Wednesday, September 30, 2009


Tenure-Track Writing Center Coordinator

Institution: Penn State Berks
Location: Reading, PA
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, 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

Inquiries and questions may be directed to Dr. Christian Weisser at
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:

Monday, September 28, 2009



The Document Academy invites:


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 – 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

Roswitha Skare, Ph.D.
Associate Professor
Documentation Studies
University of Tromsø
NO-9037 Tromsø, Norge
Tel: +47- 776 46318

Richard Anderson, Ph.D.
Visual Thinking Laboratory
University of North Texas
Denton, TX 76203

Melody McCotter, M.S.I.S.
Visual Thinking Laboratory
University of North Texas
Denton, TX 76203

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!)
74. repost from the Blogora discussion on Cultural Studies

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?


Saturday, September 26, 2009


Department of Communication - Assistant Professor of Rhetoric
Indiana University-Purdue University Fort Wayne
State/Region: IN
Posted: 09/25/09

English Faculty #2696 - Spring 2010
Montgomery College
State/Region: MD
Posted: 09/25/09

English Faculty #2044 - Spring 2010
Montgomery College
State/Region: MD
Posted: 09/25/09

Friday, September 25, 2009


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:
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

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:

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:

Tuesday, September 22, 2009

Full-Time Faculty, Arts & Communications

Institution: LIM College – Where Business Meets Fashion
Location: New York, NY
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:
Email Address:
Posted by David at 07:59 0 comments


Assistant Professor of Rhetoric and Professional Writing

Institution: University of Hartford
Location: West Hartford, CT
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

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 and

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

Assistant Professor of English - Rhetoric and Composition

Institution: Shepherd University
Location: Shepherdstown, WV
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

Application Information
Contact: Shepherd University
Phone: 304-876-5328
Fax: 304-876-5197
Online App. Form:


Assistant Director, Writing Resources - Academic Resource Center

Institution: Tufts University
Location: Medford, MA
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.


Composition and Professional Writing Faculty Position

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Institution: Shenandoah University
Location: Winchester, VA
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 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,
John Logie, UM Twin Cities,
Mark Huglen, UM Crookston,
Joe Erickson, Bowling Green State University,
Eden Leone, Bowling Green State University,
David Beard, UM Duluth,
David Gore, UM Duluth,

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,
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,
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,
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,
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,

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,
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

Rethinking Modernity and Modernism for Rhetorical Studies

Coordinator: David Beard (UM-Duluth)(
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.

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 (

Tenure Track Faculty, English

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Institution: Cuyahoga Community College
Location: Cleveland, OH
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: 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:
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
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
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:

Thursday, September 17, 2009

67.5 Three Jobs

Assistant Professor, Writing
Loyola College In Maryland
State/Region: MD
Posted: 09/16/09

Assistant Professor - Composition and Rhetoric(#0557)
Western Carolina University
State/Region: NC
Posted: 09/16/09

NTT Lecturer of Writing and Linguistics #56690
Georgia Southern University
State/Region: GA
Posted: 09/16/09

Tuesday, September 15, 2009


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

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.

Composition and Rhetoric (Tenure-Track, Assistant Professor)

Institution: Central Michigan University
Location: Mt. Pleasant, MI
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

Assistant Professor of Communication - Rhetoric/Mass Communication

Institution: The College of Wooster
Location: Wooster, OH
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:
66 TOC

Rhetoric Review: Volume 28 Issue 4 (,email) is now available online at informaworld (

This new issue contains the following articles:


Translation as Rhetoric: Edward Jerningham's “Impenitence” (1800), Pages 335 - 351
Author: Claudia Carlos
DOI: 10.1080/07350190903183390

Breathing Life into a Public Woman:Victoria Woodhull's Defense of Woman's Suffrage, Pages 352 - 369
Author: Jason Jones
DOI: 10.1080/07350190903183424

The Rhetorical Singularity, Pages 370 - 387
Author: Nathan Crick
DOI: 10.1080/07350190903185023

In[ter]vention: Locating Rhetoric's Ethos, Pages 388 - 405
Author: Judy Holiday
DOI: 10.1080/07350190903185049

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

Review Essays

Roman Rhetoric: Revolution and the Greek Influence , Richard Leo Enos, Pages 425 - 430
Author: Michelle Ballif
DOI: 10.1080/07350190902959006

Outward, Visible Propriety: Stoic Philosophy and Eighteenth-Century British Rhetorics , Lois Peters Agnew, Pages 430 - 433
Author: Paul Bator
DOI: 10.1080/07350190903185114

City of Rhetoric: Revitalizing the Public Sphere in Metropolitan America , David Fleming, Pages 433 - 436
Author: Richard Marback
DOI: 10.1080/07350190903185122

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

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.

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

Shirley Wajda

Friday, September 11, 2009


Assistant Professor of English - Composition Studies

Institution: University of Texas at Arlington
Location: Arlington, TX
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


Assistant Professor of English

Institution: St. John Fisher College
Location: Rochester, NY
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 The deadline for applications is November 13. Contact Deborah VanderBilt, English Department chair, at for any questions or clarifications.
Application Information
Contact: St. John Fisher College
Online App. Form:

Thursday, September 10, 2009


Assistant/Associate Professor of English (Composition)

Institution: University of Texas at Brownsville
Location: Brownsville, TX
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


Assistant Professor of Composition/English

Institution: Seton Hill University
Location: Greensburg, PA
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 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:
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.


Friday, September 04, 2009


Assistant Professor of English, Tenure-Track

Institution: Roosevelt University
Location: Chicago, IL
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:

Assistant Professor of English

Institution: University of North Florida
Location: Jacksonville, FL
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 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:

Thursday, September 03, 2009

63.3 Assistant Professor: Communications - New York, NY (#1066)

Institution: Empire State College
Location: Saratoga Springs, NY
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:

Tuesday, September 01, 2009


Assistant Professor, English Rhetoric/Composition

Institution: Xavier University
Location: Cincinnati, OH
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
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

Communications Faculty

Institution: Franklin University
Location: Columbus, OH
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

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 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: