome to use it. Non-professionals are subject to some restrictions in contributing articles (contributions are possible, but they won't be included in the default "professional authors only" filter for listing entries), and in contributing to the discussion forums (for which they are subject to a daily posting limit). We hope that this arrangement strikes a reasonable balance between keeping the site accessible to all, and maintaining a high quality that will maximize the value of the site to researchers in the field.
PhilPapers has been through a month or so of beta testing with a limited number of users, who have uncovered various bugs and other issues, but there are certainly many problems that remain. For now, the site remains in "beta" mode, and we encourage all users to report any bugs that they encounter, via the bug report link at the top of every page, or through the bug report forum. (So far we've mainly optimized the site for recent versions of Firefox and Explorer, and there may be problems with other browsers.) There are also numerous glitches in the database, especially for articles harvested from personal websites. In these cases, we encourage users who know the correct information to correct the entries themselves, using the "edit" link under each entry. We'll monitor edits, but we hope that the editing functionality will lead to a self-correcting system over time. (Users might start by correcting any errors in the listings for their own articles.) More generally, we encourage you to give feedback and suggestions in the forums dedicated to discussion of PhilPapers.
Finally, I should say that this site is largely a product of the programming and design genius of David Bourget, who had the idea for the project in the first place and who has done most of the hard work. He has done this in the middle of writing his Ph.D. thesis and having articles published in Nous (the seminal "Consciousness is Underived Intentionality"), the Journal of Consciousness Studies, and the Blackwell Companion to Consciousness. (My own role has mainly been limited to designing the category system and to endless discussion.) A major role has also been played by Wolfgang Schwarz, who designed the system for harvesting papers from individuals' websites (currently available online as an RSS feed), and who has contributed some very useful Javascript features to the website. Tim Crane and Barry Smith of the Institute for Philosophy at the University of London have also been very supportive of the project. In a few months David will be moving to London for a two-year post-doc that will be partially devoted to e-research projects such as PhilPapers. So we hope that PhilPapers has a bright future ahead.
Reposted from the Fragments of Consciousness Blog:
http://fragments.consc.net/djc/2009/01/philp.html
PhilPapers
I'm pleased to announce the launch of PhilPapers, a virtual environment for philosophical research. David Bourget and I have been working on this project for a year or two now, with significant help from Wolfgang Schwarz. PhilPapers is an outgrowth of the MindPapers project in the philosophy of mind, but it is much greater in scope and ambition. PhilPapers encompasses all areas of philosophy, and it has many features that MindPapers lacks.
The core of PhilPapers is a database of close to 200,000 articles and books in philosophy. Around this database, the site has all sorts of tools for accessing the articles and books online wherever possible, for discussing them in discussion forums, for classifying them in relevant areas of philosophy, for searching and browsing in many different ways, for creating personal bibliographies and personal content alerts, and much more.
The best way to get an idea of what PhilPapers can do is to go to the site and try it yourself (we've compiled a basic introduction to some of the features). Even a casual browser can browse listings for new and old papers, search for papers in a given area or by a specific author, read the discussion forums, and so on. However, we encourage you to create a user account, which enables many more sophisticated features. If you do this, you'll have a profile page from which you can set up personal research tools such as bibliographies, filters, and content alerts (via RSS or email). Your profile page will include a list of your own work (compiled via name matching), which you can edit where appropriate. With a user account, you can also submit new entries (giving publication information and/or a link, and optionally uploading a paper to our repository), edit and categorize existing entries, and contribute to discussion forums.
At the moment, the PhilPapers database includes entries for 188,000 articles (typically via publication information and/or links, with full papers stored elsewhere). The database has been compiled mainly through automatically harvesting many Internet sources. It includes entries for (i) 124,000 journal articles harvested from the websites of more than 200 philosophical journals, (ii) 33,000 books harvested from the Library of Congress database, (iii) 18,000 books and articles from the MindPapers database, (iv) 7000 papers harvested from more than 1000 personal websites, (v) 5000 papers harvested from Internet archives, (vi) 1300 historical e-texts from the Episteme Links database, and (vii) a few hundred user submissions. About 95% of the articles are available online (via links to journal sites, personal sites, archives, and so on), while about 17% of the books are available online (typically via a Google Books preview). The database itself is growing fast: for example, the addition of books has just started and is still in progress (so far we have only added books published after 1970).
A key feature of PhilPapers is a fine-grained category system for philosophical areas, discussed earlier on this weblog. The system is an extension of the MindPapers category system, and now has about 3000 categories under five main clusters with 6-8 main areas each. Of course the category system is still very tentative and is subject to ongoing refinement. To date, there has been only very partial categorization of papers, through limited automatic and manual classification, and through inheriting categories from MindPapers. However, we have developed a number of categorization tools (e.g., a "categorize" link under each paper) that users can use to classify entries themselves. Our hope is that over time, in a Wiki-like way, this will lead to every entry being categorized in 1-3 categories, with resulting dynamic bibliographies for all sorts of areas of philosophy. If you have relevant expertise, please contribute by categorizing papers! The various aspects of the category system are discussed in much more detail at the Categorization Project page, and feedback is welcome at the Categorization Project discussion forum.
The discussion forums are another key feature of PhilPapers. These are devoted to discussing the papers in PhilPapers, as well as to discussing other philosophical and professional issues. By clicking "Discuss" under a paper or book, you will be given the opportunity either to create a discussion forum for that item, or to contribute to an ongoing discussion. Each such forum will be included in turn in encompassing forums for associated areas of philosophy, where these encompassing forums can also include other discussion threads, not associated with papers and books. There are also forums for general philosophical discussion, for discussion of professional issues, and for discussion of PhilPapers itself. These forums are something of a grand experiment, but we encourage users to use them, in the hope that these might become a central locus for discussion among philosophers.
PhilPapers is especially intended for professional philosophers and graduate students, although anyone interested in the field is welcome to use it. Non-professionals are subject to some restrictions in contributing articles (contributions are possible, but they won't be included in the default "professional authors only" filter for listing entries), and in contributing to the discussion forums (for which they are subject to a daily posting limit). We hope that this arrangement strikes a reasonable balance between keeping the site accessible to all, and maintaining a high quality that will maximize the value of the site to researchers in the field.
PhilPapers has been through a month or so of beta testing with a limited number of users, who have uncovered various bugs and other issues, but there are certainly many problems that remain. For now, the site remains in "beta" mode, and we encourage all users to report any bugs that they encounter, via the bug report link at the top of every page, or through the bug report forum. (So far we've mainly optimized the site for recent versions of Firefox and Explorer, and there may be problems with other browsers.) There are also numerous glitches in the database, especially for articles harvested from personal websites. In these cases, we encourage users who know the correct information to correct the entries themselves, using the "edit" link under each entry. We'll monitor edits, but we hope that the editing functionality will lead to a self-correcting system over time. (Users might start by correcting any errors in the listings for their own articles.) More generally, we encourage you to give feedback and suggestions in the forums dedicated to discussion of PhilPapers.
Finally, I should say that this site is largely a product of the programming and design genius of David Bourget, who had the idea for the project in the first place and who has done most of the hard work. He has done this in the middle of writing his Ph.D. thesis and having articles published in Nous (the seminal "Consciousness is Underived Intentionality"), the Journal of Consciousness Studies, and the Blackwell Companion to Consciousness. (My own role has mainly been limited to designing the category system and to endless discussion.) A major role has also been played by Wolfgang Schwarz, who designed the system for harvesting papers from individuals' websites (currently available online as an RSS feed), and who has contributed some very useful Javascript features to the website. Tim Crane and Barry Smith of the Institute for Philosophy at the University of London have also been very supportive of the project. In a few months David will be moving to London for a two-year post-doc that will be partially devoted to e-research projects such as PhilPapers. So we hope that PhilPapers has a bright future ahead.
Wednesday, January 28, 2009
55.0 On Writing...
http://chronicle.com/jobs/news/2008/09/2008090801c.htm
What Editors Want
A journal editor reveals the most common mistakes academics make when they submit manuscripts
By LYNN WORSHAM
The pressure to publish is a fact of daily life in academe, not only in research universities but increasingly in teaching-focused colleges. Professors are expected to demonstrate that they are active researchers and that their work has been vetted by peers and disseminated in reputable scholarly forums.
That increase in expectations has led to an increase in the competition to publish in a finite number of available forums. While research quality is the single most important factor in determining whether your article will be published, a number of procedural mistakes can help tip the balance against you...
http://chronicle.com/jobs/news/2008/09/2008090801c.htm
What Editors Want
A journal editor reveals the most common mistakes academics make when they submit manuscripts
By LYNN WORSHAM
The pressure to publish is a fact of daily life in academe, not only in research universities but increasingly in teaching-focused colleges. Professors are expected to demonstrate that they are active researchers and that their work has been vetted by peers and disseminated in reputable scholarly forums.
That increase in expectations has led to an increase in the competition to publish in a finite number of available forums. While research quality is the single most important factor in determining whether your article will be published, a number of procedural mistakes can help tip the balance against you...
Friday, January 23, 2009
56.0 On Journals
Reposted from a comment I left on Blogos...
s an interdiscipline, one of the things we have suffered from, of late, is the effects not only of disciplinary centralization (if it's not NCA/NCTE, it doesn't count), but of a clash of cultures in terms of how new ideas and new journals get disseminated/created.
When a critical mass of scholars in an emerging field of communication studies manifests, they organize and they strongarm NCA into creating venues for their work. Historically, we can see this I think in both CSMC and C/CS -- they seek legitimation through the major association and the publication venues created therein. It is a very, very slow process, but maybe a strong one.
The second tier, in Communication, are the journals that function as microcosms of the NCA journals -- the regional journals that publish a heterogeneous mix of the types of articles that are more efficiently segregated in the NCA journals.
Composition, on the other hand, has worked with an outsider ethos from the beginning. I just have to say it: when rhetoricians in Comp wanted to legitimize their work, they created venues, and the venues they created were maybe weird, maybe off-kilter, and maybe took a while to find themselves, but they did stuff waaaaay ahead of its time. I am thinking here of Rhetoric Review, JAC, Pre/Text, and more.
The second tier in Composition, are the journals published out of the back pockets of schools committed to the project (who sometimes support the editors with a grad assistant) and senior faculty with vision. I would not want to be an assistant professor today in a field that never had Theresa Enos, Lyn Worsham and Victor Vitanza in the 1980s -- or the people who continue those kinds of projects today. I am thinking, here, of journals like Writing on the Edge and even the next generation of this kind of project, Parlor Press.
When we talk about merging rhetorical cultures in Comp and Comm, this is a big difference -- and one I have no idea how to talk about much beyond what I have said here. But I think that working through this difference could go a long way to creating rhetorical research venues that match in selectivity, in quality, and in prestige in tenure meetings the NCA/NCTE forums.
Below, a list I compiled for the ARS a few years ago of journals that, at one point since 2000, published at least one article germane to rhetorical studies. (Some have gone online -- economic issues, I think.) What do you take away from this list?
Journals with Rhetoric in the Title:
Advances in the History of Rhetoric (American Society for the History of Rhetoric)/ Philosophy & Rhetoric (Pennsylvania State University Press)/ Rhetorica (University of California Press for the International Society for the History of Rhetoric)/ Rhetoric and Public Affairs (Michigan State University Press)/ Rhetoric Review (Taylor & Francis)/ Rhetoric Society Quarterly (Rhetoric Society of America)
Publications of the National Communication Association
Communication and Critical/Cultural Studies (National Communication Association)/ Quarterly Journal of Speech (National Communication Association)
Regional Journals in Communication Studies
Communication Studies (formerly Central States Speech Journal; Central States Communication Association)/ Southern Journal of Communication (Southern States Communication Association)/ Western Journal of Communication (Western States Communication Association)
Publications of the NCTE
College Composition & Communication (NCTE)/ College English (NCTE)/ Teaching English in the Two-Year College (NCTE)
Other Publications Germane to Rhetorical Studies
Argumentation (Springer Netherlands)/ Argumentation & Advocacy (American Forensics Association)/ ”Composition Forum (Association of Teachers of Advanced Composition)/ Composition Studies (Texas Christian University)/ Computers & Composition/ Informal Logic/ Issues in Writing/ International Journal of Listening (Journal of the International Listening Association; International Listening Association)/ JAC (Journal of Advanced Composition; Independent)/ Journal of Business & Technical Communication (Sage)/ Journal of Teaching Writing/ Journal of Technical Writing & Communication/ Popular Communication (Erlbaum)/ Speaker & Gavel (Delta Sigma Rho-Tau Kappa Alpha National Honorary Forensic Society)/ Technical Communication Quarterly (Technical Writing Teacher; Association of Teachers of Technical Writing /LEA)/ Works and Days/ Writing Center Journal (International Writing Centers Association)/ Writing Program Administration/ Women’s Studies in Communication/ Written Communication (Sage)/ Writing on the Edge
Reposted from a comment I left on Blogos...
s an interdiscipline, one of the things we have suffered from, of late, is the effects not only of disciplinary centralization (if it's not NCA/NCTE, it doesn't count), but of a clash of cultures in terms of how new ideas and new journals get disseminated/created.
When a critical mass of scholars in an emerging field of communication studies manifests, they organize and they strongarm NCA into creating venues for their work. Historically, we can see this I think in both CSMC and C/CS -- they seek legitimation through the major association and the publication venues created therein. It is a very, very slow process, but maybe a strong one.
The second tier, in Communication, are the journals that function as microcosms of the NCA journals -- the regional journals that publish a heterogeneous mix of the types of articles that are more efficiently segregated in the NCA journals.
Composition, on the other hand, has worked with an outsider ethos from the beginning. I just have to say it: when rhetoricians in Comp wanted to legitimize their work, they created venues, and the venues they created were maybe weird, maybe off-kilter, and maybe took a while to find themselves, but they did stuff waaaaay ahead of its time. I am thinking here of Rhetoric Review, JAC, Pre/Text, and more.
The second tier in Composition, are the journals published out of the back pockets of schools committed to the project (who sometimes support the editors with a grad assistant) and senior faculty with vision. I would not want to be an assistant professor today in a field that never had Theresa Enos, Lyn Worsham and Victor Vitanza in the 1980s -- or the people who continue those kinds of projects today. I am thinking, here, of journals like Writing on the Edge and even the next generation of this kind of project, Parlor Press.
When we talk about merging rhetorical cultures in Comp and Comm, this is a big difference -- and one I have no idea how to talk about much beyond what I have said here. But I think that working through this difference could go a long way to creating rhetorical research venues that match in selectivity, in quality, and in prestige in tenure meetings the NCA/NCTE forums.
Below, a list I compiled for the ARS a few years ago of journals that, at one point since 2000, published at least one article germane to rhetorical studies. (Some have gone online -- economic issues, I think.) What do you take away from this list?
Journals with Rhetoric in the Title:
Advances in the History of Rhetoric (American Society for the History of Rhetoric)/ Philosophy & Rhetoric (Pennsylvania State University Press)/ Rhetorica (University of California Press for the International Society for the History of Rhetoric)/ Rhetoric and Public Affairs (Michigan State University Press)/ Rhetoric Review (Taylor & Francis)/ Rhetoric Society Quarterly (Rhetoric Society of America)
Publications of the National Communication Association
Communication and Critical/Cultural Studies (National Communication Association)/ Quarterly Journal of Speech (National Communication Association)
Regional Journals in Communication Studies
Communication Studies (formerly Central States Speech Journal; Central States Communication Association)/ Southern Journal of Communication (Southern States Communication Association)/ Western Journal of Communication (Western States Communication Association)
Publications of the NCTE
College Composition & Communication (NCTE)/ College English (NCTE)/ Teaching English in the Two-Year College (NCTE)
Other Publications Germane to Rhetorical Studies
Argumentation (Springer Netherlands)/ Argumentation & Advocacy (American Forensics Association)/ ”Composition Forum (Association of Teachers of Advanced Composition)/ Composition Studies (Texas Christian University)/ Computers & Composition/ Informal Logic/ Issues in Writing/ International Journal of Listening (Journal of the International Listening Association; International Listening Association)/ JAC (Journal of Advanced Composition; Independent)/ Journal of Business & Technical Communication (Sage)/ Journal of Teaching Writing/ Journal of Technical Writing & Communication/ Popular Communication (Erlbaum)/ Speaker & Gavel (Delta Sigma Rho-Tau Kappa Alpha National Honorary Forensic Society)/ Technical Communication Quarterly (Technical Writing Teacher; Association of Teachers of Technical Writing /LEA)/ Works and Days/ Writing Center Journal (International Writing Centers Association)/ Writing Program Administration/ Women’s Studies in Communication/ Written Communication (Sage)/ Writing on the Edge
Friday, January 16, 2009
53.0
Why I Have few Suggestions on What to Read on Richards in 20th Century Theory
I got nothing. I just finished writing a section of the MS in which I describe Richards as the 8-track tape of the rhetorical tradition: from today's iPod, there is no way to reverse-engineer your way back to the 8-track (Richards). The only way to understand the 8-track is to start from a different starting point, treat it as a response to an exigence that no longer exists, and work forward.
Richards was answering questions we don't ask anymore -- as if a rhetoric could be built by understanding the relationship between mind, language, and world.
Rhetoric since 1945 at least, in Comm and since 1960 in Comp has been about inventing the narrative of the classical tradition in the 20th century, which has never really been about mind/language/world. We have been busy pretending that Bromley Smith and Fred Newton Scott knew what the classical tradition meant for criticism and pedagogy -- inventing that narrative so that we can claim a narrative from the births of the fields...
...when in fact what we are erasing are the messy bits, like Richards and his awkward, indirect American inheritors, the General Semanticists. Composition in 1950 WAS about language, mind and world, every time a teacher yelled that "the map was not the territory." And while not as pronounced in Comm, it appeared in the journals as was reflected in some pedagogy.
We don't ask those questions anymore, so there is little that Richards can speak to, directly.
That said,
1. If you're using Lakoff, excerpt the bits about the failures of the interactionist theory of metaphor in "More than Cool Reason" and pair them with the bits in Philosophy of Rhetoric. Does Lakoff's critique of the Richards/Black model hold, or... is Lakoff impoverished against the Interactionist model?
2. The most interesting thing I've read is "Coleridge on Imagination," in which Richards rethinks his early, naive psychology thru the "Subject-Object Coalescence" in Coleridge -- the claim that the separation of subject/object in philosophical discourse is a fiction of convenience, because the mind fashions the object in the process of thinking about it and the object participates in the processes of self-constitution of the mind. Richards works thru defs of "nature" with this in mind -- a literary Anglo complement to Adorno/Hork on the domination of nature. Apparently once taught often in lit crit grad classes, now forgot.
Why I Have few Suggestions on What to Read on Richards in 20th Century Theory
I got nothing. I just finished writing a section of the MS in which I describe Richards as the 8-track tape of the rhetorical tradition: from today's iPod, there is no way to reverse-engineer your way back to the 8-track (Richards). The only way to understand the 8-track is to start from a different starting point, treat it as a response to an exigence that no longer exists, and work forward.
Richards was answering questions we don't ask anymore -- as if a rhetoric could be built by understanding the relationship between mind, language, and world.
Rhetoric since 1945 at least, in Comm and since 1960 in Comp has been about inventing the narrative of the classical tradition in the 20th century, which has never really been about mind/language/world. We have been busy pretending that Bromley Smith and Fred Newton Scott knew what the classical tradition meant for criticism and pedagogy -- inventing that narrative so that we can claim a narrative from the births of the fields...
...when in fact what we are erasing are the messy bits, like Richards and his awkward, indirect American inheritors, the General Semanticists. Composition in 1950 WAS about language, mind and world, every time a teacher yelled that "the map was not the territory." And while not as pronounced in Comm, it appeared in the journals as was reflected in some pedagogy.
We don't ask those questions anymore, so there is little that Richards can speak to, directly.
That said,
1. If you're using Lakoff, excerpt the bits about the failures of the interactionist theory of metaphor in "More than Cool Reason" and pair them with the bits in Philosophy of Rhetoric. Does Lakoff's critique of the Richards/Black model hold, or... is Lakoff impoverished against the Interactionist model?
2. The most interesting thing I've read is "Coleridge on Imagination," in which Richards rethinks his early, naive psychology thru the "Subject-Object Coalescence" in Coleridge -- the claim that the separation of subject/object in philosophical discourse is a fiction of convenience, because the mind fashions the object in the process of thinking about it and the object participates in the processes of self-constitution of the mind. Richards works thru defs of "nature" with this in mind -- a literary Anglo complement to Adorno/Hork on the domination of nature. Apparently once taught often in lit crit grad classes, now forgot.
Tuesday, December 30, 2008
52 CFP
Call for Proposals for April 3-4 MnCUEW Conference
First Annual MnCUEW Conference (Minnesota Colleges and Universities English
and Writing), April 3-4, 2009 - Sponsored by MnSCU and the University of
Minnesota
2009 THEME: "Across Borders: Assessment, Accountability, and Scholarship in
Literature, Composition, and Creative Writing"
LOCATION: The University of Minnesota Continuing Education and Conference
Center, St. Paul
KEYNOTE SPEAKERS: Fri., April 3, Paul Bodmer, National Council of Teachers
of English (NCTE) Senior Program Officer for Higher Education in Washington,
D.C. (retired), and former NCTE Associate Executive Director for Higher
Education in Urbana, Illinois; subject - changing expectations for higher
education in English in the 21st century. Sat., April 4, Dr. Lynda Milne,
Minnesota State Colleges and Universities (MnSCU) System Director for
Faculty Development and Director of the Center for Teaching and Learning;
subject - new methods of assessing students' - and one's own - teaching and
learning.
DESCRIPTION OF CONFERENCE: The 2009 MnCUEW Conference provides a forum for
college and university English and writing instructors to discuss current
pedagogies in teaching and learning English, assessment and other
initiatives, research projects, and systems-wide accountability issues.
Faculty will be able to share different methods, pedagogies, and styles in
teaching literature, composition, and professional and creative writing and
discover ways in which English/writing faculty members are collaborating in,
crossing lines of, and extending English and writing instruction. We
encourage proposals from MnSCU, UMN, and private college faculty, graduate
students, and college-in-the-schools teachers in Minnesota and surrounding
states.
PROPOSALS: Please send your proposals and proposal ideas for single sessions
by one or more presenters (15 min.) and panels by three or more presenters
(1 hr. with time for discussion). We are looking for proposals from any
college teachers as above, full or part time, that address any aspect of
teaching literature, composition, and professional and creative writing.
Send your proposals to Carol Mohrbacher c/o writeplace@stcloudstate.edu with
a title and 50-150 w. describing your session by Feb. 28, 2009. We
encourage both interactive and traditional presentations and discussions.
(You do not need to write a formal paper to present.) Possible topics
include the following:
composition, literature, developmental writing, writing about literature,
writing centers, WAC/ WAD/WI, computers/electronic delivery and English,
English and NNS/ESL, creative writing, technical/professional writing,
transfer, bridging gap between h.s. and college, working conditions/
teaching loads/adjunct or TA/GA issues, placement/assessment/exit
procedures, diversity, research, et al.
This program is made possible through a Center for Teaching and Learning
grant with generous funding from the MnSCU (Minnesota State Colleges and
Universities) System Office of the Chancellor.
---
MnCUEW (Minnesota Colleges & Universities English & Writing) Committee:
Brian Baumgart, Century College, brian.baumgart@century.edu
Heather Camp, Minnesota State University-Mankato, heather.camp@mnsu.edu
Kirsti Cole, Minnesota State University-Mankato, kirsti.cole@mnsu.edu
Anthony Collins, Inver Hills Community College, acollin@inverhills.edu
Julie Daniels, Century Community and Technical College,
julie.daniels@century.edu
Pat Darling, Inver Hills Community College, pat_darling@hotmail.com
Danielle Hinrichs, Metropolitan State University,
danielle.hinrichs@metrostate.edu
Richard Jewell, Inver Hills Community College, richard@jewell.net
Darryl Johnson, Anoka Technical College, dajohnson@anokatech.edu
Matt Mauch, Normandale Community College, matthew.mauch@normandale.edu
Carol Mohrbacher, St. Cloud State University, camohrbacher@stcloudstate.edu
Brian Nerney, Metropolitan State University, brian.nerney@metrostate.edu
Dave Page, Inver Hills Community College, dpage1@inverhills.edu
David Pates, Normandale Community College, david.pates@normandale.edu
Kris Peleg, Century Community and Technical College,
kristine.peleg@century.edu
Tom Reynolds, University of Minnesota-Twin Cities, reyno004@umn.edu
Donald Ross, University of Minnesota-Twin Cities, rossj001@umn.edu
Larry Sklaney, Century Community and Technical College,
larry.sklaney@century.edu
Martin Springborg, MnSCU Center for Teaching and Learning,
martin.springborg@so.mnscu.edu
Matthew Vercant, Minnesota State University-Mankato,
matthew.vercant@mnsu.edu
Matt Williams, University of Minnesota-Twin Cities, will1923@umn.edu
Call for Proposals for April 3-4 MnCUEW Conference
First Annual MnCUEW Conference (Minnesota Colleges and Universities English
and Writing), April 3-4, 2009 - Sponsored by MnSCU and the University of
Minnesota
2009 THEME: "Across Borders: Assessment, Accountability, and Scholarship in
Literature, Composition, and Creative Writing"
LOCATION: The University of Minnesota Continuing Education and Conference
Center, St. Paul
KEYNOTE SPEAKERS: Fri., April 3, Paul Bodmer, National Council of Teachers
of English (NCTE) Senior Program Officer for Higher Education in Washington,
D.C. (retired), and former NCTE Associate Executive Director for Higher
Education in Urbana, Illinois; subject - changing expectations for higher
education in English in the 21st century. Sat., April 4, Dr. Lynda Milne,
Minnesota State Colleges and Universities (MnSCU) System Director for
Faculty Development and Director of the Center for Teaching and Learning;
subject - new methods of assessing students' - and one's own - teaching and
learning.
DESCRIPTION OF CONFERENCE: The 2009 MnCUEW Conference provides a forum for
college and university English and writing instructors to discuss current
pedagogies in teaching and learning English, assessment and other
initiatives, research projects, and systems-wide accountability issues.
Faculty will be able to share different methods, pedagogies, and styles in
teaching literature, composition, and professional and creative writing and
discover ways in which English/writing faculty members are collaborating in,
crossing lines of, and extending English and writing instruction. We
encourage proposals from MnSCU, UMN, and private college faculty, graduate
students, and college-in-the-schools teachers in Minnesota and surrounding
states.
PROPOSALS: Please send your proposals and proposal ideas for single sessions
by one or more presenters (15 min.) and panels by three or more presenters
(1 hr. with time for discussion). We are looking for proposals from any
college teachers as above, full or part time, that address any aspect of
teaching literature, composition, and professional and creative writing.
Send your proposals to Carol Mohrbacher c/o writeplace@stcloudstate.edu with
a title and 50-150 w. describing your session by Feb. 28, 2009. We
encourage both interactive and traditional presentations and discussions.
(You do not need to write a formal paper to present.) Possible topics
include the following:
composition, literature, developmental writing, writing about literature,
writing centers, WAC/ WAD/WI, computers/electronic delivery and English,
English and NNS/ESL, creative writing, technical/professional writing,
transfer, bridging gap between h.s. and college, working conditions/
teaching loads/adjunct or TA/GA issues, placement/assessment/exit
procedures, diversity, research, et al.
This program is made possible through a Center for Teaching and Learning
grant with generous funding from the MnSCU (Minnesota State Colleges and
Universities) System Office of the Chancellor.
---
MnCUEW (Minnesota Colleges & Universities English & Writing) Committee:
Brian Baumgart, Century College, brian.baumgart@century.edu
Heather Camp, Minnesota State University-Mankato, heather.camp@mnsu.edu
Kirsti Cole, Minnesota State University-Mankato, kirsti.cole@mnsu.edu
Anthony Collins, Inver Hills Community College, acollin@inverhills.edu
Julie Daniels, Century Community and Technical College,
julie.daniels@century.edu
Pat Darling, Inver Hills Community College, pat_darling@hotmail.com
Danielle Hinrichs, Metropolitan State University,
danielle.hinrichs@metrostate.edu
Richard Jewell, Inver Hills Community College, richard@jewell.net
Darryl Johnson, Anoka Technical College, dajohnson@anokatech.edu
Matt Mauch, Normandale Community College, matthew.mauch@normandale.edu
Carol Mohrbacher, St. Cloud State University, camohrbacher@stcloudstate.edu
Brian Nerney, Metropolitan State University, brian.nerney@metrostate.edu
Dave Page, Inver Hills Community College, dpage1@inverhills.edu
David Pates, Normandale Community College, david.pates@normandale.edu
Kris Peleg, Century Community and Technical College,
kristine.peleg@century.edu
Tom Reynolds, University of Minnesota-Twin Cities, reyno004@umn.edu
Donald Ross, University of Minnesota-Twin Cities, rossj001@umn.edu
Larry Sklaney, Century Community and Technical College,
larry.sklaney@century.edu
Martin Springborg, MnSCU Center for Teaching and Learning,
martin.springborg@so.mnscu.edu
Matthew Vercant, Minnesota State University-Mankato,
matthew.vercant@mnsu.edu
Matt Williams, University of Minnesota-Twin Cities, will1923@umn.edu
Thursday, December 25, 2008
51.1 More on K
Mr. Kugelmass,
In your replies, you quote Eyman:
--Douglas Eyman: “That he doesn’t recognize that literary analysis is a rhetorical act serves to completely undermine his ethos.”--
To which you reply:
--Sure, publishing a work of literary criticism means writing within certain conventions related to academic audiences, but that does not exhaust the ways in which literary analysis differs from the analysis of “appeals to an audience.”--
Clearly, there are arhetorical literary pedagogies. Some are successful; some are not (no one is rushing to reproduce Richards' protocols). Some are consonant with, but different from, rhetorical analysis.
But after three posts of this argument and multiple responses, all repeatedly stating that the reduction of rhetorically-based writing instruction is a misrepresentation of the field and of the pedagogy that derives from it, I have to ask:
1. What is the basis for your claim that rhetorically-based pedagogy is reducible to appeal to the audience? Half-credit for reference to a textbook written by someone with a professional profile in rhetoric. Full credit for an article or scholarly book written by someone with a professional profile in rhetoric.
..........................................
You offer us this argument for the reduction of your scope:
--“Rhetoric and Composition” cannot muster, in its defense, millennia of scholarship on the subject of rhetoric. College freshmen are not taking a graduate seminar on debates that have lasted since Greece and Rome within the diversely constituted field of “rhetoric.” I did not mention writers like Burke, or Cicero, or the Sophists, or Hélène Cixous, or others from other centuries, because it is sheer fantasy to imagine the students in question have access to this sort of specialized scholarly knowledge about rhetoric.--
There is an internal contradiction in your claims, in that you earlier call upon us to cite texts that could counter your arguments (you say: "if some text has given you a good argument to oppose to mine, do us the kindness of summarizing it"), but you deny access to the professional literature or the historical tradition in this debate.
I ask a follow up:
The implication appears to be that professional teachers of rhetoric and composition must use only the resources of the undergraduate textbook to design and teach their courses. The knowledge they mastered in their graduate training and the knowledge they produce in their scholarship is "out of bounds" for defining or inflecting their courses?
Is this true of literature? Does the Norton Anthology circumscribe pedagogy in the literature classroom? I would hope not.
..........................................
You are anxious about the globalization of rhetorical theory, a topic of much discussion in the field that could inform your arguments. You note that "attempts to make rhetoric so enormous that it simply swallows up all communication" -- a position discussed, for example, by Schiappa (Phil & Rhet), Schiappa, Scott, Gross & McKerrow, and Gross & Keith (Rhetorical Hermeneutics), and in the aforementioned SAGE Handbook (look for references to "Big Rhetoric."
We have encountered these questions before, and we have developed answers to them. Insofar as we have embraced Booth and he embraced us (feeding the dialogue between literary and rhetorical studies), they are debates perhaps older than you are.
Take a gander at these sources and see whether your arguments can be strengthened by a knowledge of the professional literature in the field.
...
You note that the flattening of rhetoric effaces the fact that "rhetoric continues to carry all sorts of ideological and epistemological assumptions in its train, including assumptions about the knowability of an audience and the nature of truth."
You are right! James Berlin said as much in defining rhetoric as a field that also defines "what can, and cannot, be known; the nature of the knower; the nature of the relationship between the knower, the known, and the audience; and the nature of language." Different rhetorics function differently in defining these terms.
This question has been on our plate for years, and we have been working to answer it. Your position, for example, about the relative unknowability of the audience, has been explored theoretically and pedagogically by Thomas Kent (Paralogic Rhetoric). Questions about the circulation of texts beyond their intended, knowable audiences have been explored by scholars interested in actor-network theory and ethnographic practices in professional communication.
It is true, we have left questions of Conrad and Achebe to literary scholars (on the one hand) and historians of print culture (on the other hand). But this is because, despite your claims to the otherwise, we don't believe that all phenomena in writing is rhetorical phenomena.
...........................................
I think we go back to the post from an earlier blog iteration of this essay: the problem is not that we teach writing informed by rhetorical theory. The problem is that we ask people without background in rhetoric to teach rhetoric and composition.
I believe that you are earnest in wanting your students to succeed. I also believe that you are unaware of the massive literature that could help you help them succeed. I don't know whether this is your fault or Irvine's.
This leads us to the final questions:
1. Is it unethical to ask graduate students trained in literary studies to teach rhetoric & composition courses?
2. Is it unethical for graduate students with no interest in rhetoric and composition as a professional body of literature to accept these teaching assistantships?
3. If the answer is "yes" to either of the above, what would happen to literary studies enrollments if we acted ethically?
4. If the answer is yes to 1 & 2 above, what would happen to the job market if we acted ethically? Right now, one in three PhDs in English (lit & rhet comp & linguistics) grabs a TT job in their first year out. Many take jobs they would not have preferred.
The questions appear loaded, but they are not. So much would be reconfigured, I am guessing at impacts I cannot know.
Mr. Kugelmass,
In your replies, you quote Eyman:
--Douglas Eyman: “That he doesn’t recognize that literary analysis is a rhetorical act serves to completely undermine his ethos.”--
To which you reply:
--Sure, publishing a work of literary criticism means writing within certain conventions related to academic audiences, but that does not exhaust the ways in which literary analysis differs from the analysis of “appeals to an audience.”--
Clearly, there are arhetorical literary pedagogies. Some are successful; some are not (no one is rushing to reproduce Richards' protocols). Some are consonant with, but different from, rhetorical analysis.
But after three posts of this argument and multiple responses, all repeatedly stating that the reduction of rhetorically-based writing instruction is a misrepresentation of the field and of the pedagogy that derives from it, I have to ask:
1. What is the basis for your claim that rhetorically-based pedagogy is reducible to appeal to the audience? Half-credit for reference to a textbook written by someone with a professional profile in rhetoric. Full credit for an article or scholarly book written by someone with a professional profile in rhetoric.
..........................................
You offer us this argument for the reduction of your scope:
--“Rhetoric and Composition” cannot muster, in its defense, millennia of scholarship on the subject of rhetoric. College freshmen are not taking a graduate seminar on debates that have lasted since Greece and Rome within the diversely constituted field of “rhetoric.” I did not mention writers like Burke, or Cicero, or the Sophists, or Hélène Cixous, or others from other centuries, because it is sheer fantasy to imagine the students in question have access to this sort of specialized scholarly knowledge about rhetoric.--
There is an internal contradiction in your claims, in that you earlier call upon us to cite texts that could counter your arguments (you say: "if some text has given you a good argument to oppose to mine, do us the kindness of summarizing it"), but you deny access to the professional literature or the historical tradition in this debate.
I ask a follow up:
The implication appears to be that professional teachers of rhetoric and composition must use only the resources of the undergraduate textbook to design and teach their courses. The knowledge they mastered in their graduate training and the knowledge they produce in their scholarship is "out of bounds" for defining or inflecting their courses?
Is this true of literature? Does the Norton Anthology circumscribe pedagogy in the literature classroom? I would hope not.
..........................................
You are anxious about the globalization of rhetorical theory, a topic of much discussion in the field that could inform your arguments. You note that "attempts to make rhetoric so enormous that it simply swallows up all communication" -- a position discussed, for example, by Schiappa (Phil & Rhet), Schiappa, Scott, Gross & McKerrow, and Gross & Keith (Rhetorical Hermeneutics), and in the aforementioned SAGE Handbook (look for references to "Big Rhetoric."
We have encountered these questions before, and we have developed answers to them. Insofar as we have embraced Booth and he embraced us (feeding the dialogue between literary and rhetorical studies), they are debates perhaps older than you are.
Take a gander at these sources and see whether your arguments can be strengthened by a knowledge of the professional literature in the field.
...
You note that the flattening of rhetoric effaces the fact that "rhetoric continues to carry all sorts of ideological and epistemological assumptions in its train, including assumptions about the knowability of an audience and the nature of truth."
You are right! James Berlin said as much in defining rhetoric as a field that also defines "what can, and cannot, be known; the nature of the knower; the nature of the relationship between the knower, the known, and the audience; and the nature of language." Different rhetorics function differently in defining these terms.
This question has been on our plate for years, and we have been working to answer it. Your position, for example, about the relative unknowability of the audience, has been explored theoretically and pedagogically by Thomas Kent (Paralogic Rhetoric). Questions about the circulation of texts beyond their intended, knowable audiences have been explored by scholars interested in actor-network theory and ethnographic practices in professional communication.
It is true, we have left questions of Conrad and Achebe to literary scholars (on the one hand) and historians of print culture (on the other hand). But this is because, despite your claims to the otherwise, we don't believe that all phenomena in writing is rhetorical phenomena.
...........................................
I think we go back to the post from an earlier blog iteration of this essay: the problem is not that we teach writing informed by rhetorical theory. The problem is that we ask people without background in rhetoric to teach rhetoric and composition.
I believe that you are earnest in wanting your students to succeed. I also believe that you are unaware of the massive literature that could help you help them succeed. I don't know whether this is your fault or Irvine's.
This leads us to the final questions:
1. Is it unethical to ask graduate students trained in literary studies to teach rhetoric & composition courses?
2. Is it unethical for graduate students with no interest in rhetoric and composition as a professional body of literature to accept these teaching assistantships?
3. If the answer is "yes" to either of the above, what would happen to literary studies enrollments if we acted ethically?
4. If the answer is yes to 1 & 2 above, what would happen to the job market if we acted ethically? Right now, one in three PhDs in English (lit & rhet comp & linguistics) grabs a TT job in their first year out. Many take jobs they would not have preferred.
The questions appear loaded, but they are not. So much would be reconfigured, I am guessing at impacts I cannot know.
Tuesday, December 23, 2008
51. Kugelmass?
Thanks to JA and W(B)K for pointing this out as needing a response. Yet where are they in the fight? I take our "composition" and pop in "public speaking" and pop out "literature" for "psychology/sociology/comm theory" and there but for the grace of God goes Comm.
But Comm doesn't go to the wall for rhetoric in public speaking, then, does it? Ahem....
Feisty!
Responding to:
http://www.insidehighered.com/views/2008/12/23/kugelmass
The problem with analyses like these is that they begin with an impoverished understanding of rhetoric and proceed to spin their argument against that straw man.
(That this author suffers from this flaw is doubly surprising given that some of the best scholars in rhetorical studies teach at his institution. But those are failings for his faculty to consider, not me.)
The central problem with this piece can be located here:
“But it is worth examining how rhetorically themed instruction in writing — especially in ethos, pathos, and logos — arose as a natural way of resolving political conflicts between Western institutions, and to consider the consequences of this paradigm shift for our students. My objection is not merely political; it is also pedagogical, since “rhetoric and composition” forecloses many other valuable ways of teaching reading and writing.”
The error can be dissected in these ways:
1. But it is worth examining how rhetorically themed instruction in writing —
... we do not speak of rhetorically themed writing instruction, any more than we speak of “themed” sociology instruction or “themed” biology instruction. To do so is to begin with a false assertion, from the start: that rhetoric is a flavor that can be added on to writing instruction, and that writing instruction is possible without rhetoric. It should be clear that nonliterary discourse is rhetorical discourse, and so nonliterary writing instruction is rhetorical instruction. The only question is, what form of rhetorical theory informs your pedagogy?
2. especially in ethos, pathos, and logos
... here is the reduction — the use of terms from the worst, most incomplete of first-year textbooks as metonymic for the field. If rhetoric is defined by ethos, pathos, and logos, then literary criticism of narrative is defined by beginning, middle and end. Let’s avoid reduction in the representation of the field you would dismiss.
3. arose as a natural way of resolving political conflicts between Western institutions
... the rise of rhetorically inflected instruction in both writing and speaking has very little to do with the dynamics you describe. What you object to, it seems to me, is not the use of rhetoric to teach writing, but the slow but seemingly impossible to stop shifting of the bulk of the work of English faculty from the teaching of literature and reading to the teaching of writing. Wlad Godzich nails this shift (with a more even-handed discussion of the implications) in The Culture of Literacy — take a look.
The question is, if English faculty at most undergraduate institutions are finding their teaching loads heavier in writing and their writing colleagues more numerous than in the past, how do we grapple with these changes?
The answer, I think, is to professionalize the work, to treat it as an area of intellectual inquiry, and so to master the practices that shifts much larger than the discipline or the department can control are forcing upon us.
4. and to consider the consequences of this paradigm shift for our students.
... The consequence, that I can most easily see, is that writing is taught by those with professional specialization in writing, rather than by those with professional specialization in literary interpretation.
5. My objection is not merely political; it is also pedagogical, since “rhetoric and composition” forecloses many other valuable ways of teaching reading and writing.
...and here we have the great misdirection. Rhetorical instruction, once a master art that would have included literary and theatrical practice, for example, includes under its tent so many diverse pedagogies, undergirded by strong empirical and theoretical and historical research. Very little is precluded by the scope of the field.
A simple skim of the tables of contents of the _Rhetorical Tradition_, _Contemporary Rhetorical Theory_, and the _SAGE Handbook on Rhetoric_ shows the diversity of approaches and methods. Rhetoric encompasses the moves you push to “critical thinking” — what would 100 years of rhetorical criticism amount to, then? It includes discussions of communication ethics and the work of the citizen in the democracy. (Rhetoric is more properly allied with citizenship than with the market.) And, it has tools for the analysis of science, literature, politics and academic discourse — the depth and variety of texts advocated for in this piece.
What is required is that the teacher understand the tradition that starts with the Greeks (where this author’s knowledge fails even to begin) and runs through 2000 years of philosophical, literary, social and critical theory tied together by a common interest in the work of language in human communities.
And so the last major point of failure in this essay:
“[rhetoric] follows an intersubjective logic similar to that of capital. Rhetoric goes hand-in-hand with advertising, the dominant language of contemporary desire”
Never has anything more wrong been said. And said so brazenly, without citation, evidence, or proof. Rhetoric goes hand in hand with the processes of community formation and reinstantiation (consusbstantiation and critique through a variety of argumentative, narrative and other discourses in a range of media).
Until Mr. Kugelmass understands the field, I suggest that he refrain from criticism. His local Barnes and Noble has a primer that the average reader (nonacademic) can grasp (Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion). Take a stab at that, then, and this will be harder, take a stab at the professional literature.
Then, and only then, come back and re-evaluate whether rhetorical studies has an integral place in the 21st century university, as it did in the classical, medieval, renaissance and enlightenment universities.
Thanks to JA and W(B)K for pointing this out as needing a response. Yet where are they in the fight? I take our "composition" and pop in "public speaking" and pop out "literature" for "psychology/sociology/comm theory" and there but for the grace of God goes Comm.
But Comm doesn't go to the wall for rhetoric in public speaking, then, does it? Ahem....
Feisty!
Responding to:
http://www.insidehighered.com/views/2008/12/23/kugelmass
The problem with analyses like these is that they begin with an impoverished understanding of rhetoric and proceed to spin their argument against that straw man.
(That this author suffers from this flaw is doubly surprising given that some of the best scholars in rhetorical studies teach at his institution. But those are failings for his faculty to consider, not me.)
The central problem with this piece can be located here:
“But it is worth examining how rhetorically themed instruction in writing — especially in ethos, pathos, and logos — arose as a natural way of resolving political conflicts between Western institutions, and to consider the consequences of this paradigm shift for our students. My objection is not merely political; it is also pedagogical, since “rhetoric and composition” forecloses many other valuable ways of teaching reading and writing.”
The error can be dissected in these ways:
1. But it is worth examining how rhetorically themed instruction in writing —
... we do not speak of rhetorically themed writing instruction, any more than we speak of “themed” sociology instruction or “themed” biology instruction. To do so is to begin with a false assertion, from the start: that rhetoric is a flavor that can be added on to writing instruction, and that writing instruction is possible without rhetoric. It should be clear that nonliterary discourse is rhetorical discourse, and so nonliterary writing instruction is rhetorical instruction. The only question is, what form of rhetorical theory informs your pedagogy?
2. especially in ethos, pathos, and logos
... here is the reduction — the use of terms from the worst, most incomplete of first-year textbooks as metonymic for the field. If rhetoric is defined by ethos, pathos, and logos, then literary criticism of narrative is defined by beginning, middle and end. Let’s avoid reduction in the representation of the field you would dismiss.
3. arose as a natural way of resolving political conflicts between Western institutions
... the rise of rhetorically inflected instruction in both writing and speaking has very little to do with the dynamics you describe. What you object to, it seems to me, is not the use of rhetoric to teach writing, but the slow but seemingly impossible to stop shifting of the bulk of the work of English faculty from the teaching of literature and reading to the teaching of writing. Wlad Godzich nails this shift (with a more even-handed discussion of the implications) in The Culture of Literacy — take a look.
The question is, if English faculty at most undergraduate institutions are finding their teaching loads heavier in writing and their writing colleagues more numerous than in the past, how do we grapple with these changes?
The answer, I think, is to professionalize the work, to treat it as an area of intellectual inquiry, and so to master the practices that shifts much larger than the discipline or the department can control are forcing upon us.
4. and to consider the consequences of this paradigm shift for our students.
... The consequence, that I can most easily see, is that writing is taught by those with professional specialization in writing, rather than by those with professional specialization in literary interpretation.
5. My objection is not merely political; it is also pedagogical, since “rhetoric and composition” forecloses many other valuable ways of teaching reading and writing.
...and here we have the great misdirection. Rhetorical instruction, once a master art that would have included literary and theatrical practice, for example, includes under its tent so many diverse pedagogies, undergirded by strong empirical and theoretical and historical research. Very little is precluded by the scope of the field.
A simple skim of the tables of contents of the _Rhetorical Tradition_, _Contemporary Rhetorical Theory_, and the _SAGE Handbook on Rhetoric_ shows the diversity of approaches and methods. Rhetoric encompasses the moves you push to “critical thinking” — what would 100 years of rhetorical criticism amount to, then? It includes discussions of communication ethics and the work of the citizen in the democracy. (Rhetoric is more properly allied with citizenship than with the market.) And, it has tools for the analysis of science, literature, politics and academic discourse — the depth and variety of texts advocated for in this piece.
What is required is that the teacher understand the tradition that starts with the Greeks (where this author’s knowledge fails even to begin) and runs through 2000 years of philosophical, literary, social and critical theory tied together by a common interest in the work of language in human communities.
And so the last major point of failure in this essay:
“[rhetoric] follows an intersubjective logic similar to that of capital. Rhetoric goes hand-in-hand with advertising, the dominant language of contemporary desire”
Never has anything more wrong been said. And said so brazenly, without citation, evidence, or proof. Rhetoric goes hand in hand with the processes of community formation and reinstantiation (consusbstantiation and critique through a variety of argumentative, narrative and other discourses in a range of media).
Until Mr. Kugelmass understands the field, I suggest that he refrain from criticism. His local Barnes and Noble has a primer that the average reader (nonacademic) can grasp (Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion). Take a stab at that, then, and this will be harder, take a stab at the professional literature.
Then, and only then, come back and re-evaluate whether rhetorical studies has an integral place in the 21st century university, as it did in the classical, medieval, renaissance and enlightenment universities.
Sunday, December 21, 2008
50.0 TOC:
This looks great: Phil & Rhet
RHETORIC needs a journal TOC aggregator. Pre/Text used to do it (whither Pre/Text)?
In the meantime, this looks great!
http://muse.jhu.edu/journals/philosophy_and_rhetoric/toc/par.41.4.html
Special Issue on Norms of Rhetorical Culture & Thomas B. Farrell
This looks great: Phil & Rhet
RHETORIC needs a journal TOC aggregator. Pre/Text used to do it (whither Pre/Text)?
In the meantime, this looks great!
http://muse.jhu.edu/journals/philosophy_and_rhetoric/toc/par.41.4.html
Special Issue on Norms of Rhetorical Culture & Thomas B. Farrell
Tuesday, December 16, 2008
49.0 A Hunk of Book...
Philosophy without Rhetoric at Cambridge at the Turn of the 20th Century:
G. E. Moore and the Tension between Language and Meaning
Moral Sciences (philosophy) was not the giant of disciplines that we have come to remember it as at the turn of the 20th century. The faculty were largely new, largely setting out on their own careers, and only beginning to attract students in any significant numbers. Nonetheless, it is fair to say that the scholarship completed in Cambridge by G. E. Moore, Bertrand Russell and Ludwig Wittgenstein would change philosophy, rhetoric, and communication studies for more than 100 years.
This chapter sets out the influence of the first of those giants. G. E. Moore is largely studied for his ethical theories, published in Principia Ethica (19XX), but his theories of language also carry a legacy. Philosophers describe Moore’s legacy in philosophy of language primarily through Wittgenstein, but I want here to demonstrate the influence that Moore had on I. A. Richards. Through Richards, Moore would have an indirect effect on the understandings of rhetoric and communication that would dominate the 20th century,
Specifically, Moore would both immerse Richards in the importance of attention to the nuances of everyday language for piecing together the meaning of a text, while at the same time insisting that the meaning is not reducible to the text. The text is the vehicle for the proposition, but the proposition exists independently of the language that is used to express it. While Moore is insistent on this claim as part of a larger metaphysics, he was less interested in puzzling through its implications for actual communicative practice.
Richards is interested in actual communicative practice, and so it is fair to claim that Richards’ work (and the New Rhetoric) begins with G. E. Moore. Richards at first tries to defend Moore’s position in his early essays. Later, he transforms Moore’s position (in Practical Criticism, Principles of Literary Criticism and eventually his treatises on rhetoric). He continues to hold that the meaning of an utterance cannot be reduced to the words it contained, but believes, unlike Moore, that the meaning of the utterance is a product of human psychology, not of the external reality of propositions.
This chapter maps out Moore’s position, then begins to map its influence on Richards.
G. E. Moore and the Moral Sciences (Philosophy) at Cambridge
G. E. Moore (1873-1958) entered Trinity college at Cambridge as a student just before turning age 19, in 1892. He joined the Trinity Boat Club and the Cambridge University Musical society, participating in the full range of social activities that buttressed academic life. Moore completed the first part of the classics tripos and both the second classics tripos and the moral sciences tripos. (This was the 19th century Cambridge equivalent of double-majoring in classics and moral sciences.) He was a precocious mind, and he was eager to join the fellows at the university after graduation, winning the Prize Fellow of Trinity for 1898. It was in moral sciences that he would distinguish himself, becoming one of the most influential philosophers of the 20th century.
G. E. Moore's early philosophical work was presented to the meetings of the Cambridge Apostles, the informal conversational group of Cambridge intellectuals discussed in the previous chapter. And after becoming a Prize Fellow, he set immediately to drafting encyclopedia entries for Baldwin's Dictionary of Psychology and Philosophy, as well as shorter pieces cementing his break from Hegelianism and idealism in philosophy. After his time as Prize Fellow ended, he spent some years away from Cambridge (in Edinburgh and other places) until 1911, when he became University Lecturer in Moral Science. In 1925, he ascended to replace James Ward as Professor of Philosophy. (In Cambridge, there is one Professor in any given subject area at a time. This is unlike the United States, where the title is bestowed on nearly all members of the faculty in a department. Hence, in Cambridge, the position is very prestigious and a recognition of the place of Moore’s work.) This was same year that Moore became a Fellow at Trinity college.
Within his time at Cambridge, Moore was famously regarded by students, including Richards. Moore’s careful attention to language sparked his students. One prominent student describes Moore’s teaching in this way (in Howarth):
He certainly expanded our notion of how much discussion a question can deserve. For example, he could take a single sentence from James Ward’s Encyclopedia Britannica article on psychology and stay with it for three weeks lecturing on: “What on earth could Ward possibly have meant by saying that ‘the standpoint of psychology is individual’” – underlining the key words perhaps seventy times, gown flying, chalkdust rising in clouds, his intonation coruscating with apostrophes. (125)
This careful attention to the nuances of meaning in language would not be lost on the generationof scholars at the center of the New Rhetoric. Howarth makes clear that Moore helped define philosophy at Cambridge, and his arguments for the nature of philosophy and of language would have far-reaching implications.
Moore on the Scope of Philosophy (and the Break from 19th Century Idealism)
Moore’s work defined philosophy in the decades before WWI at Cambridge, and it was a broad, sweeping definition. He would lecture later that
The purpose of philosophy is "to give a general description of the whole of the universe, mentioning all the most important kinds of things which we know to be in it, considering how far it is likely that there are in it important kinds of things which we do not absolutely know to be in it, and also considering the most important ways in which these various kinds of things are related to one another" (Some Main Problems of Philosophy, 1953, 1).
This scope for philosophy includes the relationship between material objects and "acts of consciousness or mental acts” (Some Main Problems of Philosophy, 1953, 6). What advanced these claims in lectures delivered in the first two decades of the 20th century at Cambridge, and we need to assess these claims in that context.
At Cambridge, lectures were delivered in a public context. Instead of limiting lectures to enrolled students (as is done in the United States), at Cambridge, faculty lecture publicly. Moore’s definition for the scope of philosophical work begins with the broadest claims because of this broad audience. It was an effort to keep his audience interested and returning to future lectures, to involve them in the full sweep and potential of philosophical work, at a time when philosophy (moral sciences) at Cambridge was, at best, a marginal choice of field of study at Cambridge.
In depicting philosophy as a wide-ranging area of inquiry, Moore was both consonant with and breaking from the 19th century idealist philosophy that dominated at Cambridge. Those 19th century idealists would have argued that the goal of philosophy was "to give a general description of the whole of the universe," but they would have argued for a "whole" which was not divisible, not analyzable. The 19th century idealists like McTaggart and F. H. Bradley advanced a metaphysics which claimed that the best way to understand the universe was as a whole, a kind of organic unity.
Moore responded to the idealism of the 19th century, replacing it with a philosophy that countered idea that the universe is best understood as an organic whole. Moore proposed that “ideas held the same … immutable status as material objects.” In response to the idealists, Moore argued that ideas held an independent existence of their own and were analyzable independent of the larger, idealist metaphysics. Rather than ideas being part of the whole, and experienced as part of the whole in the universe, they were distinct. They were experienced by the mind with precisely the same immediacy as the eye experienced bright light. Ideas (or as Moore called them in some essays, propositions) held a reality all their own.
Propositions existed independent of our knowledge of them and independent of each other. Later commentators claimed that for Moore, “ideas held the same… immutable status as material objects” (Russo, “A Study in Influence” 690), possessing their own objective reality (Klemke 62). This leads, in John Paul Russo’s account in I. A. Richards: His Life and Work (54), of a nightmare in which Moore could not differentiate ideas from tables, both being equally real to him.
For Moore, then, the study of the philosophy is the “general description of the whole of the universe,” but very different from the way that McTaggart and others imagined that project to be. To the extent that Moore argued for philosophy’s project to “mention… all the most important kinds of things which we know to be,” he wanted all the important kinds of things (including propositions) to have an independence from the whole and from the mind that perceives them.
Moore’s Philosophy of Language
Moore was interested in the role of language in philosophy, though he was not, properly, a philosopher of language. (Language is, after all, absent from his definition of philosophy above.) His explorations of language were most often about sharpening tools with which other kinds of philosophical work could be done (on ethics, on metaphysics). Below, I discuss the ways that his philosophy of language extends naturally from his work in metaphysics. His understanding of the ways that language carries meaning stems from his theory of propositions, derived from his metaphysics.
Moore puzzled through a process of differentiating language from the ideas (or propositions) that language expresses. He offers a simple example to start, using a visual example from his lectures. He would chalk the letters “s-u-n” on the board twice, then claim that
“I have written up the word ‘sun’ twice upon the board. This is certainly true. But what is it that I’ve written twice? I’ve written this once & this once, neither of them twice. … I’ve written two words and not one word twice. But in another sense…” (Lectures 137).
Moore complicates his example by chalking up some words for “sun” in other languages, asking whether he has written the same word now multiple times. This very simple example makes clear what is an important basis for Moore’s philosophical work. Thinking and communicating may occur in everyday language, but propositions are not contained in those everyday words.
The complexity of Moore’s theory of propositions, as it cashes out in language, is hard to express. Propositions have a reality independent of the mind that uses language and independent of the language used. Propositions are communicated through utterances, through language. But the propositions are not reducible to the sentences. Language; it does not contain propositions. Sentences are the vehicle that carried a proposition, but the proposition has an objective status outside the sentence that carries it.
To advance his claim about the relative independence of propositions from the language that communicates them. Moore begins (in SMPP) with a discussion of sense-data and our perceptions of the world around us. Blue skies, herds of deer, and automobiles are things we apprehend directly; these sense data are not, in Moore’s model, propositions. Moore offers another example: “a cry expresses anger,” but neither the cry nor the anger is a proposition (Commonplace Book 44). For Moore, a proposition is elusive to articulate: "all the contents of the universe, absolutely everything that is at all, may be divided into two classes -- namely into proposition, on the one hand, and into things which are not propositions on the other hand” (SMPP 57). The word of sense data, apprehended directly, is in the class of non-propositional things.
Propositions are more complex than sense data and more complex than simple declaratives Their explication absorbs Moore for years. A proposition is not a collection of words; it is "the sort of thing which those collections express... what those words mean" (SMPP 57). A proposition is apprehended through some act of consciousness – “over and above the hearing of words, some act of consciousness which may be called the understanding of their meaning…what is apprehended in each case is what I mean by a proposition" (SMPP 57-58). We apprehend the proposition through the language that expresses it.
That process of apprehension is divisible into two forms of apprehension. We can apprehend them directly and indirectly (SMPP 67-68). When we understand a statement like “All men are mortal,” we are apprehending the proposition that that statement expresses directly. When, in understanding that proposition, we extend our knowledge (for example, of a particular man), we apprehend indirectly. (Basically, when a proposition becomes grounds for an inference license, we reach that apprehension indirectly; SMPP 68).
While it is hard to nail down what a proposition is, we can discuss propositions. We do, in fact, on a regular basis. Moore notes in the Commonplace Book, while it is true that “you can only hear a sentence,” when you discuss that sentence with someone else, you are typically discussing its meaning, the proposition behind it (362) – not the sentence itself. You are not discussing the sentence, as a grammatical construction of words; you are discussing the proposition apprehended through the sentence.
Before we can close the door on Moore’s claims for the relationship between language and propositions, we need at least a cursory glance at how Moore would describe the operations of mind as it apprehends a proposition through language. Here, we must stumble slightly: Moore left behind few explicit writings on the philosophy of mind, fewer still that would be considered arguments useful for the problem at hand. But we should make the attempt.
Though he published comparatively little on the topic, Moore’s lectures engaged the philosophical exploration of psychology. These lectures complemented the work of his colleagues (for example, Alfred North Whitehead’s Principles of Natural Knowledge in 1919 and Russell’s The Analysis of Mind in 1921). Logician W. E. Johnson, lectured on philosophical psychology, including reference to William James. Cambridge philosopher James Ward was author of the first ever independent entry on psychology for the Encyclopedia Britannica for its 9th edition in 1885. But Moore generated no philosophy of mind or theory of psychology of his own that usefully explicates his theory of propositions.
The project of connecting a working model for the human mind to this theory of propositions would fall to Moore’s student, I. A. Richards.
The Rhetorical Transformation
Richards was a loyal student of Moore, singing his praises for decades And Richards’ early essays (in the prewar and WWI period) were framed within Moore’s intellectual project. That much has been excavated by other scholars (Russo and Constable), and will be summarized here. What is less clear is the transformation in Moore’s project that is visible in Richards’later work. Specifically, Richards holds onto Moore’s belief that the meaning of a sentence is not reducible to the linguistic content of the sentence, but transforms where the meaning might actually be said to reside.
By the 1920s, for both figures, he meaning of an utterance is not to be found in the words for either Moore or Richards. But Richards’ explorations in psychology lead him down a different path than Moore took. Rather than grounding that belief in a metaphysics of the proposition, Richards grounds it in psychology – in the operations of the human mind that Moore left unexplored. This view inflects Richards work through his major treatises on literary theory (Principles of Literary Criticism and Practical Criticism) and on rhetorical theory: the Philosophy of Rhetoric and Interpretation in Teaching.
Richards’ clearest debt to Moore is visible in the early essay “Art and Science.” Like many of the moderns, Richards was interested in the intellectual relationship between aesthetic and scientific truth. He uses this opportunity to debate with art critic Roger Fry about the nature of truth in these different domains. For purposes of arguing with Fry, Richards defines science as the systematic connection of propositions. In contrast, Richards claims that art is interested in propositions without concern for systematicity and logical relations. When we speak of differentiating truth claims in art and science, the difference is not in the nature of propositions, but in the relationships between propositions.
Because Moore’s work is potentially unfamiliar grounds for debate about aesthetic truth, Richards must define them for his audience. He moves first to define a proposition negatively: a proposition is not a fact, a psychological state, or a physical object. Defined positively, it is, exactly, what Moore calls a proposition: the “total meaning” of a sentence which is not reducible to its grammatical components, nor to some empirical reality (“When a proposition is true, there is, of course, a fact which corresponds, but still the proposition is other than the fact”) . Richards here is assuming, unquestioning, the claims that Moore makes for the reality of propositions.
Richards still wants to privilege the study of language, however, and so Richards claims that “we need vehicles by which to approach and gain access to propositions. This is so of all propositions, those with which science as well as those with which art is most concerned.” Here, Richards is making a an argument for his own interests in the study of language.
Within the span of a few years, however, Richards would abandon Moore’s claims for the external reality of propositions. But he would continue to embrace the claims that the meaning of an utterance could not be reduced to the words it contained. The triadic semiotics outlined in Meaning of Meaning would demonstrate that the referent of a symbol is contained neither by the sign nor the signified, but in the minds of the participants in communication. The explorations of the psychology of interpretation in Principles of Literary Criticism and Practical Criticism would demonstrate that the mind constructs meaning, rather than apprehending it. By the time Richards arrives at the interactionist theory of metaphor in The Philosophy of Rhetoric, it becomes clear that meaning is derived from our use of language, rather than contained within it. But details of those innovations and extensions will come in later chapters of this work.
Philosophy without Rhetoric at Cambridge at the Turn of the 20th Century:
G. E. Moore and the Tension between Language and Meaning
Moral Sciences (philosophy) was not the giant of disciplines that we have come to remember it as at the turn of the 20th century. The faculty were largely new, largely setting out on their own careers, and only beginning to attract students in any significant numbers. Nonetheless, it is fair to say that the scholarship completed in Cambridge by G. E. Moore, Bertrand Russell and Ludwig Wittgenstein would change philosophy, rhetoric, and communication studies for more than 100 years.
This chapter sets out the influence of the first of those giants. G. E. Moore is largely studied for his ethical theories, published in Principia Ethica (19XX), but his theories of language also carry a legacy. Philosophers describe Moore’s legacy in philosophy of language primarily through Wittgenstein, but I want here to demonstrate the influence that Moore had on I. A. Richards. Through Richards, Moore would have an indirect effect on the understandings of rhetoric and communication that would dominate the 20th century,
Specifically, Moore would both immerse Richards in the importance of attention to the nuances of everyday language for piecing together the meaning of a text, while at the same time insisting that the meaning is not reducible to the text. The text is the vehicle for the proposition, but the proposition exists independently of the language that is used to express it. While Moore is insistent on this claim as part of a larger metaphysics, he was less interested in puzzling through its implications for actual communicative practice.
Richards is interested in actual communicative practice, and so it is fair to claim that Richards’ work (and the New Rhetoric) begins with G. E. Moore. Richards at first tries to defend Moore’s position in his early essays. Later, he transforms Moore’s position (in Practical Criticism, Principles of Literary Criticism and eventually his treatises on rhetoric). He continues to hold that the meaning of an utterance cannot be reduced to the words it contained, but believes, unlike Moore, that the meaning of the utterance is a product of human psychology, not of the external reality of propositions.
This chapter maps out Moore’s position, then begins to map its influence on Richards.
G. E. Moore and the Moral Sciences (Philosophy) at Cambridge
G. E. Moore (1873-1958) entered Trinity college at Cambridge as a student just before turning age 19, in 1892. He joined the Trinity Boat Club and the Cambridge University Musical society, participating in the full range of social activities that buttressed academic life. Moore completed the first part of the classics tripos and both the second classics tripos and the moral sciences tripos. (This was the 19th century Cambridge equivalent of double-majoring in classics and moral sciences.) He was a precocious mind, and he was eager to join the fellows at the university after graduation, winning the Prize Fellow of Trinity for 1898. It was in moral sciences that he would distinguish himself, becoming one of the most influential philosophers of the 20th century.
G. E. Moore's early philosophical work was presented to the meetings of the Cambridge Apostles, the informal conversational group of Cambridge intellectuals discussed in the previous chapter. And after becoming a Prize Fellow, he set immediately to drafting encyclopedia entries for Baldwin's Dictionary of Psychology and Philosophy, as well as shorter pieces cementing his break from Hegelianism and idealism in philosophy. After his time as Prize Fellow ended, he spent some years away from Cambridge (in Edinburgh and other places) until 1911, when he became University Lecturer in Moral Science. In 1925, he ascended to replace James Ward as Professor of Philosophy. (In Cambridge, there is one Professor in any given subject area at a time. This is unlike the United States, where the title is bestowed on nearly all members of the faculty in a department. Hence, in Cambridge, the position is very prestigious and a recognition of the place of Moore’s work.) This was same year that Moore became a Fellow at Trinity college.
Within his time at Cambridge, Moore was famously regarded by students, including Richards. Moore’s careful attention to language sparked his students. One prominent student describes Moore’s teaching in this way (in Howarth):
He certainly expanded our notion of how much discussion a question can deserve. For example, he could take a single sentence from James Ward’s Encyclopedia Britannica article on psychology and stay with it for three weeks lecturing on: “What on earth could Ward possibly have meant by saying that ‘the standpoint of psychology is individual’” – underlining the key words perhaps seventy times, gown flying, chalkdust rising in clouds, his intonation coruscating with apostrophes. (125)
This careful attention to the nuances of meaning in language would not be lost on the generationof scholars at the center of the New Rhetoric. Howarth makes clear that Moore helped define philosophy at Cambridge, and his arguments for the nature of philosophy and of language would have far-reaching implications.
Moore on the Scope of Philosophy (and the Break from 19th Century Idealism)
Moore’s work defined philosophy in the decades before WWI at Cambridge, and it was a broad, sweeping definition. He would lecture later that
The purpose of philosophy is "to give a general description of the whole of the universe, mentioning all the most important kinds of things which we know to be in it, considering how far it is likely that there are in it important kinds of things which we do not absolutely know to be in it, and also considering the most important ways in which these various kinds of things are related to one another" (Some Main Problems of Philosophy, 1953, 1).
This scope for philosophy includes the relationship between material objects and "acts of consciousness or mental acts” (Some Main Problems of Philosophy, 1953, 6). What advanced these claims in lectures delivered in the first two decades of the 20th century at Cambridge, and we need to assess these claims in that context.
At Cambridge, lectures were delivered in a public context. Instead of limiting lectures to enrolled students (as is done in the United States), at Cambridge, faculty lecture publicly. Moore’s definition for the scope of philosophical work begins with the broadest claims because of this broad audience. It was an effort to keep his audience interested and returning to future lectures, to involve them in the full sweep and potential of philosophical work, at a time when philosophy (moral sciences) at Cambridge was, at best, a marginal choice of field of study at Cambridge.
In depicting philosophy as a wide-ranging area of inquiry, Moore was both consonant with and breaking from the 19th century idealist philosophy that dominated at Cambridge. Those 19th century idealists would have argued that the goal of philosophy was "to give a general description of the whole of the universe," but they would have argued for a "whole" which was not divisible, not analyzable. The 19th century idealists like McTaggart and F. H. Bradley advanced a metaphysics which claimed that the best way to understand the universe was as a whole, a kind of organic unity.
Moore responded to the idealism of the 19th century, replacing it with a philosophy that countered idea that the universe is best understood as an organic whole. Moore proposed that “ideas held the same … immutable status as material objects.” In response to the idealists, Moore argued that ideas held an independent existence of their own and were analyzable independent of the larger, idealist metaphysics. Rather than ideas being part of the whole, and experienced as part of the whole in the universe, they were distinct. They were experienced by the mind with precisely the same immediacy as the eye experienced bright light. Ideas (or as Moore called them in some essays, propositions) held a reality all their own.
Propositions existed independent of our knowledge of them and independent of each other. Later commentators claimed that for Moore, “ideas held the same… immutable status as material objects” (Russo, “A Study in Influence” 690), possessing their own objective reality (Klemke 62). This leads, in John Paul Russo’s account in I. A. Richards: His Life and Work (54), of a nightmare in which Moore could not differentiate ideas from tables, both being equally real to him.
For Moore, then, the study of the philosophy is the “general description of the whole of the universe,” but very different from the way that McTaggart and others imagined that project to be. To the extent that Moore argued for philosophy’s project to “mention… all the most important kinds of things which we know to be,” he wanted all the important kinds of things (including propositions) to have an independence from the whole and from the mind that perceives them.
Moore’s Philosophy of Language
Moore was interested in the role of language in philosophy, though he was not, properly, a philosopher of language. (Language is, after all, absent from his definition of philosophy above.) His explorations of language were most often about sharpening tools with which other kinds of philosophical work could be done (on ethics, on metaphysics). Below, I discuss the ways that his philosophy of language extends naturally from his work in metaphysics. His understanding of the ways that language carries meaning stems from his theory of propositions, derived from his metaphysics.
Moore puzzled through a process of differentiating language from the ideas (or propositions) that language expresses. He offers a simple example to start, using a visual example from his lectures. He would chalk the letters “s-u-n” on the board twice, then claim that
“I have written up the word ‘sun’ twice upon the board. This is certainly true. But what is it that I’ve written twice? I’ve written this once & this once, neither of them twice. … I’ve written two words and not one word twice. But in another sense…” (Lectures 137).
Moore complicates his example by chalking up some words for “sun” in other languages, asking whether he has written the same word now multiple times. This very simple example makes clear what is an important basis for Moore’s philosophical work. Thinking and communicating may occur in everyday language, but propositions are not contained in those everyday words.
The complexity of Moore’s theory of propositions, as it cashes out in language, is hard to express. Propositions have a reality independent of the mind that uses language and independent of the language used. Propositions are communicated through utterances, through language. But the propositions are not reducible to the sentences. Language; it does not contain propositions. Sentences are the vehicle that carried a proposition, but the proposition has an objective status outside the sentence that carries it.
To advance his claim about the relative independence of propositions from the language that communicates them. Moore begins (in SMPP) with a discussion of sense-data and our perceptions of the world around us. Blue skies, herds of deer, and automobiles are things we apprehend directly; these sense data are not, in Moore’s model, propositions. Moore offers another example: “a cry expresses anger,” but neither the cry nor the anger is a proposition (Commonplace Book 44). For Moore, a proposition is elusive to articulate: "all the contents of the universe, absolutely everything that is at all, may be divided into two classes -- namely into proposition, on the one hand, and into things which are not propositions on the other hand” (SMPP 57). The word of sense data, apprehended directly, is in the class of non-propositional things.
Propositions are more complex than sense data and more complex than simple declaratives Their explication absorbs Moore for years. A proposition is not a collection of words; it is "the sort of thing which those collections express... what those words mean" (SMPP 57). A proposition is apprehended through some act of consciousness – “over and above the hearing of words, some act of consciousness which may be called the understanding of their meaning…what is apprehended in each case is what I mean by a proposition" (SMPP 57-58). We apprehend the proposition through the language that expresses it.
That process of apprehension is divisible into two forms of apprehension. We can apprehend them directly and indirectly (SMPP 67-68). When we understand a statement like “All men are mortal,” we are apprehending the proposition that that statement expresses directly. When, in understanding that proposition, we extend our knowledge (for example, of a particular man), we apprehend indirectly. (Basically, when a proposition becomes grounds for an inference license, we reach that apprehension indirectly; SMPP 68).
While it is hard to nail down what a proposition is, we can discuss propositions. We do, in fact, on a regular basis. Moore notes in the Commonplace Book, while it is true that “you can only hear a sentence,” when you discuss that sentence with someone else, you are typically discussing its meaning, the proposition behind it (362) – not the sentence itself. You are not discussing the sentence, as a grammatical construction of words; you are discussing the proposition apprehended through the sentence.
Before we can close the door on Moore’s claims for the relationship between language and propositions, we need at least a cursory glance at how Moore would describe the operations of mind as it apprehends a proposition through language. Here, we must stumble slightly: Moore left behind few explicit writings on the philosophy of mind, fewer still that would be considered arguments useful for the problem at hand. But we should make the attempt.
Though he published comparatively little on the topic, Moore’s lectures engaged the philosophical exploration of psychology. These lectures complemented the work of his colleagues (for example, Alfred North Whitehead’s Principles of Natural Knowledge in 1919 and Russell’s The Analysis of Mind in 1921). Logician W. E. Johnson, lectured on philosophical psychology, including reference to William James. Cambridge philosopher James Ward was author of the first ever independent entry on psychology for the Encyclopedia Britannica for its 9th edition in 1885. But Moore generated no philosophy of mind or theory of psychology of his own that usefully explicates his theory of propositions.
The project of connecting a working model for the human mind to this theory of propositions would fall to Moore’s student, I. A. Richards.
The Rhetorical Transformation
Richards was a loyal student of Moore, singing his praises for decades And Richards’ early essays (in the prewar and WWI period) were framed within Moore’s intellectual project. That much has been excavated by other scholars (Russo and Constable), and will be summarized here. What is less clear is the transformation in Moore’s project that is visible in Richards’later work. Specifically, Richards holds onto Moore’s belief that the meaning of a sentence is not reducible to the linguistic content of the sentence, but transforms where the meaning might actually be said to reside.
By the 1920s, for both figures, he meaning of an utterance is not to be found in the words for either Moore or Richards. But Richards’ explorations in psychology lead him down a different path than Moore took. Rather than grounding that belief in a metaphysics of the proposition, Richards grounds it in psychology – in the operations of the human mind that Moore left unexplored. This view inflects Richards work through his major treatises on literary theory (Principles of Literary Criticism and Practical Criticism) and on rhetorical theory: the Philosophy of Rhetoric and Interpretation in Teaching.
Richards’ clearest debt to Moore is visible in the early essay “Art and Science.” Like many of the moderns, Richards was interested in the intellectual relationship between aesthetic and scientific truth. He uses this opportunity to debate with art critic Roger Fry about the nature of truth in these different domains. For purposes of arguing with Fry, Richards defines science as the systematic connection of propositions. In contrast, Richards claims that art is interested in propositions without concern for systematicity and logical relations. When we speak of differentiating truth claims in art and science, the difference is not in the nature of propositions, but in the relationships between propositions.
Because Moore’s work is potentially unfamiliar grounds for debate about aesthetic truth, Richards must define them for his audience. He moves first to define a proposition negatively: a proposition is not a fact, a psychological state, or a physical object. Defined positively, it is, exactly, what Moore calls a proposition: the “total meaning” of a sentence which is not reducible to its grammatical components, nor to some empirical reality (“When a proposition is true, there is, of course, a fact which corresponds, but still the proposition is other than the fact”) . Richards here is assuming, unquestioning, the claims that Moore makes for the reality of propositions.
Richards still wants to privilege the study of language, however, and so Richards claims that “we need vehicles by which to approach and gain access to propositions. This is so of all propositions, those with which science as well as those with which art is most concerned.” Here, Richards is making a an argument for his own interests in the study of language.
Within the span of a few years, however, Richards would abandon Moore’s claims for the external reality of propositions. But he would continue to embrace the claims that the meaning of an utterance could not be reduced to the words it contained. The triadic semiotics outlined in Meaning of Meaning would demonstrate that the referent of a symbol is contained neither by the sign nor the signified, but in the minds of the participants in communication. The explorations of the psychology of interpretation in Principles of Literary Criticism and Practical Criticism would demonstrate that the mind constructs meaning, rather than apprehending it. By the time Richards arrives at the interactionist theory of metaphor in The Philosophy of Rhetoric, it becomes clear that meaning is derived from our use of language, rather than contained within it. But details of those innovations and extensions will come in later chapters of this work.
Friday, December 12, 2008
48.0
The New Major in Writing Studies at UMD.
The major in writing studies, which offers concentrations in journalism or professional writing, explores writing as a field of inquiry: its production, its circulation, its uses, and its role in the development of individuals, professional communities and societies. The major begins with the history of writing practices, genres, systems of production and distribution, and related institutions. A major in writing studies draws from the resources of linguistics to understand the relationships between writing, cognition and communication. It uses the tools of qualitative, quantitative and humanistic research to advance those explorations. It culminates in a practical examination of writing in traditional and emerging technologies. In core and elective courses, students develop skills in the analysis of rhetorical situations, the selection of media, and the production of texts appropriate for a variety of discourse communities. They also think reflectively and critically about their role as writers for professional and civic life. Students select a journalism or professional writing sub-plan to complete their study.
Journalism: The journalism curriculum engages the study and practice of mass communication in a converged, multimedia environment. It prepares students for careers as reporters, editors, producers and photographers in print, broadcast, and multimedia news. The program is built on a liberal arts foundation, including the history, traditions, routines and practices of journalism. Students learn the skills they need to succeed in the profession, they study its legal and ethical dimensions, and they examine the sociology of news and the context in which journalism is practiced. Students are encouraged to participate in UMD-sponsored internships at news, publishing and broadcast organizations, both locally and across the country. Additionally, students have the opportunity to do extracurricular work at the Student newspaper, public radio and television stations.
Professional Writing: The professional writing curriculum synthesizes 1) knowledge and experience with writing technologies from a liberal arts, as well as a technical, perspective; 2) practice in applying principles of rhetoric, design, cultural theory, and creative thinking to the production of professional writing projects and 3) experience in developing successful relationships with writing/design communities and other audiences. Students are encouraged to participate in UMD-sponsored internships in professional writing, corporate communication, editing, and publishing. Students develop writing skills relevant to professional situations (document design and delivery, the development of varied writing techniques, and persuasive argument) with an understanding of writing’s ethical and social implications.
Writing Studies Core Courses
WRIT 1506 Literacy Technology and Society
and WRIT 2506 Introduction to Writing Studies
and LING 2506 Language and Writing
JOUR 3700 Media Law and Ethics
and WRIT 4250 New Media Writing
and WRIT 4506 Portfolio (1cr)
Professional Writing Electives
WRIT 31xx: Advanced Writing Course (Writing in the Professions)
WRIT 4200 Writing and Cultures
and WRIT 4260 Visual Rhetoric and Culture
and WRIT 4300 Research Methods
and
[Take 4 or more course(s) totaling no more than 12 credit(s) from the following:JOUR 2001, JOUR 2101, JOUR 2300, JOUR 2400, JOUR 2501, JOUR 4001, JOUR 4500, LING 3102, LING 4195, LING 4400, WRIT 1017, WRIT 4100, WRIT 4197, WRIT 4220, WRIT 4230, WRIT 4290, WRIT 4591, WRIT 4595]
• Must include one WRIT course and one JOUR course.
• WRIT 4197 may be repeated for a total of 6 cr.
• Other JOUR, LING and WRIT designator with departmental approval.
The New Major in Writing Studies at UMD.
The major in writing studies, which offers concentrations in journalism or professional writing, explores writing as a field of inquiry: its production, its circulation, its uses, and its role in the development of individuals, professional communities and societies. The major begins with the history of writing practices, genres, systems of production and distribution, and related institutions. A major in writing studies draws from the resources of linguistics to understand the relationships between writing, cognition and communication. It uses the tools of qualitative, quantitative and humanistic research to advance those explorations. It culminates in a practical examination of writing in traditional and emerging technologies. In core and elective courses, students develop skills in the analysis of rhetorical situations, the selection of media, and the production of texts appropriate for a variety of discourse communities. They also think reflectively and critically about their role as writers for professional and civic life. Students select a journalism or professional writing sub-plan to complete their study.
Journalism: The journalism curriculum engages the study and practice of mass communication in a converged, multimedia environment. It prepares students for careers as reporters, editors, producers and photographers in print, broadcast, and multimedia news. The program is built on a liberal arts foundation, including the history, traditions, routines and practices of journalism. Students learn the skills they need to succeed in the profession, they study its legal and ethical dimensions, and they examine the sociology of news and the context in which journalism is practiced. Students are encouraged to participate in UMD-sponsored internships at news, publishing and broadcast organizations, both locally and across the country. Additionally, students have the opportunity to do extracurricular work at the Student newspaper, public radio and television stations.
Professional Writing: The professional writing curriculum synthesizes 1) knowledge and experience with writing technologies from a liberal arts, as well as a technical, perspective; 2) practice in applying principles of rhetoric, design, cultural theory, and creative thinking to the production of professional writing projects and 3) experience in developing successful relationships with writing/design communities and other audiences. Students are encouraged to participate in UMD-sponsored internships in professional writing, corporate communication, editing, and publishing. Students develop writing skills relevant to professional situations (document design and delivery, the development of varied writing techniques, and persuasive argument) with an understanding of writing’s ethical and social implications.
Writing Studies Core Courses
WRIT 1506 Literacy Technology and Society
and WRIT 2506 Introduction to Writing Studies
and LING 2506 Language and Writing
JOUR 3700 Media Law and Ethics
and WRIT 4250 New Media Writing
and WRIT 4506 Portfolio (1cr)
Professional Writing Electives
WRIT 31xx: Advanced Writing Course (Writing in the Professions)
WRIT 4200 Writing and Cultures
and WRIT 4260 Visual Rhetoric and Culture
and WRIT 4300 Research Methods
and
[Take 4 or more course(s) totaling no more than 12 credit(s) from the following:JOUR 2001, JOUR 2101, JOUR 2300, JOUR 2400, JOUR 2501, JOUR 4001, JOUR 4500, LING 3102, LING 4195, LING 4400, WRIT 1017, WRIT 4100, WRIT 4197, WRIT 4220, WRIT 4230, WRIT 4290, WRIT 4591, WRIT 4595]
• Must include one WRIT course and one JOUR course.
• WRIT 4197 may be repeated for a total of 6 cr.
• Other JOUR, LING and WRIT designator with departmental approval.
Monday, December 01, 2008
47.0 Document of a Tragedy:
The Jonestown Tapes and the Problems of Documentation
Submission to DOCAM 2009
David Beard
Department of Writing Studies
University of Minnesota Duluth
Humanities 420
Duluth, MN 55812
dbeard@d.umn.edu
Word Count: 900 Words plus Appendix
Keywords: Jonestown, testimony, audio-recording, interpretation of documents; theory of documents
Delivery: Oral presentation with PowerPoint, video clip, and audio
Equipment: standard LCD projector with audio
This paper participates in three interlocking bodies of literature:
• the philosophical and institutional study of documents (from Briet to Buckland),
• the subset of trauma studies that examines evidentiary documents,
• and rhetorical studies of testimony.
These three bodies of literature offer theoretical tools for the analysis of documents surrounding the last days of Jonestown. The questions are:
● What do the audio-recordings of discussions on the last night at Jonestown document?
• How can these documents be used?
● And what are the limitations inherent in these documents?
Because this conference is neither about Jonestown nor about cults, of course, the most important question must be: Can the uses and limitations of these specific documents be generalized to the use of historical documents? The Jonestown documents help us demonstrate and elaborate on Day’s claim (at the 2003 DOCAM) that “documents help prove facts, sometimes they are representative of facts, other times they themselves constitute facts by the very fact that they are read or used, and other times they are creative of facts within the context of their being read or used.”
About the Documents
The People's Church audio-recorded a number of their sermons, deliberations and prayerful discussions, so in a certain way, it is not unusual that their last discussion of their revolutionary suicide was also recorded. But, taken on its own, we should be surprised that Jones allowed this last discussion to be recorded. It is possible that Jones imagined that he was documenting an act of revolution, but in fact the arguments constitute a debate about the value of suicide and of possible acts of murder.
The recordings have been transcribed by multiple agencies (academic and law enforcement) available on multiple websites. Unsurprisingly, the documents of the last hours of Jonestown are complex and open to diverging interpretations.
The Problems for Discussion
The Jonestown recordings pose several questions useful for contemporary studies of the document.
• The recording is motivated. Jones is clearly not recording this discussion for his later reference. Before we can assess this document, we must assess the reasons that it exists and whether those reasons inflect it. Specifically, we must be able to assess whether the audio-recording is a speech act to a future listening audience – Jones’ attempt to speak beyond the grave. Here, analogy to Holocaust documents (typically written with a double-voicedness to address history) is instructive and will be outlined.
• The recording is of a conversation –a free-for-all as Jones poses the question about the community’s next act. It is difficult to ascertain what speech acts are responses to which other speech acts – who is talking to whom. The move from a document of a conversation to an attempt to reconstruct the arguments and positions of the individual speakers is always complicated and even more complicated in the case of this document. Here, analysis using work by van Eemeren and Grootendorst on the problems of reconstructing arguments from natural language will be outlined.
• The recording is on an outmoded technology stored in a jungle forty years ago. Audio clarity is limited and this has caused transcription problems. This includes complexities of determining what is said and determining who said it. Single inaudible words can completely reverse the expected meaning of a speaker’s speech act. Disagreements over whether a single woman uttered both of two speech acts can completely reverse our understanding of the woman’s expected position. Improvements in playback may or may not be able to correct some of these problems, but as we get closer to those technological improvements, we also move closer to the days that the survivors will all be dead – and this recorded testimony will rise in importance. Here, reference to contemporary theories of voice and technology (Zizek, Ronell and others) can be instructive, especially those scholars who have analyzed recordings of 9/11 victims [e.g. Joshua Gunn] from this perspective.)
• Finally, the significance of this document shifts with the contexts in which it is interpreted. It is a forensic document, allowing law enforcement to trace responsibility for possible murders in Jonestown (because not all drank the Flavor-Aid willingly). It is a scholarly document, allowing scholars in religious studies to tease out an American model of cult thinking. It is even a sociological document, as the People’s Temple has a place in the history of race relations in the United States. And finally, it has been an ur-text for fictionalizing films about Jonestown, serving as reference for dialogue. Scholars of rhetoric have carefully worked through the use of testimony in different epistemic fields, and those insights will explain the varying uses of this recorded testimony in different disciplinary and professional communities.
The paper concludes by speaking directly to the dialogue between Briet and Day, across the decades at the Document Academy: Briet, in What is Documentation, states that “A document is a proof in support of a fact.” But “sometimes documents help prove facts, sometimes they are representative of facts, other times they themselves constitute facts by the very fact that they are read or used, and other times they are creative of facts within the context of their being read or used” (Day, DOCAM 03). The Jonestown documents may have been Jones’s attempt to “create facts” about his revolutionary end. In fact they are (in their recording, transcription and interpretation) a much more unstable document, manifesting Day’s claims and even more of the theoretical complexity of document studies.
Appendix:
About Jonestown
Jonestown was the camp in Guyana where cult figure Jim Jones relocated with members of his People's Temple in the 1970s. The parish was born of a revolutionary social and economic program -- embracing both socialist principles and racial equality. But the People's Temple faced legal challenges in the United States and so relocated to Guyana. Their legal problems followed them, especially as residents on fixed incomes saw those incomes diverted directly to Guyana to support the compound. As a result, a Congressman and several "concerned family members" visited the People's Temple in Guyana.
A member of the Congressman's entourage was passed a note indicating that some residents were being held against their will. The Congressman himself was attacked at knifepoint by a radical member of the Temple. As a result, the Congressman offered free and safe travel back to the United States the next morning under the protection of the U.S. Government. Another radical member of the Temple pretended to seek safe travel, then opened fire when the group arrived at the airstrip, killing the Congressman and some of the others.
Back at the compound, Jones called a meeting, drawing the members together to discuss their end. They had rehearsed the "revolutionary suicide" by drinking poisoned Flavor-Aid before, so the procedure was known to the members. Now, Jones called the members together to discuss whether, in fact, this last step should be taken. [Historically, we know that they did take the Flavor-Aid, but for purposes of this paper, I'd like to build some tension, some apprehension, about what happens next.]
The Jonestown Tapes and the Problems of Documentation
Submission to DOCAM 2009
David Beard
Department of Writing Studies
University of Minnesota Duluth
Humanities 420
Duluth, MN 55812
dbeard@d.umn.edu
Word Count: 900 Words plus Appendix
Keywords: Jonestown, testimony, audio-recording, interpretation of documents; theory of documents
Delivery: Oral presentation with PowerPoint, video clip, and audio
Equipment: standard LCD projector with audio
This paper participates in three interlocking bodies of literature:
• the philosophical and institutional study of documents (from Briet to Buckland),
• the subset of trauma studies that examines evidentiary documents,
• and rhetorical studies of testimony.
These three bodies of literature offer theoretical tools for the analysis of documents surrounding the last days of Jonestown. The questions are:
● What do the audio-recordings of discussions on the last night at Jonestown document?
• How can these documents be used?
● And what are the limitations inherent in these documents?
Because this conference is neither about Jonestown nor about cults, of course, the most important question must be: Can the uses and limitations of these specific documents be generalized to the use of historical documents? The Jonestown documents help us demonstrate and elaborate on Day’s claim (at the 2003 DOCAM) that “documents help prove facts, sometimes they are representative of facts, other times they themselves constitute facts by the very fact that they are read or used, and other times they are creative of facts within the context of their being read or used.”
About the Documents
The People's Church audio-recorded a number of their sermons, deliberations and prayerful discussions, so in a certain way, it is not unusual that their last discussion of their revolutionary suicide was also recorded. But, taken on its own, we should be surprised that Jones allowed this last discussion to be recorded. It is possible that Jones imagined that he was documenting an act of revolution, but in fact the arguments constitute a debate about the value of suicide and of possible acts of murder.
The recordings have been transcribed by multiple agencies (academic and law enforcement) available on multiple websites. Unsurprisingly, the documents of the last hours of Jonestown are complex and open to diverging interpretations.
The Problems for Discussion
The Jonestown recordings pose several questions useful for contemporary studies of the document.
• The recording is motivated. Jones is clearly not recording this discussion for his later reference. Before we can assess this document, we must assess the reasons that it exists and whether those reasons inflect it. Specifically, we must be able to assess whether the audio-recording is a speech act to a future listening audience – Jones’ attempt to speak beyond the grave. Here, analogy to Holocaust documents (typically written with a double-voicedness to address history) is instructive and will be outlined.
• The recording is of a conversation –a free-for-all as Jones poses the question about the community’s next act. It is difficult to ascertain what speech acts are responses to which other speech acts – who is talking to whom. The move from a document of a conversation to an attempt to reconstruct the arguments and positions of the individual speakers is always complicated and even more complicated in the case of this document. Here, analysis using work by van Eemeren and Grootendorst on the problems of reconstructing arguments from natural language will be outlined.
• The recording is on an outmoded technology stored in a jungle forty years ago. Audio clarity is limited and this has caused transcription problems. This includes complexities of determining what is said and determining who said it. Single inaudible words can completely reverse the expected meaning of a speaker’s speech act. Disagreements over whether a single woman uttered both of two speech acts can completely reverse our understanding of the woman’s expected position. Improvements in playback may or may not be able to correct some of these problems, but as we get closer to those technological improvements, we also move closer to the days that the survivors will all be dead – and this recorded testimony will rise in importance. Here, reference to contemporary theories of voice and technology (Zizek, Ronell and others) can be instructive, especially those scholars who have analyzed recordings of 9/11 victims [e.g. Joshua Gunn] from this perspective.)
• Finally, the significance of this document shifts with the contexts in which it is interpreted. It is a forensic document, allowing law enforcement to trace responsibility for possible murders in Jonestown (because not all drank the Flavor-Aid willingly). It is a scholarly document, allowing scholars in religious studies to tease out an American model of cult thinking. It is even a sociological document, as the People’s Temple has a place in the history of race relations in the United States. And finally, it has been an ur-text for fictionalizing films about Jonestown, serving as reference for dialogue. Scholars of rhetoric have carefully worked through the use of testimony in different epistemic fields, and those insights will explain the varying uses of this recorded testimony in different disciplinary and professional communities.
The paper concludes by speaking directly to the dialogue between Briet and Day, across the decades at the Document Academy: Briet, in What is Documentation, states that “A document is a proof in support of a fact.” But “sometimes documents help prove facts, sometimes they are representative of facts, other times they themselves constitute facts by the very fact that they are read or used, and other times they are creative of facts within the context of their being read or used” (Day, DOCAM 03). The Jonestown documents may have been Jones’s attempt to “create facts” about his revolutionary end. In fact they are (in their recording, transcription and interpretation) a much more unstable document, manifesting Day’s claims and even more of the theoretical complexity of document studies.
Appendix:
About Jonestown
Jonestown was the camp in Guyana where cult figure Jim Jones relocated with members of his People's Temple in the 1970s. The parish was born of a revolutionary social and economic program -- embracing both socialist principles and racial equality. But the People's Temple faced legal challenges in the United States and so relocated to Guyana. Their legal problems followed them, especially as residents on fixed incomes saw those incomes diverted directly to Guyana to support the compound. As a result, a Congressman and several "concerned family members" visited the People's Temple in Guyana.
A member of the Congressman's entourage was passed a note indicating that some residents were being held against their will. The Congressman himself was attacked at knifepoint by a radical member of the Temple. As a result, the Congressman offered free and safe travel back to the United States the next morning under the protection of the U.S. Government. Another radical member of the Temple pretended to seek safe travel, then opened fire when the group arrived at the airstrip, killing the Congressman and some of the others.
Back at the compound, Jones called a meeting, drawing the members together to discuss their end. They had rehearsed the "revolutionary suicide" by drinking poisoned Flavor-Aid before, so the procedure was known to the members. Now, Jones called the members together to discuss whether, in fact, this last step should be taken. [Historically, we know that they did take the Flavor-Aid, but for purposes of this paper, I'd like to build some tension, some apprehension, about what happens next.]